Abstract

Pronunciation serves as an indispensable part in English teaching and learning. The Phonetic Symbol Scale-memory Approach (PSSA) flexibly utilizes positive transfer of Chinese pinyin as well as image memorization, helping students to understand better and memorize the phonetic symbols. This study employed an experimental research design to investigate the application of the PSSA in pronunciation teaching among high school students in Baise No.3 High  school. Both a pre-test and a post-test were given to students to gather the necessary data  for  the  study.  The  tests  were  designed  to  examine  the  mastery  of  pronunciation  of  students. One hundred forty-four words were used in each test. These words were taken  from the requirements of English Curriculum Standard for High School (2022). The tests were applied as the instrument to gather data that described the accuracy of symbol recognition and words pronunciation.

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Hanggang ngayon ay nahihiwagaan pa rin ako sa katauhan ni Manuel. Bukod sa ngayong ikaapat na baitang ko lamang siya nakita, halos araw-araw rin ay may dala itong puso ng saging na madalas pinapapalit niya sa akin ng isang pirasong tinapay. 

Hindi ko malilimutan ang naging usapan namin noong araw na natapos an gaming klase sa agham.

“Manuel, saan nanggagaling ang mga puso ng saging na dala mo?”

“Iyan po’y mula pa sa aming tanim sa bundok.”

“Ibig sabihin ba nito’y kinukuha mo pa ang mga ito sa kabundukan?”

“Opo, naalala ko nga po noong huling araw, ako po ay may dalang limang puso ng saging. Labis po ang aking tuwa nang palitan ito ng ale sa bente pesos na halaga at dalawang tinapay.”

Nais kong basagin ang kasiyahan ni Manuel noong araw na iyon sapagkat para sa akin ay hindi makatuwiran ang ipinalit ng matandang babae sa mga naggagandahan at naglalakihang mga puso ng saging na dala ng bata. Gayunpaman, wala akong nagawa sapagkat kitang-kita ko ang tuwa at galak sa kaniyang mga mukha noong araw ring iyon. 

Kung kaya’t minabuti ko na lamang na kausapin ang aking mga kasamahan at ang mga magulang sa’ming paaralan.  

“Talaga po, papalitan ninyo ng bigas at tsinelas ang pusong ito.”

Labis ang kasiyahang naramdaman ni Manuel sa naging kapalit ng puso ng saging na ibinigay ng aming punong guro nang araw na iyon. Kung kaya’t masayang-masaya ito na ipinaalam sa Sitio Yanka ang pakikipagpalitan niya ng produkto sa oatag.

“Inay gusto ko rin pong gawin ang ginagawa ni Manuel. Sambit ni Joy.”

“Ako rin po.” Sambit naman ni Carlo. 

Isang araw, habang si Carlo ay naglalakad sa patag dala ang mga puso ng saging ay bigla na lamang may humintong isang pulang kotse sa tapat nito. Binuksan ang bintana at isang babae ang dumungaw, “akin na lamang ang mga pusong iyan at papalitan ko ng pera”

Labis ang nakapintang ngiti sa mga labi ni Carlo nang araw na iyon at agad-agad niyang inabot ang limang naglalakihang puso ng saging sa babae. 

Isang lumang singkuweta pesos ang iniabot ng babae sa bata.

“Maraming salamat po.”, may galak na may kahalong lungkot na tugon ni Carlo. 

Gayundin ang naging karanasan ni Joy nang palitan ng isang makisig na lalaki ang kaniyang dalang tatlong piraso ng puso ng saging ng isang tinapay lamang.

Nakarating sa kanilang baryo ang sinapit ng mga bata, gayunpaman, isa lamang ang naging tugon ng mga tao, ang salitang, “Hayaan na ninyo. Magpasalamat pa rin tayo dahil hindi tayo nauubusang ng puso ng saging sa bukid.

 Doon nga’y naiintindihan kong lubos ang bata. Marahil ay isa si Manuel sa mga hiwagang naging produkto ng puso ng saging.  Nawa’y dumating ang araw na marami pa ang maging katulad ni Manuel, handang gawin ang lahat para sa pangarap at katulad ng aming punong guro na hindi mapagsamantala sa kapwa.

DOI 10.5281/zenodo.15200985 

Introduction

According to Fälth, L., & Selenius, H. (2022), Reading and writing are the fundamental skills that students should learn and develop first in school. Teachers should ensure that all the learners should practice their reading skills, such as letter knowledge, phonological awareness, and reading comprehension. Teachers have different teaching strategies in teaching and research shows that digital technology can promote the learners in their skills and give them opportunity to cooperate and comprehend.

There is an important research gap in the impact of technology use on the basic reading ability, especially at the grade three level, as educators and other education stakeholders struggle with the potential and problems presented by the digital era. Few studies have particularly focused on this crucial stage of early literacy development, despite previous research exploring the impact of technology on reading abilities. This disparity is particularly noteworthy because grade 3 is a continuation of the formative stage of a student's literacy development, during which time the foundation for future academic achievement is established.

The necessity for a thorough examination of third-grade students' reading skills and their interactions with instructional technology is therefore highlighted by the research gap. By evaluating the present reading competency levels and examining the diverse ways in which third- graders interact with technology, such as using devices and exposure to online instructional videos, this research seeks to close this gap. By doing this, it aims to clarify if and how technology use affects reading skills at this critical juncture, which can provide insightful information for parents, teachers, and educational officials.

This study contributes to the larger conversation on early literacy development and the role of technology in it as the digital age continues to transform the educational environment. The results of this study should close a significant research vacuum and guide educational practices in an increasingly digital world by providing useful suggestions and tactics to aid in the development of third graders' reading skills.

Along with technology, there’s a correlation between it and reading. Wherein, reading is likely the most crucial ability a grader learns in school, and it is frequently regarded as the most important subject taught in schools and the basis for learning. Reading aptitude is essential for academic achievement, and research has shown that good readers perform better in all topics.

Outwaite and Herwegen (2023) claim that the effectiveness of digital technologies to improve the reading skills of the learners. Digital reading interventions are effective in improving cognitive, non- cognitive and efficiency outcomes. Teachers should integrate technology in teaching learners to motivate them to listen and to catch their attention.

The study will use Phil-IRI or the Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool that according to Llego (2018), Phil-IRI is intended for use in the classroom to test and describe students' reading performance. The assessment data can help elementary teachers create and deliver suitable reading instruction to their students. This diagnostic method for characterizing how children read is based on inclusionary ideas that highlight the importance of learner-centered, responsive, and culturally sensitive education. At the school level, the information gleaned from the Phil-IRI assessment will assist principals in developing suitable school reading programs or activities to improve student learning outcomes. Moreover, the Phil-IRI, employed as a classroom- based assessment instrument, attempts to measure and describe learners' reading performance in oral reading, silent reading, and listening comprehension in both English and Filipino. These three forms of assessments seek to measure the learner's degree of independence, teaching, and frustration. The Phil-IRI data will also be used to plan, create, and revise teachers' reading instruction as well as the school's reading programs or activities to enhance the overall reading performance of the school.

The data gathered from the students will be the basis for formulating new, reliable, and accessible reading strategies for struggling readers and readers with difficulties in comprehension among third graders at Pinagbuhatan Elementary School in Pasig City. This will help the teachers implement strategies and program that is accessible to all learners.

Methods

The study employed a mixed-methods approach, specifically a convergent research design. According to Cresswell, 2010, mixed- method convergent research design is to offer a comprehensive perspective on the research questions. In this design, qualitative and quantitative data were collected and analyzed concurrently. Once both analyses were completed, the researcher compared the results to draw general conclusions about the respondent population.

Based on the research design used, the researcher assessed the reading abilities of third graders using PHIL-IRI and the results, employing weighted mean analysis. At the same time, teachers' and parents' perspectives on students' reading abilities and engagement with technology were analyzed using the same method. To delve deeper into the effects of technology on reading ability, thematic analysis was conducted on data collected through Focus Group Discussions (FGD).

Moreover, the researcher utilized a survey form, which refers to the process of acquiring information on the state of things. This method helped the researcher collect data with the use of survey questionnaires and interpret the data gathered from the respondents with the use of statistical approaches. Additionally, the researcher used the interview guide questions to get further answers from the respondents to this study. The convergence of the quantitative and qualitative for the Statement of Problem number two to five. The researcher assessed the means of the responses to gain insights into several key aspects: the reading abilities of the third graders, how teachers and parents perceive the students' reading levels, and the degree to which third graders engage with educational technology. These findings were then compared to the themes identified in the focus group discussion with the parent participants, providing a comprehensive view of the relationship between technology usage and reading proficiency.

According to Cresswell, 2010, mixed- method convergent research design is to offer a comprehensive perspective on the research questions. In this design, qualitative and quantitative data were collected and analyzed concurrently. Once both analyses were completed, the researcher compared the results to draw general conclusions about the respondent population. In this study, the population were the third graders, parents, and teachers of Pinagbuhatan Elementary School. The researcher chose this area to gather and establish empirical data as a foundation for seeking answers to the statement of the problems. The population for this study comprises three primary groups: grade three graders, teachers, and parents associated with Pinagbuhatan Elementary School in Pasig City.

Results and Discussion

For the quantitative analysis, the PHIL-IRI results show varying levels of reading abilities among 673 third graders: Non-Readers have 8.02%, According to Gedik & Akyol, 2022 Achieving academic achievement depends on early literacy since pupils who struggle with basic reading skills such as decoding, phonemic awareness, and letter recognition may find academic problems. Early intervention stressing these key components will help non-readers considerably increase their reading skills and self-confidence. Frustrated readers have 16%, Tomas et al. (2021) find that those who struggle with reading regularly have trouble understanding books, which can be ascribed to a limited vocabulary, poor decoding skills, and insufficient prior knowledge. Although these pupils have reading ability, they struggle to really interact with the content. Instructional readers have 23.03%, Endo (2024) has seen that students who receive help from an experienced guide can achieve higher degrees of competency. This implies that, given targeted directions from teachers or fellow students, readers at the instructional level can negotiate current challenges and move toward independent reading. Moreover, guided reading sessions are quite helpful for students functioning at the instructional level. and independent readers have 53%, Redford (2020) claims autonomous readers show high decoding skills, a broad vocabulary, and strong comprehension strategies. Their ability to autonomously negotiate books helps kids to use their reading abilities and practice critical thinking across many disciplines. The study also highlights the impact of technology on the reading skills of Grade 3 students. Both teachers and parents agree that students are capable of word recognition, with challenges in retention addressed through additional support. Students exhibit competence in word usage and effort in notetaking, though they face difficulties with detailed retention. Printed materials continue to be effective in developing comprehension and following instructions.

Technology plays a vital role, with students showing strong engagement with gadgets and online videos, which aid in vocabulary acquisition, comprehension, and attention. A significant positive correlation was found between gadget use and reading skills, particularly in areas like word recognition, noting details, and following instructions. However, the impact on word usage was minimal, highlighting the importance of traditional learning methods. Additionally, online videos help enhance vocabulary and detail orientation, with step-by-step demonstrations strengthening instruction-following abilities. Overall, a strong relationship was found between technology engagement and reading ability, illustrating how diverse, interactive tools encourage enjoyment and active participation, leading to improved literacy and comprehension. According to Clark and Picton (2021), while technology offers significant educational advantages, its misuse or excessive use can negatively impact children's learning habits, including reading development. Digital tools and gadgets provide engaging and interactive ways to support literacy skills, such as vocabulary building and reading comprehension. However, the overuse of these tools can lead to reduced focus and the displacement of traditional reading practices.

On the other hand, the qualitative analysis revealed that Grade 3 students struggle with remembering and understanding certain words, particularly when it comes to Tagalog vocabulary. To overcome these challenges, students often require assistance in grasping complex or unfamiliar terms. However, with the support of parents and access to online resources such as Google and YouTube, they can independently improve their reading comprehension. Potot et al. (2023) observed that the introduction of technology in schools can significantly enrich the learning experience, if it is managed effectively and used purposefully for academic tasks. This also highlights the potential of technology to enhance learning by providing students with access to a wide array of resources, interactive tools, and educational platforms. When used appropriately, technology can offer personalized learning opportunities, foster collaboration, and facilitate deeper engagement with the material. The study also found that students effectively use words in both written and verbal communication, showing respect and clarity in their interactions. Additionally, students engage actively with texts by asking questions, recording unfamiliar words and their meanings, and taking notes on key details from the stories they read. They apply various strategies to enhance comprehension and retention, such as memorization and consulting online tools like Google for clarification. When reviewing their writing, students read through their work to ensure understanding, demonstrating their ability to analyze and process their ideas. The study also highlighted that student often complete tasks independently, displaying confidence and sometimes even explaining tasks to their parents with minimal guidance. Furthermore, technology plays a supportive role in improving students' reading comprehension. Through online searches, educational videos, and interactive applications, students receive help in understanding unfamiliar words and concepts. These tools, including multisensory learning aids like visual and auditory components, make reading more engaging and enjoyable. However, excessive reliance on technology may lead to shorter attention spans and reduced focus among students.

Based on the findings and conclusions, the following are recommended, first is to aid teachers in achieving an effective teaching strategy for reading, educational videos should be used as a form of learning material. This can be incorporated into their teaching plans which engage students to listen attentively and learn new vocabulary during class. Rahiem (2021) mentioned that as children watch online videos, they practice noticing visual and narrative elements, such as character actions, settings, or specific events, which may enhance their overall attention to detail. Online videos, particularly those with storylines, may encourage children to focus on sequences, remember specific events, and track plot developments, which are also important skills for reading comprehension and memory recall when they engage with text.

         Active parent participation is encouraged at home to enhance the reading ability of children. Parents are advised to allot time and join their children in using gadgets and promote virtual reading or watching online videos that develop reading skills. According to Gonzales & Garcia, (2020). Parental involvement is essential in helping children 162 understand complex vocabulary, particularly when they encounter unfamiliar words. Research indicates that when parents actively engage in explaining challenging terms, they improve their children’s comprehension and retention of new information. This support not only aids students in grasping difficult language but also boosts their confidence in following instructions on their own.

 To improve students’ reading levels, they should use their engagement with technology as an advantage to learn. Students can also make use of gadgets in accomplishing their academic tasks, which offers a wide understanding of the topic at hand. Using gadgets also offers cognitive and visual enhancement for better word recognition. According to Fälth, L., & Selenius, H. (2022), Although there are many educational advantages to technology, there are also worries about how it may affect fundamental skills, especially reading comprehension. This study is thus based in the Philippines, where the relationship between early literacy instruction and technology has grown in importance.

         Future researchers should use the findings of this study as a reference for studies alike. Acquiring the opinion of students on related matters and correlating it with their reading ability can give another analysis of how helpful gadgets are for their reading enrichment. Haleem (2022) found that daily device use is becoming more pervasive in students’ lives, with many children relying on electronic devices for both learning and entertainment. The ability to engage with technology regularly can facilitate access to educational resources, support self-directed learning, and enhance academic outcomes. However, excessive screen time should be avoided, and the quality of device use is as important as the quantity.

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DOI 10.5281/zenodo.15201347 

This study examines the effects of conventional and experimental instructional approaches on mathematics learning outcomes through the analysis of three z-tests that compare pre-test and post-test scores in both control and experimental contexts. The outcomes show that both the standard and experimental groups' post-test scores significantly improved, underscoring the value of structured teaching strategies in mathematics education. Nevertheless, there is no statistically significant difference between the experimental and control groups, indicating that novel techniques might not always perform better than conventional methods. These results suggest that although conventional techniques are still useful for developing fundamental skills, experimental approaches may need to be improved and subjected to implementation circumstances to be more effective. In order to address basic competencies and promote higher-order thinking skills, a blended educational model that integrates the advantages of both conventional and creative approaches may provide a well-rounded solution. The study highlights how crucial it is to create cutting-edge evaluation instruments and offer educators professional development to optimize the effects of creative teaching methods. In addition to offering insights for educators looking to maximize learning outcomes through evidence-based, hybrid instructional designs, this research adds to the continuing investigation of successful mathematics instruction.

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The aim of the study as educators, we need to investigate our classroom instruction in considering ways and how far where it goes beyond on making use of the technology for educational purpose, by doing it, as this paper is exploiting the possible investigatory inquiry of students’ and teachers’ beliefs on the use of technology and its impact on mathematics achievement. the study deals with these beliefs and technology used along the way to carry out the exploration, we rely on an analysis of questionnaires and assessment which has been conducted in Bataraza National High School, Senior High School Department (Academic Strand: STEM), where use of ICT is now essential in the mathematics lessons. The objectives of the study are intended to help inform the development of a technology used, innovation, intervention, adaptation and or strategies for digitally technology mathematics teaching and learning. The vital function of a digital technology for classroom instruction’s with mathematics  is for raising up on the students’ academic achievement where to provide with the solid foundation of 21st century technology skill and motivation on an experience learning progression. Technology can subsequently support accomplish this interventional goal, it engages students and brought to flame their digital inspiration, it provides for the teachers to stimulate young minds that made a profound and lasting difference in their academic achievement. Cathy Adams (2006) wrote: “The technological milieu (environment) is shaping substantially-insinuating itself, habituating us, and simultaneously reinterpreting -how we act in and perceive the world “ .The study was able to determine first the observe influential variables related to technology best predicts a mathematics teacher’s beliefs and students about the technology adoption/use for mathematics classroom, uncover aspects of teachers’ beliefs about 0n the use of technology teaching and learning of mathematics. Specifically, researcher sought to explained results in the following questions.

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Sa bayan ng Cuyapo, lalawigan ng Nueva Ecija

May isang hindi pangkaraniwang kalsada

Madalas ay dinadaan-daan lang ng iba

Hindi nila alam, ito ay may nakatagong hiwaga

Sa kalsadang ito ay aming ginugunita

Ang pagkamatay ng isa sa bayani ng ating bansa

Kinilala siya bilang ang Dakilang Lumpo

Pagdating sa himagsikan siya ang utak nito

Siya ang itinuturing na tagapayo ni Aguinaldo

Nagbibigay ng mungkahi at nagpapalamig ng ulo

Kilala rin siya bilang isang matalinong tao

Sa kabila ng kapansanan na kinakaharap nito

Ang nasabing bayani ay nakibaka sa kolonyalismo

Sa kabila ng dumapong sakit na kung tawagin ay polio

Siya ay dating nanuluyan sa bayan ng Cuyapo

Sa lugar na ito, napagdesiyunan niyang magtago

Siya ay nanahimik sa isang munting kubo

Ngunit dito, siya ay dinakip ng mga sundalong Amerikano

Ang kawawang Apolinario, walang kalaban-laban

Matapos sa Cuyapo, ay dinala sa Pangasinan

Hanggang sa mapadpad sa lugar ng Kamaynilaan

At pagkatapos ay sumapit na ang kanyang kamatayan

Ang kwento ay naging bahagi na lang ng kasaysayan

Maging ang lugar kung saan na kanyang tinuluyan

Maaaring hindi alam ng nakararaming tao

Ngunit ito ay hindi lamang isang rebulto

Ito ay nagpapakita ng kasaysayan ng mga Pilipino

Dahil dito dinakip ang bayaning si Apolinario

Marahil ay hindi nakatatayo ang Dakilang Lumpo

Ngunit ang dangal natin, siya ang nagtayo!

DOI 10.5281/zenodo.15200985 

Abstract

This phenomenological research design explored the experiences of 17 teachers as they navigated and evaluated the impact of instructional supervision and ICT integration on the proficiency of public elementary teachers in Region XI. The study employed a qualitative research approach to gain a deeper understanding by collecting and analyzing the lived experiences of teachers through in-depth interviews (IDI) with ten teachers and focus-group discussions (FGD) with seven teachers, all selected from the eleven divisions in Region XI using purposive sampling. The study followed the seven steps of Colaizzi's thematic analysis, providing a detailed and comprehensive understanding. The findings revealed twelve key themes based on the participants' lived experiences related to instructional supervision, ICT integration, and teachers' proficiency. These themes were: effective pedagogical practice, technology integration, professional characteristics, collaborative practice, student development, skills enhancement, pedagogical support, innovation and adaptation in teaching, enhanced pedagogical practices, student engagement and learning outcomes, digital technology integration, and professional development. Additionally, the role of experiences in shaping participants' attitudes, beliefs, and insights led to the emergence of five essential themes: focus on developing teachers' pedagogical skills, professional ethics, professional practice management, continuous professional development, and a strong emphasis on improving teachers' capacity. The research findings supported existing literature, reinforcing the positive effects of instructional supervision and ICT integration on teachers' proficiency. Based on the data, the researchers offered key recommendations to strengthen professional development programs, with an emphasis on integrating pedagogical excellence, digital innovation, student engagement, and ongoing development—factors essential for improving both teacher effectiveness and student success.

Keywords: Iinstructional supervision, ICT integration and teachers’ proficiency, Region XI teachers

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ABSTRACT

Teacher training institutions looks down to laboratories as imperative for practical experiences for the would-be teachers. The justification and realization of the competency standards and of a clear vision, mission, goals and objectives of an academic environment is a joint effort of both the laboratory school  and the Teacher Education Institution (TEI). As a support structure, it should be a model service provider. With laboratory schools being forefront in providing pre-service teachers with field-based experiences and supporting the realization of program outcomes set by the Teacher Education program, this study aimed to evaluate the general status of a state university - based elementary laboratory school focusing on the context, input, process and output components. The descriptive research method was employed with a  total of 137 pre-service teachers and sixty teachers including the management  of the entire training institute  participated. A questionnaire checklist, which underwent validity and reliability testing, was used to collect data and later was analyzed using weighted means, t-test, and ranking. Findings revealed that both groups of respondents observed that the context particularly on the attainment of the vision, mission goals and objectives and competency standards are highly attained; inputs as to human capital are of high qualifications  possessing masters and or doctoral degrees in the field of education needing more programs for professional development to reinforce their teaching & research skills; with moderate adequacy of material resources needing significant improvement particularly on science , technology and home economics laboratories for learning  maximization  and optimization  ; laboratory school is found out to have much  contributions to the performance of the College of Teacher Education with mentoring and modelling of teaching-learning practices needing innovations  and furthering extension services; challenges such as funding to support programs, projects and activities are seriously impacting the laboratory school thus interventions  are urgently needed.

Keywords: Laboratory School, pre-service teachers, field exposures, mentoring, first-hand experiences

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Abstract

The integration of Information and Communication Technology (ICT) in education is essential for enhancing teaching effectiveness and student engagement. However, there is limited research on how teachers' preparedness and attitudes impact ICT utilization, particularly in the context of the Tumauini South District.

This study investigates the preparedness and attitude of teachers in Tumauini South District, Schools Division of Isabela, toward the utilization of Information and Communication Technology (ICT) in instruction. A descriptive survey design was employed, utilizing a structured questionnaire to assess teachers’ ICT preparedness and attitudes. Data were analyzed using frequency distribution, percentage count, weighted mean, and Pearson Product-Moment Correlation Coefficient r-test.

Findings indicate that teachers are generally prepared for ICT utilization, with most having attended ICT training through school-organized workshops (97.34%) and in-service programs (95.92%). Additionally, 82.14% reported acquiring ICT skills through formal training. Experience in teaching ICT revealed that less experienced teachers (1-5 years) use ICT more frequently than those with over 20 years of experience. Self-efficacy was found to significantly impact ICT integration, with a strong overall agreement (mean = 3.60) that computer training improved ICT skills.

Teachers displayed a positive attitude towards ICT, acknowledging its role in enhancing instructional efficiency and student-centered learning (mean = 3.40). They expressed willingness to upgrade their ICT skills (mean = 3.64). The level of ICT utilization was high, particularly in searching for research materials, producing videos, and using software like PowerPoint and word processors. However, the use of interactive technologies like video conferencing remained occasional.

Statistical analysis revealed no significant relationship between ICT utilization and training, skills, or experience. However, self-efficacy was found to significantly influence both ICT utilization and attitude. The study concludes that self-efficacy plays a crucial role in ICT integration, emphasizing the need for continuous training and institutional support to sustain technological adoption in education.

Keywords: ICT Utilization, Teacher Preparedness, Self-Efficacy, Technology Integration, Instructional Effectiveness

DOI 10.5281/zenodo.15205852 

Summary

         This study focused on the Training Needs Assessment (TNA) of the Child Development Workers particularly in the municipality of Kapangan, Benguet, Philippines. The emphasis of the TNA is to identify the special topics for inclusion in the series of enhancement seminar-workshops under the extension project of the Department of Early Childhood Teacher Education, College of Teacher Education, Benguet State University. Project C.A.R.E.S. (Child Advocacy and Responsive Extension Services) was born out of love and care for the early childhood workers in the countryside. Based on the results of the TNA, forty-four CDWs (total enumeration) responded in the survey and interviews, resulted to nine themes/clusters from the array of suggested topics. The CDWs expressed their urgent need for series of trainings/seminars to enhance their teaching-facilitating and managing skills of their respective childcare programs.

Keywords: training needs assessment (TNA), child development worker (CDW), demographic and policy-related information, inclusive early childhood education, physical and socio-emotional skills, aesthetic and creative skills, cognitive and logical skills, pedagogy of play, classroom management and guidance, assessment of learning and evaluation, collaboration and community involvement.

1. Introduction

         The youngest population of the Philippines comprises about ten percent (10%) of the country’s total population according to World Bank Report in 2024. Out of 109 million citizens are children under five according to the Philippine Statistics Authority (2021). Hence, the need to invest in early childhood education is essential in order to build a strong foundation for the development of the country’s human capital. Research results show that investing in high quality early childhood education and experiences has the highest rate of return on human capital investment (Heckman, 2012). Thus, the value of increasing investments in the child’s formative years, approximately from birth to age eight, a crucial period for development due to the rapid growth of the human brain and fast progress of the different aspects of the child’s developmental milestones is of prime importance. This could result to a wide range of benefits for children, families, and the society as a whole. One of the global goals of UNESCO in its Sustainable Development Goals 2030 is to ensure an equitable quality education. In line with this goal, the role of the Child Development Workers particularly in various municipalities of the Philippines play a significant and vital role to ensure quality early childhood education delivery for all types of learners. As such, the exigency for upskilling the Child Development Workers in the country need immediate attention to bring about effective outcomes in effectively handling early learners through responsive service delivery.  Several studies revealed that early childhood educators and caregivers who received multiple trainings and enhancement seminars are (a) more effective in engaging  learners in various learning activities, (b) adept in applying multiple teaching methods, (c) efficient in handling diverse young learners, (d) exhibit positive influence towards young children, and (e) more responsive to new teaching paradigms. These resulted to higher performance of the learners as cited by Saira, et al (2021); Wuryaningsih, et al (2019). Ulla (2018); Schultze (2017); Sala and Ngwa (2015). Furthermore, trainings could improve early childhood educators’ knowledge, skills, motivation, and self-efficacy; and acquainting themselves with the latest development in the field of teaching matters (Brimon, 2022; Sala & Ggwa, 2015). These challenges call for a review on the role of early childhood educators in the promotion of quality education (Kaleel, Alhosani and Duyar, 2021).  

In responding to the need for delivering quality early childhood education, training needs assessment was the strategy applied to identify gaps in existing knowledge, practices, and skills vis-à-vis the expected performance of the Child Development Workers spelled-out in the Standards and Guidelines in Center-based Early Childhood Programs for 0 to 4 Years Old Filipino Children. Identifying what is working well and what needs improvement based on the standards are determinants for the success or failure of early childhood program implementation. Results of this study will provide information and clear direction to improve the early childcare and development programs in the country. 

2. Result of the training needs assessment

         Demographic and policy-related information. Great majority of the Child Development Workers are middle-aged group, married, and college graduates however, most of them did not specialize in early childhood education. The respondents of the study expressed that they highly need training enhancement in the areas of foundational principles of early childhood education, affirmed by Manuel and Gregorio (2015) that teachers need information on the policies and foundations of early childhood care and development that provide structure in the direction of the program.

         Inclusive early childhood education. Data shows that the Child Development Workers need capacity building on the concepts and best practices related to inclusive education including how to handle learners with special needs. Results further discloses that the respondents need training on identifying specific disabilities and exceptionalities among early childhood learners. This is in consonance with the study of Mendez-Perez, et al (2023) that teachers demonstrate a positive correlation between capability of addressing diverse needs and implementing effective instructional strategies. Polikarpova, et al (2021) affirms that inclusive education training of teachers contribute to their positive attitudes towards learners with special needs.

Physical and socio-emotional skills. Based from the results of the study, the Child Development Workers claimed that they really need to learn more about understanding the physical and socio-emotional domains of learning especially on how to develop the children’s social skills and competence, address nutritional needs, apply health and safety measures. Skaalvik & Skaalvik (2019) emphasized the importance of social skills development for learners and confirmed that teachers who have strong will to learn have established their social skills, transpired in the learning activities of their learners. 

Aesthetic and creative skills.  The training needs of the respondents identified areas of aesthetic and creative domains in early childhood education as highly needed. The respondents want to improve their teaching skills in creative ways through music, movements, arts, rhymes, poetry and creative expressions. This result corroborates with the study of Jarvis et al. (2020), claiming that most early childhood teachers love to incorporate varied strategies in different learning activities to create more meaningful learning experiences.

Cognitive and logical skills. The respondents identified topics on the area of cognitive and logical domains as highly needed for training and enhancement especially on multi-sensory experiences, teaching literacy, numeracy, and exploring the natural environment. Researches of Kurt (2023), Sabasaje and Oco (2023) claimed that focusing on the development of cognitive and logical skills of learning is associated with the learners’ higher achievements.

Pedagogy of play. This area of learning in early childhood was mention by the respondents as greatly needed to enhance their skills on how to utilize play-based teaching content because of its importance in retaining lessons taught. Taylor and Boyer (2018) affirmed that kindergarten teachers faced challenges of integrating developmentally appropriate play in learning experiences.

Classroom management and guidance. The Child Development Workers identified this area as top priority to be incorporated in future trainings. Appropriate discipline strategies for young children appeared to be the top need of respondents due to the problems of classroom management and guidance for diverse class settings. Metin et al (2017) and Teves (2024) confirm that teachers need more time in mastering their classroom management skills through seminars.

Assessment of learning and evaluation. Respondents of the study revealed their need for learning more on how to assess learners and evaluate childcare programs authentically. They admitted that mastery of this area is quite difficult even if they have checklists/tools as guides. Pianta et al (2021) concluded that the procedure of assessing early learners beyond their academic skills should be comprehensive and it takes time to achieve mastery to do this.

Collaboration and community involvement. Training needs of Child Development Workers do not only focus on the area of teaching-learning skills. They also expressed the need for collaboration with families and community involvement. Understanding and communicating with families and inclusion of parent education in the digital age appeared as most needed topics for discussion. Ertmer & Dawson (2018) highlighted the need for teachers to receive training on effectively dealing with learners in the digital age. In like manner, this could be part of parent education program. Partnership endeavors with families and communities are integral parts of the tasks and roles of the Child Development Workers.

3. Conclusions and recommendation

         It is imperative that there is an exigency to strengthen early childhood education in the Philippines by capacitating the Child Development Workers through trainings and enhancement seminars/workshops based on their needs especially for those who did not finish their college degrees and for those who graduated with courses not aligned with the special field of early childhood education. It is highly recommended that this should be part of the school’s extension program in partnership with the Local Government Units of the different municipalities in the country.

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DOI 10.5281/zenodo.15205949 

Abstract

Education is crucial for peace, and encompasses social justice, human rights, and inner harmony. As violence has a devastating impact on life and well-being, peaceful education is a crucial ethical responsibility. This qualitative study explores the transformative potential of José Rizal's Noli Me Tángere for peace education, using transformative learning, critical pedagogy, and Danesh, Castro, and Galace’s peace schema (knowledge, attitudes, values, and skills). Data collection involved interviews with college students and teachers, followed by thematic analysis conducted within the aforementioned theoretical frameworks. This analysis reveals the key themes of social justice, education, and nationalism. This study identified effective pedagogical approaches in teaching Noli Me Tángere, including role-playing and technology-enhanced learning strategies that link historical and current issues. Furthermore, the novel fostered insights into inequality, non-violence, and learning from the past, thus deepening our understanding of peace as both a personal and societal reality. Finally, Noli Me Tángere's emphasis on goodness and historical context cultivates inner peace and inspires action for a just society, suggesting its potential as a tool for transformative peace education.

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Abstract

This study investigates the relationship between cheerleading skills and leadership competencies among Chinese students using a quantitative correlational research design. A descriptive survey method was employed to assess students' proficiency in key cheerleading domains—strength, flexibility, balance, coordination, and agility—alongside their leadership skills in communication, decision-making, conflict resolution, goal setting, time management, and adaptability. The study utilized a stratified random sampling technique, selecting 313 students from various academic disciplines, including Physical Education and Sports, Business Administration, Engineering, and Acrobatic Cheerleading. The findings indicate that coordination, strength, balance, and agility significantly influence leadership skills, with coordination emerging as the most impactful predictor. Moreover, gender differences were evident in decision-making and goal setting, where male students outperformed their female counterparts. Course specialization also influenced communication skills, with engineering students scoring higher than business administration students. These results underscore the importance of integrating structured cheerleading programs to enhance leadership competencies. The study recommends developing targeted leadership training programs incorporating physical activities, communication exercises, and decision-making simulations to maximize student leadership potential.

Keywords: Cheerleading skills, leadership competencies, quantitative research, correlational design, stratified random sampling, Chinese students, leadership development.

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Abstract

Martial arts is a well-studied area of knowledge, for it has been part of several ancient civilizations such as China, India, Green, Japan, Korea, and indigenous martial practices in Africa, Polynesia, and the Americas. The martial arts culture has its roots in Chinese classical philosophy. The two most significant implications of Chinese wushu culture are the worship of martial arts and the promotion of moral character. Academically, the college physical education program consistently includes martial arts courses. Despite these, it remains evident from how college students are currently developing their martial arts teaching activities that they lack the drive and passion to fully engage with the curriculum. For these reasons, it was interesting to understand the influence of martial arts on maintaining the psychological, social, spiritual, and physical well-being of college students, considering they would be future professionals. This study was anchored on the oldest Chinese philosophy of Confucianism – a way of life for ancient Chinese people that still influences Chinese culture and academe today. Through the quantitative descriptive method, some of the findings were that the assessment of college students’ motivation in participating in martial arts was average; in particular, their personal well-being motivation was the highest, and their physical motivation was the lowest. Also, there was a significant relationship between college students’ participation and reasons for participation that indicated a rise in involvement corresponds with an increase in motivation and vice versa. However, the years of participation and level of training had no significant relationship with the motivation. The results of this study provided input to the course enhancement of the martial arts program in universities in China.

Keywords: College Students, Martial Arts, Motivation, Participation, Well-Being

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Abstract

The study assessed the instructional leadership practices of the university teachers by their immediate superior and students in a college in Henan Province of China Henan. The research is based on a descriptive research design, and made use of questionnaire to compile primary data. The results show that when students are actively involved in the learning process, they are more likely to feel invested in their education and motivated to succeed. Also, the university teachers display a high level of instructional leadership. The teachers develop, teach, and effectively use norms of collaboration to ensure collaborative and organizational skills are embedded in all trainings and practices. The factors of age, sex, and year level does not affect the assessment of the student respondents on the university teacher’s instructional leadership. The assessment of the student respondents and the teacher respondents on the university teacher’s instructional leadership in terms of facilitating professional learning, building relationships, collaborative skills, organizational skills, and pedagogical practices was found to have a weak positive correlation.

Keywords: Instructional Leadership Practices, Classroom Management, Content knowledge, Pedagogical knowledge, Scientific knowledge in teaching.

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Abstract

Artificial intelligence in education has become a prominent term in the innovative development of education. People expect that through the deep integration of artificial intelligence and education, more and more intractable educational problems can be solved, educational quality and teaching efficiency can be improved, and the modernization of education can be achieved. In the application of artificial intelligence in education, we have indeed seen many favorable results. At the same time, we should also clearly perceive the many problems revealed in the process of applying artificial intelligence in education. Given this, this study discusses the need for the application of artificial intelligence in education from three dimensions: students, teachers, and school education. It also explores the ethical issues in the process of applying artificial intelligence in education from three major aspects: the technical level, the relational level, and the social level of the application of artificial intelligence in education. This study mainly used the questionnaire survey method to collect and analyze data. Through the survey, it can be seen that currently, there is a high demand for the application of artificial intelligence in education. At the same time, it is also unanimously believed that the more widely it is applied, the greater the possibility of ethical problems arising.

Finally, based on data investigation and analysis, this study put forward governance paths on how to effectively avoid ethical problems in the application of artificial intelligence in education in the future development process.

Keywords: AI education; AI education application; ethical risk

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Education is essential in forming a person's personal and professional life. Throughout my academic journey, I have pursued various fields of study, which have equipped me with diverse skills and knowledge. Each stage of my education has contributed to my continuous development, preparing me to face challenges and embrace opportunities in my chosen fields.

My educational journey began at Bato Elementary School, where I completed my primary education in 1992. Graduating with third honors was an early achievement that motivated me to strive for academic excellence. This recognition instilled in me the value of hard work and inspired me to pursue my studies diligently.

I attended Biliran National Agricultural College (BNAC) for my secondary education. 1996, I graduated with honors, reflecting my commitment to academic success. My high school years shaped my discipline and work ethic, which became the foundation for my future educational pursuits.

Following my secondary education, I enrolled at Biliran Province State University (BiPSU), earning a Bachelor of Science in Marine Transportation (BSMT) degree in 2001. This program gave me in-depth knowledge of maritime operations, navigation, and safety. The technical skills and expertise I acquired during this period prepared me for a career in the marine industry, equipping me with the competencies needed for real-world applications.

To broaden my knowledge and skills, I later pursued a Supplemental in Technology and Livelihood Education (TLE) under the Bachelor of Science in Secondary Education (BSEd) program at Eastern Visayas State University (EVSU) in 2007. This academic endeavor allowed me to develop proficiency in teaching technical subjects, enhance my instructional capabilities, and open new educational career opportunities.

2017, I completed my Master's in Teaching Marine and Nautical Science at the University of Cebu. This advanced degree refined my teaching skills, enabling me to share my maritime expertise with aspiring professionals. It also deepened my understanding of instructional strategies, allowing me to contribute effectively to the education and training of future naval practitioners.

Finally, I reached the pinnacle of my academic journey by earning a Doctor of Philosophy (PhD) in Technological Management from Cebu Technological University in 2023. This doctoral degree equipped me with advanced knowledge in managing technological innovations, conducting research, and implementing effective management strategies. It also strengthened my analytical and leadership skills, empowering me to contribute to technological advancements and organizational development.

DOI 10.5281/zenodo.15211282 

Issues on environmental education in the Philippines were long overdue, even with the passing of various laws on both national and international scale and the dramatic rise in international cooperation and collaboration. As a response, respect, understanding and preservation of Filipino values and cultural heritage of the varied communities requires incorporation into educational designs to as a way of promoting world peace and global citizenship. In this sense, social cultural development can be realized and sustained.

         The researcher sought to determine the philosophy of education students on Filipino culture and values as a potent driver in spearheading environmental education. More specifically, the researcher sought to determine which Filipino values are perceived by the education students as positive or negative, determine the awareness of the education students about the issues in environmental education, determine the Filipino values of the education students that are most beneficial in spearheading environmental education, determine how the philosophy of education students about Filipino culture and values can become a potent driver in spearheading environmental education, and propose innovative programs that will lead to much improved and effective environmental education.

         It was found that the Filipino values that were perceived by the students as positive were hiya, pakikisama, sakop, and utang na loob. Those that were perceived as negative are ningas-cogon, patigasan, bahala na, kasi, palusot, mañana,  and kanya-kanya.

         Also, the students perceived a generally high level of awareness about the issues in environmental education. However, it is important to take note that they perceived a low level of skills to identify and resolve environmental challenges in areas of ozone layer and acid rain. Also, they perceived a low level of participation in activities that lead to the resolution of environmental challenges in the area of acid rain.

         Moreover, the Filipino values of the education students that are most beneficial in spearheading environmental education are the positive ones, such as hiya, pakikisama, sakop, and utang na loob.

         Additionally, the philosophy of education students about Filipino culture and values can become a potent driver in spearheading environmental education by promoting the positive Filipino values and the high level of awareness on the issues of environmental education.

         It was also found that project-based environmental programs across all levels that will highlight the four positive Filipino values may be proposed to come up with innovative programs that will lead to much improved and effective environmental education.

DOI 10.5281/zenodo.15211456 

In a world marked by constant change, unpredictable challenges, and fast-evolving technologies, one truth remains: learning should never stop. Today, we delve into a transformative force that reshapes lives, revitalizes careers, and empowers minds — lifelong learning.

Lifelong learning is more than a concept; its a lifestyle. It’s the self-motivated and continuous pursuit of knowledge that transcends classrooms, job titles, and age brackets. It's how we stay sharp, adaptable, relevant — and fulfilled.

As Alvin Toffler insightfully said, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” That idea has never been more urgent. According to the World Economic Forum, 50% of employees globally will need reskilling by 2025. In such a landscape, standing still is not an option. Growth is.

The Benefits of Lifelong Learning

So why should we embrace lifelong learning?

First, it strengthens our minds. Like muscles, the brain thrives on activity. Studies show that continuous learning helps improve memory, boost mental agility, and delay cognitive decline — especially as we age.

Second, it makes us resilient. During crises like the COVID-19 pandemic, those who thrived were the ones who adapted. They learned new technologies, shifted careers, and upskilled themselves to survive the economic shift.

Third, it opens professional doors. Employers value adaptability and the drive to learn. Lifelong learners are often the ones climbing ladders, pivoting roles, or launching their own ventures.

But the magic of learning isn’t just in the paycheck. It’s in the joy of curiosity, the thrill of mastering a new skill, and the satisfaction of personal growth. Learning feeds the soul as much as the mind.

The Barriers We Face

Still, the path is not always easy.

Many of us juggle demanding jobs, family responsibilities, and financial concerns. We feel we don’t have the time, the money, or the energy to keep learning. Worse, we let fear — of failure, of starting late, of not being enough — paralyze us.

But the biggest barrier is often a silent one: believing we cannot change.

Breaking Through

Here’s the truth — you can. And you don’t need to overhaul your life to do it.

Start with 20 minutes a day. Make learning part of your routine — like brushing your teeth or making coffee.

Use free resources. Platforms like Coursera, edX, and YouTube have unlocked a world of knowledge. From data science to photography, the opportunities are endless.

Set goals — small, specific, and achievable. Every small victory fuels the next.

Most importantly, adopt a growth mindset. See every failure as feedback, every challenge as a classroom.

“We start to see challenges
Not as obstacles, but as growth…”

What Does Lifelong Learning Look Like?

Lifelong learning takes many forms:

·  Formal learning through degrees and certifications

·  Informal learning through books, podcasts, TED Talks

·  Professional development through trainings and mentorship

·  Personal exploration through hobbies like music, painting, or gardening

In my own journey, I have experienced all these paths.

After completing my Master of Arts in Education major in Administration and Supervision, I went on to finish a Master in Public Administration, and a Master of Arts in Teaching English. I also earned my Doctor of Education and a Postdoctoral credential in Strategic Management and Leadership. And currently, I am enrolled in a Doctor in Public Administration program, to mention just a few.

These were not mere academic pursuits—they were choices aligned with my vision to grow, to serve, and to lead with integrity. Each chapter of study helped shape not only my mind but my mission.

During the pandemic, I chose not to waste the isolation. I turned it into an incubation period. Since March 2020, I have earned thousands of certificates — not for display, but to mine for gold: new insights, new skills, new perspectives.

Technology as a Learning Ally

Technology has made learning more accessible than ever.

From MOOCs (Massive Open Online Courses) to mobile apps, webinars to virtual classrooms, the digital revolution has democratized education. We no longer need to sit in a lecture hall to be students of the world.

Sure, there are challenges — screen fatigue, distractions, internet access. But with discipline and intentionality, our phones and laptops can become powerful classrooms.

How to Be an Effective Lifelong Learner

Here’s how to start:

·  Know your “why.” Purpose gives motivation staying power.

·  Build a learning plan. What do you want to learn this month? This year?

·  Join learning communities. Growth accelerates when it’s shared.

·  Reflect often. What did you learn? How has it shaped you?

“You are the master of your own fate.
And you hold the key to unlock your own gate.”

Real Stories, Real Impact

My own journey is a testament to lifelong learning. When the world paused, I chose to press “play.” I studied, upskilled, and reinvented myself.

And I’m not alone. I know a single mother who taught herself coding to start a tech career. A janitress who became a judge. A retired grandmother who learned digital art. What unites them is not age or background — it’s the refusal to settle.

Creating a Learning Culture

We must also create environments that celebrate learning — at work, in school, in our communities.

Reward curiosity. Encourage collaboration. Make growth a shared value.

In institutions and organizations, let’s move from training events to learning cultures — where development isn’t a requirement, but a norm.

Conclusion: The Power of Choosing Growth

Let me leave you with this:

You were born with potential. And the world is waiting for your contribution.

Don't let time, fear, or excuses hold you back. Don’t let the music die within you.

Read a page. Take a course. Ask a question. And then — do it again tomorrow.

Because lifelong learning is not just about what we do — it’s about who we become.

It’s about embracing growth and excellence every single day.

DOI 10.5281/zenodo.15220932 

Abstract: Functional training is a promising method to improve athletic performance and reduce injury risk by enhancing strength, neuromuscular control, balance, proprioception, and core stability. This study examined the effects of an 8-week functional training program on lower-limb stability in Chinese university basketball players. Thirty-five players with a history of lower-limb injury completed pre- and post-intervention assessments using the Functional Movement Screen (FMS) – focusing on deep squat, hurdle step, in-line lunge, active straight-leg raise, trunk stability push-up, and rotary stability – and the Y-Balance Test (YBT) for dynamic balance. Paired t-tests and Wilcoxon signed-rank tests were used to analyze changes. Results: FMS performance improved significantly after training (p < 0.001), with better movement quality in deep squat, hurdle step, and active leg raise tests, indicating enhanced muscle strength and neuromuscular control. YBT reach distances in anterior, medial, and lateral directions increased by ~10% (p < 0.001), and composite scores improved (e.g., right leg from ~99.7 to 108.1). These gains reflect markedly improved dynamic balance and proprioception. Core stability also improved (e.g., trunk push-up high-quality execution from 37% to 71%), but the rotary stability test remained challenging (no participants achieved high-quality execution post-training). An 8-week functional training regimen effectively enhanced lower-limb stability in university basketball players, as evidenced by significant improvements in functional movement and balance outcomes. The findings support integrating targeted functional training into collegiate athletic programs to improve stability and potentially reduce injury risk, although additional focus on rotary core stability may be needed.

Keywords:Functional training; Lower-limb stability; University Basketball Players.

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Abstract: With the rapid development of information technology, smart classroom technology has gradually become an important driving force of higher education reform. As the core part of higher education, the teaching effect of moral education teaching is directly related to the shaping of students' values and the cultivation of social responsibility. With its intelligent technology, diversified teaching means and precise teaching strategy, the smart classroom provides the possibility to improve the current classroom teaching status and improve the teaching quality.

 The research summarized the research themes and development trends of smart classrooms, and define the core concepts of smart classrooms. To promote students’ active learning, apply the smart classroom teaching mode to the moral education course teaching, and improve the traditional classroom teaching from the following three aspects: optimize the teaching design, support the teacher-student interaction to break through the space-time restrictions, improve the teaching pertinence through online resources, and enhance the scientific nature of the classroom learning situation analysis.  After the course, the effectiveness of the smart classroom teaching mode is verified from three dimensions: the change in students' learning attitude, the improvement of new information technology ability, and the cultivation of noble moral quality.

Keywords: Smart classroom, Moral Education, Engagement, Efficiency

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Abstract

This study examines the understanding and application of bilingualism by Filipino teachers residing in Colorado, with particular attention to their exposure to the Bilingual Education Policy. With the increasing significance of bilingual education in the United States and, in particular, Colorado as a more ethnically diverse populated state, the input of teachers and their capacity to implement policies is very important. This is qualitative research with a mixed method of collecting data through surveys and interviews from Filipino teachers on their experiences, perceptions, and frustrations toward bilingual education.

The findings indicate that while teachers appreciate the cognitive and cultural advantages of bilingualism, they encounter barriers such as a lack of adequate training, resources, and support from higher management. Moreover, the study emphasizes the need for specialized professional development training that enables teachers to apply bilingual methods with confidence and mastery.

The output from this study includes guidelines for the improvement of policies and the assignment of resources to assist teachers in promoting bilingualism at the elementary level. This study seeks to address the gap in the existing literature on bilingual education and promote advocacy for effective language policy implementation within multicultural educational frameworks through the perspectives of Filipino educators.

Keywords: bilingualism, english language arts, phenomenology, bilingual education policy, policy implementation

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Abstract

The study determined the knowledge and awareness of nurses on Monkeypox in selected hospitals in eastern Pangasinan. It dealt with their profiles, such as age, sex, civil status, highest educational attainment, area of assignment, number of years in service, and number of seminars attended on Monkeypox.

A descriptive research design was utilized, using a survey questionnaire as the data-gathering tool. Different statistical tools were used, such as frequency and percentage, weighted mean, ANOVA, and t-test.

The respondents were young adults and females. Most were single and married, had finished tertiary-level education, had job orders, were assigned to the emergency/outpatient department, had been in the service for a few years, and had not received seminar/training on Monkeypox.

The nurse respondents were knowledgeable about Monkeypox's causes, signs, symptoms, and treatment and were also aware of the facts about the disease.

There were no significant differences in the extent of knowledge and awareness of the nurses  about  Monkeypox and their profile variables.

There was no significant relationship between the nurses' extent of knowledge and awareness about Monkeypox and their profile variables.

It is recommended that future studies can be replicated using other variables of the study on a broader perspective.

Keywords: knowledge, awareness, nurses, monkeypox

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Aling pag-ibig pa ang makakapantay sa Inang bayan.

Dito namulat ang isip at kakayahan.

Sa puso ng bawat Pilipino, ang bayan ang dapat inuuna.

Nag-aalab na damdamin, sa halalan ay dapat manguna.

Buksan ang mata at tenga, muling mag-isip.

Huwag magpadala sa mapanlinlang na salapi.

Buksan ang isipan, maging matalino sa pagpili.

Isang bayan na may pagkakaisa’t  malasakit.

Tumingin sa palibot, huwag magpasilaw.

Maging mapagmasid, huwag magpadala sa alingawngaw.

Pagka’t ang tamang desisyon ay kaligtasan ng mamamayan.

Ang bawat Pilipino, may papel na ginagampanan.

Ang boto’y hindi laro, ito’y tungkulin ng sambayanan.

Ang bawat Pilipino ay may tungkulin sa bayan.

Pag-ibig sa Inang bayan, maipapakita sa matalinong pagboto.

 Ang kinabukasan ng bayan ay nakasalalay sa ‘yo.

Sa darating na halalan, timbangin ang tama at mali.

Ang halalan ay mahalagang pag-isipan.

Ito’y isang pagninilay sa ating kinabukasan.

Sa bawat boto, may kalakip na pananagutan.

DOI  10.5281/zenodo.15221788 

Abstract

This phenomenological research design delves into the 17 teachers as they navigate and determine the lived experiences of the influence of organizational justice, workplace civility, and leadership competency among public school elementary teachers. This research study employed a qualitative research design approach to gain deeper apprehension through collecting and analyzing teachers’ lived experiences through in-depth interviews (IDI) for ten (10) teachers and focus-group discussions (FGD) for seven (7) teachers in the eleven (11) divisions in Region XI through purposive sampling. This study also followed the seven steps of Collaizi’s thematic analysis, providing a more detailed and comprehensive understanding. The findings highlight four essential themes based on the lived experiences in influencing the leadership competency of teachers, and these are connection with people, developing self and others, observance of fairness, and respectful interaction. Likewise, the lived experiences in shaping the teacher's perception are seven essential themes, namely: the qualities of a leader, the capacity of a leader, the challenges of leadership, the characteristics of fair leadership, organizational dynamics, the relationship between leadership and civility, and the barriers to skill acquisition. The findings from the research substantiated the literature, supporting the effects of organizational justice and workplace civility towards leadership competency. Future research should further explore other contextual and relational factors that contribute to leadership development and enrich understanding of effective educational practices.

Keywords: organizational justice, workplace civility, leadership competency

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Abstract

This study looked at local opinions on eliminating administrative responsibilities from public school teachers and how it affected instructional efficacy, leadership dynamics, resource allocation, and school operations. Grounded in organizational change theory, it evaluated DepEd Order No. 002 (s. 2024), which seeks to reallocate tasks from teachers to non-teaching staff thereby improving instruction and administrative processes.

Data were acquired using a mixed-methods approach via questionnaires among 28 educational officials in Caloocan City's North District 1 and 204 public secondary school teachers. Complementing statistical methods like descriptive statistics, Spearman rank correlation, and Mann-Whitney U-test were qualitative replies and thematic analysis.

   Results revealed that cutting administrative burden greatly increased operational efficiency, teacher morale, and instructional time. Less stress, improved student connection, and more classroom involvement were among the reports from teachers. School managers oversaw more precisely. Still recognized, though, were issues including duty ambiguity, opposition to change, and inadequate support for non-teaching personnel. Notwithstanding these problems, the study underlined the long-term possibilities of the strategy under proper application. It suggested a contextualized roadmap including policy changes and leadership approaches to assist the shift. The report supports systematic change and points up important areas for improvement in teacher workload, therefore helping attempts at school reform.

 Keywords: Administrative tasks, Teacher workload, Contextualized implementation, public school system, and educational leadership

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Abstract

This phenomenological research design delves into the 17 teachers to navigate and determine the lived experiences of the influence of 21st century skills and work values on social-emotional competence of public elementary teachers in Region XI. This research study employed qualitative research design approach to gain deeper apprehension through collecting and analyzing teachers’ lived experiences through in-depth interview (IDI) for ten (10) teachers and focus-group discussion (FGD) for seven (7) teachers in the eleven (11) divisions in Region XI through purposive sampling. This study also followed the seven steps of Collaizi’s thematic analysis providing a more detailed and comprehensive understanding.The findings highlight  six essential themes  based on the lived experiences in influencing social-emotional competence of teachers and these are:self-regulation of emotion and behavior, ability to evaluate to social situations,personal and professional growth, improved social-skills, professionalism in the workplace and driving factors for contentment with work. Likewise, the lived experiences in shaping the skills, attitude and commitments on social-emotional competence, three essential themes were emerged: demonstration of teachers’ competence, possession of a positive attitude and passion towards the teaching mission.The findings from the research substantiated the literature, supporting the effects of 21st century skills and work values on teachers’ social-emotional competence.. As evidenced by the data, the researchers endorsed essential recommendations to sustain social-emotional competence like educational institutions should prioritize professional development that focuses on enhancing teachers' competencies, maintaining a positive attitude, and nurturing the passion for teaching. Future research should further explore other contextual and relational factors that contribute to social-emotional development and enriching  understanding of effective educational practices.

Keywords: 21st century skills, work values, social-emotional competence, Region XI teachers

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As humanity becomes increasingly aware of the negative impact that human activity has on the planet, it has become clear that we need to take steps to create a more sustainable future. One way to achieve this is by implementing environmentally-friendly practices in our schools, by creating a sustainable learning environment. We will not only help reduce our carbon footprint, but we also teach our students about the importance of sustainability and empower them to become eco-conscious citizens. In this article, we will explore some strategies for creating a sustainable learning environment in your school.

Start with a Green Audit

Before you can start implementing sustainable practices in your school, it's important to take stock of your current practices and identify areas for improvement. Conducting a green audit will help you to identify where you can make changes and what areas require the most attention. This can include assessing your energy usage, waste management practices, and water usage, as well as identifying areas where you can introduce sustainable practices, such as incorporating renewable energy sources, reducing waste, and implementing recycling programs.

The first step to conducting a green audit is to establish a baseline for the school's current energy consumption. This can be done by reviewing energy bills over a period of time and analyzing the data. Once you have established a baseline, you can then identify areas where energy consumption can be reduced. This can include replacing outdated equipment with energy-efficient models, installing motion sensors to control lighting, and encouraging staff and students to turn off lights and electronics when not in use.

 Introduce Sustainable Energy Practices

One of the biggest contributors to greenhouse gas emissions is the energy we consume. By implementing sustainable energy practices in your school, you can help to reduce your carbon footprint and teach your students about the importance of renewable energy sources. This can include installing solar panels, using energy-efficient lighting and appliances, and encouraging students to turn off lights and electronics when not in use. You can also incorporate renewable energy into your curriculum, teaching students about the science behind solar and wind power, as well as the benefits of using these sustainable energy sources.

Installing solar panels on school buildings is an excellent way to generate renewable energy and reduce your school's carbon footprint. Solar panels can be installed on rooftops or in open areas on the school grounds, and can be connected to the school's electrical grid to power classrooms, offices, and other areas of the school. In addition, by incorporating renewable energy into your curriculum, you can educate students about Page 1 of 3 the science behind renewable energy sources, as well as the social, economic, and environmental benefits of using these energy sources.

Reduce Waste and Encourage Recycling

 Another important strategy for creating a sustainable learning environment is to reduce waste and encourage recycling. This can include introducing recycling bins throughout your school, teaching students about the importance of recycling and how to properly dispose of waste, and reducing the amount of paper and plastic used in the school. You can also incorporate waste reduction into your curriculum, teaching students about the environmental impact of waste and how they can reduce their own waste footprint at home and at school. To reduce waste, it's important to conduct a waste audit to identify the types and quantities of waste generated by your school. Once you have identified the waste stream, you can then develop strategies to reduce waste generation and increase recycling. This can include introducing recycling bins for paper, plastic, and other materials, and educating students about the importance of recycling and how to properly dispose of waste.

Implement Sustainable Transportation Practices

 Transportation is another significant contributor to greenhouse gas emissions. By implementing sustainable transportation practices in your school, you can help to reduce your carbon footprint and promote eco-friendly habits among your students. This can include encouraging students to walk or bike to school, promoting carpooling, and introducing electric or hybrid buses to your school's transportation fleet. You can also incorporate sustainable transportation into your curriculum, teaching students about the environmental impact of transportation and how they can make eco-friendly choices when traveling. This can include teaching students about the benefits of walking, biking, and taking public transportation, as well as the impact of driving solo or using gas powered vehicles. Students can also learn about the carbon emissions produced by different modes of transportation and the role of transportation in climate change.

 To reinforce these concepts, schools can organize field trips and class projects that incorporate sustainable transportation practices. For example, students can take a field trip to a local bike shop to learn about bike repair and maintenance, or work on a group project to design a sustainable transportation plan for their community. By engaging in hands-on learning experiences, students can develop a deeper understanding of the impact of transportation on the environment and the importance of making eco-friendly choices.

In conclusion, creating a sustainable learning environment requires a holistic approach that incorporates a range of strategies. By implementing sustainable energy and transportation practices, reducing waste and encouraging recycling, and fostering a culture of sustainability, schools can reduce their carbon footprint and teach students the importance of environmental responsibility. Through hands-on learning experiences, students can develop a deeper understanding of sustainability and the role they can play in creating a more sustainable future. By embedding sustainability into the school's ethos, values, and decision-making processes, schools can create a lasting impact on the environment and empower students to make a difference in their communities and beyond.

DOI 10.5281/zenodo.15239284 

Education is a collaborative effort that involves a partnership between parents and educators. Parental engagement plays a crucial role in the academic success of children. The involvement of parents in education can lead to better academic outcomes, improved behavior, and positive attitudes towards school. Building a strong partnership between parents and educators requires effort from both parties. Parents should be willing to take an active role in their child's education, while educators should provide an environment that fosters parental involvement.

In this article, we will explore the importance of parental engagement in education and how it can positively impact the academic and social development of children. Firstly, parental engagement in education has been found to be a key predictor of academic success. Studies have shown that students with involved parents are more likely to have higher grades, attend school regularly, and complete homework assignments on time. This is because when parents are engaged, they can provide academic support and create a positive home environment that encourages learning.

Furthermore, parental involvement can also help teachers understand their students better, as parents can provide insight into their child's interests, learning style, and strengths and weaknesses. For example, if a child struggles with math, parents can work with the teacher to develop strategies to help the child improve. This could involve additional practice at home or working with a tutor. When parents and teachers work together, they can create a supportive and effective learning environment that benefits the child.

Secondly, parental engagement in education can improve children's behavior and social skills. When parents are involved, children are more likely to exhibit positive behavior and engage in prosocial activities. This is because parents can set clear expectations and boundaries, monitor their child's behavior, and provide positive reinforcement when appropriate. Moreover, parental involvement can also improve children's social skills by providing opportunities for children to interact with their peers and adults in a supportive and positive environment.

For instance, parents can participate in school events such as parent-teacher conferences, school performances, and volunteer opportunities. By being present in the school community, parents can help create a positive and inclusive environment that benefits all students. Additionally, parents can encourage their child to participate in extracurricular activities, which can help children develop social skills, teamwork, and leadership abilities.

 Thirdly, parental engagement in education can have long-lasting effects on children's academic and social development. When parents are involved in their child's education, they are sending a message that education is important and valuable. This can lead to children developing positive attitudes towards school, which can result in increased motivation, engagement, and a lifelong love of learning. Additionally, parental involvement can also help children develop important life skills, such as problem-solving, decision-making, and communication. For instance, parents can help their child set academic goals and monitor their progress towards those goals. By working together, parents and children can develop a sense of accountability and responsibility that will benefit the child throughout their academic career and beyond.

Despite the benefits of parental engagement in education, many parents face barriers to involvement. Some parents may lack the time or resources to participate in their child's education, while others may feel intimidated or unwelcome in the school environment. To overcome these barriers, educators should make a concerted effort to create a welcoming and inclusive school environment that encourages parental involvement. This can include providing opportunities for parents to volunteer in the classroom, attend school events, and participate in parent-teacher conferences. For example, schools can offer flexible scheduling for parent-teacher conferences to accommodate working parents or provide transportation for parents who may have difficulty getting to the school.

Additionally, educators can use technology to keep parents informed about their child's progress, such as through online gradebooks or communication apps. To build a strong partnership between parents and educators, both parties must be willing to put in effort. Parents should take an active role in their child's education by providing academic support and creating a positive home environment that encourages learning. Educators should provide opportunities for parental involvement and create a welcoming and inclusive school environment that encourages participation.

 Furthermore, it's important to recognize that parental engagement in education is not a one-size-fits-all approach. Every family is different and educators should be flexible in their approach to parental involvement. Some parents may prefer to be involved in the classroom, while others may prefer to help their child at home. It's important for educators to be open to different forms of parental involvement and work with parents to find a solution that works best for their family.

In conclusion, parental engagement in education is a crucial component of a child's academic and social development. When parents and educators work together, they can create a supportive and effective learning environment that benefits the child. Parental involvement can lead to better academic outcomes, improved behavior, and positive attitudes towards school. It can also improve children's social skills, foster a sense of accountability and responsibility, and help children develop important life skills. It's important for educators to recognize the value of parental involvement and create opportunities for parents to be involved in their child's education. By working together, we can help ensure that every child has the opportunity to succeed.

DOI 10.5281/zenodo.15239295 

Sa dinami-dami ng mga propesyon na pwede kong pamilian, bakit ko pinili na maging guro?

Hindi dahil sa impluwensiya ng pamilya sapagkat maliban sa akin at sa aming bunsong kapatid ay wala ng iba pang naging guro sa aming lahi.

Kahit na noong ako ay bata pa ay hindi ko rin ito pinangarap. Hindi katulad ng aming bunso na palagi kong nakikitang naglalaro ng titser-tiseran sa aming likod-bahay. Na ang kanyang mga eskwela ay mga halaman na tanim ng nanay.

Hindi rin dahil na-inspire ako sa aking mga dating guro kahit na ang ilan sa kanila ay talaga namang mahuhusay. Hindi ko minsan man naisip na sumunod sa kanilang mga yapak.

Hindi rin dahil sa ito ang gusto ng aking mga magulang. Alam kong susuportahan nila ako kahit na ano pa mang larangan ang pinili kong pasukin.

Lalong hindi dahil sa kikitain ko sa pagiging guro sapagkat alam naman natin na dito sa ating bansa ay wala talagang yumayaman ng husto sa propesyong ito.

Nakakabawas din ng interes ang dami at walang katapusang gawain na kaakibat ng pagtuturo. Hindi ito kagaya ng trabahong pang-opisina na pagpatak ng alas-singko ng hapon ay maari ka ng umuwi at kinabukasan na ituloy ang mga naiwang gawain. Kadalasan ay iniuuwi ng isang guro ang kanyang lesson plans, class records, test papers, at mga proyektong kailangang markahan. Mahirap kasi isingit ang paggawa ng mga ito sa oras ng pagtuturo.

Kung ganon ano nga ba ang dahilan?

Sa totoo lang hindi ko pa rin alam. Higit dalawampung taon na akong nagtuturo pero di ko pa rin matukoy ang dahilan kung bakit ito ang aking napiling propesyon.

Malamang ito ay dahil sa hindi ko ito talaga pinili. Ako ang pinili ng propesyon na ito.

At simula sa araw na ako ay tumango sa tawag ng propesyon at nag-umpisang paghandaan ang pagiging guro ay hindi na ako lumingon pa. Buong puso at determinasyon ko na itong niyakap. Pinagsikapan ko ng ihanda ang aking sarili para maging mahusay na guro balang araw.

At ni minsan ay hindi ko pinagsisihan ang aking naging desisyon. Sa kabila ng haba ng oras na aking ginugugol sa pagtuturo at sa dami ng gawain na hindi natatapos, masaya ako sapagkat alam ko na nakakatulong ako sa mga mag-aaral na nakaka-attend ng aking mga klase.

Masaya ako na naging makabuluhan ang aking paghahanap-buhay. Ang pagtuturo ko ay pinang-gagalingan ng aming ikinabubuhay pero higit sa lahat nakakatulong ito na mapa-ayos din ang buhay ng ibang tao. Masaya ako sa tuwing makikita ko ang liwanag ng pagkakatuto sa mga mata ng aking mag-aaral. Masaya ako na kasama sila araw-araw. Gumagaan ang aking puso sa tuwing babatiin nila ako at tatawaging "ma’am."

Hindi ko na iisipin kung bakit ako guro. Ang mahalaga ay nandito ako ngayon sa propesyon na itinakda para sa akin.

DOI 10.5281/zenodo.15239375 

Abstract

This study rigorously examines the experiences of Kapampangan teachers actively engaged in the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in Pampanga, Central Luzon, Philippines. MTB-MLE aims to improve educational outcomes by using the local mother tongue as the primary medium of instruction from Kindergarten to Grade 3. Despite the policy's nationwide implementation, limited research exists on its specific application and challenges in the province of Pampanga. This qualitative study explores teachers' perspectives on the benefits, challenges, and coping mechanisms associated with MTB-MLE. Findings highlight the linguistic complexities, resource limitations, and innovative strategies employed by teachers, providing valuable insights for policymakers to enhance program support and effectiveness.

Keywords: MTB-MLE implementation, mother tongue

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ABSTRACT

This study explored the challenges faced by perinatal nurses in the complexity of care and the coping mechanisms utilized in different hospitals in Eastern Pangasinan. Data were collected through semi-structured interviews, observational evidence and field notes. Participants were selected based on their experience in perinatal care to ensure a diverse perspective. Thematic analysis was used to identify key patterns related to the complexities of perinatal.

Furthermore, ethical guidelines were strictly followed, including voluntary participation, informed consent, confidentiality, and non-coercion. The study also adhered to the principles of beneficence by prioritizing participants' welfare and fairness in data collection.

Findings revealed that perinatal nurses face multiple challenges, including staffing constraints, patient complexity, unpredictable work conditions and outdated equipment. Common coping strategies identified were emotional regulation, adherence to safety protocols, professional development and maintaining composure under pressure. Despite these difficulties, nurses demonstrated resilience and dedication, emphasizing the importance of professional support systems and ongoing education. The study concludes that addressing perinatal nursing challenges requires enhanced staffing policies, improved workplace conditions, and continuous training programs to support well-being and professional growth. The findings serve as the foundation for the proposed innovative programs to improve perinatal care quality. Future research should explore broader healthcare settings to strengthen the application of this recommendation.

Keywords: art of caring, perinatal health, nurses.challenges

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Abstract

Preventable medical errors significantly impact patient safety in emergency rooms (ERs). This study examines how safety culture influences nurses’ attitudes and practices, focusing on adherence to protocols, teamwork, and patient-centered care. Using a mixed-method explanatory sequential design, the study surveyed 36 nurses from two hospitals in Eastern Pangasinan and conducted semi-structured interviews for deeper insights.

Findings revealed that ER nurses demonstrate strong commitment to safety culture, particularly in hand hygiene, medication administration, teamwork, and infection control. Quantitative results showed high weighted averages for safety-related attitudes and practices, while qualitative analysis highlighted key themes such as respect and empathy for patients, adherence to protocols, prioritization of patient safety, and teamwork. However, workload pressures, staffing shortages, and communication barriers hinder effective safety compliance.

Strengthening training programs, optimizing nurse-patient ratios, reinforcing a non-punitive error-reporting system, and implementing the SAFE ER: Strengthening Attitudes for a Fearless and Effective Emergency Response program are recommended. Future research should examine the long-term effects of safety culture interventions and compare safety perceptions across healthcare settings.

Keywords: Safety culture, emergency nursing, patient safety, nurses’ attitudes, nursing practices, hospital safety.

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Effective reading interventions for struggling senior high school students must address the complex literacy demands of secondary education while respecting adolescents' developmental needs and maintaining academic rigor. Rather than focusing solely on remedial decoding skills, successful interventions should emphasize comprehension strategies, vocabulary development, and disciplinary literacy. Research consistently demonstrates that explicit strategy instruction using the gradual release model yields significant improvements for older struggling readers. This approach involves teachers modeling metacognitive processes like inferencing, determining importance, and synthesizing information across texts, then providing guided practice with feedback before expecting independent application. Additionally, implementing structured protocols such as Reciprocal Teaching or Close Reading provides frameworks that make invisible reading processes concrete and accessible while building the critical thinking skills necessary for college and career readiness.

Technology integration represents another powerful avenue for supporting struggling readers at the high school level, particularly when addressing comprehension difficulties. Digital tools like text-to-speech software, annotation platforms, and leveled content sites remove barriers to accessing complex texts while preserving grade-appropriate concepts and vocabulary. Platforms such as Actively Learn and Newsela embed comprehension supports directly within digital texts, allowing real-time monitoring of student understanding without stigmatizing intervention. These technologies are most effective when implemented strategically within a comprehensive approach that also includes explicit instruction and opportunities for collaborative discussion. By leveraging digital resources, teachers can efficiently differentiate instruction, provide multiple means of engagement with texts, and collect ongoing assessment data to target specific intervention needs.

Perhaps most critically, effective reading interventions for high school students must prioritize engagement through relevance, choice, and social connection. Struggling adolescent readers often have histories of reading failure that have damaged their motivation and self-efficacy; therefore, intervention approaches must rebuild positive reading identities alongside skills development. Incorporating high-interest text sets that connect to students' lives and cultural backgrounds while offering choice in reading materials where possible can reignite motivation. Building knowledge through content-rich texts on engaging topics helps students overcome the background knowledge gaps that often underlie comprehension difficulties. Additionally, collaborative structures like literacy circles and peer-led discussions honor adolescents' social needs while providing scaffolded reading practice. By combining explicit strategy instruction, strategic technology integration, and engagement-focused approaches, educators can create comprehensive reading interventions that address the unique challenges of supporting struggling readers at the senior high school level.

DOI 10.5281/zenodo.15255029

Abstract

Jenifer Murillo Fronda, Ester A. Fronda, 2025, Factors Influencing Self-medication Practices among Adults: Basis for a Proposed Information Education and Communication Material, Urdaneta City University.

Adviser: Dr. Zosima C. Garin

This study aimed to investigate the factors influencing self-medication practices among adults, focusing on knowledge, attitudes, reasons, and effects of self-medication. Specifically, the research sought to determine the demographic and health-related profile of the respondents and examine the knowledge, attitudes, and reasons for self-medication, which contributed to the factors that influenced self-medication practice and the effects of self-medication among adults. Finally, the study aimed to develop information, education, and communication material that helps the respondents to practice medication properly.

         A cross-sectional study was employed, utilizing a structured survey validated by the pool of experts distributed to the respondents. Data were analyzed using descriptive statistics, frequency counts and percentages, weighted mean scores, inferential statistics, t-test, post-hoc test, analysis of variance, and correlation analysis to identify the relationship between the respondents’ demographic profile and the factors influencing self-medication.

         The findings revealed that respondents agree with the factors influencing self-medication, especially knowledge of self-medication. Self-medication requires enough knowledge to achieve a common goal. Ignoring knowledge in self-medication can cause serious health problems. Respondents tend to visit a doctor if self-medication does not improve their health, and the practice of self-medication is due to quick relief and easy accessibility of drugs in the pharmacy.

         The study concluded that effective self-medication practices need improved knowledge to ensure efficacy and safety. Additionally, self-medication practitioners must seek the medical professional's advice before taking medicines. Finally, it is recommended that information, education, and communication material be adopted for information dissemination campaigns to enrich knowledge in self-medication.

Key terms: Self-medication, knowledge, attitudes, reasons.

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Abstract

This study took the Chinese apparel industry as the background and explored how companies could combine corporate social responsibility (CSR) with the dual carbon goals (carbon peak and carbon neutrality) to achieve a strategic framework for sustainable development. The study adopted a combination of quantitative questionnaire surveys and qualitative interviews to comprehensively assess the status of apparel companies of different sizes and regions in terms of CSR practices, participation in dual carbon goals, and stakeholders' perception of CSR. The study involved 950 apparel company participants from all over China. The quantitative questionnaires were distributed through the online platform “Wenjuxing”, while the qualitative interviews were conducted through focus group discussions (FGDs).The study found that although apparel companies showed high levels of participation in economic and policy support, there was still room for improvement in reducing dependence on fossil fuels and environmental participation. In addition, although companies had made some progress in social responsibility strategy, technological innovation, and operational management, they still needed strengthen employee participation, community responsibility, and customer relationship management. The results showed that there was a significant positive correlation between companies' participation in dual carbon goals, implementation of social responsibility initiatives, and stakeholders' perception of CSR. Based on this, this study constructed a structural model that integrated dual carbon goals, CSR perceptions, and social responsibility initiatives, and put forward a series of strategic recommendations to help apparel companies achieve their dual carbon goals through CSR practices while enhancing their reputation and market competitiveness, providing theoretical support and practical guidance for the sustainable development of the industry.

Keywords: Corporate Social Responsibility, Dual Carbon Goals, Sustainable Development, Clothing Industry, Strategy

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ABSTRACT

Climate change is a major global issue that demands proactive action from all sectors, including higher education. This study assessed the climate change adaptation and mitigation practices adopted by State Universities and Colleges (SUCs) in Region III. By employing a survey, the study explored key initiatives and their levels of implementation in waste management, knowledge and capacity development, energy conservation and sustainable resource management, greenhouse gas reduction, and the development of green infrastructure.

Findings show that SUCs moderately enforce these initiatives, emphasizing the need for enhancement. Commendable adaptation practices include integrating environmental education into curricula, advocating strong community engagement through climate action and partnerships, and disaster preparedness.  Notable mitigation initiatives include campus greening and sustainable energy conservation practices.

However, challenges impede these efforts. Adaptation problems include inadequate solid waste management, financial constraints, poor policy enforcement, inconsistent monitoring and evaluation, weak awareness campaigns, and escalating climate risks. Mitigation challenges include outdated climate-resilient infrastructures, insufficient funding, weak policy implementation and oversight, and the absence of a dedicated structure for climate action.

To address these concerns ,the study proposes an action plan highlighting the need for more vigorous policy implementation, increased investment in sustainability programs, enhanced solid waste management, and green infrastructures. Strengthening these initiatives will empower SUCs in climate action. In addition, the study highlights the comprehensive implications of these strategies, showcasing SUCs’ potential to become models for policymakers and local communities in advocating climate resilience and environmental stewardship.

Keywords: Climate change, adaptation, mitigation, best practices, challenges,

policies, programs, projects, initiatives, level of implementation, State Universities and Colleges (SUCs)

DOI 10.5281/zenodo.15272523 

ABSTRACT

Educational technology manifests ideas of change in instruction among learners and teachers in the classroom setting. Statistics has become increasingly critical in various fields, including education, business, economics, and science and technology. The AnalyStat mobile application is a tool for teaching statistics for grade 10 learners. This single group pure experimental research delved into the relevance of AnalyStat in improving learners’ performance in statistics. This study was composed of a single group of 47 learners of Malalag National High School. Learners characterized AnalyStat as a practical and effective tool for data analysis, offering efficiency, accuracy, and time-saving capabilities that contribute to the improvement of their statistical skills. This will assist grade 10 learners in enhancing their statistical analysis skills, which will be beneficial for their completion of a mini-research project in the fourth quarter as part of the Mathematics 10 curriculum.  

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Highlighting the importance of using new and effective teaching methods is crucial to better meet 21st-century learners' needs. While many experts talk about postmodern teaching, there is still little research on its use in elementary English classes. This study explored the integration of a postmodern approach in English language teaching, especially for learners of the new generation. Conducted in the South District of Tumauini, Isabela, the research used a descriptive survey design to examine the teaching styles of 20 Grade 6 English teachers from different elementary schools. The study focused on the teachers’ profiles, postmodern features utilized, employed English class tasks, revolutionary changes observed, the need to implement the approach, and encountered challenges. Data were gathered through a validated questionnaire, classroom observations, and unstructured interviews. Results showed that most teachers were female, aged 31–35, married, had a bachelor’s degree in English, and had 1–10 years of teaching experience. Many were rated outstanding in performance but had limited training at the national or international level. The findings showed that postmodern strategies were present in student-centered activities, the use of portfolios and self-assessments, group work, and creative media. Tasks that encouraged students to explore, interact, and apply lessons to real-life situations were common. This approach changed the traditional way of teaching by giving students more voice in the classroom and valuing their different backgrounds and experiences. However, challenges such as a lack of materials, limited training, and hesitation to try new methods were reported. The study concludes that postmodern teaching can make English classes more meaningful and recommends using it more widely to help students learn better in today’s world.

Keywords: Postmodern Pedagogy, English Language Teaching, Learner-Centered Approach, Teaching Practices, Classroom Strategies, Teaching Challenges, 21st Century Learners

DOI 10.5281/zenodo.15290473 

ABSTRACT

The study aimed to evaluate the responsiveness of CIT Colleges of Paniqui Foundation Inc.'s Senior High School Department under the Technical Vocational-Livelihood (TVL) track to the labor demands of industries in the Municipality of Paniqui, Tarlac. Specifically, it focused on identifying the essential skills required by local industries for the Home Economics and Information and Communication Technology (ICT) strands. The research also examined the competence of TVL graduates and assessed the adequacy of the institution’s facilities and equipment. The researcher, who is also a faculty member at the institution, was particularly motivated to generate insights that could support the school’s mission of producing job-ready, technically skilled graduates who are competitive in the local job market.

The findings revealed that the Home Economics strand is in very high demand, while the ICT strand is in high demand, both strongly aligned with industry-required competencies. Graduates from both strands demonstrated high levels of responsiveness to industry needs, indicating effective alignment between the curriculum and labor market expectations. The school’s infrastructure, including its facilities and equipment, was found to be highly adequate in supporting technical-vocational training. In light of these results, a strategic action plan was developed to enhance the relevance and responsiveness of the TVL offerings.

To strengthen the alignment between education and employment, the study recommends conducting regular labor market surveys, implementing competency-based assessments, and ensuring routine maintenance and upgrades of training facilities. Additionally, ongoing professional development for faculty and collaboration with industry partners and alumni are essential for continuously improving the quality and relevance of the TVL programs.

Keywords: TVL Track, Competency Assessment, Industry Demand

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The placement of lie detection techniques in forensic science area in the criminology curriculum as per CHED Memorandum Order No. 05, series of 2018 remains a controversy, specifically in its inclusion under forensic science. Polygraph tests, also known as lie detector is one of the lessons in lie detection techniques is widely studied in criminology program. However, its scientific validity is unreliable or that there is little evidence that polygraph tests can accurately detect deception. Forensic science relies heavily on empirical evidence, tested, repeatable, measurable and based on scientific principles, which polygraph tests does not meet these criteria, as there is no technique or instrument capable of detecting lies or deception with absolute certainty. The American Psychological Association has revealed that there is little basis for validity of polygraph tests as most psychologists and other scientists agreed, affirming its results are unreliable. This is the reason why courts do not admit evidence coming from polygraph results due to its inherent unreliability. With these perceived limitations, lie detection techniques should not be incorporated into forensic science but should be properly placed under criminal detection and investigation, as an investigative aid rather than a scientific tool.

Polygraph tests operate on the assumption that deception produces changes in physiological responses such as respiration, pulse rate, blood pressure and skin resistance. However, studies have shown that such responses are not always associated with lying because there are factors affecting the test results such as nervousness, extreme emotional tension, physiological and mental abnormalities, unresponsiveness in lying subject, attempt to beat the machine by controlled breathing or by muscular flexing, unobserved application of muscular pressure producing ambiguities and misleading indications in blood pressure tracing, which may lead to false positive or negative. Recognizing that the polygraph accuracy is highly dependent on the qualification of the polygraph examiner. Unlike DNA analysis and fingerprint identification, polygraph tests remain subjective and open to interpretation. It fails to meet the required scientific standard. Hence, it does not belong in forensic science and in the first place it is not a science.

Psycho-physiological scientific community and courts worldwide recognized the fallibility of polygraph results and ruled out that polygraph evidence is not admissible due to its unreliability. In the Philippines, polygraph results are not used as proof of guilt or innocence. Lie detection techniques or polygraphy is not in fact a forensic because it is not used in court. It is not proper to teach lie detection techniques as part of forensic science since court do not admit polygraph results. Instead, lie detection techniques should be taught and categorized under criminal detection and investigation, wherein it can be studied as an investigative tool.

Moreover, it should be noted that polygraph results are invaluable aid in investigation, helps to speeds up the process of investigation, eliminate innocent suspects, pre-employment screening, loyalty check, among others.

DOI 10.5281/zenodo.15330940 

Most, if not all, people have misunderstanding about the Bachelor of Science in Industrial Security Management program. They think that the graduates of this program will eventually become security guard. Although the role of security guard is significant in maintaining peace and security, a BSISM program as per CHED Memorandum Order No. 06, series of 2018 is a broad and advanced study that focuses more than just guarding a particular establishment. According to the definition of industrial security management, it involves the skillful handling of security and safety measures of business enterprise and industrial settings. This suggests that students of BSISM program will be trained to become experts in managing security within large companies, industries and other organizations that require professional expertise in risk management, asset protection, and crisis or emergency management.

This program not only teaches simple guarding but also provides in-depth knowledge and skills in security such as cost-effective security survey, security audit, security inspection, security risk assessment, security planning, crisis or emergency management, impact analysis, loss event profiling, competitive intelligence, corporate security investigation and operations management. In fact, graduates of BSISM program are qualified to become security officers, security managers, security consultants, investigators, intelligence officers, security administrators, system integrator specialists, professors, scientists and training officers in private and public institutions. Their knowledge and skills extend beyond guarding to include the management of security and safety measures to ensure the protection of business and industrial operations.

Furthermore, BSISM program involves the study and application of security principles, preparing graduates for supervisory roles, and it is not a simple job that anyone can join without proper training. Because criminology, forensic science and law enforcement administration are allied with industrial security management, this program goes beyond basic guard functions.

Moreover, one of the reasons for this misunderstanding is that the security profession is undervalued in the Philippines. Oftentimes, people think that security personnel are the lowest level of work, but the truth is that this is an important field that requires the highest standards of training, skills and professionalism. In other countries, the industrial security professionals are recognized as experts in their field and have the highest position in the companies.

Finally, it is important to correct this misconception about the BSISM program. The graduates of this program are not only a simple security guards but specialists in the field of security who play a critical role in maintaining safety of our industries and economy. The proper recognition of the importance of their profession is invaluable to respect and appreciate what is due to them.

DOI 10.5281/zenodo.15330944 

Many, if not most, people misunderstand the Bachelor of Science in Criminology program, thinking that its graduates will automatically become police officers. While many criminology graduates pursue law enforcement, it is not their only option. Criminology is the scientific study of crime and criminals. It is not only limited to being law enforcers but also covers other fields such as forensic science, criminal investigation, corrections, academe, among others. With this, criminology graduates have wide range of opportunities in different fields that are not limited to becoming a police officer.

The BSCRIM program emphasizes the scientific study of crime, including the understanding of its causes, effects and possible solutions for prevention. Criminologists study the causes of crime and how to prevent it through correct policies and interventions. Furthermore, experts in the field can work in forensic science, where they can contribute by examining evidence to help solve cases. They can also work in correctional administration, helping rehabilitate offenders to reintegrate into society as law-abiding citizens.

On the other hand, many criminology graduates chose the field of teaching and research. The academe needs experts who share their knowledge with the next generation of learners. Their role in conducting research on crime and criminal justice has significantly strengthened the laws of this country. Likewise, they can practice their profession in the private sector as security consultants, crime analysts, or risk assessors in large companies that require knowledge in security.

It is important to correct this misconception that the BSCRIM program is intended solely for becoming a police officer. While being a police officer is a noble profession and a possible career path for criminology graduates, it is also necessary to explore other opportunities in this field. Criminology is a broad and encompassing scientific discipline that goes beyond simple law enforcement; it helps in creating effective solutions against criminality. Therefore, the graduates of this program have a wide range of professionals who potentially possess skills beyond those of a typical police officer, deserve proper respect, value and recognition in society.

DOI 10.5281/zenodo.15330963 

Many criminology students and some instructors in the Philippines mistakenly believe that forensic science is only about the analysis of physical evidence, like criminalistics, and fail to recognize its broader application across various scientific disciplines within the legal system. But if carefully examined, forensic science is a broad discipline that should not be limited to criminalistics.

Forensic science is the application of scientific principles and methods to support legal issues in criminal and civil cases. In other words, forensic science is an interdisciplinary discipline where it involves diverse sciences such as biology, chemistry, physics, psychology, criminology, and even digital science to provide scientific evidence that can be used in the court of law. Whereas criminalistics is a branch of forensic science that focuses on the recognition, collection, identification, comparison and analysis of physical evidence found at the crime scene.

Focusing solely on criminalistics limits students’ understanding of the broad and complex application of forensic science in the administration of justice. For instance, forensic psychology, digital forensics, forensic accounting, forensic engineering, forensic archaeology, forensic linguistic, forensic sociology, forensic entomology, forensic anthropology, forensic nursing, forensic radiology, forensic serology, forensic architecture, forensic metrology, forensic meteorology, and forensic criminology - all divisions of forensic science - are rarely explored or studied in criminology program in the country due to the usual emphasis on criminalistics such as forensic ballistics, forensic photography, forensic medicine, personal identification techniques, questioned document examination, forensic chemistry and toxicology.

It is also important to clarify that forensic science is not exclusive for criminal cases, it can also be used in civil cases like issues regarding paternity, damage to property, divorce or unpaid personal loans. Furthermore, any science can be considered forensic science when used to solve issues or cases in court, demonstrating that its contribution to the legal system is far broader than simply examining physical evidence from the crime scenes.

Moreover, a clear understanding of the distinction between forensic science and criminalistics is essential for expanding the perspective of students and instructors in criminology program. This clarification can significantly enhance the quality of criminal justice education in the Philippines.

DOI 10.5281/zenodo.15330965 

Many are confused and mistakenly believe the NAPOLCOM Entrance Exam and the Criminologist Licensure Examination are the same. At first glance, it may seem like the same because both involve the fields of criminology and policing. However, a deeper understanding reveals differences in the purpose, scope, and importance of these two examinations. It is significant to correct this misunderstanding, especially so that criminology students have clearer career pathways in their chosen profession.

The Criminologist Licensure Examination, administered by the Professional Regulation Commission, is intended for Bachelor of Science in Criminology graduates aspiring to become Registered Criminologists. Through this examination, it measures the competencies of the applicants in different areas such as Criminal Law and Jurisprudence, Law Enforcement Administration, Forensic Science, Criminal Detection and Investigation, Criminology, and Correctional Administration. The Professional Regulation Commission will issue a license to individuals who pass the Criminologist Licensure Examination, enabling them to practice the profession in diverse fields like law enforcement, forensic science, corrections, security or academia. This license is a proof of being qualified and competent as a Registered Criminologist, and most importantly, it will open a wide range of career opportunities.

While the NAPOLCOM Entrance Exam is administered by the National Police Commission for those who wish to join the service as a member of the Philippine National Police. This exam does not require a license from the Professional Regulation Commission and is open not only to criminology graduates but also to other graduates or individuals who seeking to become police officers. The purpose of this exam is to evaluate the readiness and knowledge of the applicants as a law enforcer. If passed, this entrance exam becomes an eligibility to apply for an entry-level position in the Philippine National Police as a Patrolman or Patrolwoman. Please bear in mind that NAPOLCOM Entrance Exam eligibility is exclusively used to apply in the Philippine National Police and cannot be used with other government or law enforcement agencies. Unlike licenses issued by the Professional Regulation Commission, such as being a Registered Criminologist, is an eligibility and considered a civil service eligible and can be used to apply for an employment to any agencies of the Philippine government, not exclusive to one agency.

With this, it’s clear that Criminologist Licensure Examination is intended for aspiring to become Registered Criminologists, a wide range of opportunities awaits, on the other hand, the NAPOLCOM Entrance Exam is intended for those who want to become police officer. The Criminologist Licensure Examination is administered by the Professional Regulation Commission, while the NAPOLCOM Entrance Exam is administered by the National Police Commission.

Finally, understanding the purpose of each examination is crucial for students, graduates, and professional to avoid confusion and ensure they are pursuing the right profession.

DOI 10.5281/zenodo.15330982 

Abstract

This study investigated the impact of social media engagement use on the mental health outcomes of adolescent students in primary and secondary schools in Bakun, Benguet, where seven barangays were represented. It tackled their age, sex, religious affiliation, monthly family income of parents, ethnic membership, living conditions, employment of parents, highest educational attainment, type of social media apps used, and number of hours spent/day on social media.

The study utilized a descriptive research design and a survey questionnaire as the main tool for gathering data. Several statistical tools were used, such as frequency and percentage, weighted mean, t-test, Scheffe test, and ANOVA (Analysis of Variance).

The student respondents belonged to early teens, female-dominated, belonged to the most dominated religion in the country, parents earning a meager income, mostly Kankanaey ethnic group, mostly staying with their parents, parents are employed locally, utilized the Facebook as a social media app, and spent few hours on social media each day. The students perceived the different aspects as having a moderate impact on their mental health outcomes, but the highest impact was the positive aspect. Female students with unemployed parents who belong to the older age group of adolescents have a greater positive and negative effect of social media on their mental health outcomes.

The students' use of social media hours per day has a more positive impact on them. The lower the employment status of the parents and the more hours the students spend on social media, the greater the impact.

Keywords: Impact, social media, mental health and behavioral outcomes

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According to Devkota and Watanabe (2005), solid waste is one of the by-products of human activities. The increasing volume of solid waste that is being generated is brought about by the introduction of new materials and the changing consumption pattern of the increasing rural population (urbanization).

Solid waste management remains a major challenge in the Philippines, especially in urban areas like Metro Manila. Improper waste disposal, inefficient waste collection, and lack of disposal facilities are among the dominant concerns in the country’s solid waste management. Unless these are addressed, the waste generated from various sources will continually lead to health hazards and serious environmental impacts such as ground and surface water contamination, flooding, air pollution, and the spread of diseases.

It has been suggested by Licy et al. (2013) that the practices of basic solid waste management (SWM) are often neglected at the individual level. Bong et al. (2017) emphasized in his study that the residents in urban and rural areas care less in dumping the solid waste, education, and knowledge of the process of dumping solid waste, and poor perception on the process and systems of solid waste are the key factors of the challenges faced by SWM.

Therefore, people play an important role in solid waste management including waste generation, source separation, storage, collection, recycling, and disposal. To achieve the success of solid waste management, there is not only a need for infrastructure provided by the local government, but also an understanding of public concerns, knowledge, and behavior (Babaei et al., 2015).

This study, therefore, aimed to determine the selected local community’s level of knowledge and awareness of solid waste management.

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Abstract

This study explored the motivation and preparedness of Technology and Livelihood Education (TLE) graduates teaching non-TLE subjects in public secondary schools within the Division of Rizal, Philippines. While TLE graduates are trained in specific technical and vocational skills, many find themselves teaching subjects outside their area of expertise, creating a potential gap in both teacher preparedness and student learning. This study investigates this gap by examining the demographic profile of these teachers, their levels of intrinsic and extrinsic motivation, and their preparedness across content knowledge, pedagogical skills, use of teaching resources, and classroom management.  Data were collected from 104 TLE graduate teachers using a survey questionnaire checklist employing a 4-point Likert scale.  Findings revealed that the majority of respondents were young adult females holding college degrees with limited teaching experience.  Results indicated high levels of both motivation and preparedness among the teachers, with intrinsic motivation driven by professional growth and extrinsic motivation by positive feedback.  Significant differences in motivation and preparedness were observed across demographic groups, with more experienced and highly educated teachers exhibiting greater motivation and preparedness.  A significant relationship was also found between motivation (both intrinsic and extrinsic) and preparedness, particularly between intrinsic motivation and content knowledge, and extrinsic motivation and classroom management skills.  The study proposes the "MANANSALA Motivation-Preparedness Model," highlighting the crucial role of motivation in shaping teacher preparedness and suggesting implications for professional development programs and policy interventions aimed at addressing the challenges posed by out-of-field teaching. The model emphasizes how motivation fuels continuous improvement in pedagogical skills, classroom management, and resource utilization, ultimately impacting teacher effectiveness and student learning outcomes, particularly in the context of teachers working outside their trained specialization.

Key words: Teacher motivation, Teacher preparedness, Out-of-field teaching

Introduction

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Abstract

This study employed a descriptive correlational design and utilized the RIASEC test to assess students' career preferences. The research was conducted at Amucao National High School, with a total of 93 Grade 12 students serving as respondents.

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ABSTRACT

         This ccorrelational research explored the family, work and social life conditions of compulsory education teachers in Guilin, China. The respondents of the study were all the 272 teachers who are currently deployed in rural schools.

Based on the findings, there are some relationships between the profile characteristics of teachers and their life conditions, the correlations are generally weak. It was recommended that the schools should actively promote work-life balance among their teachers. Encourage the use of flexible scheduling options, remote work opportunities, and family-friendly policies. By recognizing the importance of personal time, teachers can recharge and approach their work with renewed energy.

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INTRODUCTION

Reading fluency, characterized by the ability to read text accurately, quickly, and with expression, is a foundational skill for Grade 2 pupils. As these young learners transition from learning to read to reading to learn, their reading speed becomes a critical factor influencing their overall academic success. Enhancing reading speed at this stage can significantly improve comprehension and foster a lifelong love of reading.

To address this need, the Department of Education (DepEd) has implemented various initiatives, including the Every Child a Reader Program (ECARP). This program aims to ensure that every child is a reader by the end of Grade 3. The "Zing-A-Roo for Reading Speed of Grade 2 Pupils" project aligns with this mandate by exploring innovative methods to improve reading competencies among young learners.

In the early stages of primary education, Grade 2 pupils embark on a journey toward becoming proficient readers. This phase involves developing phonics skills, recognizing sight words, and comprehending basic texts. To enhance reading confidence and ability, activities such as reading aloud, comprehension drills, and vocabulary building are crucial.

In recent years, game-based learning has emerged as an innovative approach to education. Games can transform learning into an enjoyable and engaging experience, fostering motivation and enthusiasm among students. Reading speed, the rate at which an individual can read and comprehend text, is a key component of reading proficiency. It relies on factors such as word recognition and fluency.

The Zing-A-Roo board game, designed specifically for Grade 2 students, offers an engaging and effective way to improve reading speed. This self-made game features thoughtfully crafted reading passages that are both challenging and enjoyable. The interactive nature of the game captivates young learners and motivates them to practice consistently.

From a research perspective, Zing-A-Roo provides a valuable tool for assessing reading competency. Its structured and captivating gameplay allows researchers to monitor students' progress over time and collect reliable data. The game's adaptability and efficacy in data collection make it an ideal instrument for classroom-based action research focused on enhancing reading speed among Grade 2 pupils

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Introduction

         Trigonometry is a branch of mathematics considered a science of measuring angles and borders with triangles and is crucial for engineering, architecture, navigation, and several scientific fields (KBBI). Despite this, misconceptions and students' errors in solving trigonometric problems have been experienced by the students. Students do not acquire an interest in mathematics through rote memorization but through appropriate teaching methods (Egara & Mosimege, 2023).

         Implementing appropriate mathematics teaching approaches by teachers would boost the learners' eagerness to learn (Inweregbuh et al., 2020). The flipped classroom approach is one of the most recommended strategies, as it turns the classroom into an individual learning space using video lectures (Flipped Learning Network, 2014). Learning videos for this approach effectively improves learning by capturing students' attention to the content presented. This increases the time for problem-solving activities with the teachers, and they can repeatedly watch the parts they are confused about (Moreta, 2018).

         According to a study conducted in Nigeria by Makinde (2019), weak and poor student performance in mathematics was associated with a low understanding of the concepts and contents of the significant aspects of the mathematics curriculum, such as trigonometry and geometry. Similarly, a study by Efiuvwere and Fomsi (2019) revealed that the flipped classroom strategy improved learners’ mathematics interest that belonged to the experimental group more than learners in the control group but was not statistically significant.

         Meanwhile, based on the study conducted by Gloria (2015) in Capiz, Philippines, students usually get low grades in their performance in mathematics due to a lack of concept, understanding of the fundamental manipulation or mathematical skills, and most of all, the love of mathematics, and this may create difficulty and negativism towards the subject. A flipped classroom can maximize student activity through interaction between students and teachers and between students, which can encourage an increase in students' mathematical problem-solving abilities (Rohmatulloh & Nindiasari, 2021).

         Moreover, in the study by Laurente (2015) in Davao, most students, or 66.8%, failed the math exam. The average score is only 44.43%. This signifies that they were not mathematically equipped with concepts and techniques in problem analysis and problem-solving.

         Furthermore, the continuing decline in mathematics performance has been observable in the Municipality of Parang, particularly at Illana Bay Integrated Computer College, Inc. Understanding the concepts of problem-solving in trigonometry, specifically trigonometric ratio, has been one of the topics where students have misconceptions and errors that affect their academic performance. Thus, the researchers sought to examine the potential effectiveness of implementing the flipped classroom approach.

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Introduction

         Mathematics anxiety is one of the raising problems in different schools, colleges and, universities, mathematics anxiety occurs within all levels of education and continue to rises as the year progress (Yurtcu & Dogan, 2018), and It’s detrimentally correlates with academic performance achievement (Lew and Hwang, 2019), with approximately 93% of Americans acknowledging some level of math anxiety (Luttenberger et al., 2018). Students today grapple with math anxiety in various forms, affecting them through poor math skills acquired in early education, negative experiences, unfavorable perceptions, and the social learning theory (Baas, 2020).

         Despite the attention given to Mathematics in the Philippine education system, challenges persist in teaching and learning the subject. Santos et al., (2015), noted that mathematics is one of the top priorities in terms of the number of hours allocated per class in all levels. However, it has been consistently viewed as a problematic area for learners. In 2019, during the Trends in International Mathematics and Science Study (TIMSS), the Philippines ranked poorly among 58 countries in assessments for mathematics and science for students. The Philippines scored 297 in math and 249 in science (Magas, 2023). TIMSS data can be an honest indicator of how Filipinos are struggling in facing mathematical problems.

         Moreover, in Parang Maguindanao Del Norte, a considerable number of students face challenges in solving mathematics problems, perceiving mathematics as one of the most difficult subjects. According to Kato (2023), students encounter difficulties with their mathematical competence, leading to struggle in their academic performance as they perceiving high levels of mathematics anxiety.

         Researchers developed this study in response to the belief that students today need to catch up in their subject areas, particularly mathematics. The study’s objective is to determine the effect of mathematics anxiety to the academic performance as perceived by Senior High School Students across all the secondary schools in Parang Maguindanao Del Norte. It seeks to explore how students’ ability to solve math problems is influenced by their perception of mathematics anxiety and how this perception ultimately affects their academic performance. The researchers aimed to determine whether students who struggle in mathematics perceived higher levels of mathematics anxiety and whether this perception affects their overall academic performance. 

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Reading is defined as the process of decoding written symbols. Out of all the macro skills, reading takes a foundational role since it precedes the mastery of all the other skills. In teaching and learning, however, reading is more than just making sense of letters and symbols. It is a complex process that involves not only word recognition but also the ability to process text and understand its meaning.

As one of the basic skills required in the classroom, reading plays a significant role in a child's learning process as it is the most prominent language skill (Sadiku, 2017). As claimed by Helarde (2021), it is the mother of all study skills. However, despite a long-standing awareness of reading comprehension as an integral component of the learning process, it remains a critical concern for schools in Philippine education.

The study focused on the strategies used by English Teachers in Senior High school learners to enhance their reading comprehension, given the intervention tools they utilize in teaching. The respondents of the study were 150 teachers from Districts 1 and 4 of public schools in Quezon City. The study was limited only to the data gathered from the survey questionnaire. In addition, the study utilized the descriptive research design to gather the necessary data. 

Furthermore, given the study, the following were the results gathered. The respondents often respond to the extent of strategies used in utilizing reading strategies in Senior High school and the existing reading materials. It is concluded that the materials used by the teachers in reading should incorporate the strategies in enhancing the learners’ reading comprehension using the reading strategies. The results showed that both materials were perceived as agreeable to utilize. However, it is noticeable that the existing reading materials have a higher mean than the developed reading material. This is probably because the developed reading material was under development for full implementation, which makes certain points and areas to be addressed.

More so, based on the consolidated responses to the challenges encountered, traditional learning resources and innovations developed by teachers should be combined with teaching strategies.

There must be various reading activities, such as pre-reading, while-reading, and post-reading activities to be employed by the teacher. These activities shall go hand in hand with teachers’ strategies. Hence, the learners’ manifest skills in vocabulary enhancement, noting details, making inferences, drawing conclusions, and synthesizing. When learners are aided with the proper activities and strategies, learners may overcome the challenges in reading comprehension.

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Abstract

         The study determined the paternal involvement of the respondents during the peripartum period. Their socio-demographic profiles were determined, and a survey questionnaire was utilized among the husbands of women in their maternal healthcare. Participants were gathered from different Rural Health Units. The descriptive cross-sectional method of research was utilized using various statistical tools like frequency and percentage, weighted means, ANOVA, t-test and Scheffe test.

Findings revealed that father respondents were middle-aged adults, married, finished tertiary education, belonged to Roman Catholic, the majority had jobs, earned an average monthly income and had few children. All the variables were rated the highest, but the highest involvement of fathers was prenatal and postnatal, and the lowest was intrapartum and childcare.

The respondents' involvement was highest during prenatal and postnatal and lowest during intraparietal and childcare. There were no significant differences in the profile variables except for the number of children, where respondents with four children or less had higher paternal involvement in the peripartum period. No significant relationships were noted in paternal involvement across their profile variables.

Keywords: paternal, involvement, peripartum, maternal care,

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   This review examines the ideas offered in Taxation Philosophical Perspectives, enhanced by Martin O'Neill and Shepley Orr and published by the Oxford University Press. The book dives into important  duty ideas such the Lifeblood Theory, Double Taxation, and the difference between Tax Avoidance and Tax Evasion. These ideas are essential for understanding how governments  produce and administer  indifferent and effective taxation systems.

     Taxation is portrayed as an essential government  part,  needed to fund services like as education, health care, and  structure. According to the Lifeblood Theory, a government can not  serve efficiently unless it receives sufficient  duty  plutocrat. levies allow the state to serve its citizens, maintain stability, and fulfill communal  liabilities. In the absence of effective taxation, governments may be  unfit to  give essential services or uphold social order.

    The  mischievous  goods of  trying the same income  doubly are covered in the section on double taxation. This could be when income is  tested in two nations or when company  gains and shareholder payouts are both subject to  levies. numerous countries use  duty  covenants or  give credits to avoid these unjust results. The book emphasizes the necessity for balanced  financial  programs by pointing out that high or  inadequately designed  levies may discourage commercial investment.

      The  pens  unfold on the  discrepancy between  duty  elusion and  duty avoidance. duty avoidance is the use of legal procedures to lower  duty  arrears,  similar as rejections or deductions. individualities and businesses  constantly use  licit  duty planning strategies to reduce their  duty payments. duty  elusion, on the other hand, is a felonious  exertion that includes concealing deals or neglecting to submit  profit. elusion has serious legal consequences since it denies the government income and negatively affects people who pay their  levies.

 Although the  textbook provides a solid  preface to these  duty  motifs, it would  profit from  fresh detailed  exemplifications. For  illustration,  literal  exemplifications of how  duty  programs  told  the  elaboration of  ultramodern governments might ameliorate the Lifeblood Theory part. It could also describe cases in which  indecorous  duty procedures caused  fiscal insecurity.

    The conception of double taxation is useful, but it might be supplemented with real- world  exemplifications of successful  duty  covenants or commercial tactics geared to avoid several  situations of taxation. Exploring how  transnational  pots manage conditioning to remain  biddable while minimizing  levies would make this area more useful.

   Eventually, distinguishing between legal  duty avoidance and illegal  elusion is critical, particularly in a globalized  request where  pots are  constantly  scanned for aggressive  duty strategies. Including case studies of businesses that crossed ethical or legal borders would help to clarify where legal  duty planning ends and  elusion begins.

     In summary, the composition effectively explains major taxation principles and their  significance in public finance. While it  easily explains abecedarian  generalities, it might be made more  instructional by include real- world  exemplifications and case analysis. nevertheless, it provides a solid foundation for comprehending both the intellectual and practical sides of taxation.

Reference:

O’Neill, M., & Orr, S. (Eds.). (2018). Taxation: Philosophical Perspectives. Oxford University Press.

DOI 10.5281/zenodo.15339684 

   The increasing demand for sustainable, cost-effective, and locally sourced beverage options emphasizes the importance of utilizing agricultural by-products in innovative ways. Despite the abundance of pineapple waste in the Philippines, limited studies have explored its potential in wine production for educational and commercial use. This study aimed to produce and evaluate the acceptability of pineapple (Ananas comosus) wine as an alternative beverage for mixology training. Utilizing a developmental, descriptive-experimental research design, three wine formulations were used: pure pineapple flesh, a combination of flesh and peel, and pure peel. These were developed through anaerobic fermentation over three months. The wines were assessed for nutrient and alcohol content, sensory attributes (appearance/color, aroma, taste, and texture), and production cost. Sixty (60) purposively selected respondents, including bartending experts, students, drinkers, and winemakers, participated in the sensory evaluation. Findings revealed that the wine made from pure pineapple peel was rated most acceptable across sensory criteria and contained the highest crude protein and carbohydrate levels. All wine formulations were deemed nutritionally beneficial and marketable, with production costs ranging from ₱850 to ₱910 and yielding high returns on investment (up to 394.12%). Alcohol content analysis showed that the wine made from the combination of flesh and peel had the highest alcohol by volume. Significant differences in taste were noted among the formulations, but not in other sensory aspects. The study concludes that pineapple peel wine is a viable, low-cost, and sustainable beverage option, offering potential for commercialization, waste reduction, and agricultural innovation.

Keywords: Pineapple wine, Agricultural by-products, Sensory evaluation, Anaerobic fermentation, Sustainable beverage, Mixology training

DOI 10.5281/zenodo.15340916 

INTRODUCTION

The taxation of employee benefits plays a crucial role in income tax policy, governing how compensation beyond regular salaries such as bonuses, allowances, and separation pay is taxed. These policies impact employees' financial security and influence how employers structure compensation packages. The tax treatment of such benefits reflects the government’s effort to balance economic policy and worker welfare.

Section 32(B)(6)(b) of the National Internal Revenue Code (NIRC) exempts separation pay from income tax if the termination is beyond the employee’s control, such as redundancy. This provision seeks to reduce the financial burden during job loss. However, misinterpretation of the law often leads to disputes. This paper critiques the legal framework surrounding employee benefit taxation by analyzing a key Supreme Court case, focusing on fairness and legislative intent.

CRITICAL SUMMARY

In G.R. No. 226064, Anna Mae B. Mateo vs. Coca-Cola Bottlers Philippines, Inc., the key issue was whether separation pay due to redundancy should be taxed. Mateo’s employment ended through a redundancy program, and her separation pay was reduced due to withholding tax. She argued that her pay should be tax-exempt under Section 32(B)(6)(b) of the NIRC.

The Labor Arbiter and the NLRC ruled in her favor, affirming the tax exemption. However, the Court of Appeals reversed the ruling, stating her benefits were taxable retirement pay and that she had already claimed a tax exemption before. The Supreme Court later reinstated the NLRC’s decision, stating that the nature of the benefit separation pay due to redundancy qualified for exemption, even if computed using retirement formulas.

This case underscores the importance of correct classification of benefits and understanding of tax exemptions. It shows how misinterpretation can adversely affect employees’ financial standing.

CRITICAL ANALYSIS

The Mateo case reveals flaws in how employee benefits are taxed, particularly in misclassification and inconsistent application of exemptions. The employer wrongly treated redundancy pay as retirement benefits, reflecting a common issue where employers misapply tax laws often at the employee’s expense.

It also shows the burden placed on employees. Asserting one's rights requires legal resources and time, which many employees lack. Mateo had to endure a long legal battle just to receive what was rightfully hers, showing the imbalance in access to justice.

The Bureau of Internal Revenue (BIR) also lacks strict enforcement. This allows employers to misuse tax classifications. Weak enforcement and legal ambiguity harm employees, especially when they’re already facing involuntary separation and financial distress.

CONCLUSION

The Mateo case highlights major flaws in employee benefit taxation especially misclassification, weak enforcement, and the legal burden on employees. While the Supreme Court upheld Mateo’s tax-exempt claim, the case shows the need for reform. Tax policies must be clearer, BIR oversight stronger, and legal remedies more accessible. Without reform, employees will continue to suffer unfair tax burdens during hardship.

REFERENCES

Supreme Court of the Philippines. (2020). G.R. No. 226064. LawPhil.

https://lawphil.net/judjuris/juri2020/feb2020/gr_226064_2020.html

Judiciary of the Philippines. (2020). Mateo v. Coca-Cola Bottlers Phils., Inc.

https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/1/66211

Digest.ph. (n.d.). Mateo v. Coca-Cola Bottlers Phils., Inc.

https://www.digest.ph/decisions/mateo-v-coca-cola-bottlers-phils-inc?tab=digests

DOI 10.5281/zenodo.15347346 

ABSTRACT

Exploring alternative ingredients for ice cream production is essential for promoting healthier and more sustainable food choices. However, there is limited research on the acceptability and nutritional value of bottle gourd and sponge gourd as primary ingredients in ice cream. This study aimed to determine the acceptability of bottle gourd (Lagenaria siceraria) and sponge gourd (Luffa cylindrica) as raw materials in ice cream production through organoleptic evaluation. The study assessed the ice cream’s appearance, aroma, taste, and texture, as well as its nutritional value and overall acceptability across different consumer groups: children, teenagers, adults, and food experts. A sensory evaluation was conducted with 120 respondents using a Likert scale questionnaire.

The findings revealed that ice cream made from bottle gourd, sponge gourd, and their combination was evaluated based on various sensory attributes. Overall, bottle gourd ice cream was the most favored, receiving the highest ratings from children (4.65), adults (4.86), and food experts (4.78) for its aroma, taste, and appearance. Teenagers, however, preferred the combination variant (4.72), particularly for its taste (4.76). Sponge gourd ice cream consistently received the lowest scores, especially in taste, 4.23 from children and 4.61 from teenagers, making it the least preferred.

The results also showed that all three variants were considered highly acceptable in terms of appearance, aroma, taste, and texture. Nutritional analysis revealed that bottle gourd ice cream had a higher fat content, while sponge gourd ice cream contained more protein. Statistical analysis using ANOVA and Tukey’s HSD confirmed significant differences in sensory perceptions among the respondent groups. These findings suggest that gourd-based ice creams are not only acceptable and nutritious but also safe for consumption and viable for commercialization. Further research on economic feasibility and market potential is recommended to support product development and broader consumer acceptance. Generally, the study highlights the potential of gourd-based ice cream as a functional food innovation.

Keywords: Vegetable Ice Cream, Bottle Gourd, Sponge Gourd, Sensory Evaluation, Nutritional Analysis

DOI 10.5281/zenodo.15348666 

Background of the Study

Most students have performed poorly in mathematics in recent years in most schools. Consequently, much attention has been given to significant aspects directly affecting students' performance. One of the core aspects of the recent focus on mathematics in schools has been the development of number sense among the students. Despite its continued growth in education literature, number sense and numeracy employ the constructivist approach in explaining the aspects essential to learning mathematics, especially to young learners.

According to Anghileri (2000), number sense can be stated as "an awareness of the relationship that enables [children] to interpret new problems in terms of relations of results they remember." More importantly, he argues that number sense is associated with "[children's] ability to make generalizations about the patterns and processes they have met and to link the information to their existing knowledge." So far, early numeracy or arithmetic has involved set counting, adding and subtracting measurements, name shapes, and number naming.

Focusing on drills and practice exercises will not help children succeed in a technologically advanced society. In this respect, a shift should be made to the logical connection between numbers and number-related calculations. In other words, teachers should encourage children to develop mental thinking, outline patterns, and foresee results. More importantly, they should develop meaningful connections, observe and develop patterns, and practice their 'feel' for numbers (Anghileri, 2000). Hence, number sense involves not only proficiency in calculating operations but also students' ability to connect these calculations to their experience and background knowledge.

Regarding the above, numeracy is associated with number sense, but with a few differences. In particular, Anghileri (2000) insists that "numeracy goes beyond the requirement of teaching written calculation procedures to involve both mental calculation and estimation as efficient processes for calculating" (p. 2). Numeracy implies understanding the number system and confidence and proficiency in evaluating and solving numbers-related problems.

Teachers should ensure that their pupils develop good number sense, especially in their initial years in school, since it is one of the most fundamental aspects of education. Thus, children with good number sense can understand different numbers and apply that knowledge effectively in everyday activities (Reys et al., 2009, p. 134). In other words, they can provide a deep understanding of how different knowledge can be combined with number sense and how it contributes to exploring other academic disciplines.

The attempt to improve mathematics proficiency has received increased attention across various contexts, from school settings to legislative institutions. Enhancing mathematics instruction and increasing demand are motivated by the current mathematics achievement level. The increasing interest in improving mathematics instruction is primarily driven by the existing level of mathematics achievement. 58% of learners in 4th grade were categorized as at or below basic mathematical proficiency based from the year 2013 National Assessment of Educational Progress report. To enhance mathematics ability, especially for pupils who encounter difficulties, a crucial inquiry arises: When is the optimal time to initiate intervention? Evidence continues to mount that the early elementary grades constitute a crucial time throughout which resource allocation may optimize student performance. Employing a sample that is nationally representative taken from the Early Childhood Longitudinal Study–Kindergarten Cohort, Morgan, Farkas, and Wu (2009) found that students in the lowest 10th percentile at both the start and end of kindergarten had a 70% chance of staying in the lowest 10th percentile five years later. Such a finding is striking and raises serious concern for educators. It appears unlikely for kindergarten students with high levels of risk to achieve substantive growth without intensely focused efforts to improve their understanding of mathematics. Thus, the early elementary grades, particularly kindergarten, represent a critical time window in which schools can intervene to prevent more serious difficulties, including learning disabilities, from developing by providing all students with a solid foundation to expand their understanding of mathematics.

         In Villasis, teachers firmly believe that appropriate instructional practices in numeracy development among young learners could lead to good performance. Most kindergarteners have a difficult understanding of numeracy for beginners, especially in set counting, adding and subtracting measurement, name shape, number naming, and operation.

         Based on this premise, the researcher aims to determine the different instructional practices of ECE teachers in numeracy development among kindergarteners. This will serve as a basis for strengthening the numeracy program for young learners.

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Abstract

This study explored the perceptions of teachers and students regarding PISA-like science assessments, focusing on their structure, purpose, and design, and examined their effectiveness in improving student performance. The research was conducted in six secondary schools under Alabel District 1, Sarangani Division, Philippines. Using a descriptive-correlational research design, the study involved 194 students and 8 science teachers who responded to validated survey questionnaires. Student performance was measured through pre-test and post-test scores in a standardized PISA-like science assessment.

Results showed that both teachers and students perceived the PISA-like assessments as effective, particularly in promoting higher-order thinking and real-world application of scientific knowledge. The number of choices and the quality of distractors in the multiple-choice format were rated highly effective, contributing to deeper student engagement. A significant increase in post-test scores confirmed the positive impact of PISA-like assessments on student performance. Pearson-r correlation analysis revealed strong and significant relationships between perceptions and perceived assessment effectiveness, while the Spearman’s rho test showed no significant correlation. The Z-test further validated a statistically significant difference between pre- and post-test scores.

These findings support the use of PISA-like assessments as a tool for enhancing science education and suggest their potential integration into regular instruction. The study highlights the importance of assessment design in influencing student learning and affirms the value of aligning local classroom practices with global standards to promote scientific literacy.

Keywords: Assessment Design, Perception, PISA-like Assessment, Scientific Literacy, Student Performance

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This article review critically assesses the Tax Amnesty Act of 2019 (RA 11213) in terms of its capacity to improve. However, the effectiveness of the Act and its long-term effects on tax compliance were called into question when the President vetoed a planned broad tax amnesty.

  Based on the study conducted by Analiza Berja, taxpayer may pay a reduced 6% of the decedent’s whole net taxable estate to settle unpaid estate taxes, or they may pay a minimum amnesty tax payment of P5,000. The simplified estate tax rate under RA 10963, popularly referred to as the “Tax Reform for Acceleration and Inclusion (TRAIN)” bill, was likewise consistent with this rate. Despite the potential benefit of the clause for those who have uncollected estate tax liability, it has proved elusive to implement in practice. It could be challenging to determine the actual estate deductions for estate spanning years, the presence of many transactions, and fulfilling substantiation requirements. Through offering negligent taxpayers the opportunity to settle their outstanding tax liabilities without the consequences of civil, criminal, and administrative sanctions, the tax amnesty on delinquencies aimed first to reduce the burden on the legal system. It created an opportunity for taxpayers with outstanding amounts to settle without legal repercussions.

  In relation to the specific delinquent degree taxpayers may pay, from 40% to 100% of the basic tax imposed under this amnesty. Although this amnesty provides taxpayers with an opportunity to clear up previous liabilities, which in theory could clear the backlog of tax cases, it is effective only on cases that have gone beyond the assessment stage, indicating that taxpayers have no other recourse to deal with their tax liabilities. In the end, the president vetoed the most important part of the Tax Amnesty Act, the planned comprehensive tax amnesty that would have covered all unpaid internal revenue taxes. Concerns regarding the deteriorated bank secrecy for tax fraud investigations and the lack of procedures for automated information sharing led to this decision.

  Tax Amnesty Act of 2019 offers different tax reforms, which try to solve the recurrent issues in the revenue administration field, and also encourage taxpayers to pay tax taxes and avoid penalties. Notwithstanding its ability to stimulate the economy by releasing assets stuck in delayed estates, the estate tax amnesty is challenging to put into place. The government’s veto of the broad tax amnesty demonstrates its commitment to information sharing and taxpayer compliance.

  In conclusion, this article has studied the key parts and potential advantages and disadvantages of the Tax Amnesty Act. Although the Act provides a means through which taxpayers can address certain tax problems, the President´s veto of the universal tax amnesty for individuals and corporations cast a shadow on the Act´s potential to create an equitable and compliant tax system in the Philippines. Therefore, the subsequent long-term impact of the Act on tax compliance, and tax collection has still to be assessed and debated.

DOI 10.5281/zenodo.15349091 

In the heart of San Ildefonso, Bulacan, within the venerable walls of Calawitan National High School (CNHS), a unique sporting spirit is taking flight. Sepak Takraw, more than just a game, has become a vibrant source of light and a wellspring of inspiration, igniting the passions of both coaches and student-athletes in this esteemed institution. This classical Filipino sport, with its breathtaking aerial maneuvers and demanding teamwork, is weaving a new narrative of dedication, discipline, and collective aspiration within the CNHS.

For the coaches at CNHS, Sepak Takraw represents a fresh avenue to instill crucial life values in their learners. It demands not only physical prowess – agility, power, and coordination – but also unwavering discipline in mastering its intricate techniques. The takrawistas, as the players are affectionately known, dedicate countless hours to intensive training, honing their footwork, volleying skills, and strategic formations. Each session is a testament to their commitment and a step towards understanding the nuances of this captivating sport. The coaches, in turn, pour their expertise and time into nurturing these young talents, meticulously preparing them for the rigorous athletic competitions organized by the Department of Education.

The ambition of the CNHS Sepak Takraw teams extends beyond mere participation. There is a palpable desire amongst both coaches and athletes to excel, to "bring home the bacon" – a colloquialism that speaks volumes about their competitive spirit and dedication to their school. Representing the name of Calawitan National High School in various sports competitions and events is a matter of pride and a powerful motivator.

The collective dream of victory fosters a strong sense of unity and purpose, binding the team together in their pursuit of excellence. The impact of Sepak Takraw on the CNHS community is profound. The exhilarating rallies, the spectacular kicks, and the seamless teamwork witnessed on the court bring an extraordinary happiness and an almost spiritual feeling of hope. For the student-athletes, it transcends being just a sport; it blossoms into a genuine passion, fueling their drive and shaping their character. Gradually, Sepak Takraw is etching indelible milestones not only in the history of Calawitan NHS but also inspiring neighboring academic institutions to explore the beauty and potential of this dynamic sport. Ultimately, the journey of the CNHS Sepak Takraw teams is one marked by triumphs, both big and small. Each victory on the court is a tangible reward for their collective efforts and unwavering perseverance. Beyond the medals and accolades, however, lie the more profound and lasting rewards: the cultivation of self-discipline, the embodiment of true sportsmanship, and the forging of unbreakable bonds. Sepak Takraw, in this context, is more than a sport; it is a source of light, illuminating the path towards personal growth and collective achievement, and a powerful source of inspiration for the entire Calawitan National High School community.

DOI 10.5281/zenodo.15349197 

In the heart of San Ildefonso, Bulacan, within the venerable walls of Calawitan National High School (CNHS), a unique sporting spirit is taking flight. Sepak Takraw, more than just a game, has become a vibrant source of light and a wellspring of inspiration, igniting the passions of both coaches and student-athletes in this esteemed institution. This classical Filipino sport, with its breathtaking aerial maneuvers and demanding teamwork, is weaving a new narrative of dedication, discipline, and collective aspiration within the CNHS.

For the coaches at CNHS, Sepak Takraw represents a fresh avenue to instill crucial life values in their learners. It demands not only physical prowess – agility, power, and coordination – but also unwavering discipline in mastering its intricate techniques. The takrawistas, as the players are affectionately known, dedicate countless hours to intensive training, honing their footwork, volleying skills, and strategic formations. Each session is a testament to their commitment and a step towards understanding the nuances of this captivating sport. The coaches, in turn, pour their expertise and time into nurturing these young talents, meticulously preparing them for the rigorous athletic competitions organized by the Department of Education.

The ambition of the CNHS Sepak Takraw teams extends beyond mere participation. There is a palpable desire amongst both coaches and athletes to excel, to "bring home the bacon" – a colloquialism that speaks volumes about their competitive spirit and dedication to their school. Representing the name of Calawitan National High School in various sports competitions and events is a matter of pride and a powerful motivator.

The collective dream of victory fosters a strong sense of unity and purpose, binding the team together in their pursuit of excellence. The impact of Sepak Takraw on the CNHS community is profound. The exhilarating rallies, the spectacular kicks, and the seamless teamwork witnessed on the court bring an extraordinary happiness and an almost spiritual feeling of hope. For the student-athletes, it transcends being just a sport; it blossoms into a genuine passion, fueling their drive and shaping their character. Gradually, Sepak Takraw is etching indelible milestones not only in the history of Calawitan NHS but also inspiring neighboring academic institutions to explore the beauty and potential of this dynamic sport. Ultimately, the journey of the CNHS Sepak Takraw teams is one marked by triumphs, both big and small. Each victory on the court is a tangible reward for their collective efforts and unwavering perseverance. Beyond the medals and accolades, however, lie the more profound and lasting rewards: the cultivation of self-discipline, the embodiment of true sportsmanship, and the forging of unbreakable bonds. Sepak Takraw, in this context, is more than a sport; it is a source of light, illuminating the path towards personal growth and collective achievement, and a powerful source of inspiration for the entire Calawitan National High School community.

DOI 10.5281/zenodo.15349197 

In today’s digital world, social media is part of everyday life for students. It connects them, informs them, and even inspires them. But with its benefits come serious challenges, especially when it comes to understanding what’s true and what’s not. Influencers, fake news, and the endless flood of content online are shaping how young people think, feel, and form their beliefs.

Social media influencers, for example, often seem relatable and trustworthy. Because of this, many students follow them without questioning their content. Whether it’s beauty trends, lifestyle choices, or political views, influencers can shape how students see the world, sometimes in unhealthy or misleading ways. Sponsored posts can lead to unrealistic expectations about success, and the pressure to compare can damage self-esteem and mental health.

Even more concerning is the rapid spread of misinformation. Social media makes it easy for false information to go viral, and many students don’t always stop to verify what they read or watch. We’ve seen this during the COVID-19 pandemic, when conspiracy theories about vaccines caused real harm. In the Philippines, political misinformation and edited videos or fake quote cards further cloud the truth and polarize young minds. Idolizing political figures can also prevent students from seeing both sides of an issue, feeding into echo chambers where only one perspective is heard.

Social media also affects how students think. The constant scroll of short videos and quick posts can make it harder to focus or reflect deeply. Algorithms tend to show more of what we already like or agree with, which limits our exposure to new or challenging ideas. As a result, students may struggle to think critically or engage in meaningful discussions.

Social media is not all bad. When used wisely, it can open doors to learning, creativity, and global awareness. Even teachers now use social media to share lessons, host discussions, and connect with students outside the classroom. Students can access resources, join study groups, and explore real-world issues. Platforms like YouTube and TikTok even encourage digital creativity and learning beyond textbooks.

To help navigate this digital maze, everybody must work together. Schools should teach media literacy—how to spot fake news, check sources, and think critically. Parents should talk to their children about what they see online. Influencers, too, should take responsibility for the content they share. Most importantly, students should be encouraged to unplug occasionally—to read books, talk face-to-face, and reflect on the world beyond the screen.

Nowadays, social media is powerful, but with the right tools and guidance, students can learn to use it wisely and grow into informed, thoughtful individuals in both the digital and real worlds.

DOI 10.5281/zenodo.15349284 

ABSTRACT

         Studies have underscored the importance of effectively teaching climate factors to provide learners with foundational knowledge towards understanding climate-related issues, such as climate change. With that, this study was conducted as there is a need to determine the challenges encountered by science teachers in teaching the said topic. This study employed a descriptive research design, wherein a survey questionnaire was used to collect data regarding Grade 9 science teachers’ challenges in teaching climate factors. Findings revealed that Grade 9 science teachers face challenges in teacher-related tasks such as planning the lesson in 7Es, making inquiry-based lesson-related activities and instructional materials for each climate factor, discussing them, integrating technology, answering lesson-related questions from students, and making assessments. Aside from these, they are also challenged by the scarcity of teaching resources, difficulty in understanding abstract concepts related to the topic, and limited access to technology. The findings are significant to science education as the identified challenges can be used as a basis by future researchers as well as by educational administrators and policymakers in developing programs, instructional materials, and strategies to support teachers, especially those in Grade 9 who are teaching this topic.

Keywords: science education, climate factors, challenges, Grade 9 teachers

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Introduction

Tax amnesty schemes are financial and legal measures used by governments worldwide to encourage delinquent taxpayers to settle their overdue tax liabilities without severe penalties or legal actions. These schemes aim to increase revenue collection, address tax evasion, and encourage compliance, ensuring economic stability and public finance strengthening. However, critics argue that these schemes may unintentionally encourage non-compliance and penalize compliant taxpayers, erode tax discipline, and raise fairness issues. The Banco Filipino Savings & Mortgage Bank v. Court of Appeals case highlighted the legal complexities of tax amnesty programs, emphasizing the importance of complete compliance and stating that tax amnesty programs are never unconditional, and taxpayers must meet all requirements to enjoy the benefits.

Case Summary

The Banco Filipino Savings & Mortgage Bank v. Court of Appeals case questioned whether taxpayers who benefited from a tax amnesty program could still be obligated to pay for outstanding tax deficiencies. Banco Filipino argued that enrolling in the program would exempt it from additional tax liabilities, as prior tax obligations would be eliminated. However, the Supreme Court ruled that tax amnesty is conditional and not absolute. Despite the exemption, taxpayers must adhere to the program's requirements, including proper financial disclosures and reporting of taxable income. Misrepresentation or failure to comply could nullify the amnesty privilege.

Key Legal Findings:

The tax amnesty program requires strict compliance from taxpayers to avoid invalidating benefits. Failure to report taxable income or providing false information can invalidate amnesty benefits. Amnesty does not prevent taxpayers from facing penalties if post-amnesty audits reveal inconsistencies in their submissions. The ruling establishes a legal precedent for transparency, fairness, and accountability in tax amnesty schemes, emphasizing the need for governments to impose stringent compliance requirements to prevent abuse and maintain tax administration integrity.

Analysis and Evaluation

The Supreme Court's ruling on tax amnesty schemes has significant implications for accountability and sound implementation. These schemes aim to encourage tax compliance and revenue generation but should be designed to prevent tax dodgers from exploiting loopholes. The long-term impact of tax amnesty programs on taxpayer behavior is a concern. Severe regulatory monitoring, like the Banco Filipino ruling, can limit amnesty provisions to cooperative taxpayers. The ruling also emphasizes tax equity, highlighting that compliant taxpayers may feel shortchanged by tax amnesty benefits. Governments must ensure these schemes do not unduly benefit defaulting taxpayers.

Conclusion

The Banco Filipino case highlights the importance of tax amnesty policies, highlighting the need for taxpayer compliance. However, these schemes must be designed to avoid abuse and maintain fairness, balancing the economic benefits against potential disadvantages to prevent unintentional tax evasion. Governments must balance these measures to ensure fairness.

References

• Banco Filipino Savings & Mortgage Bank v. Court of Appeals. (2007). Supreme Court of the Philippines Decision. Retrieved from Chan Robles Law Library.

• Republic Act No. 11213. (2019). Tax Amnesty Act of the Philippines. Retrieved from Lawphil

DOI 10.5281/zenodo.15354363 

Marina Kesner-Skreb explores the legal and economic facets of double taxation in this paper from Financial Theory and Practice. Double taxation is the practice of taxing the same income or asset more than once, either domestically or internationally.  The economic effects of double taxation are the main topic of discussion, especially as they relate to business earnings and shareholder dividends.  International treaties, imputation, split-rate, and dividend deduction systems are some of the strategies Kesner-Skreb identifies to reduce double taxes.  She does, however, criticize the conversation for being overly theoretical and failing to sufficiently address the real-world difficulties developing nations confront when putting these systems into place.

Kesner-Skreb distinguishes between two types of double taxation: economic and legal.  Economic double taxation results from the sequential taxation of corporate earnings and dividends, whereas legal double taxation happens when corporate profits and dividends are taxed independently.  According to the paper, double taxation hinders company investment and the efficient distribution of capital resources, which has a detrimental effect on investment and economic progress.

The article describes a number of tactics to reduce economic double taxation, such as unilateral laws and international agreements that assist in identifying the proper taxing jurisdiction.  System-specific solutions to this problem are discussed by Kesner-Skreb.  Companies can avoid paying taxes on dividends through the Dividend Deduction System, shareholders can benefit from the Imputation System by deducting their personal taxes from corporate taxes already paid, and the Split Rate System lowers the tax rate on dispersed profits relative to retained earnings.  In order to reduce the negative consequences of double taxation on firms and shareholders, these systems seek to improve the tax climate and encourage investment. According to the author, these techniques can assist in striking a balance between efficiency and equality in tax policies, giving governments the means to lessen disproportionate taxation.

The research does not sufficiently address the practical obstacles that impede the adoption of these systems, especially in emerging or unstable countries, despite the theoretical insights offered.  In developed economies, mechanisms such as the Imputation and Split-Rate systems might be successful, but they need strong tax administration, enforcement, and database management.  The paper makes the assumption that these procedures can be used anywhere, but it ignores the difficulties in enforcing them in nations with unstable political systems or subpar governance.

Furthermore, the study ignores crucial elements that are necessary to fight tax fraud and double taxation worldwide, such as administrative expenses, enforcement concerns, and the significance of international tax accords like the OECD Common Reporting Standards. 

The paper by Kesner-Skreb offers a comprehensive analysis of the theoretical underpinnings of double taxation as well as different strategies meant to lessen its detrimental effects.  Professionals and students interested in tax policy, it is an invaluable resource. In order to increase practical applicability, a comprehensive strategy improves policy insights and  tax reform initiatives.

DOI 10.5281/zenodo.15354388 

Introduction

In political discourse, taxation is one of the topics at the center of debate on a bipartisan basis with respect to the state and taxpayers' relationship. Vanessa S. Williamson explains how citizens perceive taxpayers in her piece "Who are 'the taxpayers'?" describes vivid contrasts between how people perceive themselves and society perceives paying taxes. This review examines Williamson's findings, condensing the key points, evaluating the study's implications, and offering comments on the larger significance of taxpayer identification in political discourse.

Summary of the Article

Williamson's "The Forum" article considers the taxpayer as a political symbol and the implications for public opinion and policy. In her introduction to her work, she broadly defines the term "taxpayer" to encompass individual wage earners, corporations, and non-profits and references the variation of tax burden within socioeconomic categories. Heterogeneity is central to the problems of the tax code and ideals of justice. The article offers explanations of tax compliance, referencing the fact that while legal obligation takes precedence, social responsibility, civic duty, and perceived legitimacy of the tax regime also play a role in taxpayer behavior. Williamson argues that openness and accountability in the taxpayer-government relationship are paramount, and taxpayers must be told how their contribution is being utilized.

Analysis

Willaimson's article offers a sophisticated characterization of taxpayers, recognizing their diversity and debunking the cliche of taxpayers as simply obedient law-abiding citizens. By dividing taxpayers into types and examining their motivations, Williamson reveals the intricacies of tax contribution and laments the manner in which political rhetoric tends to characterize taxpayers as productive citizens vs. undeserving recipients of government largesse. This rhetoric has the potential to influence public opinion and policy debate, especially in the areas of tax reform and social welfare programs. Political responses to characterizing low-income citizens as contributors or recipients are a testament to the influence of narrative in constructing concepts of taxpayer identity.

While the premise of the article is good, it would be more useful with further discussion of the socioeconomic impact of taxes, especially on the poor classes, to better comprehend the equity of the tax system in economic mobility and income inequality. The article also raises fundamental questions regarding the future of taxation for the traditional tax system in the more digitized and globalized world, emphasizing a need for further research in that evolving environment.

Conclusion

In conclusion, the paper "Who are 'the taxpayers'?" by Vanessa S. Williamson provides insightful information on how the public perceives taxpayers and the political significance of such perceptions. Williamson illustrates how complex taxpayer identity as a political and economic actor is through the exposure of the gap between self-description and society views. The paper calls for closer examination of the way taxpayer narratives influence public attitudes towards welfare and taxation as well as policy discussions. Taxpayer identity will play a crucial role in constructing equitable and effective tax policy as the discourse of taxes continues to evolve.

Reference

Williamson, V. S. (2018). Who are "The taxpayers"? The Forum, 16(3), 399–418.                                https://doi.org/10.1515/for-2018-0027

DOI 10.5281/zenodo.15354495 

Presentment for payment is a crucial step in enforcing negotiable instruments such as checks, promissory notes, and bills of exchange. The fundamental definition of presentment is the formal demand made by the holder of a negotiable instrument to the party obligated to pay, usually the maker in the case of a note or the drawee in the case of a bill. This demand needs to be made correctly as the law requires. Presentment is crucial because it establishes the responsibility of secondary parties, such as endorsers or drawers, who might not be held accountable until after a legitimate presentation and dishonor.

Presentment for payment can take many different forms in real life. For instance, when someone issues a check, the bearer is supposed to promptly deliver the check to the bank for payment. The drawer may be released from obligation if the check is not given within a specific time frame and the delay results in actual damage. Timeliness is, therefore, essential. Presentment must normally occur at the location of payment or the address listed in the instrument within banking hours, according to the Uniform Commercial Code (UCC), which regulates negotiable instruments in the US. When the instrument is presented, it is deemed dishonored if the party supposed to pay refuses to do so. This allows the holder to demand payment from third parties as long as the notice of dishonor is given correctly and on time. Additionally, those secondary parties may be released from liability if notification is not given in the allotted period.

Presentment is not always necessary from a legal perspective. It may be waived, either explicitly or implicitly, under certain situations. For example, if a note states that it is "payable on demand without presentment," the holder can enforce it without a formal presentment. Similarly, courts may acknowledge that presentment is excused if the individual entitled to present does not do so because the party who is principally accountable has died, fled, or is insolvent. Knowing the fundamentals of presentment for payment is crucial in the business world. To make the process more efficient, banks, for instance, have set up protocols to handle presentment using electronic and clearinghouse systems. Understanding the regulations can help average people prevent financial loss. Holding onto checks for too long is a regular problem. Banks may reject stale checks, which typically happens after six months, and the holder may forfeit their right to collect from endorsers if notice and presentation requirements are not met.

In general, presentment for payment is more than merely a business law formality. This systemic precaution protects all parties involved in negotiable instruments. It guarantees that creditors follow the proper procedures before transferring liability to others and that debtors can make payments. The procedure remains the cornerstone of negotiable instrument transactions in private and business settings by maintaining equity, effectiveness, and legal clarity.

DOI 10.5281/zenodo.15364644 

In money, promises, and paper, a negotiable instrument—like a check or promissory note—is more than just a piece of paper. It represents trust. It's a promise to pay. But what happens when that promise is fulfilled or when something makes it no longer valid? That's what the chapter "Discharge of Negotiable Instruments" from the book by Hector S. De Leon and Hector M. De Leon Jr. carefully explains. And in my own words, I'd say—it's all about knowing when something is finished.

              The chapter starts by telling us what "discharge" really means. Simply put, it's when a negotiable instrument becomes useless—it's done its job. Like how a student finishes a semester and finally passes all the requirements, an instrument is discharged when its purpose (usually to pay a debt) is complete. Everyone who had a role in that promise—makers, payees, endorsers—is released from their responsibility.

              There are a few ways this can happen. The most common is through payment. But not just any payment—it has to be made by the main debtor, to the right person, and in good faith. It's like a classmate submitting your term paper for you without telling you—you'd probably still get in trouble unless your professor approved it.

               Another way is through cancellation. If the holder writes "cancelled" or "paid" on the instrument or even burns or tears it, it is assumed they meant to cancel it. This cancels the whole obligation. But it's invalid if it was done by mistake or without permission. The law assumes that if a holder destroys a document, they meant to do it on purpose—so anyone saying otherwise has to prove it. The chapter also discusses secondary parties—those who are only responsible if the main person fails. These parties can also be released, especially if their name is removed or the main person is released from payment. However, rules must be followed to ensure this is done fairly. For example, the holder must clarify if they still want to pursue the others if the main debtor doesn't pay.

           One important part of the chapter concerns changes to the instrument. If someone changes something important—like the amount or the due date—it can invalidate the whole document unless everyone agrees. It's like changing the instructions on a school project. If your group doesn't agree, it can confuse you and could mess things up.

             Lastly, the chapter explains that even when someone pays the debt, if they're not the main person supposed to pay, the instrument might still be passed along or used again. That person might even get their rights back and be able to collect from others.

              This chapter isn't just about legal terms—it's about responsibility, fairness, and doing things correctly. It shows how money matters; people need clear rules so everyone knows when something is over and who is still responsible. After reading this, I learned that doing the right thing always matters, even with documents and debts.

DOI 10.5281/zenodo.15364804 

In De Leon’s book, a maker’s liability or the absolute obligation of the maker of a promissory note is discussed. The provision states that the maker, by issuing the instrument, has undertaken to pay according to the content and admits the existence and the payee's right to indorse. This law is very important for the reliability of negotiable instruments because it ensures the holder is getting paid. However, the provision, though designed to keep the negotiable instruments stable and predictable, has its own flaws, like its rigid application and a restricted range of protection for the makers.

The primary strength of this provision is that it clarifies that, without conditions that the maker is liable to pay. Not like drawers and indorsers, who are secondarily liable, the maker of the promissory note is directly responsible for the payment, thus, the uncertainty is eliminated for the instrument holder. Through this, the smooth operation of commercial transactions is secured. Also, by placing the responsibility on the maker, it ensures that holders, particularly those in due course, will get a swift settlement and not be involved in any unnecessary litigation. The maker’s acknowledgment of the payee’s capacity also avoids technical defenses that could otherwise stand in the way of the application of the instrument. The law needs to make sure the liability of the maker is fixed so that there are fewer disagreements regarding negotiable instruments. By making liability unconditional, the provision supports negotiability the most, as a negotiable instrument is treated as the equivalent of cash in business transactions.

Despite its many advantages, an undeniable truth about the liability is that the maker is extremely restricted in their defense against payment, even if the instrument was obtained in circumstances that are questionable. Though specific defenses such as fraud in factum, minority, and illegality may still be raised, the personal defenses are not available against such holders in due course, thus, injustice for the makers who were misled or coerced can be potential. It does not give way to those situations in which the maker was forced to sign under undue influence or by a significant misunderstanding of the nature of the instrument. Since the liability of a maker is absolute, there is practically no security against some unscrupulous parties who willfully lead less knowledgeable persons to issue promissory notes.

The law should be improved in such a way that the maker would be able to raise additional defenses in cases if there is a clear inequity, and especially where there is evidence of misrepresentation or undue influence. This would give a more balanced approach to the rights of the maker and the holder. Taking into account the growing usage of electronic negotiable instruments, there should be some changes made to ensure that the maker's liability is met also in the case of electronic transactions, but still in accordance with the liability and negotiability principles.

DOI 10.5281/zenodo.15364899