Abstract

One hundred fourteen teachers in Tinoc revealed notable findings on pedagogy, technology, instruction and assessment used during the distance learning. Descriptive statistics, frequency, mean and ANNOVA were used. Teachers used distribution of printed modules, easy-to-use technology in instruction and assessment such as laptops, smart phones, key pad cellphones and hand-held radios were utilized including printed test with written examinations for assessment. When grouped by gender, there was a significant difference on pedagogies like the use of the distribution of printed modules and modules shared through an application. Technology, instruction and assessment had no significant difference to the respondents. When grouped by position, pedagogy and assessment reveals a significant difference on the distribution of printed modules and use of group chat or messenger and printed test and written examination respectively. When grouped by the number of years in service, pedagogy and assessment had a significant difference on teacher-parent-learner interaction and the use of printed and written test respectively. There is no significant difference on the technology and instruction used. Problem felt by teachers were late submission of modules, no parents and guardians to assist the children at home, residence of learners, and educational attainment of parents who were hard up in teaching their children, and unanswered modules. Learners let their modules be answered by their abled parents or siblings but scored low in the summative test. Learners were found to be poor readers and did not demonstrate instructional reading level.

Keywords: pedagogy, assessment, instruction, distance learning, modules, technology

READ MORE

Summary

This study explores the innovations encroaching upon the realm of medical laboratory science and respiratory care. The special emphasis in this study is laid on the integration of diagnosis in patients suffering from complex respiratory disorders. The analyses of selected biomarkers, tuning of advanced diagnostic protocols, deployment of teams across multiple disciplines through effective collaboration, are strategic efforts recommended for better patient outcome and safety. Medical laboratory scientists and registered respiratory therapists are at the front line of clinical practice and work collaboratively to identify infections, monitor the severity, and combat respiratory compromise. This will entail information regarding some cutting-edge innovations, challenges, and trends, in identification practices for care backed up by clinical laboratories.

Keywords: medical laboratory scientist (MLS), registered respiratory therapist (RRT), electronic health record (EHR), respiratory therapy/care, medical/clinical laboratory, laboratory tests, diagnosis, critical care, patient monitoring, biomarkers, emergency, trauma, predictive analytics, rural and underserved areas

READ MORE

Abstract

This study utilized a quasi-experimental research design to determine the steps of the Process Explicit Writing Composition Approach (PEWCA) and its effectiveness in enhancing writing composition skills among Grade 6 learners. The research involved nine (9) learners from Huhlucan Elementary School, divided into control and experimental groups. Pre-test and post-test activities were administered to gather and validate data. The writing performance of learners was assessed using the Grade 6 writing composition rubric, and the results were analyzed using descriptive statistics, mean, and percentage distributions. The statistical analysis aimed to measure the impact of PEWCA on learners' writing skills before and after the intervention. Findings indicate that PEWCA was effective in improving the writing skills of the experimental group, as evidenced by a significant difference in performance between pre-test and post-test results. While PEWCA had a positive influence, its impact was limited. This finding implies that although the approach contributed to skill enhancement, other factors might also play a role in improving learners’ writing abilities.

Keywords: process explicit writing composition, quasi-experimental research, writing composition skills, Grade 6 learners, Pre-test and post-test evaluation, Descriptive statistics

READ MORE

Abstract

         This study aimed to determine the English teachers’ strategies in the integration of technology for 21st-century communication skills instruction as groundwork for activity plans at Jalandoni Memorial National High School during the schoolyear 2024-2025. The information gathered was analyzed using thematic approach. The following themes were generated about the English teachers’ strategies in the integration of technology for 21st-century communication skills instruction: multimedia presentations, collaborative tools, creative applications, gamification, and interactive learning. The challenges experienced by the English teachers were: limited internet access, insufficient resources, student engagement issues, and technical difficulties. On the management of the challenges, they were: resourcefulness, collaboration among educators, flexible deadlines and group work, and pre-planning and preparation strategies. To further address the challenges experienced by the English teachers, the researcher proposed the development of structured activity plans tailored to enhance technology integration using digital platforms to develop communication skills instruction.

         Keywords: English Teachers’ Strategies, Integration, Technology, 21st-century communication skills, instruction, activity plan

READ MORE

Abstract

         This study examines young learners’ exposure to technology, highlighting parental awareness and concerns. The study used a quantitative research design. The three class levels in Bekes Elementary School which are Kindergarten, Grade 1, and Grade 2 were considered in the research. The respondents of this study were the parents of Kindergarten, Grade 1, and Grade 2 learners. Regardless of  class levels they belong to, the particular technology they frequently utilize are cellphones followed by television, and then the tablet. Parents are encouraged to always pay extra attention to what their children are accessing with the use of technology. As helpful as it was on the academic, social and work areas, technology has also been a reason for many of the present problems happening especially on the youth. The research is conducted to prove that as young as Kindergarten learners are, they could get access to these technologies and utilize it. The problem of technology exposure among young learners is not only use for healthy and productive purposes but they are also prone to be exposed on malicious and unhealthy contents which is damaging. In addition, parents at home cannot possibly monitor their children constantly while they’re on their gadgets therefore, the most recommended is for them not to allow their children to utilize them at all. Especially the smartphones and tablets with smaller screens where the contents could hardly be seen at a far distance, may pose challenges for learners who need clear visibility for reading and watching media. Thirdly, parents are highly advised in encouraging their children to do more physical activities, a lot of outdoor activities, spending more time with real people (not virtual), and learning more new skills. At this time and age where the technology access is made more and more available to children is normalized. Parents and guardians are adjured to monitor their children’s extent of exposure to technology.

Keywords: cellphones; digital exposure; smartphones; technology; young learners

READ MORE

ABSTRACT

This study examined the patterns and reasons for code-switching among instructors at the College of Education, Isabela State University-Ilagan Campus. A descriptive research design was employed, involving forty-nine instructors from five academic departments: the Department of Arts and Sciences, the Bachelor of Technical Vocational Teacher Education, the Bachelor of Technology and Home Economics, the Bachelor of Physical Education, and the Bachelor of Secondary Education. The study utilized a three-page, checklist-style questionnaire adapted and updated from Yao (2011).

Findings revealed that code-switching is prevalent in classroom instruction. Within the inter-sentential domain, code-switching for emphasis recorded the highest frequency, with 46 instances (93.88%), suggesting that instructors frequently use code-switching to highlight key points and enhance students' comprehension and retention. In the intra-sentential domain, clarification emerged as the dominant function, with 44 instances (89.80%), indicating a strong preference for code-switching to aid students in understanding complex concepts. Meanwhile, personalization had the highest occurrence in the tag-switching domain, with 36 instances (73.47%), demonstrating that instructors use code-switching to establish personal connections and provide contextual relevance in their teaching.

Additionally, the study found that College of Education instructors perceive code-switching as an effective and flexible strategy for addressing linguistic diversity, improving comprehension, and fostering an inclusive learning environment.

Keywords: Code-switching, Classroom Instruction, Linguistic Diversity, Teacher Strategies, Inclusive Learning

DOI 10.5281/zenodo.14984863 

In Catholic tradition, creation is God’s act of bringing the world into existence, marking the first of His countless benevolent interventions in human history. The book of Genesis describes the origin of being, signifying substantial change and purpose. This theological perspective lays the groundwork for metaphysics, particularly the concept of esse, which provides a deeper understanding of our existence. Through this lens, I seek to answer the fundamental question: What makes me truly human? Metaphysical analysis of my personhood from the perspective of esse will help me uncover the deeper meaning of my existence.

As a concrete, existing being, it is in my nature to cultivate my characteristics, personality, and behavior through action. Like others, I eat, play, and socialize. But why do I do these things? The answer lies in my esse—the act of existence itself. My esse is the foundation of my being, the force that raises me into existence. The word “being” derives from “to be,” emphasizing the act of existing. Though I cannot fully define esse, it is the essence of my humanity. It generates my capabilities and is the internal drive that propels me toward self-fulfillment.

My talents and abilities manifest my esse as an active presence. My esse naturally expresses itself in action, shaping my engagement with the world. Life is full of mystery—who am I? Why am I here? These questions constantly occupy my mind. Yet, esse bridges my existence to reality, allowing me to grasp my own totality. My esse enables me to relate to the universe, communicate my existential energy, and affirm my presence as a dynamic force in the world. It allows me to confront reality, grow through relationships, and overcome challenges that shape my development as a human being.

Despite my imperfections, my intentions remain pure. As a human, I am capable of both good and evil. However, my esse is perfect—it is the act of all acts, the perfection of all perfections. It refines my imperfections and aligns my motivations toward fulfillment. Being human is complex; I experience pain, hatred, suffering, and love. These experiences expand my awareness and understanding of life’s different horizons. While my esse is the foundation of my being, it does not depend on my soul alone. Instead, it encompasses all that I am, making my existence complete.

As a human, I have the capacity to think, reflect, and contemplate, allowing me to attain self-liberation and a deeper understanding of reality. This intellectual strength sets me apart from other beings. However, despite my intelligence and kindness, I sometimes falter. My essence limits my existence, yet my weaknesses do not define my esse—they merely outline its boundaries.

Wherever life takes me, my esse is my reflection. From nothingness, God created a world of blessings, and I am grateful for my esse, which illuminates my path. Ultimately, only God is the source of my being. Through my esse, I establish unity with reality, embracing my existence as a truly human person.

DOI 10.5281/zenodo.14985007

For first graders, games, hands-on projects, and real-life examples make math enjoyable. When young children enjoy the lesson, they learn most effectively. For them, here are some easy methods to bring Math alive.

1. Utilize Games as Helpers
  To acquire math, playing games is a good idea. Kids learn numbers and counting by means of board games, cards games, and online math games. Playing basic games like "I Spy a Number" or "Number Bingo" can also help to make learning exciting.

2. Create It Practical
  First graders grasp mathematics better using actual objects. Offer those buttons, blocks, or coins to sort and count. Encourage them to use measuring cups while cooking to discover about quantities and sizes. Math becomes more engaging with practical applications.

3. Encourage application of math to everyday life.
Show kids how ubiquitous math is. Please request they count the goods or check prices during purchase. Permit them to count plates and spoons to help set the table. Whenever they encounter math in everyday life, they appreciate its value.

4. Sing Rhymes and Songs
Poems and songs assist kids in memorizing math facts. Count while singing number songs or clapping hands. Fun music helps one to learn more easily and happily.

5. Relate stories of Math.
Learning is made interesting by stories with math issues and numbers. Counting, shapes, and patterns can be found discussed in books. “Lily had three apples; she handed one to her buddy." “Textiles.” This allows kids to think and solve issues enjoyably: "How many apples does she have now?"

6. Allow Them to Change
Learning might become dull if one is constantly seated. Let kids move when they are learning mathematics. Request that they count and jump, hop to various numbers, or form a body shape. Math lessons become more fun on a trip.

7. Give Praise and Encouragement
Kids who are happy about mathematics will find studying it a lot of fun. Always commend their attempts and congratulate their advancement. Help them kindly try again if they make errors.

Last thoughts:
  One does not need to be brilliant or enthusiastic in mathematics. First graders can have fun with understanding numbers and problem solving using games, hands on projects, songs, and enjoyable challenges. Children will want to do math every day if study is joyful.

DOI 10.5281/zenodo.14986673 

Abstract

Non-verbal communication plays a crucial role in classroom management, student engagement, and instructional effectiveness. This phenomenological study explores the experiences of ten primary grade teachers at Loo Elementary School regarding their use of non-verbal communication in teaching. Through in-depth interviews, the study identifies key themes, including facial expressions for discipline, hand gestures for instruction, proxemics for student engagement, non-verbal cues for special needs students, and cultural challenges in communication.

Findings reveal that teachers rely on facial expressions to manage student behavior, with techniques such as “the look” effectively maintaining discipline. Hand gestures aid in explaining complex concepts, enhancing comprehension, particularly among young learners. Teachers also use physical proximity to sustain student attention and encourage participation. For students with special needs, non-verbal cues such as exaggerated gestures and visual aids improve communication and engagement. However, cultural differences in interpreting gestures sometimes lead to misunderstandings, highlighting the need for cultural sensitivity in teaching practices.

The study corroborates existing research on the impact of non-verbal communication in education and emphasizes the necessity for professional development programs that equip teachers with effective strategies. As classrooms become more diverse, educators must be trained to navigate cultural variations in non-verbal interactions. Future research should explore the long-term effects of non-verbal communication training on student learning outcomes. This study underscores the importance of integrating non-verbal communication strategies into teaching practices to create a more inclusive and engaging learning environment.

Keywords: non-verbal communication, elementary teachers, classroom management, student engagement, phenomenology

READ MORE

ABSTRACT

Corn is one of the most widely used cereals and serves as a key ingredient in various processed products such as cornstarch, corn syrup, corn oil, gluten, and snack foods. It is also valued for its health benefits, particularly as a rich source of B-complex vitamins, including B1, B5, and folic acid. This study aimed to determine the acceptability of corn flour as the main ingredient in ten baked products, evaluating them based on appearance (color), aroma, taste, and texture. The study was conducted at the Food Trades Room of Isabela State University, Ilagan City, Isabela, and Reina Mercedes Vocational High School, Reina Mercedes, Isabela. Ten baked products were prepared and assessed: Butter Corn Cookies, Chocolate Corn Cookies, Coffee Corn Cookies, Oatmeal Raisin Corn Cookies, Carrot Corn Cake, Chocolate Corn Muffin, Peanut Butter Corn Cookies, and Corn Chip Corn Cookies. A total of 120 randomly selected evaluators participated in the assessment. The study utilized arithmetic mean and Chi-square as statistical tools, with a five-point Likert scale employed to measure acceptability.

Results showed that the ten baked products using corn flour as the main ingredient were rated as "highly acceptable" in terms of color (mean = 4.31), aroma (mean = 4.23), and taste (mean = 4.22). However, the texture was rated as "moderately acceptable" with a mean score of 4.17. The overall acceptability of the baked products was "highly acceptable" with an average mean score of 4.26. Findings indicate that the color, aroma, and taste of baked products using corn flour are highly acceptable, whereas texture is moderately acceptable. Among the products, Butter Corn Cookies ranked highest in terms of color, aroma, and taste, while Banana Corn Cake was rated best in texture. Furthermore, the general acceptability of the baked products significantly differed across color, aroma, taste, and texture.

Based on these findings, the study recommends properly grinding corn flour to improve its texture. Additionally, developing more recipes will help further assess the acceptability of corn flour as an ingredient in baked products. A comparative analysis between baked goods made with wheat flour and those made with corn flour should also be conducted to determine differences in quality and consumer preference. Furthermore, storage studies are necessary to evaluate the shelf life of corn flour-based baked products. Reducing sugar content based on standard recipes is suggested to enhance the nutritional profile of the products. Lastly, further research on this topic should be conducted to validate and expand upon the findings of this study.

Keywords: Corn flour, Baked products, Acceptability, Sensory evaluation, Texture improvement

DOI 1 10.5281/zenodo.15004026 

ABSTRACT

This study aimed to determine the written corrective feedback practices of English teachers as bases for formulation of correction guidelines at Jalandoni Memorial National High School during the School Year 2023-2024. The following themes were generated as regards the common feedback practices of Junior High School teachers: (1) direct, (2) explicit, and (3) indirect feedback. For Senior High School teachers, they are: (1) direct and (2) explicit feedback. For how these feedback practices were used, Junior High School teachers identified: (1) placing correct answers; (2) highlighting and discussing errors; (3) crossing out, using lines, and encircling mistakes; and (4) using colored ink or pencil. While Senior High School teachers use: (1) highlighting; (2) placing correct answers; (3) crossing out, encircling, and making arrows; and (4) using colored ink or pencil. As to the challenges experienced, the themes were: (1) time constraints; (2) require more preparation; and (3) unwillingness to accept corrections for Junior High School teachers. For Senior High School teachers, these were: (1) unwillingness to accept correction; and (2) time constraints.

Keywords: English Teachers, Written Corrective Feedback Practices, Correction Guidelines

READ MORE

Abstract

Technology and Livelihood Education (TLE) is an essential component of the Philippine curriculum. It empowers students with practical skills for career readiness, entrepreneurship, and lifelong learning. One of its specialized areas is Technical Drafting, which teaches students how to create accurate drawings and plans. Technical Drafting provides a strong foundation for architecture, engineering, and industrial technology fields. This subject prepares high school students for higher education and immediate job opportunities in technical fields. This study was conducted at Mambugan National High School, which involved 34 students who did not meet the expected performance standards in TLE. Intervention worksheets were introduced as a remedial tool to enhance learning outcomes. The study utilized a paired sample t-test to compare students' performance before and after the intervention. The results showed that the intervention effectively reduced failure rates and enhanced student performance in TLE 10. Structured worksheets provided targeted support, reinforcing key concepts and improving student understanding. Moreover, continuous monitoring and immediate feedback played a vital role in ensuring real-time progress and guiding students toward better performance. The study highlights the significance of intervention strategies in improving learning outcomes in technical subjects, emphasizing the need for structured learning materials and real-time assessment to support student success.

Keywords: Technology and Livelihood Education, Technical Drafting, Intervention Worksheets

READ MORE

This study aimed to determine the benefits, effectiveness, and challenges of virtual training for teachers in Cluster Three, Gamu District, Division of Isabela.

A descriptive-qualitative research design was employed to explore these aspects. The study was conducted in 2022 across four schools in the Gamu District, with 34 teachers serving as respondents. A researcher-adopted survey questionnaire was used to collect relevant data.

The findings revealed that virtual training offers significant benefits, particularly in terms of health and safety, transportation allowances and savings, training environment comfort, flexible time management, improved information and communication technology (ICT) literacy, and additional family time. Overall, the effectiveness of virtual training was categorized as moderately effective.

However, teachers faced significant challenges in utilizing virtual training. These included financial constraints in covering registration fees and limited exposure to online training. Additionally, many teachers lacked sufficient knowledge of operating electronic devices, such as computers.

In light of these findings, the Department of Education may provide the necessary resources and support to enhance the effectiveness of virtual training and address common challenges faced by teachers.

Keywords: Virtual Training, Teachers, Effectiveness, Challenges, ICT Literacy, Descriptive-Qualitative Research Design

DOI 10.5281/zenodo.15048503 

Abstrak

Layuning pag-aralan ang wika sa tiktok sa pamamagitan ng estruktura at pagpapakahulugan. Sisipatin, susuriin at sasaliksiking mabuti ang mga salitang ginagamit sa pakikipag-ugnayan sa loob ng tiktok. Lubhang malawak ang impluwensiya ng social media. Nabubuo  ang  salita ng mga influencer at tiktokerist dulot  ng  pagkamalikhain  ng  tao  sa pagpapaikli, kombinasyon at pagbabagong ayos at kahulugan ng mga salita sa layuning maipaabot ang kanilang mga ideya at saloobin.  Patunay  lamang  ito  na  ang  bawat  grupo ay  may  kanya kanyang  estilo  at  paraan  ng pagpapahayag.

Mga Susing Salita:  Estruktura, Influencer, pagpapakahulugan, salita, tiktok

READ MORE

Abstract

         Low reading comprehension levels of elementary learners are a serious problem confronting the Department of Education. Basic education teachers at the forefront are expected to contribute to solving this problem using their creativity and ingenuity. This study aimed to evaluate the effectiveness of Fluency-Based Interventions (FBI) in increasing the reading comprehension levels of Grade III pupils at Antagan 1st Elementary School-Sitio Magoli Annex. Employing a quantitative experimental design, 25 pupils were assessed using the Philippine Informal Reading Inventory (Phil-IRI) before and after the intervention. The respondents’ profiles, including sex, parents' occupation, birth order, educational attainment, availability of reading materials, and mother tongue, were considered. Results from the pre-test revealed that most pupils fell within the "frustration" and "instructional" reading levels, indicating significant comprehension challenges. After a four-month FBI implementation, post-test results showed a notable improvement, with an average increase from a mean score of 2.72 to 3.58, indicating a proficient reading comprehension level. Statistical analyses, including ANOVA and effect-size measurements, confirmed the intervention's effectiveness, with an effect size of 0.8870, denoting a large positive impact. The study concludes that the FBI significantly enhanced the pupils' reading skills and highlights the importance of demographic factors and access to educational resources in shaping reading comprehension. Recommendations include increasing parental involvement, providing reading materials, teacher training, and ongoing assessments to sustain reading achievement gains. Further research is encouraged to explore additional factors influencing reading comprehension.

Keywords: Fluency-Based Intervention, reading comprehension level, quantitative-experimental design, Phil-IRI, reading intervention, pre-test, and post-test design

DOI 10.5281/zenodo.15048661 

ABSTRACT

This study evaluates the knowledge of hospital caregivers regarding pressure ulcer prevention in post-operative patients at a Level II hospital in Butuan City. It explores the role of caregiving experience, formal training, and other factors influencing caregiver knowledge. A total of 104 caregivers, consisting of family members and paid caregivers, participated in the research. Data was collected through a structured questionnaire adapted from the Pressure Ulcer Knowledge Assessment Tool (PUKAT), focusing on caregivers' awareness of pressure ulcer prevention, signs, and management. Results revealed that a significant proportion (87.5%) of caregivers exhibited insufficient knowledge, with only 12.5% demonstrating sufficient understanding of pressure ulcer prevention. Factors such as caregiving experience and formal training were found to significantly influence caregiver knowledge, with caregivers who had received formal training showing better knowledge levels. The study emphasizes the need for continuous education and structured training to improve caregiver knowledge and practices, thus enhancing the prevention of pressure ulcers in post-operative patients. Recommendations include the development of targeted training programs for caregivers, with a focus on practical knowledge and the implementation of preventive measures to reduce the incidence of pressure ulcers.

Keywords: Pressure Ulcer, Hospital Caregivers, Post-Operative Care, Knowledge Assessment, Prevention

READ MORE

Abstract

The relationship between core values, attendance, and academic outcomes is a significant area of study, particularly in understanding how these elements interact to shape student success. This research aimed to determine the core values, attendance, and science academic outcomes of Grade 7 students in a public national high school during the school year 2023-2024. It utilized a quantitative approach, specifically a correlational research design.  This study aims to further intends to examine the interrelationship between these variables using the mediation analysis. The data was obtained from a public junior high school teacher. The involved Grade 7 students were identified using random sampling, with a total sample size of 196 (N) Grade 7 students, determined using the Raosoft calculator. All the data, including core values, attendance, and science academic performance of the Grade 7 students, were available in the report card or School Form 9 (SF9). The mediation analysis results show a significant positive correlation between core values and science performance. Hence, the results of the mediation analysis indicate that attendance significantly mediates the relationship between core values and science performance. With this estimated value of 0.948 for the indirect effect, a unit increase in core values was associated with an approximate increase of 0.948 points in the grades attained in science due to improved attendance. In conclusion, promoting core values can enhance attendance monitoring strategies as a way to improve academic performance, especially in science. As such, schools need to insist on implementing programs that will foster socio-emotional skills and attendance awareness since these factors work in tandem to influence students' success. The study made the compelling recommendations that schools should focus on the instillation of core values among learners since these values have a high effect on students' academic performance. In this regard, projects and programs aimed at improving these values may result in an improvement in student behavior as well as an improvement in academics.

Keywords: Mediation Analysis, Core Values, Attendance, Science Academic Outcomes

READ MORE

Abstrak

Ang pag-aaral na ito ay nakatuon sa pagsasalin ng akdang Florante at Laura sa wikang Iloko bilang kagamitang panturo para sa mga mag-aaral na nasa ikawalong baitang sa Sekundarya. Layunin ng pag-aaral na ito na isalin ang kabuoan ng Florante at Laura sa wikang Iloko at bumuo ng isang materyal na gagamitin ng mga guro bilang kagamitang panturo sa klase. Bunga sa naging suliranin ng mga mag-aaral pagdating sa kahirapan sa pag-unawa ng malalalim na salitang ginamit sa tula, kaya ninais ng mananaliksik na bumuo ng salin ng bawat kabanata nito sa wikang mas madali nilang maunawaan. Sa lokal ng pag-aaral, ginagamit na paraan sa pakikipagkomunikasyon ang wikang Iloko, kung kaya’t ginamit ang wikang ito para isalin ang bawat kabanata upang mapadali ang pagtuturo ng mga guro at pagkatuto ng mga mag-aaral.

         Ginamit na disenyo ng pananaliksik ang deskriptibo sa kuwantitatibong pamamaraan. Layunin ng pag-aaral na isalin ang tatlumpung (30) kabanata ng Florante at Laura. Pagkatapos, ipabalido ang isinaling tula mula sa limang (5) gurong eksperto na dalubhasa at may mahabang karanasan at kabatiran sa wikang Iloko, nagtuturo ng Florante at Laura at may kahusayan sa pagsasalin. Ginamit ang tseklis upang malaman ang kahusayan at kaangkupan ng isinaling akda. Ilan sa mga kailangang ipabalido ang tuntuning panretorika, kawastuhang panggramatika, gamit ng matatalinhagang salita, elemento ng tula (saknong, kariktan at talinghaga) at ang kaangkupan ng pagsasalin batay sa kayarian, kaisipan at damdamin nito.  Sumunod ay tukuyin ang antas ng pagtanggap sa binuong materyal mula sa mga tatlong (3) guro at (64) mag-aaral bilang kagamitang panturo gamit ang tseklis ng LRMDS. Panghuli, ilahad ang implikasyon ng ginawang pag-aaral sa pagtuturo at pagkatuto ng Florante at Laura

Susing Salita: Pagsasalin, Wikang Iloko, Florante at Laura, Kagamitang Panturo

READ MORE

INTRODUCTION

         The Water, Sanitation, and Hygiene (WASH) in Schools (WinS) program is a school-based initiative implemented by the Department of Education (DepEd) to promote hygiene practices and improve sanitation infrastructure among students. Given the disruptions caused by the COVID-19 pandemic, the importance of proper hygiene and sanitation has been magnified. This study evaluates the post-pandemic implementation of the WinS program in Manila junior high schools, assessing its effectiveness, challenges, and the potential integration of WinS-related issues into Technology and Livelihood Education (TLE) competencies.

The study specifically aims to:

·   Evaluate the implementation status of the WinS program in terms of water accessibility, hygiene, sanitation, health education, and deworming.

·   Identify the challenges faced by students and teachers in the implementation of the program.

·   Explore how TLE competencies can be aligned with the WinS program to address its challenges.

·   Provide recommendations for improving the sustainability and effectiveness of the WinS program in junior high schools.

METHODOLOGY

         This study employed a mixed-methods approach using the Explanatory Sequential Design, which consists of two phases: quantitative and qualitative.

Quantitative Phase:

         A survey was conducted among 317 junior high school students, selected using Slovin’s formula to ensure a representative sample.

         The survey questionnaire assessed students’ perceptions of the implementation of the WinS program across five key areas: water accessibility, hygiene, sanitation, health education, and deworming.

         Responses were measured using a 4-point Likert scale, with interpretations ranging from “Definitely Implemented” to “Definitely Not Implemented.”

         Data were analyzed using descriptive statistics, including weighted mean and frequency distribution, processed through Jamovi statistical software.

Qualitative Phase:

         A Focus Group Discussion (FGD) was conducted with 16 TLE teachers to validate survey findings, gain deeper insights into the challenges of the program, and identify potential TLE-aligned interventions.

         Thematic analysis was used to identify common themes and patterns in the qualitative data.

Ethical Considerations:

         Parental and student consent forms were obtained before data collection.

         Data privacy and confidentiality were strictly observed in accordance with Republic Act No. 10173, the Data Privacy Act of 2012.

         Respondents were informed of their right to withdraw from the study at any time.

RESULTS

         Findings from the survey and FGD revealed mixed perceptions regarding the implementation of the WinS program.

·   Water Accessibility:

         The availability of water for handwashing and toilet use was rated as “Definitely Implemented” (Mean: 3.44).

         However, free drinking water was marked as “Not Implemented” due to students being required to purchase bottled water from the school canteen.

·   Hygiene:

         Hygiene facilities, including handwashing stations, were rated as “Implemented” (Mean: 3.14).

         However, some students reported irregular supplies of soap in key areas such as canteens and toilets.

         Information, Education, and Communication (IEC) materials on hygiene practices were present but inconsistently maintained.

·   Sanitation:

         Clean and functional restrooms were rated as “Implemented” (Mean: 3.28), with trash bins provided in toilet cubicles.

         However, waste segregation and composting practices were noted as weak, with limited student participation.

·   Health Education:

         Rated as “Implemented” (Mean: 3.10), health education efforts included bulletin boards, posters, and classroom discussions.

         However, teachers noted that bulletin boards were not regularly updated, and reinforcement of hygiene behaviors was inconsistent.

·   Deworming:

         Deworming activities were the lowest-rated aspect, with a mean score of 2.57.

         Many students did not participate due to lack of parental consent or fear of side effects.

DISCUSSION

         The study highlights inconsistencies between student and teacher perceptions of the WinS program’s implementation. While students generally rated facilities as available, teachers emphasized gaps in maintenance and sustainability.

Key issues identified include:

         Limited Free Drinking Water: Students rely on purchased bottled water due to concerns over the quality of available drinking water.

         Inconsistent Hygiene Supply: Soap and other hygiene materials are not consistently available in school areas with high foot traffic, such as canteens and comfort rooms.

         Poor Waste Management Practices: Despite the presence of trash bins, segregation and composting initiatives are not widely practiced.

         Lack of Sustained Health Education Efforts: Bulletin boards and IEC materials require regular updates and reinforcement strategies.

         Low Participation in Deworming: Parental concerns and misinformation hinder student participation in deworming programs.

Integration with TLE Competencies: To address these challenges, TLE teachers proposed several interventions:

·   Handwashing Soap Production: Students can create and distribute homemade liquid soap as part of their entrepreneurship module.

·   Food Handling and Safety Training: Canteen sanitation can be improved through TLE activities focused on proper food handling.

·   Waste Management Initiatives: Compost pit creation and waste segregation projects can be integrated into the TLE curriculum.

·   ICT Integration for Health Education: Digital platforms can be used to enhance awareness campaigns on hygiene and sanitation.

Conclusion and Recommendations

         The study concludes that while the WinS program is generally implemented in Manila junior high schools, significant gaps remain in hygiene facility maintenance, drinking water accessibility, waste management, and deworming participation.

Recommendations:

·   Policy Revisions: Schools should review their existing policies to ensure free and safe drinking water access for all students.

·   Increased Budget Allocation: More funds should be allocated for hygiene materials to ensure consistent availability.

·   Enhanced Monitoring and Evaluation: Regular assessments should be conducted to maintain the effectiveness of sanitation and hygiene facilities.

·   Strengthening Community Engagement: Parent awareness programs should be conducted to encourage participation in deworming activities.

·   TLE Curriculum Integration: The proposed TLE interventions should be adopted to provide students with practical applications of hygiene and sanitation principles.

         Future research should explore the long-term impact of these interventions and assess their effectiveness in improving student health and well-being. A multi-school study can also provide comparative insights into best practices for WinS program implementation.

DOI 10.5281/zenodo.15086433

Felicio, Ferzus T.  “TEEL Framework in Action: Improving Paragraph Writing Skills for Grade 11 Students”  An Action Research, Through the Support of the West Visayas State University Calinog-Campus Extension Project Entitled “ARTeach” And the Schools Division of Iloilo Region VI-Western Visayas September 2024.

Abstract

TEEL Framework in Action: Improving Paragraph Writing Skills for Grade 11 Students,

Effective communication among learners is crucial for understanding their purposes and goals in interactions. To achieve this, learners must develop skills in organizing their ideas, particularly in paragraph writing, where coherence and unity are essential for clarity. This participatory action research aimed to evaluate how the Topic, Evidence, Explain, and Link framework improved the performance of Grade 11 students and the experiences of the teacher-researcher in teaching paragraph writing. Seven participants, consisting of three males and four females, were selected based on their performance, writing tasks, and teacher observations. Data were collected through focus group discussions, and observations during the implementation of the intervention were analyzed using thematic analysis. The results revealed that, despite improvements in writing organization and reduced anxiety, participants’ continued reliance on technology and persistent vocabulary challenges highlighted an unexpected need for targeted vocabulary instruction and strategies to enhance writing skills. It was surprising that, despite the intervention’s success in improving organizational skills and reducing anxiety, significant challenges with vocabulary development indicated a gap in the intervention's effectiveness across all aspects of writing proficiency. Before the intervention, participants struggled with high anxiety, heavy technology reliance, and cognitive and organizational issues in writing. While there was some improvement and a slight reduction in technology dependency, challenges with vocabulary and writing efficiency persisted, underscoring the need for continued focus on these areas to achieve comprehensive writing proficiency.

Keywords:  Paragraph writing, learner’s paragraph writing skills, writing proficiency

DOI 10.5281/zenodo.15086561

ABSTRACT

Teacher motivation is a key determinant of educational quality, influencing both instructional effectiveness and student performance. This study investigates the motivational factors affecting high school teachers' job performance in Tarlac City, using Alderfer’s ERG Theory as a theoretical framework. A descriptive-correlational research design was employed, involving 30 senior and junior high school teachers. Data was collected through survey questionnaires measuring motivation in three dimensions: existence, relatedness, and growth needs. Findings indicate that teachers are highly motivated by related needs, including administrative support and teamwork, followed by existence and growth needs. However, statistical analysis revealed no significant correlation between motivation levels and job performance, suggesting that teachers maintain strong professional commitment despite varying motivational influences. These results highlight the resilience of educators in fulfilling their roles. The study recommends institutional reforms focusing on continuous professional development, teacher recognition, and workload management to sustain motivation and improve overall teaching quality.

Keywords: teacher motivation, ERG Theory, job performance, descriptive-correlational, Amucao, Tarlac City

READ MORE

There is a close connection between color and language, and this shapes the way people see, describe, and understand the world. Colors, apart from being visuals, carry meaning, emotions, and cultural value. How people use color in language and communication can be explained and understood through research in linguistics, psychology, and politics.

One of such important research area is understanding how different languages name and categorize colors. In fact, some languages have more words for colors than others. For example, Russian has separate words for light blue (goluboy) and dark blue (siniy), while English uses only “blue” for both. Studies suggest that language can shape how people see and think about colors. This idea is related to the Sapir-Whorf Hypothesis, which holds that the language people speak influences how they perceive and interpret the world. This means that those who speak a language with more color words may notice color differences or shades more easily than speakers of languages with fewer color distinctions.

Colors also have various meanings in different cultures. In English, for instance, “feeling blue” means sadness, while in China, red symbolizes good luck. Purple is used for International Women’s Day to signify justice, dignity, and gender equality. In the Philippines, yellow is associated with the Aquino family and their supporters, called “Dilawan.” Pink is the color of the “Kakampink” movement, linked to former Vice President Leni Robredo and her campaign for good governance. Meanwhile, “red” is associated with the Marcoses and “green” with the Dutertes. Thus, these examples show how color could be a strong symbol in society and politics.

Moreover, color is also used in language to describe emotions and ideas. Idiomatic expressions like “green with envy” (jealousy), “black sheep” (someone different from the group), or “golden opportunity” (a great chance) indicate how color makes language more vivid and expressive. Research can explore how these color words influence how people feel and think.

Finally, psychologists have found that color can also affect mood and decision-making. Warm colors like red and yellow can increase energy and attention, while cool colors like blue and green create calmness. The use of yellow, pink, red, and green in Philippine politics shows how color can influence public opinion and deliver votes during elections.

In conclusion, studying the link between color and language can help researchers understand how people think, communicate, and form cultural and political identities. It can also be useful in marketing, education, and psychology. By exploring this association, researchers can gain deeper insights into human behavior and communication. The specific fields where research could be done are psycholinguistics, sociolinguistics, and critical discourse analysis (CDA).

DOI 1 10.5281/zenodo.15099018

Introduction

         Education is an instrument to bring change in human life and a base for development. Schools are places where formal education is implemented. (Chakraborty, 2018)

         Attachment to DepEd Order No. 47, s. 2016 Omnibus Kindergarten Education Policy, Reason No. 1. In accordance with the "Kindergarten Education Act" (Republic Act No. 10157) and the "Enhanced Basic Education Act of 2013" (Republic Act No. 10533), all five-year-old Filipino children are provided with a mandatory and compulsory Kindergarten education in order to adequately prepare them for Grade One. This education effectively promotes physical, social, cognitive, and emotional skills stimulation.

Man has held an early belief for many hundreds of years.

the value of education to the person. In the seventeenth century, John Amos Comenius proposed that the first six years of a child's life be spent in what he called a "mother school." His idea was that the child's first educator should be a sensitive and knowledgeable mother who would help provide experiences that would help lay the groundwork for later life experiences. The mother taught the child the Lord's Prayer, how to name items, the names of bodily parts, how to identify colors, and the geography of their surroundings.

As the years have gone by, public opinion toward inclusion integrating early development and kindergarten programs into the public schools has increased. Usually, kindergarten programs have been offered in the bigger cities and most populous areas. On the other hand, it is logical to suppose that in a few years, all kids will have access to educational opportunities during the kindergarten year.

According to Section 2 of RA 10157's Kindergarten Education Act, "for it is the period when the young mind's absorptive capacity is at its sharpest," kindergarten education is crucial to a Filipino child's growth. Using practices that are developmentally appropriate and culturally sensitive, the State also has a policy of adapting education to the needs, conditions, and variety of students, schools, and communities (Section 2, RA 10157).

         In many respects, being ready means having the tools necessary to handle what is ahead, to both learn from and contribute to what is happening. This mixture of readiness and willingness to study.

The study wanted to know the incoming grade one learners’ readiness in the District of Ajuy Cluster I as basis for enhancement program.

READ MORE

Abstract

This study investigates the correlation between university swimming programs and the development of student leadership in certain Chinese institutions. It evaluates the efficacy of swimming programs regarding program design, student and athlete development, coaching and instructional quality, performance assessment, and inclusivity and accessibility, while also examining students’ leadership skills in strategic goal setting, communication proficiency, collaborative leadership, inclusive leadership, ethical accountability, and time management. A descriptive comparative correlational approach was utilized, using survey questionnaires and statistical analyses to assess students' perspectives and the relationship between swimming involvement and leadership development. Research demonstrates that although the swimming programs are predominantly successful in promoting athletic and personal growth, aspects such as alignment with institutional sports goals, equity in performance assessment, and coaching feedback systems necessitate enhancement. Furthermore, first-year students evaluated the programs and their leadership abilities more favorably than upper-year students, indicating a decrease in happiness and self-evaluation as time progresses. A substantial positive link exists between the efficacy of university swimming programs and the development of students' leadership skills, affirming that well-organized sports programs facilitate the cultivation of leadership abilities.

Keywords: athlete development    coaching and instruction quality

performance evaluation    goal setting communication proficiency   collaborative leadership     inclusive leadership ethical accountability        time management

READ MORE

The death penalty made headlines last January because of a rather astonishing proposal made by one of the house bills seeking to reinstate it: that government officials found guilty of plunder could be (among other options) executed by firing squad (de Santos, 2025). At first glance, such a policy might be a welcome one given its hard-handed approach against corruption—a pervasive issue in Philippine politics that has cost the Filipino people an unfathomable amount of wealth and resources. Indeed, the death penalty is arguably the ultimate measure of accountability for corrupt public officials; and keeping in mind Klitgaard’s (1998) formula for corruption, holding public officials in the Philippines accountable would help address this pervasive issue. Regardless, caution must be practiced before one expresses their support for such a measure.

The effectiveness in preventing future crimes and the humanity of capital punishment has, for the longest time, been the center of contestation between those supportive of it and those against it. I, however, would like to raise another point against the proposed measure: that the reality of Philippine politics puts into question the state’s ability to implement any form of capital punishment with integrity.

Firstly, the Philippines has been selective in implementing justice on cases of corruption. In fact, one need not look further than the Aquino III administration to see this. Indeed, As Batalla (2024) argued, despite committing itself to the fight against corruption, the administration mainly targeted the president’s political rivals such as Senator Jinggoy Estrada but were laxer on political allies such as Joel Villanueva. It should be noted that this selectiveness is not an isolated case given the reputation of the Office of the Ombudsman to not prosecute former presidents for corruption due to personal and political ties, and the fact that they are appointed by the president (Batalla, 2015). Unfortunately, this selectiveness could ensure that corrupt politicians with—for example—connections to the incumbent president can expect preferential treatment that spares them from the proposed measure of capital punishment.

Secondly, the independence of the judicial branch from particularistic interests is questionable. To be sure, House Bill 11211 highlights the important roles the judicial branch (particularly that of the Supreme Court) would play in the conviction and sentencing of public officials accused of crimes such as graft and corruption, plunder, and malversation of public funds (Gulla, 2025). Unfortunately, cases during the Rodrigo Duterte administration such as the ouster of CJ Sereno, the extension of martial law in the island of Mindanao, and the burial of Marcos Sr. in the Libingan ng mga Bayani has shown the Supreme Court’s tendency to be servile to the executive branch (Deinla & Dressel, 2019). It should be noted that the 1987 constitution, as a response to the Supreme Court succumbing to the will of the Ferdinand Marcos Sr. regime, has various systems in place to ensure that it remains independent from the executive branch (Dressel & Bonoan, 2024). Indeed, true judicial independence is imperative for a proper implementation of the death penalty against corrupt officials as it ensures that particularistic interests are not prioritized over justice. Regrettably, as Dressel and Bonoan also notes, the power of presidents to appoint justices of the Supreme Court and members of the Judicial Bar Council (which provides the President a shortlist of Supreme Court Justice candidates) puts into question just how insulated the Supreme Court is from the President. As such, the servility of the court exhibited during the Duterte administration can expectedly be a common occurrence given the system in place. Thus, should capital punishment for acts of corruption be mandated in the country, its politicization might be a highly likely occurrence given the supreme court’s servility to the incumbent President. This could mean that aside from political allies being favored, political rivals could be unjustly targeted—and given the conduct of the presidents mentioned above, such a possibility is not too far-fetched. 

Lastly, as Quah (2018) pointed out, the Philippines is plagued with multiple anti-corruption agencies which, among other things, lack resources and personnel. For example, it was noted by Quah that in 2004, the Office of the Ombudsman had a budget of 480 million pesos and 88 field investigators whereas Hong Kong’s Independent Commission Against Corruption (ICAC) had a 4.94-billion-peso budget and 837 field investigators. This limitation has helped cause the agency’s suboptimal performance in addressing corruption in the country given that having too little budget and personnel lessens one’s capacity to fulfill its mandates. Indeed, Quah highlights how public officials in the Philippines are 33 times less likely to be caught and punished for acts of corruption compared to public officials in Hong Kong. Unfortunately, this weakness of the country’s anti-corruption agencies entails that should capital punishment for corruption be enacted, those who “deserve” to be executed (if anyone deserves execution in the first place) might easily evade the law; deeming such a policy useless. Furthermore, the issues attached to the weakness of the Philippines’ anti-corruption agencies are exacerbated by the selectiveness of the country’s justice system as mentioned above. This means that not only would corrupt politicians evading the law be possible because of institutional weaknesses, but they would be capable of doing so through their resources and political connections as well; especially if said politicians are allied with the incumbent president. 

In sum, caution must first be exercised before supporting the controversial bill to reinstate the death penalty to execute corrupt politicians via firing squad. To be sure, such an extreme measure might mitigate the pervasiveness of corruption in the Philippines. However, as shown above, several considerations must first be made before one supports such a policy. Indeed, moving beyond the discussions of the effectiveness of the death penalty in preventing future crimes and whether it is humane, I argued that the realities within the Philippines make the state’s ability to implement capital punishment with integrity questionable.

Indeed, the Philippines has been selective in the implementation of anti-corruption initiatives. This selectiveness could ensure that given the right connections, corrupt politicians might not be held accountable for their actions; let alone be executed should such a bill be passed. There is the issue of the Judicial Branch’s servility to the president as well. This servility might lead to the politicization of capital punishment in that political allies could be favored while political rivals could be unjustly targeted. Moreover, the country’s anti-corruption institutions are weak; meaning corrupt politicians could easily evade the law because of the institutions’ inability to perform their functions well. This issue is exacerbated by the selectiveness of the Philippines’ justice system wherein politicians, given the right connections, could also escape accountability. With these at hand, it is imperative that the Philippines first address the highlighted issues that plague it before even considering the implementation of capital punishment against corrupt politicians; otherwise, its implementation might not achieve its goal of mitigating corruption.

References

Batalla, E. (2015). Treading the straight and righteous path: Curbing corruption in the Philippines. Asian Education and Development, 4(1), 51-75. 10.1108/AEDS-10-2014-0043

Batalla, E.V.C. (2024). Strong presidents and grand corruption scandals in the Philippines. Public Administration and Policy: An Asia-Pacific Journal, 27(3), 330-343. https://doi.org/10.1108/PAP-04-2024-0063

de Santos, J. (2025, January 27). Wrap: 'Death by firing squad' proposal speaks to Filipinos’ frustration with corruption. ABS-CBN News. https://www.abs-cbn.com/news/nation/2025/1/26/wrap-death-by-firing-squad-proposal-speaks-to-filipinos-frustration-with-corruption-2039

Deinla, I., & Dressel, B. (2019). Introduction: From Aquino II to Duterte (2010–2018): Change, continuity—and rupture 1. In I. Deinla & B. Dressel (Eds.), From Aquino II to Duterte (2010–2018): Change, Continuity—and Rupture (pp. 1–36). ISEAS–Yusof Ishak Institute.

Dressel, B., & Bonoan, C. R. (2024). “Courts and authoritarian populism in Asia: Reflections from Indonesia and the Philippines. Law & Policy 46(3), 277–297. https://doi.org/10.1111/lapo.12240

Gulla, V.(2025, January 22). House bill seeks 'death by firing squad' for corrupt public officials. ABS-CBN News. https://www.abs-cbn.com/news/nation/2025/1/22/house-bill-seeks-death-by-firing-squad-for-corrupt-public-officials-1328

Quah, J. S. T. (2018). Combating corruption. In M. Thompson & E. Batalla (Eds.), Routledge Handbook of the Contemporary Philippines (pp.55-72). https://doi.org/10.4324/9781315709215

Robert, K. (1998). International Cooperation Against Corruption. Finance and Development, Washington, 35(1).

DOI  10.5281/zenodo.15117660

Abstract

This study aimed to evaluate and enhance the Visual Communication Design curriculum to improve its industry relevance, technological integration, and global adaptability. The research employed a mixed-methods approach, utilizing descriptive and inferential statistics to analyze students’ and educators’ perceptions of the curriculum. The study used stratified random sampling for the quantitative phase and purposive sampling for qualitative data collection. Data were gathered through survey questionnaires and semi-structured interviews, ensuring a comprehensive understanding of the curriculum’s strengths and areas for improvement. Findings revealed that respondents assessed the curriculum as average in terms of structure and content, effectiveness, technology integration, industry relevance, global perspective, and innovation. Challenges identified included limited industry exposure, outdated technological resources, varying student skill levels, and insufficient collaboration and feedback mechanisms. Additionally, no significant differences were found in respondents’ curriculum assessments when grouped by gender or academic year, indicating a shared perception of its limitations across different student demographics. The study underscores the crucial role of instructional leadership in driving curriculum innovation, faculty development, and technology integration to ensure a more adaptive and industry-aligned learning experience. It recommends stronger industry partnerships, faculty training programs, and curriculum flexibility to better equip students with real-world problem-solving skills and global design competencies.

Keywords: Visual Communication Design, Curriculum Assessment, Industry Relevance, Instructional Leadership, Technology Integration, Design Education

READ MORE

ABSTRACT

Purpose

The aim of the study is to develop the writing skills of Grade 12 students and the collaboration of EAPP and PR2 to be able to understand and apply the skills earned. The findings of the study can help to the teachers to extend their creativity in giving the materials to be more realistic and time consuming in writing process and to develop the writing skills of the students.

Design/Methodology/Approach

The study used experimental and descriptive approach. Both sections were given same questionnaire in pretest and posttest, one section was a controlled group, the activities are coming from the module while the other section is the experimental group, the materials are being used come from Practical Research on their EAPP subject to develop the writing skills.

Findings

The findings of the study showed that the experimental group has reveals “very high” in pretest and posttest than in control group. The level in terms of materials used and collaboration reveals “very high” and the effectiveness of EAPP to Practical Research to the writing skills mark “significant”.

Research limitations/ implications

The generality of findings may be limited. The study is limited by lack of resources and there is no enough time per activity and the students was being used are heterogeneous, so the researcher was not able to conclude that the same result will be given with other sections.

Originality/ Value

The research proved that in teaching English for Academic and Professional Purposes can collaborate and integrate the activities from output in Practical Research 2 to be more interesting and helpful to the learners and can save time during their writing process in research the value of research heuristic.

Keywords: English for Academic Purposes and Professional, Practical Research 2, collaborative, experimental group, control group and writing skills.

DOI  10.5281/zenodo.15117838

I am pleased to present the accomplishment report for the National Learning Camp (NLC) held at Binangonan Elementary School from July 1 to July 19, 2024. This initiative aimed to enrich the educational experience of our students through collaborative learning and engaging activities.

The NLC commenced with a parent and teacher volunteer orientation on May 30, 2024, followed by the first Collaborative Expertise session on July 1, 2024. Throughout the camp, students were organized into groups based on their levels, each participating in tailored activities designed to enhance their academic and personal development.

From July 1 to July 19, 2024, students engaged in a variety of educational exercises and interactive workshops. These activities were meticulously crafted to foster teamwork, critical thinking, and creativity among participants. Teacher volunteers dedicated themselves to providing a nurturing environment where every child could thrive academically and socially.

The culmination of the NLC on July 18, 2024, marked a moment of celebration and reflection. During the culminating activity, certificates were distributed to all campers, recognizing their dedication and achievements throughout the 15-day camp. Additionally, one-on-one parent-teacher conferences were conducted, allowing for personalized feedback and discussions on each student's progress and areas for further development.

The success of the National Learning Camp would not have been possible without the dedication and collaborative efforts of the teacher volunteers, and the entire Binangonan Elementary School community. We are immensely grateful for the support and enthusiasm shown by everyone involved, which contributed to the positive outcomes and memorable experiences of our students.

In conclusion, the NLC at Binangonan Elementary School exemplifies our commitment to providing quality education and fostering holistic development among our students. We look forward to building upon this success and continuing to create impactful learning opportunities for our future generations.

DOI  10.5281/zenodo.15123992

From humble steps in Bato’s halls,

Where childhood dreams first heard their calls,

 In ninety-two, with honors crowned,

A thirst for knowledge I had found.

To BNAC then, I made my way,

Where high school lessons shaped each day.

With honors earned in ninety-six,

I built a path with stones and bricks.

At BiPSU’s shores, I set my course,

To navigate with steadfast force.

In marine fields, my skills took flight,

With BSMT as guiding light.

But knowledge calls beyond the sea,

And so, in two-thousand-seven, me—

With TLE, I honed my hand,

To teach with skill and firmly stand.

To Cebu next, my compass steered,

Where greater heights of learning neared.

In maritime and nautical ways,

A master’s crown adorned my days.

At last, with passion still aflame,

To CTU with hope I came.

In twenty-three, I claimed with pride,

A PhD I held inside.

Through every step, through every year,

I shaped my craft with love sincere.

Now, in each student’s eager eyes,

DOI  10.5281/zenodo.15124365

Abstract: This study explored the experiences of nine (9) Filipino English as a Foreign Language (EFL) teachers in Vietnam, focusing on their teaching beliefs and dispositions. It examined their perspectives on language instruction, professional challenges, and the strategies they employed to adapt to a new educational and cultural environment. Using a qualitative case study approach, the research provided insights into how these educators navigated the complexities of teaching in a foreign land.

     The findings revealed that Filipino EFL teachers viewed their teaching beliefs as rooted in cultural adaptation and integration, emphasizing the importance of bridging cultural gaps in the language learning process. Their dispositions were shaped by professional challenges, yet they demonstrated resilience in addressing these difficulties. Key themes emerged in their narratives, including cultural sensitivity, language integration, instructional strategies, and the significance of professional support networks. These factors played a vital role in shaping their teaching experiences and effectiveness in the classroom.

     As a result of this study, a webinar program was developed to support the professional growth of Filipino English teachers in Vietnam. This initiative aimed to enhance teaching strategies, promote culturally responsive pedagogy, and strengthen professional collaboration among educators.

     The study highlighted the need for continuous professional development, the impact of cultural adaptation on teaching effectiveness, and the role of resilience in overcoming challenges. Future research was recommended to examine the long-term effects of cultural integration and professional support networks on teaching practices and teacher retention in foreign educational settings.

Keywords: adaptation; challenges; integration; resilience; strategies

READ MORE

INTRODUCTION   

         At the end of the school year in public schools, most teachers were compelled to pass all students even if the required competencies were not met. Otherwise, the education system, along with the teacher and school performance, was at stake, as this is one of the education performance indicators that assesses learners' elevation to the higher level of education and the promotion/graduation rate, which evaluates the extent of the learners who were promoted to the next level and who finished the said grade level, DepEd (2022). For an education system to attain the desired high-level performance, each learner who can pass the subject because of different factors affecting their performance should be allowed to avail themselves of an intervention program. It is an intervention program for learners who fail to acquire the necessary competencies. This will enable learners to pass and be promoted to the next level or finish the grade level with specific proof that the formal and actual process was obtained, which is an appropriate intervention.

         For an intervention program, students must be identified as at-risk. This program addressed the learning gaps of learners by providing appropriate activities for the most needed learning competencies involving basic skills in reading and writing. Here, the assessment process and several activities were capitalized to identify students’ success. Reading and writing teachers play an essential role in implementing this program appropriately to assist the intended learners in their learning gaps.

The primary purpose of this study is to provide a straightforward intervention program that will address the learning gaps of grade 11 students identified as at-risk in reading and writing. A Learning Competency Plan (LCOP) contains the essential learning competencies for acquiring appropriate reading and writing skills.

READ MORE

Isa...dalawa at tatlo...nakapagtapos ang guro,

Panata ang makatulong, kabataan ay matuto,

Hubugin sa tamang-asal, may paggalang, at matino,

Nagbibilang na ang guro, makinig at marahuyo.

Hindi siya pumapasok sa klase nang hindi handa

Kaya talagang tayo ay kaniyang napapahanga

Pagkakamali natin ay palagi n’yang nakikita

‘Di para laitin, kundi kan’ya pa ngang itatama

Isa...dalawa at tatlo...paglilingkod na ang yugto,

Maglingkod ang ninanais, magsilbi ang bumubugso,

Ang pagod, puyat at pawis nananalaytay sa dugo,

Hindi ito alintana, pag-ibig ang nasa puso.

Buong umaga at hapon s’ya’y palaging nakatayo

Bibig n’yang nagsasalita’y hindi man lang humihinto

Kaalamang kan’yang hatid ay talagang punong-puno

Sapagkat tinitiyak n’yang labis tayong matututo

Nagbibilang na ang guro, maabot ang mga tala,

Tala na ibabahagi, liwanag sa mga bata,

Sa kanilang mga hirap ay ibabangon sa lupa,

Ang puso ay nagagalak, ito ay akma o tama.

Kahit pisi ng pasenya niya’y abot hanggang dulo

Madalas napapainit natin ang kaniyang ulo

Dulot ng ilang sa atin na may matigas na bungo

Kaya minsan sumasabog at lubos na napupuno

Nagbibilang pa ang guro, ibabahagi ang ginto,

Ginto ng pag-uugali, iwawasto bawat gawi,

Patungo sa hinaharap, itutuwid bawat mali,

Upang mga kabataan, pangarap ay maiuwi.

Tunay ngang nakapapagod itong kaniyang trabaho

Wala siyang ibang hangad kung hindi, tayo’y matuto

Pag-ibig na inaalay n’ya sa bawat pagtuturo

Walang sawang malasakit, pag-unawa’t sakripisyo

Isa...dalawa at tatlo...papawiin mga luha,

Itatawid mga bata, makapagtapos ang nasa,’

Mapasaya ang magulang, bumubuhay sa kanila,

Magiging gabay sa buhay, papawiin mga luha.

Tagumpay ng bawat isa ay kaniyang minimithi

Sa ating mga pangarap, kasama siyang humabi

Karunungang hatid niya, sa puso’y sariwa lagi

‘Pagkat sa huli, tayo rin naman ang siyang aani

Patuloy na magbibilang, gurong may katha ng tula,

Bilang ng kabataan, aakayin ng may akda,

Magbibigay ng pag-asa, mayroong isang salita,

Isa...dalawa at tatlo...magpapatuloy ang guro

DOI  10.5281/zenodo.15145340

Introduction

Reading skills are an important tool for students to become academically successful. It appears that effective reading comprehension can take place only if readers actively interact with the text (Flowers, 2015).

Many children are placed in special education because of reading problems. Approximately half of the children receiving special education services in school are designated as having a specific learning disability.   More children are classified   as   having  specific  learning  disabilities   than  any   other  type   of educational handicapping condition. And it has been estimated that as many as 80% of these children are referred because they have trouble learning how to read. Children have traditionally been identified as learning disabled   on the   basis of a  discrepancy   between  their  ability   and their achievement. In other words, children were considered LD (learning difficulty) if they were struggling with reading despite normal intelligence and no physical, cognitive, and social or emotional problems that would cause problems in learning to read. Rather than designating a child with learning disabilities as eligible for special education services based solely on this ability achievement discrepancy. Response to Intervention involves a model for providing instruction for children having difficulty in learning to read.

READ MORE

ABSTRACT

This study examined leadership competency and leader-empowering behavior as predictors of teachers’ professional accountability. The main goal of this study was to determine the significant influence of leadership competency and leader-empowering behavior on teachers’ professional accountability using a quantitative non-experimental design employing the correlational technique with 434 secondary teachers in Region XI for S.Y 2024-2025. The mean, Pearson (r), and regression were the statistical tools used for data treatment. The results showed a very high level of all indicators of leadership competency in terms of organizational leadership, resource management, personal mastery, and supervisory/managerial competencies. The data also revealed a very high level of indicators of leader-empowering behavior in terms of accountability, self-directed decision making, delegation of authority, information sharing, skill development, and coaching for innovative performance. The data further revealed a very high level of all indicators of teachers’ professional accountability in terms of accountability to profession, society, schools, parents, and students. Furthermore, there was a significant relationship between leadership competency, leader-empowering behavior, and teacher’s professional accountability. Importantly, leader-empowering behavior best influenced teachers’ professional accountability.

Keywords: Leadership competency, leader-empowering behavior, teachers’ professional accountability, Educational Leadership and Management, Philippines

READ MORE

 I.       SALANG PAG-IBIG

Ang dilim ang kandungan sa madalas na pagtatago,

At sarili ang kakampi sa lungkot na ayaw maglaho,

Sa mata nila’y nagkasala ako sa aking pagkatao,

Ngunit tanong ko sa mundo, sino nga ba ang totoo?

Hirap ang dilang sambitin, ang awit ng aking puso,

Takot aminin ang damdamin, sa takot na ika’y maglaho,

Lagi nalang pagmamasdan ang ngiti mo sa malayo,

Pagkat alam ng isip na maging tayo ay malabo.

//Ang iyong haplos ang bumubuhay sa kaluluwa,

Humihinog ang pag-ibig na tamis ang dala-dala,

Nababaliw sa gabi, sa boses mo’y pangungulila,

Pagkasabik ay tumitindi, kapag di ka nakikita.

Sa kalawakan, ako’y bulalakaw patungo sa’yo,

Ngunit bago pa mahawakan, naglaho’t naging abo.

Ang pag-iibigang kailan ma’y hindi magtatagpo,

Alam kong ako’y talo, kaya ako na ang lalayo.

Dahil pareho tayong Adan sa paningin ng mundo

Ikaw ang aking tala at bahaghari naman ako.

Kung sa mata ng Diyos, kasalanan ang maging gan’to

Tatanggapin ko ang parusa basta’t nasa tabi mo.

II.     Sa Mga Alapaap

Talaga bang ang buhay ay maikli?

O sadyang mabilis lang ang sandali

Iyong mga mata't matatamis na ngiti

Ay tila di ko na, makikita pang muli.

Kung ito'y panaginip, ako'y muling pipikit

Aasang sa pagmula't, muli kang babalik

Pagkat ang puso'y sabik, sa yakap mo't halik

Ngunit ito'y bangungot, dahil ramdam ko ang sakit.

Ayoko man isipin, ngunit kailangan tanggapin

Nasira nating pangarap, mag-isang bubuoin

Sa pagsubok na darating, sisikaping harapin

At kahit wala ka na, patuloy kang mamahalin.

Lubos ang pasasalamat, dahil ikaw ay nakilala

Sa sandali mang panahon, buhay ko ay pinaligaya

Laging babalikan, matatamis na alaala

Kahit wala ka na sa akin, at hindi mo na kasama.

Salamat sa tawanan at binuo nating pangarap

Salamat sa ngiti, at mahihigpit mong yakap

Sa pusong umiiyak, na ikaw ang laging hanap

Kapayapaan nawa’y makita sa mga alapaap.

III.    ANG TULANG WALA LANG

Walang pag-ibig sa pag- ibig na wala,

Dahil binalewala, ang ikaw na wala,

Ang nagwawalang wala, nais kumawala,

Ang nawawalang wala, nahanap na wala.

Sa kawalan nakita, ang nawawalang wala,

Wala lamang ang mayro’n, sa buhay na wala.

Nawala ang lahat, nang ika'y nawala,

Tulalang tulala sa dilim na wala.

Nemo, ikaw ang simula ng walang hanggang wala,

Tulang wala ang simula, matatapos na wala.

DOI  10.5281/zenodo.15152030

KABANATA 1

ANG SULIRANIN AT SALIGAN NG PANANALIKSIK

Panimula

“Marapat na ayusin ang suliranin sa pagbasa ng ating mga estudyante and the rest will follow.” Wika ni Undersecretary Diosdado San Antonio sa ginanap na seminar sa PICC noong ika-25 ng Nobyembre 2019 tungkol sa pagpapaigting ng ‘reading proficiency’ gamit ang kampanyang Hamon: Bawat Bata Bumabasa (DepEd Memorandum No.173 S.2019).

Ang isa sa mga makrong kasanayan na dapat patuloy na malinang ng ating mga mag-aaral ay ang pagbabasa. Ito ay dahil sa katotohanan na sa pamamagitan ng pagbabasa, mapapalawak nila ang kanilang bokabularyo, magkakaroon sila ng kamalayan sa ating lipunan, at makakahanap sila ng koneksyon sa pagitan ng kanilang mga karanasan at ng iba. (Romero, 2024). Nagsisilbi itong pundasyon sa mga mag-aaral na dapat taglayin ng isang bata sa ika-21 siglo at dapat pa nilang linangin sa paglipas ng panahon (Borah, S. et al. 2024).

READ MORE

Noong unang panahon, sa isang kaharian na matatagpuan sa kalagitnaan ng kagubatan, may isang hari na nagngangalang Weba. Kilala siya hindi lamang sa kaniyang mataas na posisyon, kundi dahil sa pagiging matakaw, malupit, at pagiging ganid nito.

Sa kabila ng lahat ng yaman, at kaginhawaan, ang puso ni Haring Weba ay parang isang bato—matigas, at puno ng kasakiman.

"Wala nang mas hihigit pa sa ganitong buhay! May masasarap na pagkain, mamahaling alahas, at isang kaharian" wika ng hari.

 Habang ang hari ay nagsasaya, ang mga tao sa kaniyang kaharian ay nagsimula nang maghirap.

Humingi ng tulong ang mga mamamayan sa hari, ngunit hindi niya ito pinansin. Ang tanging mahalaga sa kaniya ay ang kaniyang kayamanan. Sa halip na itulong, ibinaon niya ito sa isang liblib na bahagi ng kagubatan upang hindi ito matagpuan ng sinuman.

Nagdasal na lamang ang mga tao at humingi ng tulong sa kanilang Diyos, na sana’y magdulot ito ng awa upang sila'y maligtas.

Narinig ng Diyosa ang kanilang dasal. Nakita niya ang matinding kalupitan at kasakiman ng hari, kaya nagpasya siyang bigyan ito ng leksyon.

Noong gabing iyon, isang liwanag ang kumislap mula sa kagubatan.  Ang mga kayamanan ng hari ay nagningning sa madilim na kagubatan. Mabilis na napansin ito ng mga tao, at kanila itong sinundan. Laking gulat nila nang makita ang mga kayamanan na nakabaon sa lupa. Agad  kumalat ang balita at ang mga tao ay nagmadaling nagtungo roon. Nang marinig ni Haring Weba ang tungkol dito, siya’y nagalit at natakot. Agad siyang nagtungo sa kagubatan upang isalba ang kaniyang kayamanan.

Pagdating niya roon, laking gulat niya nang makita na ang mga kayaman ay halos naubos na.

" Akin ang mga kayamanang ito!" sigaw ng hari na akmang sasaktan ang mga tao. Sa takot, ay mabilis silang tumakbo palayo.

Isang liwanag mula sa langit ang biglang bumaba.

"Haring Weba, nakikita ko ang matinding kasakiman na naghari sa iyong puso. Ang mga kayamanang iniipon mo ay hindi tunay na yaman. Ang tunay na yaman ay matatagpuan sa pag-aalaga at pagmamalasakit sa iyong nasasakupan”, sabi ng Diyosa

"Sa palagay mo ba, ako'y makikinig sa’yo? sigaw ng hari.

“Ang iyong kasakiman ay magdadala sa’yo sa isang walang hanggang kalungkutan. Ngayon, ang iyong buong katawan ay magiging bato, simbolo ng iyong matigas na puso.”

Habang hinuhukay ng hari ang kaniyang natitirang kayamanan gamit ang kaniyang mga kamay, ay nagsimulang manigas ang mga ito.  Bago pa man tuluyang manigas ang kaniyang buong katawan, napasigaw siya nang malakas.

“AHHHHHHH!”  

Tuluyan nang nagbago ang anyo ng hari at ang bawat bahagi ng kaniyang katawan ay naging bato, maging ang kaniyang nakangangang bibig ay nagmistulang isang  lagusan.

Mula noon, ang malaking katawang bato ni Haring Weba ay nanatili sa kagubatan, at kalaunan ay tinawag itong "Kuweba" Naniniwala ang mga tao na magpasahanggang ngayon ay may nakabaong kayamanan sa loob ng kuweba. Kaya ang mga tao ay nagsisikap maghukay, umaasang makuha ang nakatagong kayaman ng hari.

DOI  10.5281/zenodo.15164799

Abstract

Parental involvement plays a crucial role in shaping a child's academic success, influencing their motivation, learning behavior, and overall performance in school. However, despite the recognized benefits of parental engagement, there remains a gap in understanding how parental attitudes and involvement specifically impact pupils' academic achievement in local educational contexts. This study examined the characteristics, level of parental involvement, attitudes of parents, and academic achievements of 172 pupils from Reina Mercedes Central School during the academic year 2022–2023. It specifically aimed to: (1) determine whether parental attitudes toward school vary based on demographic factors; (2) assess differences in parental involvement when grouped according to profile variables; (3) analyze the relationship between parental attitudes and pupils’ academic achievement; and (4) examine the correlation between parental involvement and pupils’ academic performance.

Employing a descriptive-correlational research design, data were collected using an adapted questionnaire from Fontejon (2017), which was modified and translated into Tagalog for better comprehension. Pupils’ academic achievement was measured based on their general weighted average from the first and second quarters of the school year. Data analysis involved Descriptive Statistics, Analysis of Variance (ANOVA), and Pearson Chi-Square Test.

Findings revealed that the respondents had diverse backgrounds in terms of occupation, income, family size, and marital status. Overall, parents exhibited a positive attitude toward their children's education and demonstrated high levels of commitment and involvement. Pupils also showed commendable academic performance. However, certain areas required improvement, particularly in enhancing parental engagement and satisfaction. While parental occupation was found to influence attitudes, no significant relationships were established between parental attitudes, involvement, and academic achievement.

The study emphasizes the need for continuous efforts to strengthen parental engagement and foster a supportive learning environment. These findings serve as a foundation for developing a functional parenting program that enhances collaboration between schools and families, ultimately improving student outcomes.

Keywords: Parental Involvement, Parental Attitude, Academic Achievement, Descriptive-Correlational Research, Parenting Program

DOI  10.5281/zenodo.15164917

Abstract

          This study provides a general overview of adherence to infection prevention to ensure patient safety among endoscopy nurses in different hospitals in Eastern Pangasinan. Utilizing the descriptive comparative method of research, the study analyzed respondents’ demographics, the adherence to infection control across key domains, using statistical tools such as the frequency counts and percentages for the profile variables and the weighted mean. It tackled the adherence among endoscopy nurses along with adherence to standard precaution protocol; knowledge about infection measures; frequency of hand hygiene; compliance with personal protective equipment use; and awareness of potential infection risks.

Findings revealed the endoscopy nurses were young adults, female dominated, bachelor’s degree holder, been working in the health facility for few years and had undergone inadequate relevant training on endoscopy. The adherence among endoscopy nurses on infection control to ensure patient safety were all perfectly rated with the highest on knowledge about infection measures and awareness of potential infection risks and adherence to standard precaution protocols, frequency of hand hygiene and compliance with personal protective equipment use.

         The young married nurses had higher awareness of potential infection risks while the males adhere more adherence to standard precaution protocols. The older the nurse who have spent more years as endoscopy nurse, the higher is their level of adherence particularly on the awareness of potential infection risks.

         There are no significant differences noted on the profile variables except along sex on the adherence to standard precaution protocols. Significant relationship exists on awareness of potential infection risks with age, civil status and number of years in service as endoscopy nurses.

         The program is proposed for adoption to address the adherence of endoscopy nurses to strengthen the delivery of patient care.

READ MORE

Abstract

This study examines how ready and adaptable elementary English teachers in public schools are to integrate AI technology into their teaching particularly in their English language subject. It explores their views on AI’s benefits, challenges, and barriers to adoption. A qualitative approach was used, with a focal group discussion (FGD) involving seven teachers from Pangilihan Elementary School, where technology access is limited.

Findings show that teachers see AI as a tool for improving efficiency, automating tasks, and personalizing learning. However, they worry about over-reliance, reduced human interaction, and unequal access to AI tools. Concerns also include AI’s accuracy and their lack of training in using it effectively.

Through data analysis, the study highlights the need to balance AI use with meaningful teacher-student interactions. AI can enhance learning, but it cannot replace teachers' roles in mentoring, fostering critical thinking, and providing emotional support.

For successful AI integration, schools must offer teacher training, institutional support, and fair access to technology. AI should complement, not replace, traditional teaching, ensuring an engaging and inclusive learning environment.

READ MORE

I.               Nang ako’y musmos, tinuruan ng taguan sa malinawag na gabi

Madaya, bigla kang nawala na parang hangin tuwing gabi

Tulad ng ulap, sumama’t hindi na nagbalik

“Ang hindi marunong lumingon, hindi makararating” pangaral mo noon

Natutuhan ko naman, ngunit paglingon,

ala-ala na lamang ang yakap at tangan

II.              “Kung anong taas ng puno, siya ring lalim ng ugat”

Lalim ng ugat ng iyong pagmamahal at sakripisyo,

walang katumbas – hindi mahukay

Tunay kang may kamay na bakal,

ngunit puso’y sinlambot ng mamon

Mala-tigre kung magalit,

ngunit parang pusa kung magpaamo

Sa ilalim ng iyong mga pakpak,

sa higpit ng iyong mga yakap,

pamilya mo’y naging matatag

tulad ng matibay na puno,

sa ano mang bagyo’t unos hindi nagpatinag

III.             "Ang magulang ay sa mga anak," ikaw ang patunay,

sa mga pagluha ko, iyong mga pangarap ay buhay,

at kahit ang mga mata'y hindi na makikita,

ang iyong pag-ibig ay mananatili sa aking puso magpakailanman.

Maraming hangarin, dahil alam kong kasama ka kahit sa hirap

Ngunit ngayon, ang makasama ka ay isa na ring suntok sa buwan

IV.            Sa pagkawala mo, ako'y natutong lumakad,

natutong magtanim ng pangarap,

mag-ani ng luhang bunga ng pagpapagal

mas magsikap kahit mag-isa para sa natitirang pamilya

"Ang hindi marunong magpasalamat, hindi karapat-dapat,"

pero sa bawat hakbang, sa alaala mo, ikaw ay naroroon.

Hanggang sa muli,

tulad ng isang punong matatag

Alaala mo’y di matitinag

DOI  10.5281/zenodo.15200580