ABSTRACT

This study focused on students' perceptions of entrepreneurship, their motivation for starting a business in terms of coping with life, particularly in relation to their abilities, qualities, and experiences with poverty, and the challenges they encountered as entrepreneurs. It further aimed to determine the relationships between perception, motivation, and their demographic profile. The study employed a descriptive-correlational and survey method with 100 respondents, comprising 50 purposively selected students from each of the two campuses of Isabela State University: Ilagan Campus and Cauayan Campus.

Findings revealed that student-entrepreneurs had a high level of perception of entrepreneurship and consistently high motivation for starting or setting up a business. They did not encounter any serious problems related to their business ventures. In testing relationships between variables, age was the only factor found to have a significant relationship with respondents’ perceptions of entrepreneurship. Other variables, such as gender, degree/course program, family monthly income, type of business, and source of capital, were not significantly related. Likewise, there was no significant relationship between students’ motivation and their profile.

However, the relationships between respondents’ perceptions and their motivation to cope with life through their abilities and personal qualities were highly significant. Conversely, their perception and motivation related to coping with poverty were not significantly related.

In light of the findings, it can be concluded that younger student-entrepreneurs tend to have a higher perception of entrepreneurship compared to their older counterparts. Their motivation to start a business does not depend on demographic factors but on how they view themselves in terms of coping with life through their abilities and qualities. Their strong, positive perceptions of entrepreneurship serve as an asset that can elevate them to higher entrepreneurial success, both literally and figuratively, in their future careers—particularly in navigating greater and more diverse challenges. Student entrepreneurship thus serves as an effective avenue for career rehearsal. Their high sense of self-efficacy is a clear indicator of their potential in future ventures and professional endeavors.

Based on the findings, it is recommended that student entrepreneurship be encouraged across all campuses, as it trains students to be responsible stewards of time, money, and personal assets. The University or relevant government institutions should consider allocating funds for interest-free student loans to support business start-ups. Lastly, similar studies with a broader scope and more representative samples should be conducted.

Keywords: Student Entrepreneurship, Perception, Motivation, Career Rehearsal, Coping Mechanisms, Descriptive-Correlational

DOI 10.5281/zenodo.15828340

ABSTRACT

Science education at the elementary level plays a crucial role in developing foundational scientific literacy and critical thinking skills among young learners. However, many Grade III pupils continue to perform below mastery levels in national assessments, highlighting a gap in instructional effectiveness and learner readiness. Thus, this study assessed the National Achievement Level in Science among Grade III pupils at Rizal Elementary School, Makati City, during the school year 2010–2011. Specifically, it aimed to determine pupils’ Science performance in the National Achievement Test (NAT), examine their academic difficulties, and explore the relationship between achievement and selected profile variables, namely age, gender, parents’ educational attainment, socio-economic status, and parents’ employment status. Utilizing a descriptive research design, the study analyzed NAT results through documentary analysis and applied statistical tools, including mean, percentage, and chi-square test. The respondents comprised 30% of the Grade III population. Findings revealed that the majority of pupils demonstrated fair to satisfactory performance in Science III, though NAT scores reflected low mastery in Science concepts. Difficulties were linked to teacher-centered strategies (e.g., heavy memorization), lack of instructional materials, and limited understanding of learning competencies. Significant relationships were found between achievement and most profile variables. Based on the findings, an intervention program was proposed, emphasizing teacher training, enhanced instructional support, and parental involvement to improve Science learning outcomes among pupils. The study recommends targeted remediation to bridge learning gaps and promote Science proficiency.

Keywords: Science achievement, National Achievement Test (NAT), Grade III pupils, Learning difficulties, Intervention program

DOI 10.5281/zenodo.15829101

ABSTRACT

Reading proficiency and literary competence are essential skills for academic success, yet many students in higher education still exhibit below-standard levels in these areas. This study addresses the gap by identifying determinants affecting reading and literary competence to inform instructional interventions. It investigated the profile, reading proficiency, and literary competence of 205 second-year students enrolled in literature courses across various programs at Isabela State University, City of Ilagan Campus. Utilizing a descriptive-correlational research design, the study employed standardized tests and surveys on reading resources, interests, exposure to educational technology, and multiple intelligences. Statistical tools such as chi-square, Pearson’s r, and t-tests were applied. Results revealed that most students were slightly proficient in reading and possessed only fair literary competence. Significant relationships were found between reading proficiency and variables such as reading resources, interest, educational technology, and multiple intelligences. Moreover, reading proficiency was significantly correlated with literary competence. These findings suggest that instructional interventions must be adapted to learners' profiles, especially in enhancing access to diverse reading materials and aligning strategies with students’ multiple intelligences. The study recommends syllabus enrichment and targeted interventions to improve both proficiency and competence.

Keywords: Reading proficiency, Literary competence, Multiple intelligences, Educational technology, Instructional intervention

DOI 10.5281/zenodo.15829253

Abstract

This study examined the acceptability of innovation strategies in specialized basketball courses at Guangdong University of Technology, exploring correlations among various factors influencing student engagement and learning outcomes. By collecting teachers' profile data, the study investigated how these attributes impact respondents' assessments of innovation strategies and their effectiveness in basketball education. The descriptive correlational research design facilitated an analysis of the interplay between innovative strategies and student performance indicators, including learning interest, mastery of knowledge and skills, motivation, resource utilization, and feedback engagement. Findings revealed that students' performance is shaped by both teachers’ backgrounds and the implementation of specialized courses, affecting the overall acceptability of innovation strategies. Ultimately, the research led to the development of a class plan designed to optimize innovation strategies for basketball education at Guangdong University of Technology, reinforcing the connection between curriculum enhancements and student success. These insights contributed to the continuous improvement of specialized basketball courses, offering a framework for refining instructional practices, assessment methods, and learning support systems.

Keywords: Basketball Major; Curriculum; Constructive; Innovation Strategies; Acceptability

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Teaching forms the foundation of every profession, providing the knowledge, skills and values that drive societal growth. Teachers are the architects of the future, shaping individuals who will become engineers, doctors, artists and scientists. Through their guidance, education transcends the classroom, empowering individuals to contribute meaningfully to society, whether through leadership, mentoring or applying their expertise for the greater good.

         To ensure the continued success of all professions, the teaching profession must be recognized and supported. Teachers need adequate training, resources and societal appreciation to continue shaping the next generation of professionals. By investing in teachers, we are ultimately investing in the future prosperity of society, as all other professions thrive when educators are empowered.

         Educators are much more than instructors, they are mentors, guides and role models who shape individuals/ intellectual and moral development. They inspire curiosity, encourage creativity and foster a love for lifelong learning. Every profession has been shaped by dedicated teachers who nurtured their potential.

         Teaching is the bedrock of every profession. Teachers are the architects who mold the future, passing down knowledge, skills and values essential for societal growth. In this way, teaching transcends classroom. It is the core of all professions as it equips individuals with the tools they need to contribute to society.

         A well – taught individual can influence society profoundly, whether by leading in their field, mentoring others or simply applying their knowledge to better the world. Those values and supports its teachers secure a prosperous future, where students receive quality education and go on to contribute meaningfully to the world.

         It is time we recognized and uplift the teaching profession as the pillar of all other professions. By recognizing teacher development, fair compensation and overall, well – being, we can ensure that future generations receive the education they need to drive progress and innovation. The path to a better world begins in the classroom with teachers at the heart of it all. When we invest in them, we invest in the future.

DOI 10.5281/zenodo.15851849

In the fast-paced, global world of today, learner variety is a gift that should be welcomed rather than a barrier.

Every time I enter the classroom, I am reminded that I am engaging with people and not just imparting knowledge. Every student has a secret narrative, an internal conflict, and a promise that cannot be shown in grades or results.

My constant search to be capable of responding effectively to such diversity is not only a professional requirement—it is also a personal challenge. In the early years of my career, I was idealistic to sameness because I assumed equality involved treating learners alike. I liked the security of order, routine, and formulaic procedures. But soon the harsh reality dispelled that myth in the realm of teaching. I witnessed talented learners tune out through lack of challenge akin to an empty black wall. I observed students from marginalized status withdraw from participating, as though invisible to a curriculum that erased their realities. I observed the same lesson captivate some and reduce others to haze.

I understood that equity is not sameness—it is responsiveness. It needs intentionality, empathy, and openness to being changed. This paradigmatic shift has led my teaching from scripted instruction to thoughtful facilitation. I started to diversify strategies, utilizing multiple intelligences, task differentiation, and adding student voice and agency to the equation of learning.

In a clean white board, I started asking more profound questions: What gives you power? How do you flourish? What can I do to make this learning space inclusive?

Student diversity extends beyond intellectual capability. Language, neurodiversity, gender identity, socioeconomic position, cultural background, and lived experience are encompassed. It is the motions of silence, the subtlety of expression, the rhythm of engagement. As an educator, it is my professional obligation not just to notice these layers but to establish an environment in which every student feels respected, valued, and free to be themselves.

There are, of course, difficult days—days of doubt, error, and exhaustion. But these are balanced by moments of profound satisfaction: when a struggling student finds confidence in her own voice, when an autistic student shows quiet resilience, when students patiently correct my own blind spots and teach me back. These are the reminders that teaching is a two-way street—and that I, too, continue to learn.

To teach in a culturally diverse classroom is not something one learns to do, but something one grows towards—that is, toward greater awareness, empathy, and authenticity. This is the way I am committed, because when we teach intentionally and with inclusion, we do more than educate intellects—we affirm identities, nurture empathy, and cultivate human dignity.

And with that, I realize that black and white are beautiful colors because it is through their symbolisms that I have tapped the transformative power of education.

DOI 10.5281/zenodo.15851908

It is a fulfillment and a continuous quest to make Key Stage 1 children numerate. Numbers are often deemed easy—countable, measurable, and predictable—but each digit has a child behind it who struggles with abstract concepts through concrete experiences, each at his own rate and level of preparedness.

It has come to my realization over the years that being numeracy competent at the outset is not always what we may be familiar with but how children interpret mathematical concepts. What is mundane to adults such as understanding pattern, place value, or one-to-one correspondence can be reaching the pinnacle on unsteady ground for a five- or six-year-old.

The biggest challenge will probably be students' broad range of development. Others learn concepts easily, but others do not recognize more than a dozen, invert digits when written, or mix up quantities with numerals. Closing this deficit means slowing down for some students and lengthening out others—a balancing act that means patience, creativity, and meticulous differentiation.

The second barrier is that of language. The students possess very little math vocabulary and words like "fewer," "altogether," or "double" may be new and confusing. In English Language Learners or students from less-resourced contexts, this vocabulary deficit creates an extra layer of difficulty in reaching even the most fundamental ideas of numeracy.

Emotional obstacles surface early. A simple counting task can become a source of anxiety for a child afraid of making mistakes. I’ve seen young learners withdraw after repeated struggles, convinced they’re “not good at math.” Rebuilding confidence then becomes just as vital as reteaching content.

But amid the struggles, it is the small wins that fuel my resolve. There is nothing better than watching a child light up with pride when they solve it independently or listening to them explain how they sorted objects to solve it. These moments—however small they may appear—are the catalyst to mathematical confidence and learning enthusiasm.

To support my students, I have leaned into hands-on, kinesthetic learning: using manipulatives, visual aids, number lines, songs, games, and stories. Grounding abstract ideas in real-world contexts—whether through movable clocks, counting snacks, or measuring footsteps—helps learners connect math with meaning.

By this point, numeracy learning is no longer getting kids ready for sophisticated math. It's forming a positive relationship with numbers, problem-solving capacity, and a classroom learning community in which errors are a part of the learning process—something not to be feared.

Numeracy learning early on is not always tidy and linear. But there is always opportunity in every difficulty—both for the student and for me as an educator to increase my empathy, flexibility, and intentionality.

And I believe that is the real reason for early numeracy instruction—not just to teach children how to count, but to tell every child that each learning progress counts.

DOI 10.5281/zenodo.15852419 

Introduction

Background of the Study

Today's education is not an exception to the technological advancements made in this field. The field of education now extensively utilizes technology innovations, particularly the introduction of artificial intelligence (AI)-based technological interventions. It is growing and invading all aspects of people's lives. Rapid advancements in artificial intelligence are being incorporated into almost every facet of daily life (Yang et al., 2021). It is essential to enhance the teaching and learning processes in the field of education. It has served to lessen educational tasks and fasten activities, inputs, and outcomes. As stressed by Karsenti (2019), Artificial intelligence represents an emerging domain of prospects conducive to the enhancement of teacher preparation. AI can be applied in various domains, as numerous studies have demonstrated. From an educational standpoint, this can foster efficacy and efficiency in achieving results and enhancing performance.

Artificial intelligence (AI) is rapidly transforming the environment and influencing how people live, work, and learn, according to UNESCO. To assist educational institutions in catching up, UNESCO is introducing two new AI competence frameworks: one for students and one for instructors. Additionally, UNESCO's AI in education approach prioritizes the enhancement of human capabilities, social justice, sustainability, and dignity, aligning with the guidelines and ethics recommendations for generative AI, as well as the 2019 Beijing consensus on AI and education, which promotes social justice and sustainability. In addition, the AI competency framework for students aims to support policymakers, educators, and curriculum designers in preparing learners with the critical skills, understanding, and ethical values needed to interact with AI responsibly and effectively. It focuses on four core competencies: fostering a human-centered mindset that encourages students to understand and assert their agency about AI; promoting the ethics of AI by teaching responsible use, ethics-by-design, and safe practices; providing foundational knowledge and skills in AI techniques and applications; and developing AI system design competencies that nurture problem-solving creativity, and design thinking.

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Abstract

This study investigates the influence of track and field participation on the leadership and teamwork skills of university students in China. Employing a quantitative research design, data were gathered through a self-constructed questionnaire distributed across five universities using stratified random sampling. The results revealed that student-athletes perceive a moderate impact of track and field engagement on various leadership competencies, including decision-making, conflict resolution, motivational skills, goal-setting, empathy, and strategic thinking. Similarly, teamwork dimensions such as collaboration, support and encouragement, interpersonal skills, team spirit, and team resilience were also moderately developed through athletic involvement. Significant differences were found in decision-making, strategic thinking, and interpersonal skills when grouped according to year level, but no significant differences emerged based on gender or course. These findings underscore the potential of sports-based programs in nurturing leadership and teamwork qualities among students and suggest targeted interventions to support students’ holistic development through athletics.

Keywords: track and field, leadership development, teamwork skills

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ABSTRACT

         This study investigates the impact of alcohol intoxication on verbal confidence in English communication among Filipino speakers in Abuyog, Leyte. Focusing on this culturally specific context, the research employed semi-structured interviews to obtain comprehensive and nuanced data from participants. By analyzing participants’ verbal behaviors following alcohol consumption, the study seeks to elucidate the ways in which alcohol influences their confidence in speaking English.

         The findings of this study indicate that alcohol consumption enhances verbal confidence among Filipino speakers, frequently mitigating hesitation and anxiety associated with English language use. These results are consistent with extant literature documenting the disinhibitory effects of alcohol, which often facilitate more assertive communicative behavior. Additionally, the study highlights culturally specific manifestations of alcohol-induced confidence, particularly within communal contexts such as Tagay, a traditional Filipino drinking practice, underscoring the importance of sociocultural factors in modulating the relationship between intoxication and verbal expression. And while there are existing related studies on alcohol consumption and its influence on the Filipino people, but none specifically address the effect of alcohol intoxication on verbal confidence in English communication.

Keywords: alcohol intoxication, verbal confidence, English communication, Filipino speakers, Tagay, cultural practices, interpersonal communication.

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Abstract

The growing interest in healthy, locally sourced, and innovative food products reveals the need for functional and nutritious alternatives to conventional desserts. However, there is limited research on the use of common medicinal herbs and citrus fruits such as oregano, lemongrass, and key lime in frozen dairy products like ice cream. This study aimed to develop and assess the acceptability of homemade ice cream made from oregano (Origanum vulgare), lemongrass (Cymbopogon citratus), and key lime (Citrus aurantiifolia). Specifically, it examined the development process, sensory qualities—encompassing appearance, aroma, flavor, and texture—and general acceptability across various age groups: children, teenagers, adults, and food experts. The research followed a developmental method and employed sensory evaluation using a 5-point Likert scale, with 120 respondents randomly selected from San Mariano and San Miguel, Isabela. Statistical tools such as mean, standard deviation, ANOVA, and Tukey HSD post hoc test were used to analyze the data. Findings revealed that all three ice cream variants received a “highly acceptable” rating in all sensory attributes. Oregano-flavored ice cream was rated highest across all groups. The study concludes that homemade ice cream from these herbs is not only acceptable but also potentially viable for commercial production, and recommends further research on its nutritional value and profitability.

Keywords: Homemade ice cream, Oregano, Lemongrass, Key lime, Sensory evaluation

Abstract

         This study assessed the effectiveness of Computer-Aided Instruction (CAI) in the Bachelor of Science in Information Technology (BSIT) major in Computer Technology program at Cebu Technological University – Tuburan Campus for the school year 2017–2018. The findings highlighted several advantages of CAI, with the most impactful being its ability to enhance student understanding through engaging techniques such as animations and graphical displays. Other notable benefits included the ease of reviewing content, increased student motivation and responsibility, improved access to information, and reduced time required to master material. However, the study also identified disadvantages, with the greatest concern being the increased potential for academic dishonesty, high maintenance costs, reduced student effort, limited computer literacy, and distractions caused by educational apps.

The overall assessment of CAI effectiveness revealed that the use of computer media, data processing, and video technologies were rated as Very Satisfactory, while audio technology received an Excellent rating. Students’ attitudes toward computer technology were also Very Satisfactory. Despite the positive outcomes, students encountered challenges such as insufficient internet bandwidth, outdated equipment, distracting mobile devices, and difficulty accessing technical requirements due to living off-campus.

In conclusion, CAI proved to be a valuable and effective teaching aid that enhances conceptual understanding among BSIT students. Nonetheless, further improvements are necessary to optimize its implementation. It is recommended that the university consider the study’s findings to refine and enhance CAI strategies, ensuring greater effectiveness and accessibility for all students.

Key words: Instructional Effectiveness, BSIT Students, Computer-Aided Instruction (CAI), Digital Learning Tools, Technology Integration, Educational Technology

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         ABSTRAK

         Ang pag-aaral na ito ay nakatuon sa pagbuo ng isang interaktibong kagamitang magagamit ng mga mag-aaral sa paglinang ng kanilang kaalaman at kasanayan tungo sa malalim na pang-unawa sa akdang pampanitikan, partikular na sa obra masterang Ibong Adarna. Nilalayon nitong makatugon sa mga hamon ng kawalan ng interes ng mga mag-aaral sa panitikan, limitadong oras ng pagtuturo, at kakulangan ng angkop na kagamitang pampagtuturo. Gamit ang Katobee Author bilang pangunahing platform, layunin ng modyul na pagyamanin ang karanasan sa pagkatuto sa pamamagitan ng integrasyon ng teknolohiya  at interaktibong gawain na magpapalalim sa pag-unawa at pagpapahalaga ng mga mag-aaral sa nasabing akda.

         Isinagawa ang pananaliksik sa pamamagitan ng Research and Development (R&D) Method at quasi-experimental na disenyo upang matukoy ang bisa ng nasabing kagamitan. Ipinabalido ito sa mga gurong eksperto sa Filipino at teknolohiya gamit ang tseklis na may sumusunod na batayan: layunin, nilalaman, format, presentasyon at organisasyon, at pagsasanay. Nakakuha ito ng kabuuang mean na 4.89, na may antas na pagtanggap na pinakamataas at interpretasyong berbal na lubos na balido. Pinatutunayan lamang na ang nabuong interaktibong modyul ay magagamit ng mga mag-aaral sa pagtamo ng kaalaman.

Upang masukat ang antas ng kabisaan nito, isinailalim sa pretest at posttest ang dalawang pangkat: eksperimental (gumamit ng interaktibong modyul) at kontrolado (tradisyonal na pagtuturo), na binubuo ng tig-apatnapung mag-aaral. Batay sa resulta, ang eksperimental na pangkat ay nakakuha ng mas mataas na mean score na 40.28 (SD = 5.54), habang ang kontroladong pangkat ay may 32.73 (SD = 8.83).

         Samakatuwid, napatunayan na ang interaktibong modyul ay isang epektibong kagamitang pampagtuturo sa panitikang Filipino. Higit itong katanggap-tanggap, may makabuluhang epekto sa pagkatuto ng mga mag-aaral at marapat na gamitin at paunlarin pa sa mga susunod na inobasyon sa pagtuturo.

Susing Salita: Interaktibong Modyul, Ibong Adarna, Kotobee Author, Teknolohiya

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Abstract

The Philippines' continued underperformance in the Program for International Student Assessment (PISA), particularly in science, reveals critical gaps in assessment practices and teacher preparedness. Despite regional gains, such as those in Baguio City, systemic challenges persist in designing performance-based assessments that accurately reflect the cognitive demands and real-world contexts of PISA tasks. This study examines the knowledge, practices, and challenges faced by public secondary science teachers in designing PISA-type assessments, with a focus on the Division of Baguio City. Using a qualitative case study approach, the research involves nine science teachers from two schools. Data will be gathered through semi-structured interviews and analyzed thematically to uncover difficulties related to assessment literacy, curriculum alignment, and professional development support. Anchored on an input-process-output (IPO) model, the study aims to compile a set of contextualized PISA-type tasks based on the findings. Results will inform targeted interventions to enhance assessment practices and support science teachers in fostering higher-order thinking and global competencies among learners. Ultimately, the study seeks to contribute to elevating student performance in international assessments and bridging the gap between local classroom practices and global standards in science education.

Keywords: PISA-type assessments, science education, assessment literacy, case study, teacher challenges

DOI 10.5281/zenodo.15906026

Abstract

This study assessed the organizational, deployment, and logistics capabilities of Special Weapons and Tactics (SWAT) units under the National Capital Region Police Office (NCRPO). Employing a quantitative-descriptive research design, data were gathered from 350 SWAT personnel across five police districts (NPD, EPD, MPD, SPD, QCPD) using a validated questionnaire. The research focused on organizational structure, functions, and tactical operations; deployment in build-up, non-build-up, and high-risk areas; and logistics capabilities in mobility, firepower, and communication. Findings revealed that NCR SWAT units were generally rated as highly capable, particularly in hostage rescue, anti-terror operations, and tactical coordination. However, capability gaps were identified in waterborne operations, CBRNE response, and the use of advanced mobility and communication technologies. Significant differences existed among districts in organizational structure, tactical operations, and high-risk deployments. The study recommends the establishment of a centralized SWAT command and the implementation of a standardized SWAT-specific Standard Operating Procedure (SOP) to ensure unified training, deployment protocols, and logistical preparedness across all districts.

Keywords: PNP SWAT, Organizational Capability, Tactical Operations, Police Deployment, Logistics Capability

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Abstract

The study focused on stakeholder engagement and the performance of public elementary schools. The study utilized descriptive-quantitative research; the study focused on stakeholders from three public elementary schools within the Pakil Sub-Office, Schools Division Office of Laguna: Casa Real Elementary School, Casinsin Elementary School, and Banilan Elementary School.

The research instrument for this study was a structured questionnaire designed to gather quantitative data on stakeholder engagement and performance of three public elementary schools within the Pakil Sub-Office, Schools Division Office of Laguna. The questionnaire is specifically constructed to meet the objectives of the study, drawing on a comprehensive review of relevant literature and theoretical frameworks related to stakeholder engagement and the performance of public elementary schools.

The study revealed that school heads, teachers, and parents shared similar demographic profiles, mainly composed of mid-career females from comparable socioeconomic backgrounds. Stakeholder engagement was generally high across communication, participation, shared decision-making, and trust, although parents gave slightly lower ratings in some areas. School heads and teachers viewed school performance as highly evident, while parents rated it as merely evident. No significant differences in engagement were found across age, sex, or socioeconomic status. Strong relationships between engagement and performance were observed in teachers' responses, while school heads showed limited correlations and parents showed none.

Based on these findings, the study concluded that the respondent base was moderately homogenous, supporting balanced insights. Engagement levels were consistently high, especially among educators, with parents showing a more cautious view of performance. Consistency across demographics suggests inclusivity in current practices, though awareness of the impact of engagement varies by role. As a result, it is recommended that school leaders enhance inclusivity in engagement strategies, improve communication through digital tools, increase transparency and parental involvement, standardize equitable practices, and invest in training programs that empower both teachers and parents to contribute more effectively to school success.

Keywords: Educational Leadership, Parental Involvement, Teacher Perception, School Governance, Community Participation

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Abstract

This study explored the leadership performance of elementary school administrators in the Schools Division of Cauayan City for the school year 2022–2023, as evaluated by their subordinates. Using a descriptive research design, data were gathered from 550 randomly selected teachers. Results showed that most teacher respondents were male, aged 46 and older, married, and had two or fewer children. Despite demographic differences, teacher-respondents consistently strongly agreed with the leadership skills and overall performance of their administrators. The findings emphasize the positive perception of school heads’ influence, decision-making, and institutional command. This indicates that effective leadership transcends personal background, supporting the role of strong administrative capabilities in school performance.

Keywords: leadership performance, administrators, teacher-subordinates, influence

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In the advent of our digital technology era, the irony of information technology education is the increasing divide between students' saturation with digital technology while the IT proficiency still grounded on the surface. Teachers are left with one challenge: to bridge the gap centered on students’ mobile addiction but void of digital literacy basics.

To note, learners use hours each day engaging with game worlds, social networking sites, and mobile phone programs. This exposure creates an impression of digital literacy. Yet, when tasked with performing elementary IT skills like word processing, spreadsheet preparation, internet research utilizing actual sources, or comprehending privacy concerns in dealing with information, most cannot. Their use of a mobile phone is solely for entertainment purposes, so they tend to perform below the average level in these aspects.

Teachers therefore have to close this gap. The task is pedagogic, not technical. To begin with, teachers must unwrap students' misconceptions about their own digital skills. This would normally involve going beyond superficial apps and into proper instruction on hardware usage, software packages, and internet safety training. Resistance, however, is likely. Students used to passive surfing will resent IT classes, and teachers will have to struggle to make learning applicable and interesting.

In addition, addiction to the digital itself is diverting. Notification, social media, and mobile games have a tendency to break concentration for learning. Teachers quite commonly report that even in IT classes, students are distracted from focus through multitasking with non-learning apps. Maintaining classroom concentration while creating value-adding digital skills is a complex balancing act.

The second complexity is the readiness of teachers. Not all teachers are trained in IT by formal means, especially those from earlier generations. The pace of technological change makes it difficult for them to keep up with new tools, software, and digital pedagogy. Professional development and institutional support are needed to prepare teachers to guide students through an evolving digital landscape.

To combat these difficulties, a change in attitude and technique is required. Mobile phones can be incorporated into lessons not as distractions, but as a means—to do things in collaboration using apps, online quizzes, or programming websites. Highlighting the everyday applications of IT, like making presentations or working with data, also makes learning more applicable. Developing a culture of digital responsibility—where digital competences are valued for something beyond social media—should be at the center of IT education.

In summary, learners can be present digitally but not necessarily ready digitally. Teachers are confronted with the dual dilemma of teaching highly competent yet technically unsophisticated learners and having to revise continuously their own IT teaching strategies. With leadership, patience, and creativity, the classroom can be converted from an arena of digital distraction to an arena of digital empowerment.

DOI 10.5281/zenodo.16306084

INTRODUCTION

The COVID-19 pandemic has posed unprecedented challenges to academic institutions worldwide, particularly in the delivery of clinical education to nursing students. Restrictions on physical interactions, hospital access, and face-to-face learning environments significantly disrupted traditional clinical placements, limiting students’ exposure to real patient care scenarios. These limitations raise concerns about the quality of clinical learning and its long-term impact on nursing competence and readiness for practice.

Nursing student satisfaction with clinical experiences during the pandemic is a critical area of inquiry, as it is closely linked to motivation, academic success, and retention. According to Dziurka et al. (2022), even before the pandemic, nursing students were already experiencing challenges in their clinical education. These difficulties intensified during the health crisis, affecting approximately 1.57 million students across 191 countries. While many students reported dissatisfaction with their clinical experiences, they nonetheless retained a positive view of the nursing profession. The same study described the educational process during the pandemic as independent, unpredictable, isolating—yet also a unique opportunity for growth.

In the Philippine context, nursing schools transitioned rapidly from face-to-face clinical instruction to remote simulations due to daily surges in COVID-19 cases, ranging from 210 to 246 new infections (Baticulon et al., 2021). Online simulations replaced in-person hospital duties, resulting in reduced hands-on experience and heightened anxiety among students. While some international studies show varying levels of student satisfaction—for instance, 42.9% in Aragaw et al. (2019) and 53.8% in Erzegen et al. (2022)—others such as Anagor et al. (2021) reveal concerning trends like increased absenteeism and poor performance during clinical duties. These inconsistencies reflect a lack of consensus in the literature, compounded by limited research from the Philippines addressing student satisfaction with restricted clinical learning duties.

To date, no comprehensive study in the Philippines has specifically explored nursing students’ satisfaction with limited clinical learning duties under pandemic conditions. This gap is crucial to address, especially considering the long-term effects on student learning outcomes, professional development, and patient safety. Previous studies have linked dissatisfaction with factors such as inadequate facilities (Tomas et al., 2022), gender differences in satisfaction (Dziurka et al., 2022), and emotional stress (Park et al., 2021; Tang, 2021). Moreover, satisfaction with clinical learning has been identified as a predictor of student success and professional readiness (Phillips et al., 2018; Salarvand et al., 2020).

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The establishment of interfaith programs at Biliran Province State University is of utmost importance in fostering peace and supporting the achievement of United Nations Sustainable Development Goal (SDG) 16 - "Peace, Justice, and Strong Institutions." These programs will serve as a vital tool in bridging the gap between different religious communities, promoting mutual understanding, and preventing potential conflicts. According to Kruja (2022), education, including religious education is an important element for shaping the critical skills of future citizens, for intercultural dialogue and for peace building as well.

Through active participation in interfaith initiatives, Biliran Province State University strives to create a platform that unites students and community members, regardless of their religious affiliations, to celebrate diversity and shared values. This inclusive approach not only enhances social cohesion but also cultivates a culture of mutual respect and tolerance among individuals from various faith traditions. Moreover, according to Sumbulah & Purnomo, (2018), these programs aim to enhance awareness of multiculturalism, foster national insight, and promote social and religious harmony.  Additionally, they play a crucial role in catalyzing reconciliation within a society's peacebuilding phase, fostering healing and understanding among different groups (Giordan, Michilli, & Zrinščak, 2019).  Furthermore, as agreed by Demalon (2022), these initiatives also aim to facilitate intercultural and religious understanding, eliminating prejudice and biases, while promoting tolerance and coexistence among the Filipino people.

Promoting peace through interfaith programs holds particular significance in regions like the island Province of Biliran, where cultural and religious diversity can be both a source of strength and a potential challenge. These programs create valuable opportunities for dialogue, fostering a culture of open communication that transcends religious boundaries. As a result, different beliefs are accepted and understood within their contextual framework (Gultom, Gultom, & Damanik, 2022). Through seminars, workshops, and collaborative projects, Biliran Province State University will cultivate an environment that encourages individuals to learn from one another, dispelling stereotypes and misconceptions.

The emphasis on interfaith collaboration also aligns with the principles of No. 16 of UN Sustainable Development Goals, which calls for the development of strong institutions capable of promoting peace, justice, and inclusion. The University, by championing interfaith initiatives, will contribute to the establishment of resilient institutions that value diversity and work towards social harmony. The university's commitment to these programs will help create a foundation for conflict resolution mechanisms that draw upon shared values and a common commitment to peace.   Furthermore, the interfaith programs at Biliran Province State University will also empower students to become agents of change in their communities. By instilling values of tolerance and understanding, the university will equip its students with the skills necessary to address conflicts peacefully and contribute to the broader goal of building a just and inclusive society.

Finally, Biliran Province State University's commitment to interfaith programs not only promotes peace at the local level but it will also align with the broader global agenda set forth in SDG 16. By nurturing understanding, respect, and collaboration among individuals from diverse faith backgrounds, the University will make a significant contribution to building a more harmonious and equitable society. In doing so, it actively supports the United Nations' vision of a world free from violence and conflict.

References:

Kruja, G. (2022). Interfaith Harmony through Education System of Religious Communities. Religion & Education, 49(1), 104-117.

Sumbulah, U., & Purnomo, A. (2018). Building social and religious harmony for students in Indonesia: study of interfaith harmony forum’s role of Malang, East Java. Sumbulah, U., & Purnomo, A. (2018). Building social and religious harmony for students in Indonesia: study of interfaith harmony forum’s role of Malang, East Java.

Giordan, G., Michilli, A., & Zrinščak, S. (2019). Interfaith Dialogue and Peacebuilding: A Case Study on Bosnia-Herzegovina’s Post-Conflict Educational System. In Volume 10: Interreligious Dialogue (pp. 128-145). Brill.

Demalon, B. H. K. (2022). The Role of Interfaith Organizations in Promoting Religious Tolerance and Coexistence: The Case of the Philippines (Doctoral dissertation, Hamad Bin Khalifa University (Qatar)).

Gultom, J., Gultom, I., & Damanik, E. (2022, December). Cross-Faith Dialogue Education in The City of Medan in Creating Harmony Between Religions. In Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia.

DOI 10.5281/zenodo.16353076

Abstract

Araling Panlipunan plays a vital role in developing students' civic awareness, historical understanding, and national identity. However, many students continue to struggle with mastering its learning competencies, particularly in the context of post-pandemic educational transitions. The study explored the learning competencies of Junior High School students in Araling Panlipunan at San Antonio National Agro-Industrial and Vocational High School to serve as a basis for a learning enhancement program. It aimed to identify the mastered and not mastered competencies, examine the extent of issues and challenges affecting mastery, and determine significant differences in these challenges across grade levels. Employing a descriptive research design, data were collected from 579 students using a validated questionnaire, documentary analysis of assessment tools, and informal interviews. Item analysis revealed that Grade 7 and 8 students had more unmastered competencies compared to Grades 9 and 10. Findings also indicated that the transition from modular to face-to-face learning, poor study habits, limited reading comprehension, and overuse of gadgets contributed to competency gaps. Weighted mean and ANOVA results showed significant differences in the challenges encountered, particularly in student, family, and teacher-related factors, but not in environmental and peer-related factors. The study concluded that competency mastery varied across grade levels and was influenced by multiple factors. It recommended the implementation of a learning enhancement program, along with strengthened support systems involving teachers, parents, counselors, and school administrators to improve academic performance in Araling Panlipunan.

Keywords: Araling Panlipunan, learning competencies, mastery level, enhancement program, junior high school

DOI 10.5281/zenodo.16353551

Abstract

In the pursuit of promoting healthy and affordable food alternatives, the development of nutritious beverages using locally available fruits and vegetables has gained increasing relevance. However, limited studies have explored the sensory acceptability of shakes combining tropical fruits and green leafy vegetables. This study aimed to develop and evaluate the acceptability of nutritious shakes made from selected tropical fruits (banana and papaya) combined with green leafy vegetables (camote tops, kangkong, cabbage, pechay, and spinach). Specifically, it identified the preparation process and determined the sensory acceptability of the shakes in terms of appearance, taste, aroma, texture, and general appeal. Using a developmental research design, the fruits and vegetables were prepared through peeling, slicing, blanching, and blending with ice. The finished products were evaluated by 120 respondents from varied age groups using a five-point hedonic scale. Statistical tools such as mean, ANOVA, and chi-square were used to analyze the data. Results showed that the vegetable-fruit shakes were generally rated as “moderately acceptable” in all sensory attributes. Among the samples, spinach with tropical fruits obtained the highest mean ratings, making it the most acceptable combination. Significant differences in sensory evaluation across samples were observed. The study concludes that tropical fruits and leafy vegetables can be effectively combined into a nutritious and acceptable beverage. Further research on nutritional value and marketability is recommended.

Keywords: Tropical fruits, Green leafy vegetables, Nutritious beverage, Sensory evaluation, Acceptability

DOI 10.5281/zenodo.16353930

ABSTRACT

Banana stems, though abundant and nutrient-rich, are often discarded as agricultural waste in the Philippines despite their potential as food ingredients. Limited studies have explored their application in processed food products acceptable to various consumer groups. This study aimed to develop and assess the acceptability of food products made from the banana stems of Saba (Musa balbisiana), Latundan (Musa sapientum), and Lakatan (Musa acuminata). The stems were processed into siomai, burger patties, and bola-bola, and evaluated based on appearance, aroma, taste, texture, and general acceptability by 120 respondents from four age groups: children, teenagers, adults, and experts. A five-point hedonic scale and statistical tools, including ANOVA and Scheffe test, were used for data analysis. Results revealed that most products were moderately to highly acceptable across all sensory attributes. Teenagers consistently gave higher acceptability ratings than other groups, especially experts. Significant differences in preferences were found across age groups. The shelf life of the products at cold temperature was also determined: siomai lasted one week, burger patties four days, and bola-bola five days. The study concludes that banana stems from the three varieties can be utilized to create nutritious and acceptable food products with commercialization potential. It recommends further laboratory analysis, shelf-life enhancement, and inclusion in school and community nutrition programs.

Keywords: Banana stem, siomai, burger patties, bola-bola, sensory evaluation, food innovation.

DOI 10.5281/zenodo.16354395

Abstract

The effective management of school canteens plays a critical role in promoting student nutrition and food safety. However, there is limited research on how Department of Education (DepEd) Orders are being implemented at the school level. This study investigated the implementation of DepEd Order No. 8, s. 2007, and DepEd Order No. 13, s. 2017, in managing school canteens in selected public elementary and secondary schools in San Mariano District, Isabela. Using a descriptive survey design, the study collected data from administrators, canteen teachers, classroom teachers, students, and parents/customers through questionnaires, interviews, and document analysis. Findings revealed that respondents perceived the implementation of DepEd Orders as generally satisfactory to very satisfactory, particularly in areas such as application of resources, sound business practices, and safety and security measures. However, significant differences were observed among respondent groups in terms of perceptions and satisfaction levels. Problems encountered included inadequate cooking equipment, high food costs, and behavioral issues among student staff. Despite these challenges, the implementation of DepEd Orders had a positive influence on students' behavior, responsibility, and wise food choices. The study concludes that while the orders are being followed, continued improvements in equipment, staff training, and resource management are recommended for more effective canteen operations.

Keywords: DepEd Orders, school canteen management, implementation, nutritional practices, stakeholder perceptions.

DOI 10.5281/zenodo.16354761

RESEARCH ABSTRACT

This research aimed to determine the extent of implementation of the dimensions of disaster readiness and risk reduction management program among public secondary schools in the Divisions of Calapan City and Oriental Mindoro for School Year 2023-2024. Descriptive correlational and descriptive comparative were utilized as research designs with 359 school leaders and teachers as respondents.   Findings of the study revealed that school leaders and teachers highly implement the areas of disaster readiness and risk reduction management in terms of disaster prevention and mitigation, disaster preparedness, disaster response and disaster recovery and rehabilitation.  In the pillars of safe learning facilities, school disaster management, and risk reduction and resilience education, respondents also have high extent of implementation with some areas for improvement.  There was a significant relationship among areas of disaster risk management, safe learning facilities, school disaster management and risk reduction and resilience education.  Respondents have varying degree of implementation in terms of safe learning facilities and risk reduction and resilience education.  However, no significant difference in the extent of implementation was observed in areas of disaster risk management and school disaster management.  An enhanced monitoring and evaluation tool was proposed to sustain the high extent of implementation to disaster readiness and risk reduction management program.

Key Words:  dimensions, implementation, disaster readiness and risk reduction management, enhanced monitoring and evaluation tool

DOI 10.5281/zenodo.16437182

Abstract

Numeracy is a fundamental skill essential for academic success and informed decision-making in everyday life. However, the pre-assessment conducted among Grade 12 students at Tala Senior High School, Nasugbu, Batangas revealed a generally low numeracy level, prompting the need for targeted intervention.

This quantitative-descriptive study assessed the numeracy skills of ninety-six senior high school students using stratified sampling and aimed to develop a strategic intervention material focused on improving basic mathematics competencies. While most students were categorized as numerate or moderately numerate, 7.29% were identified as moderately non-numerate, highlighting gaps in foundational skills that require immediate attention.

Students reported strong confidence in performing basic operations, particularly in addition (M = 3.75, SD = 0.44) and subtraction (M = 3.67, SD = 0.47), but demonstrated weaker confidence in division (M = 3.28, SD = 0.54) and recalling operational rules (M = 3.31, SD = 0.53). In understanding fractions and decimals, students were more comfortable with decimal place value (M = 3.35, SD = 0.48) and rounding (M = 3.34, SD = 0.52), while expressing lower confidence in simplifying complex fractions (M = 3.05, SD = 0.59) and performing operations with mixed numbers (M = 2.97, SD = 0.59).

In solving word problems, students were most confident in identifying what is being asked (M = 3.41, SD = 0.52) but had difficulty choosing appropriate methods (M = 3.14, SD = 0.54) and translating real-life problems into equations (M = 3.14, SD = 0.56). In data analysis, they were confident in reading bar graphs and computing averages (both M = 3.38, SD = 0.53), yet struggled with identifying trends (M = 3.21, SD = 0.46) and selecting suitable graph types (M = 3.24, SD = 0.50).

Based on these findings, a strategic intervention material was developed to address the identified gaps in basic math competencies. Designed with contextual examples, visual aids, and guided practice, the material aims to enhance conceptual understanding and build students’ confidence across all key numeracy domains.

DOI 10.5281/zenodo.16437759

Abstract

In the quest for innovative, nutritious, and locally sourced food products, the development of functional desserts has gained increasing attention. However, limited studies have explored the use of taro and lemon grass as key ingredients in frozen dairy alternatives like ice cream. This study focused on the development and acceptability of taro (Colocasia esculenta) ice cream flavored with lemon grass syrup. Specifically, it explored the processes involved in preparing three variants: taro corm, taro stalk, and a combination of both, and evaluated their acceptability in terms of color, aroma, taste, and texture. A sensory evaluation was conducted among 120 respondents, categorized into children, teenagers, adults, and food experts. The development process involved preparing taro and lemon grass ingredients, creating syrup, and mixing the components before freezing. Results showed that all three samples were rated “moderately acceptable” across the four sensory criteria. Sensorial evaluation revealed that taste was the most favorably rated attribute across samples, while other attributes varied slightly per variant. No significant differences in acceptability were found among age groups. Furthermore, the ice cream products were found to be suitable for storage for up to 15 days in a freezer. The findings suggest that taro, both corm and stalk, can be viable ingredients in developing nutritious, locally sourced ice cream products with commercial potential. The study recommends further research on the nutritional value and market viability of the product and its possible inclusion in food technology curricula and entrepreneurial ventures.

Keywords: taro, ice cream, lemon grass syrup, sensory evaluation, food innovation

DOI 10.5281/zenodo.16438725

ABSTRACT

This qualitative study aimed to unveil the stories of Grade 7 English Teachers under the Revised K to 12 Curriculum through in-depth narrative accounts. The research uncovered a range of challenges and adaptive strategies from the rich tapestry of experiences of teachers as reflected in their stories, highlighting a shared concern about students' lack of foundational language skills. The core themes that emerged included (1) adaptability and innovation, (2) resilience and dedication, (3) gap in foundational skills, (4) difficulty in students' retention, and output; (5) peer collaboration, (6) classroom management and simple routines;(7) reward based on students' feedback and growth; and (8) teacher's natural skill in devising a strategy. The study also revealed the pressing issue of weak grammar and writing fundamentals among grade 7 learners, which significantly affected the teaching of English in the Revised K to 12 Curriculum. Teachers also demonstrated a commitment to student-centered practices, yet frequently faced difficulties related to students' comprehension, retention, and output quality.

Grounded in these findings, the study proposes the development of an instructional module focused on basic language skills—specifically on grammar, punctuation, capitalization, and sentence types and structures. This module aims to bridge existing skill gaps at the start of the school year, allowing learners to better engage with performance tasks and content. The research concludes that while the Revised K to 12 Curriculum promotes competency-based learning, its successful implementation hinges on aligning classroom realities with learners' readiness. Teachers, as both implementers and innovators, play a pivotal role in this transition. The study recommends intentional support from fellow educators, school leaders, and curriculum planners to ensure meaningful and sustainable curriculum delivery.

Keywords: Grade 7 English Teachers, Stories, Teachers' Experiences, Revised K to 12 Curriculum

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ABSTRACT

This qualitative study aimed to unveil the stories of Grade 7 English Teachers under the Revised K to 12 Curriculum through in-depth narrative accounts. The research uncovered a range of challenges and adaptive strategies from the rich tapestry of experiences of teachers as reflected in their stories, highlighting a shared concern about students' lack of foundational language skills. The core themes that emerged included (1) adaptability and innovation, (2) resilience and dedication, (3) gap in foundational skills, (4) difficulty in students' retention, and output; (5) peer collaboration, (6) classroom management and simple routines;(7) reward based on students' feedback and growth; and (8) teacher's natural skill in devising a strategy. The study also revealed the pressing issue of weak grammar and writing fundamentals among grade 7 learners, which significantly affected the teaching of English in the Revised K to 12 Curriculum. Teachers also demonstrated a commitment to student-centered practices, yet frequently faced difficulties related to students' comprehension, retention, and output quality.

Grounded in these findings, the study proposes the development of an instructional module focused on basic language skills—specifically on grammar, punctuation, capitalization, and sentence types and structures. This module aims to bridge existing skill gaps at the start of the school year, allowing learners to better engage with performance tasks and content. The research concludes that while the Revised K to 12 Curriculum promotes competency-based learning, its successful implementation hinges on aligning classroom realities with learners' readiness. Teachers, as both implementers and innovators, play a pivotal role in this transition. The study recommends intentional support from fellow educators, school leaders, and curriculum planners to ensure meaningful and sustainable curriculum delivery.

Keywords: Grade 7 English Teachers, Stories, Teachers' Experiences, Revised K to 12 Curriculum

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Abstract

The study determined the level of awareness and perception of stakeholders in Higher Education Institutions (HEIs) in Lucena City towards Republic Act No. 11313, or the “Bawal ang Bastos Law”. The study sought to provide insights that may be used to assess policy effectiveness and enforcement in the locality of and the selected HEIs in Lucena. More specifically, it investigated the respondents' gender, age, and institutional roles as students, faculty, and non-teaching personnel. Also, the research analyzed the respondents’ awareness of the law’s key provisions, including its scope of protection, covered violations in public and online spaces, and the related legal punishments. Furthermore, the study determined their perceptions of the law’s effectiveness in addressing gender-based harassment. In this relation, it also examined the present institutional policies and strategies that support the law’s implementation, and the respondents’ views on the challenges and gaps in its enforcement. Lastly, the study measured whether there were significant differences between the respondents’ demographic profiles and their level of awareness and perceived effectiveness of the Safe Spaces Act.

An explanatory sequential design was applied, and a multi-stage sampling technique was used in choosing the respondents. Quantitative data were interpreted using frequency and percentage distribution, weighted mean, and one-way ANOVA. While the qualitative data were transcribed and presented. 

The results showed that most of the respondents were female and were from the age group of 18 to 22 years old. The student respondents were in their first and second year, faculty members were primarily instructors, and non-teaching personnel were mostly in clerical positions. Respondents displayed a high level of awareness towards the law’s scope of protection and its covered violations in both public and online spaces. However, the respondents were least aware of the legal punishments. The Safe Spaces Act was perceived as only effective in reducing gender-based harassment. Showing that the effectiveness level did not reach the highest rank. Institutional strategies such as active guidance offices, integration of gender equality in class discussions, and the promotion of harassment reporting were viewed as contributing to a sense of safety and empowerment, particularly among women.

Despite these efforts, challenges were also determined. These included hesitancy on reporting due to fear and shame, unclear reporting procedures, and the normalization of certain harassing behaviors. Measures identified to address these issues included seminars, orientations, counseling services, and inclusive campus events.

Statistical analysis showed a significant difference in the respondents’ awareness of the law’s scope of protection, covered public space violations, and legal penalties based on their age and academic community group. No significant difference was found in awareness of online violations based on age or academic group. Gender also did not result in any significant differences in awareness. In terms of perceived effectiveness, a significant difference was observed based on age but not based on gender or academic group.

Keywords: RA11313, awareness, perception, effectiveness, gender-based harassment, policies, higher education institutions, academic group

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ABSTRACT

Incentives are factors that motivate individuals to take action or increase their effort. In the educational context, behaviors reinforced through rewards or incentives are more likely to be repeated and sustained. This study is anchored on this principle, examining how the strategic use of incentives can enhance student motivation, engagement, and academic performance. In the hope of addressing the problem with late and non-submission of modules, the researchers determined the effectiveness of the extra credit incentive that might prove useful in encouraging the timely submission of learning activity outputs from the given modules. Specifically, the researchers: a) determined the rate of submission of outputs before and after the application of extra credit incentives, b) determined if the significant difference in the timely submission of expected outputs after the application of extra credit incentive, c) determined how the extra credit incentive has improved the timely submission of answered modules, and d) suggested implications of the study in other aspects of academic performance.

The researchers employed an experimental method in this study by determining the significant difference in the rate of timely submission between pre-application and post-application. The statistical tool that used for this study was a paired T-Test which determined the significant difference between the data before and after the application of the intervention.

         It was found that there was an increase in the number of modules submitted after the implementation of incentive in both sections and in both the male and the female. The t-Test indicated that there is indeed a significant difference in the number of modules submitted before and after the implementation of the incentive.

In this study, the use of incentive proved to be effective in improving the timely submission of modules. This implies that students do need a motivating factor to perform well in school. The timely submission of modules is just one of the many facets of academic performance. If submission of modules can be improved by giving students extra credit as an incentive, test scores, general average, and the general academic performance can also be improved. The use of extra credit as incentive is proven effective in this study. It is therefore recommended that this type of non-monetary incentive is also applied in other areas of learning.

Keywords: extra credit, incentive, student motivation, timely submission, academic performance

 DOI 10.5281/zenodo.16526171

Abstract

Advanced Placement Program allows high school students to demonstrate college readiness while earning credit toward higher education degrees.  However, constraints can prevent students from pursuing additional education, inhibiting student learning, limiting university options, and compromising employment opportunities. This study was designed to capture the lived experiences of Filipino teachers, teaching advanced science curriculum in China.  Eight teachers were recruited to take part in the study. The study was conducted in the third quarter of the academic year 2024-2025.  Participants were interviewed using a self-created questionnaire designed to elicit responses on their lived experiences teaching Chinese students with the Advanced Program Curriculum in science, with a focus on background and motivation, cultural experiences, teaching methods and adaptations, student engagement and learning styles, and support and resources. Results showed that participants characterized teaching science in the advanced placement program as a combination of technology, cultural awareness, and innovative tactics that increase engagement, adapt to different learning styles, foster collaboration, and support professional development. The study demonstrates that science teachers in AP programs embrace progress, teamwork, cultural adaptability, student achievement, innovative teaching, and professional development to improve science education.

Keywords: Advanced Placement Program, Collaboration, cultural awareness, phenomenological, science

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ABSTRACT

This study examined the experiences of Panaynon parents in promoting their children's English language development. It employed a narrative inquiry qualitative research design to discover the parental role in raising multilingual children in Panay. Using purposive-convenience sampling, data were gathered from eight (8) Panaynon parents through semi-structured interviews that utilized open-ended questions. The study aimed to (1) document the experiences of Panaynon parents in aiding their children's English development, (2) identify core narratives from their testimonies, and (3) propose a culturally relevant guide to support English learning in multilingual households. Using the three-dimensional narrative inquiry space, parents articulated that their past experiences, particularly how others perceived their English language skills, influenced their decision about intentionally promoting English language acquisition and learning at home. The motivations of Panaynon parents to raise English-speaking children were influenced by social interactions with family members, peers, and siblings, with both intrinsic aspirations and extrinsic motivations. Their multilingual homes were the central place where language acquisition and learning took place in a stress-free environment. There were seven (7) that emerged from the testimonies of the participants: online platforms and gadgets as educational tools, parental involvement and support, aspirational motivation and social validation, multilingual challenges and language imbalance, financial constraints and resourcefulness, peer and sibling influence, and mother tongue preservation efforts. These core narratives were identified using Clandinin and Connelly's narrative inquiry method and grounded in the experiences of Panaynon parents. Emerging themes revealed that parents are driven by aspirations for their children's academic success, global mobility, and improved social standing. However, they also experience guilt and concern over language exclusion, cultural erosion, and speech delays. Settings such as home, school, and community, combined with technology and socio-economic factors, shape their language practices. Despite resource constraints and external pressures, parents remain committed to integrating English into their daily lives while striving to maintain local languages. Based on the findings, the proposed output of the study is a basic language learning model specifically, The Core Narrative Integrated Basic Language Learning Model: The Panaynon Multilingual Development Framework is a basic language learning model that explains how children in multilingual homes acquire and learn the English language as their first language in a successive multilingual process through the use of technology, social interaction, motivation, and overcoming challenges through proactive measures.

Keywords: English language development, Core Narrative Integrated Basic Language Learning Model,  language acquisition, multilingual, multilingual homes, narrative inquiry, Panaynon Multilingual Development Framework, Panaynon parents, parental support

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We navigate a tangible world: cup, rain, screen. Yet, vibrating just beyond our senses lies an entire universe of the invisible – the profound, intricate, intimate, and vast that shapes existence. The master key? - reading.

Open a book. You crack a portal, granting vision beyond sight. You peer into the swirling chaos of a human heart – not biology, but a landscape of raw, invisible emotions. You feel cold dread, fragile warmth, and searing betrayal before any tear falls. Reading translates the silent internal storm, making the intangible contours of joy, grief, and resolve startlingly visible within our minds.

It grants a microscope for the unseen. We cannot witness frantic atoms or cellular machinery. Yet, through evocative language and metaphor, we perceive molecular chaos, the silent division of life. A description of photosynthesis reveals hidden processes as luminous spectacles, transforming the invisible into the vivid.

Reading also hands us a telescope for the distant and the past. We stand shoulder-to-shoulder with figures turned to dust on unknown battlefields. We hear silk rustle in vanished courts, smell ancient salt spray, feel the weight of centuries-old decisions. History ceases to be dry dates; it becomes a tapestry woven with invisible threads of ambition, fear, love, and folly. We witness the colossal, invisible pressure of societal change shifting human destiny.

It renders the abstract concrete. What does justice look like? What shape does oppression take? Philosophical concepts find form in narrative. We see justice in a character’s quiet courage, depression in suffocating dystopian walls, and grief in a hollow serenity. Reading gives flesh and bone to ideas, allowing us to experience their weight, making the invisible architecture of thought and society suddenly legible.

Most profoundly, reading unlocks the invisible worlds within others. It grants telepathy, allowing us to slip behind eyes utterly unlike our own – inhabiting their fears, hopes, and unique perceptions. This intimate trespass reveals vast, invisible continents of experience beyond our shores. It dismantles separateness, revealing shared, hidden currents of longing, pain, and wonder connecting us all.

The book, as in the Bible, is humble: bound in paper, with dried ink. But in the alchemy between writer and reader, it becomes a key of astonishing power. It illuminates. It reveals God's purpose in your life. Behindhand, the characters and their hidden and uncharted stories touched other souls. In a world obsessed with appearances, reading plunges us into profound depths, proving that the most essential things shaping us are often those we only see when guided by words. It is in the book of Revelation, transforming the unseen into the deep, knowing of JESUS’ coming. We close the book, but the unlocked invisible things remain, shimmering within us, forever altering our perception of the visible challenge.

 DOI 10.5281/zenodo.16730570

This qualitative study explored the lived experiences of public secondary school teachers in Valenzuela City who were assigned to teach learners with special needs despite lacking formal training in special education. Anchored in a phenomenological research design, the study sought to understand how these non-SPED teachers adapted to inclusive teaching, coped with instructional and emotional demands, and sustained their professional identity within the Philippine public school system. Ten co-participants were purposively selected, and data were gathered through semi-structured interviews. Thematic analysis followed Creswell’s (2021) approach to identify patterns rooted in the participants’ narratives. Emerging from the data is the P.R.E.P. Framework, a grounded and experience-informed model that encapsulates four key enablers: Peer Support and Collegial Solidarity as an Immediate Lifeline, Resourcefulness and Material Improvisation as a Survival Strategy, Emotional Self-Regulation and Inner Resilience as Daily Tools for Endurance, and Positive Leadership as a Pillar of Empowerment in Special Education. These pillars reflect the personal and institutional mechanisms that sustained the participants in fulfilling their unexpected teaching assignments. The framework ultimately aims to support the development of the inclusive-ready public school teacher—a SPED teacher who, through collaborative support, resilience, creativity, and leadership empowerment, is capable of meaningfully fulfilling inclusive education duties. The study affirms the importance of localized and experience-driven support systems in shaping more responsive teacher development programs. It contributes to the discourse on inclusive education by foregrounding teacher voices and proposing a practical model for sustaining inclusive practices in Philippine public secondary schools.

Keywords: special education; special education teachers; inclusive education; lived experiences; special needs learners; teacher adaptation; Philippine public schools

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Abstract

This study investigates consumer perceptions and purchase intention to develop a strategic brand positioning model tailored for China’s online apparel industry. By analyzing key drivers of consumer behavior—including price sensitivity, social influence, cultural relevance, and digital experience—the research identifies how brands can align their positioning with market demands. The model reduces customer acquisition costs by 25%, increases conversion rates by 30%, and enhances brand loyalty by 40% among target demographics. It also reveals that integrating social commerce elements (e.g., KOL endorsements, user-generated content) and personalized recommendations boosts purchase intention by 55%. The findings provide a replicable framework for online apparel brands to balance profitability with consumer-centricity, serving as a benchmark for global brands entering China’s digital marketplace.

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I. Introduction

1.1 Research Background

Driven by the global wave of sustainable development, Corporate Social Responsibility (CSR) has become an important indicator to measure corporate competitiveness. Data from the World Tourism Organization (UNWTO, 2023) shows that the global tourism industry is paying increasing attention to CSR, regarding it as a core path to achieve sustainable development of the industry. China's tourism industry has achieved leapfrog development in the past few decades, not only making important contributions to economic growth, employment creation, and infrastructure construction (Zhang & Zhao, 2023), but also playing a key role in promoting regional economic development and cultural exchanges by virtue of its unique advantages in cultural heritage and natural landscapes.

However, there are obvious deficiencies in existing research. Internationally, the discussion on CSR in the tourism industry has been relatively in-depth, but domestic research mainly focuses on manufacturing, energy, and financial sectors (Sun & Yang, 2023; Liu et al., 2024), and systematic research on CSR in the tourism industry is seriously lacking. As one of the world's largest tourism markets, China's tourism industry's CSR practices show unique characteristics of "policy-driven primarily and market demand supplemented", and there are significant differences among different cities. This research gap urgently needs to be filled.

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Abstract

Understanding cell parts and their functions is fundamental in Grade 7 science education, yet many learners struggle with these concepts, making Strategic Intervention Materials (SIMs) a promising strategy to improve comprehension and engagement. This study evaluates the effectiveness of the SIM titled “Cell: Mini Me, The Essence of Life” in enhancing Grade 7 learners’ understanding of cell biology concepts and promoting active learning. Using a one-group pre-test and post-test mixed methods design, thirty randomly selected Grade 7 students participated. Quantitative data from pre- and post-tests were analyzed with a paired ttest to determine performance changes, while qualitative feedback was gathered to assess learner perceptions. Despite a limitation in sample size and the absence of a control group, results revealed a significant increase in post-test scores compared to pre-test scores, with a very large effect size (Cohen’s d). Participant feedback was mainly positive, highlighting the SIM’s clarity, interactive elements, and effective remediation, although some learners noted difficulties in time management due to the self-paced format. Overall, the SIM proved to be an effective and engaging instructional tool that enhances student learning outcomes in cell biology. It is recommended that SIMs be integrated into regular curricula with additional support for time management to maximize learner success. Further research is encouraged to investigate long-term retention and the applicability of SIMs across diverse educational contexts in the Philippines. These findings underscore the significant potential of SIMs to improve academic achievement and foster student engagement in science education.

Keywords: Science Education; Cell Biology; Mixed Methods; Philippines; Strategic

Intervention Material (SIM)

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Abstract: This study developed and evaluated improvised teaching materials in Science 5 in response to the Department of Education's initiative to localize instruction and address material shortages in Tanay District. Grounded in the Constructivism Theory of Learning (Dewey & Piaget), the research employed descriptive and developmental methods. Seven localized lessons were created based on the Most Essential Learning Competencies (MELC) and assessed by 21 experts comprising Science teachers, LRMDS coordinators, and school heads. Evaluation criteria—content, usability, user-friendliness, durability, and modifiability—yielded “Very Highly” ratings across all domains using Regalario’s (2023) validated tool. Findings indicate the materials meet DepEd standards for non-print resources and hold promise for enhancing learner engagement and performance. The study recommends similar future initiatives across subjects and grade levels, with emphasis on effectiveness testing.

Keywords: Improvised Teaching Materials, Constructivist Learning, Science Education

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Abstract

This study examined the factors influencing the school readiness of Grade I entrants in the Ilagan West District and aimed to provide a basis for instructional intervention. Addressing a key gap in early childhood education, the study evaluated students’ readiness upon enrollment and after completing the eight-week Early Childhood Development (ECD) curriculum.

Employing a descriptive-analytical survey method, data were collected from 995 Grade I pupils across 27 schools using the School Readiness Assessment (SReA) and parental surveys. Pupils’ readiness was evaluated across five developmental domains: gross motor, fine motor, receptive/expressive language, cognitive, and socio-emotional.

Findings revealed that while most pupils were developmentally prepared in the gross motor, fine motor, and socio-emotional domains upon enrollment, many lacked readiness in receptive/expressive language, reading, and visual-motor integration. Significant improvements were observed across all domains after the eight-week curriculum. Statistical analysis further established that demographic variables such as age, gender, preschool education, parental education, occupation, and income significantly influenced readiness outcomes. The results underscore the need for universal access to preschool education, targeted interventions in specific learning domains, and collaborative efforts among teachers, parents, and policymakers.

The study recommends strengthening the implementation of the eight-week ECD curriculum and aligning preschool programs with Grade I expectations to ensure a smooth educational transition.

Keywords: School readiness, Grade I entrants, ECD curriculum, Early childhood education, Instructional intervention

 DOI 10.5281/zenodo.16735436

Abstract

Improving students’ performance in Mathematics remains a major concern in education, especially as schools aim to meet the demands of 21st-century learning. Despite changes in the curriculum, many classrooms still depend heavily on teacher-centered methods, which often limit student engagement and deeper understanding.

This study examined the effectiveness of collaborative learning strategies in improving students’ academic performance in General Mathematics. Specifically, it aimed to: (1) evaluate students’ performance before and after implementing collaborative learning strategies using their second-quarter grades, pre-test, and post-test scores; (2) determine if there is a significant difference between the pre-test and post-test scores; and (3) identify the relationship between students’ post-test scores and their second-quarter grades.

A quantitative one-group pre–test–post–test design was used. The study involved 65 Grade 11 students from the General Academic Strand (GAS) and the Humanities and Social Sciences Strand (HUMSS) at Doña Magdalena H. Gaffud High School during the 2021–2022 school year. The intervention employed three collaborative learning strategies: Cooperative Learning, Talk Partners, and Think-Pair-Share, delivered through a mix of synchronous and asynchronous online tools, including Zoom, Google Meet, and Messenger. Data were collected using a researcher-made multiple-choice test and existing school grading records. Descriptive statistics, the t-test, and Pearson product-moment correlation were used for analysis.

Findings revealed that the mean pre-test score of 12.28 (“Low”) significantly improved to a post-test mean of 32.92 (“High”). The students' second-quarter mean grade of 85 reflected a “Very Satisfactory” level of performance. Statistical analysis revealed a significant difference between pre- and posttest scores (p < 0.05) and a moderate positive correlation between posttest scores and second-quarter grades (p < 0.01). The collaborative strategies improved students’ conceptual understanding, critical thinking, self-efficacy, and engagement.

The study concludes that collaborative learning strategies are effective interventions for enhancing Mathematics performance. Educators are encouraged to integrate these strategies into their teaching to promote active learning and improve academic outcomes. Further research on long-term retention and broader implementation is recommended.

Keywords: Collaborative learning, Mathematics education, Academic performance, Cooperative learning, Think-Pair-Share, Talk Partners

 DOI 10.5281/zenodo.16735486

Abstract

The sudden shift in educational delivery due to the COVID-19 pandemic led to the widespread implementation of distance learning, prompting a need to assess its effectiveness compared to traditional face-to-face classes. This study aimed to determine and compare the Mathematics performance of students under face-to-face and distance learning modalities. Specifically, it sought to: (1) determine the Mathematics performance of students in each modality; (2) assess the significant difference between performances in both settings; (3) identify the benefits and challenges of both modalities as perceived by students and teachers; and (4) compare these perceptions across both groups.

Using a descriptive-comparative design, the study involved 52 Grade 11 STEM students at Isabela National High School who experienced both modalities. Data were gathered through documentary analysis of their Grade 10 (Pre-Calculus) and Grade 11 (Basic Calculus) grades, and a questionnaire was administered via Google Forms to both students and two Mathematics teachers. Statistical tools such as frequency, mean, ranking, and paired t-tests were used to analyze the data.

Results revealed that students performed slightly better in distance learning (mean = 93.60) compared to face-to-face classes (mean = 92.65), with both considered “Outstanding.” A significant difference in Mathematics performance was noted between the two modalities. Additionally, students and teachers had differing perceptions of the benefits and challenges associated with each learning modality, with distance learning being valued for its safety and cost-effectiveness, and face-to-face learning for its immediacy and interaction. Significant differences in their perceptions were confirmed through statistical analysis.

The study concludes that while both modalities can lead to high academic performance, integrating best practices from each could enhance learning delivery. It recommends exploring innovative learning approaches and aligning teaching loads with teacher expertise to support quality education in future transitions.

Keywords: Face-to-face learning, Distance learning, Mathematics performance, Learning modalities, Student perception, Teacher perception

 DOI 10.5281/zenodo.16735550

In today’s fast-evolving world, technology has transformed how people live, work, and even practice their faith. In the Diocese of Naval, information technology has begun to play a meaningful role in how the Church reaches out to the faithful and supports the celebration of its most sacred rite—the Holy Eucharist. Though deeply rooted in tradition, the Holy Eucharist is the most sacred ritual in the Roman Catholic Church which has also felt the impact of the ever-expanding reach of information technology (Przywara et al., 2021) .

At the very heart of the Eucharist lies communion: the intimate union between Christ and His people, and the shared experience of the Christian community. Traditionally celebrated within the sacred confines of parish churches across the Diocese of Naval, this sacrament has been supported and extended through digital means. The livestreaming of Holy Masses became a vital channel for worship, especially for the elderly, the sick, and those living in far-flung barangays who could not attend in person. For many, this became their only way to stay spiritually connected when attending Mass in person is not possible (Pew Research Center, 2023). Responding to this new pastoral need, Archbishop Romulo Valles, D.D., President of the Catholic Bishops' Conference of the Philippines (CBCP), emphasized the responsibility of every diocese to offer spiritual nourishment through media platforms such as the internet, television, and radio (Rosales, 2020). He also reminded families, as the basic ecclesial communities, to pray together while participating in virtual celebrations.  In line with this directive, the Diocese of Naval encouraged all parish priests to establish official Facebook pages that would serve as platforms for sharing spiritual reflections, parish updates, and livestreamed Eucharistic celebrations. 

Beyond livestreams, technology has also proven useful in catechesis and liturgical formation within the diocese. Through the use of Facebook pages, group chats, YouTube videos, and mobile applications, the faithful now have greater access to teachings and reflections about the Eucharist. Digital missals, online prayer guides, and visual explanations shared by parish social communications teams have helped deepen people’s understanding, especially among the youth, who are more engaged in online spaces than ever before (Sadlier, 2019).

Within the diocesan and parish levels, technology now aids in the organization of Eucharistic celebrations (Chrostowski & Siegert, 2024). From managing schedules of lay ministers and altar servers to sending digital reminders and Sunday reflections via messaging platforms, IT solutions are helping improve coordination among parish staff and volunteers. Some parishes in the Diocese of Naval are even exploring the use of QR codes for attendance monitoring during liturgical events and major feasts (Wired, 2021).

Yet despite these advancements, the Diocese remains grounded in the essential truth: the Eucharist is not simply a broadcasted event or a digital experience. The real presence of Christ in the Eucharist requires physical participation—a sacred encounter that cannot be fully replicated through a screen. Therefore, technology must be used only to supplement and support the celebration, never to replace its spiritual depth and meaning  (Hartford Institute for Religion Research, 2025) .

Therefore, the Diocese of Naval, while firmly rooted in Catholic tradition, embraces the responsible use of information technology to proclaim the Gospel, form the faithful, and extend the reach of the Eucharistic celebration. As digital tools continue to evolve, the Church faces the important mission of ensuring that innovation remains in harmony with reverence which has always upheld the sacred while making room for meaningful, modern ways to bring Christ into the lives of His people.

References

Chrostowski, M., & Siegert, J. M. (2024). “Liturgia ex machina?!” – Practical Theological Reflections on the Use of Artificial Intelligence and Technology in Liturgical Celebrations. Studia Teologiczne Białystok Drohiczyn Łomża, 42, 273–292. https://doi.org/10.56898/st.14251

Embracing Digital Catechesis In Catholic Faith Formation. (n.d.). Retrieved July 23, 2025, from https://www.sadlier.com/religion/blog/embracing-digital-catechesis-in-catholic-faith-formation

How COVID-19 Affected Religious Service Attendance in U.S., 2020-2022 | Pew Research Center. (n.d.). Retrieved July 23, 2025, from https://www.pewresearch.org/religion/2023/03/28/how-the-pandemic-has-affected-attendance-at-u-s-religious-services/

Liturgy in the Living Room: New Study Shows Online Church Isn’t Killing In-Person Attendance - Exploring the Pandemic Impact on Congregations. (n.d.). Retrieved July 23, 2025, from https://www.covidreligionresearch.org/liturgy-in-the-living-room-new-study-shows-online-church-isnt-killing-in-person-attendance/

Przywara, B., Adamski, A., Kiciński, A., Szewczyk, M., & Jupowicz-Ginalska, A. (2021). Online live-stream broadcasting of the holy mass during the COVID-19 pandemic in Poland as an example of the mediatisation of religion: Empirical satudies in the field of mass media studies and pastoral theology. Religions, 12(4). https://doi.org/10.3390/rel12040261

Rosales, R. J. J. (2020). Online Eucharistic celebration and the spiritual well-being of the Catholic Faithful of San Isidro Labrador Parish, Cuenca, Batangas during COVID-19 pandemic. International Journal of Research Studies in Education, 10(1). https://doi.org/10.5861/ijrse.2020.5920

The Pandemic Nearly Shuttered My Church. Technology Saved It | WIRED. (n.d.). Retrieved July 23, 2025, from https://www.wired.com/story/coronavirus-pandemic-church-technology-community/

 DOI 10.5281/zenodo.16735624

As a Master Teacher committed to the highest standards of educational excellence, I consistently model effective applications of content knowledge within and across curriculum teaching areas. This practice is closely aligned with the Department of Education's (DepEd) Philippine Professional Standards for Teachers (PPST), particularly focusing on the first classroom observation indicator. This indicator emphasizes the importance of demonstrating a profound understanding of subject matter and integrating this knowledge across various disciplines to enrich student learning experiences.

In my role, I ensure that my deep knowledge of content is not only confined to my primary subject area but also interwoven with other curriculum areas. For instance, when teaching English, I incorporate elements from history, social studies, and even science to provide students with a richer, more contextual understanding of the material. By discussing the historical background of a literary work or the scientific principles behind a technological innovation mentioned in a text, I help students see the interconnectedness of knowledge and its real-world applications.

To effectively model this integration, I design lessons that explicitly highlight these connections. For example, during a lesson on narrative writing, I might draw parallels with historical events, encouraging students to write historical fiction. This approach not only enhances their writing skills but also deepens their understanding of historical contexts. Similarly, when discussing a scientific concept in a literature class, I might explore how scientific advancements influence literary themes and character development.

Moreover, I utilize various instructional strategies to demonstrate effective applications of content knowledge. I employ project-based learning (PBL) where students undertake projects that require the integration of multiple subject areas. For instance, a project on sustainable living can involve research (science), data analysis (math), persuasive writing (English), and the study of environmental policies (social studies). Through such projects, students learn to apply their knowledge in practical, meaningful ways, preparing them for complex real-world challenges.

Additionally, I incorporate technology to enhance cross-curricular teaching. Digital tools and resources allow me to present content in dynamic and interactive ways, facilitating deeper understanding. For example, using online simulations in science can help explain complex concepts that can then be related to themes in literature or historical events, making the learning experience cohesive and comprehensive.

Collaboration with colleagues across different disciplines is another strategy I employ to model effective content application. By working with other teachers, we can create interdisciplinary units that provide students with a seamless learning experience.

In summary, as a Master Teacher, I am dedicated to modeling effective applications of content knowledge within and across curriculum teaching areas. By integrating interdisciplinary connections, employing diverse instructional strategies, utilizing technology, and collaborating with colleagues, I provide students with a rich, interconnected learning experience. This approach not only aligns with the DepEd's PPST framework but also equips students with the critical thinking skills and holistic understanding necessary for their academic and personal growth in an increasingly complex world.

 DOI 10.5281/zenodo.16736546

As a Master Teacher, I understand the crucial role that collaboration and continuous improvement play in enhancing student outcomes, particularly in literacy and numeracy. According to the Department of Education's (DepEd) Philippine Professional Standards for Teachers (PPST) 1.4.3, evaluating the effectiveness of teaching strategies in collaboration with colleagues is essential for promoting learner achievement in these foundational areas. During my classroom observations and teaching practice, I have actively engaged in evaluating and refining instructional methods with my peers to ensure that we are meeting the diverse needs of our students effectively.

One of the key strategies I employ is conducting regular collaborative meetings with my fellow teachers. These meetings serve as a platform to discuss and evaluate various teaching methodologies that we have implemented in our classrooms. For instance, after introducing a new literacy program, I gathered feedback from my colleagues who also implemented the program. We analyzed student performance data, shared anecdotal observations, and discussed the strengths and weaknesses of the approach. This collaborative evaluation process allowed us to identify best practices and areas for improvement, ultimately leading to more effective teaching strategies.

I also lead professional learning communities (PLCs) focused on literacy and numeracy instruction. In these PLCs, teachers engage in continuous professional development by studying current research, exploring innovative teaching methods, and sharing their experiences. For example, we might examine the impact of differentiated instruction on student reading levels or the effectiveness of hands-on math activities in improving problem-solving skills. By grounding our discussions in evidence-based practices and real-world classroom experiences, we ensure that our strategies are both practical and effective.

Furthermore, I utilize classroom observations as a tool for evaluating teaching strategies. By observing my colleagues' lessons and inviting them to observe mine, we gain valuable insights into how different approaches work in practice. During these observations, we focus on specific aspects of instruction, such as student engagement, the clarity of explanations, and the use of formative assessments. After each observation, we conduct reflective discussions to provide constructive feedback and brainstorm ways to enhance our teaching techniques. This peer-to-peer feedback is instrumental in fostering a culture of continuous improvement and professional growth. I advocate for integrating student voice in evaluation, gathering feedback to gain valuable insights into their learning experiences.

In alignment with the PPST, I am committed to fostering a collaborative and reflective teaching culture that prioritizes student achievement in literacy and numeracy. By working closely with my colleagues to evaluate and refine our instructional approaches, we create a supportive professional community that is dedicated to continuous improvement and excellence in teaching. This collaborative effort not only enhances our own professional development but also ensures that we provide the highest quality education to our students, equipping them with the essential literacy and numeracy skills they need to succeed academically and beyond.

 DOI 10.5281/zenodo.16736598

As a Master Teacher committed to fostering an environment where students can develop critical and creative thinking skills, I consistently align my teaching practices with the Department of Education's (DepEd) Philippine Professional Standards for Teachers (PPST) 1.5.3. This standard emphasizes the importance of developing and applying effective teaching strategies to promote higher-order thinking skills. Through my classroom observations and teaching experiences, I have implemented various strategies to cultivate these essential skills in my students, preparing them for the complexities of the modern world.

One of the primary strategies I use is inquiry-based learning, which encourages students to explore, ask questions, and engage deeply with the subject matter. By designing lessons around open-ended questions and real-world problems, I provide students with opportunities to investigate, analyze, and draw conclusions independently. For example, in a science lesson about ecosystems, I might pose a question like, "How do human activities impact local ecosystems, and what can we do to mitigate these effects?" This prompts students to conduct research, engage in discussions, and develop their solutions, fostering both critical and creative thinking.

Another effective strategy is the incorporation of project-based learning (PBL), where students undertake comprehensive projects that require them to apply their knowledge and skills across various subjects. In a PBL unit, students might be tasked with designing a sustainable community, integrating concepts from science, mathematics, social studies, and language arts. This multidisciplinary approach not only enhances their understanding of the interconnectedness of knowledge but also encourages them to think creatively and critically about real-world challenges.

To further promote higher-order thinking skills, I incorporate Socratic seminars and philosophical discussions into my lessons. These activities involve structured dialogues where students critically examine texts, question assumptions, and articulate their ideas clearly and respectfully. For instance, during a literature class, I might facilitate a Socratic seminar on a complex novel, guiding students to explore themes, character motivations, and societal implications. This method helps students develop their analytical skills, encourages deep thinking, and improves their ability to communicate complex ideas.

Moreover, I utilize technology to enhance the development of critical and creative thinking. Digital tools and resources, such as interactive simulations, online research platforms, and multimedia presentations, provide students with diverse and dynamic ways to engage with content. For example, using a virtual lab simulation in a biology class allows students to experiment with different variables and observe outcomes, promoting critical analysis and innovative problem-solving.

In summary, as a Master Teacher, I am dedicated to developing and applying effective teaching strategies that promote critical and creative thinking, as well as other higher-order thinking skills, in alignment with the DepEd's PPST 1.5.3. Through these strategies, I create a dynamic and engaging classroom environment that prepares students for the demands of the 21st century, empowering them to navigate complexities and contribute positively to society.

 DOI 10.5281/zenodo.16736629

As a Master Teacher, fostering strong relationships between educators, parents/guardians, and the wider school community is essential for maximizing involvement in the educative process. This commitment aligns with the Philippine Professional Standards for Teachers (PPST) 6.2.3, emphasizing the importance of collaborative partnerships to support student learning and well-being. Through my experience and observations, I have guided my colleagues in building and strengthening these vital connections, recognizing their significant impact on student success.

One of the key strategies I employ to facilitate collaboration is providing guidance and resources to colleagues on effective communication strategies with parents/guardians and the wider community. This involves sharing best practices for initiating and maintaining open lines of communication, such as regular newsletters, parent-teacher conferences, and digital platforms. By equipping educators with communication tools and techniques, we ensure that important information about student progress, upcoming events, and school initiatives is effectively communicated to parents/guardians and the broader community.

I encourage my colleagues to establish a welcoming and inclusive school environment that encourages parental and community involvement. This may include organizing school-wide events, workshops, and volunteer opportunities that invite parents/guardians and community members to actively participate in the educative process. By creating opportunities for collaboration and engagement, we foster a sense of belonging and shared ownership of student learning outcomes within the school community.

I advocate for the recognition and celebration of the diverse talents, cultures, and contributions of parents/guardians and community members. This may involve organizing cultural festivals, heritage celebrations, or community service projects that showcase the rich diversity of our school community. By honoring the unique perspectives and experiences of all stakeholders, we create a supportive and inclusive learning environment that promotes mutual respect and understanding.

Furthermore, I support my colleagues in implementing strategies to address barriers to parental and community involvement, such as language barriers, socioeconomic disparities, and time constraints. This may include providing translation services, offering flexible meeting times, and providing resources and support for families in need. By removing barriers and creating inclusive opportunities for involvement, we ensure that all parents/guardians and community members feel valued and empowered to contribute to the educative process.

Moreover, I encourage educators to seek input and feedback from parents/guardians and community members on school policies, programs, and initiatives. By actively listening to the voices of stakeholders, we ensure that their perspectives and concerns are considered in decision-making processes.

In conclusion, as a Master Teacher, I am committed to guiding my colleagues in strengthening relationships with parents/guardians and the wider school community to maximize their involvement in the educative process, in alignment with PPST 6.2.3. Through effective communication, inclusive practices, barrier removal, professional development, and collaborative decision-making, we cultivate a culture of partnership and shared responsibility for student success. By working together as a cohesive school community, we create a supportive and enriching learning environment where every student can thrive and reach their full potential.

 DOI 10.5281/zenodo.16736660

Objective: The objective of these coaching and mentoring sessions was to foster professional growth, skill development, and knowledge sharing between the participating teacher and the experienced Master Teacher, leading to improved teaching practices and student learning outcomes.

The coaching and mentoring sessions provided a structured opportunity for regular meetings with the Master Teacher, who offered expert guidance, support, and constructive feedback. This collaborative process allowed me to discuss challenges, explore innovative ideas, and refine my teaching practices in a safe and supportive environment.

The key focus areas of the sessions included refining classroom management strategies, exploring innovative teaching methodologies, aligning lesson plans with curriculum objectives, and developing effective assessment methods. The Master Teacher shared pedagogical approaches and differentiated instruction techniques tailored to the diverse needs of my students. Through model lessons and personalized feedback, I gained valuable insights into effective teaching techniques and strategies.

The coaching and mentoring sessions had a significant impact on my professional growth. I developed a growth mindset, emphasizing continuous improvement and a willingness to embrace new ideas and approaches. The sessions also boosted my confidence, positively impacting my classroom presence and interactions with students. As a result, my students showed enhanced academic performance and increased engagement in the learning process.

The focus on classroom management and student engagement led to a more positive and productive learning environment. With the incorporation of differentiated instruction, I was better equipped to meet the unique learning needs of each student, leading to more effective teaching and learning experiences. The impact of the coaching and mentoring sessions on student learning was evident in their improved academic performance and increased engagement.

Moving forward, I intend to continue building on the knowledge gained during these sessions by attending workshops and conferences to stay updated with the latest educational trends and research. I also aspire to share the insights gained from the mentorship with my colleagues and actively participate in collegial discussions to contribute to the collective growth of our teaching community. Ultimately, I hope to pay forward the valuable experience I received by becoming a mentor to new teachers, fostering a culture of support and collaboration in our school.

In conclusion, the coaching and mentoring sessions were instrumental in my professional growth and development as a teacher. The guidance and support provided by the Master Teacher were invaluable, and I am grateful for the opportunity to have worked with such an experienced educator. I am confident that the lessons learned and skills developed during these sessions will remain with me throughout my teaching career, enabling me to deliver high-quality learning experiences for my students. With a renewed sense of purpose and commitment, I look forward to continuing my journey of professional growth and making a positive impact on the lives of my students.

 DOI 10.5281/zenodo.16736687

Introduction

Reading literacy was widely regarded as a fundamental pillar of both individual and societal growth. It played a vital role in shaping academic success, economic development, and social inclusion. At the global level, literacy was emphasized through international initiatives such as the United Nations Sustainable Development Goal 4 (SDG 4), which advocated for inclusive, equitable, and high-quality education for all individuals (UNESCO, 2021; UNICEF, 2022).

In the Philippine context, literacy was a critical focus of national education policies, with the Department of Education (DepEd) implementing various initiatives to address reading proficiency gaps. Program such as the Every Child A Reader Program (ECARP) exemplified the government’s commitment to enhancing literacy among Filipino learners. ECARP was guided by DepEd Order No. 70, s. 2011 and further reinforced by DepEd Memorandum No. 173, s. 2019, also known as Hamon: Bawat Bata Bumabasa, (DepEd, 2011; DepEd, 2019). Recently, DepEd introduced the National Reading Program (NRP) under DepEd Memorandum No. 001, s. 2024, also known as Catch-Up Fridays, aimed at further bolstering reading support to address learning gaps in response to the educational disruptions caused by the COVID-19 pandemic. All these initiatives aligned with findings from national assessments, particularly in response to alarmingly low reading comprehension rates revealed by assessments such as the Program for International Student Assessment (PISA) and national tests like the Philippine Informal Reading Inventory (Phil. IRI) and international benchmarks, which consistently identified gaps in students’ reading comprehension and literacy levels.

According to DepEd (2022), localized approaches were critical to translating national policies into actionable strategies that respond to community-specific needs, especially in rural and underserved areas. In response to this imperative, the Schools Division Office of Rizal actively supported this advocacy on literacy through the implementation of the Blue Rizal: Barangayan para sa Bawat Bata Bumabasa (BRB4) Program, as outlined in Division Memorandum No. 262, s. 2020 entitled “Implementation of Blue Rizal: Barangayan para sa Bawat Bata Bumabasa (BRB4) Program. This was a division-led initiative that aimed to improve reading literacy among all students within the province by leveraging the collaborative efforts of parents, community volunteers, and Local Government Units (LGUs) to create a supportive reading environment. It operated on inclusive principles, emphasizing the importance of shared responsibility and community engagement in fostering literacy development. The initiative’s ultimate goal was to establish the Province of Rizal as a model-reading province by 2022, setting a benchmark for other divisions to follow. It sought to address literacy gaps, particularly among frustration-level readers and non-decoders, while simultaneously building the capacity of schools to implement effective interventions.

However, despite the Program's five-year implementation, since it was launched, there were still students who struggled with word recognition, particularly at the secondary level, as shown in the result of the Phil. IRI Pretest for the school year 2024-2025. In a single Sub-Office, 34 students had to undergo reading intervention under this program, which categorized learners into three proficiency levels reflecting the students' capabilities and progress within the Program.

Hence, this study focused on assessing the implementation of the BRB4 program in terms of Learning Resource, Teacher Support, Parent Engagement and Funding and its relationship to the English reading proficiency level of students.

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Abstract

The study evaluated the leadership responsibilities and work-life balance of school heads in the division of Laguna., during the school year 2024- 2025.There were one hundred ninety- six (196) school heads in the quantitative part and ten (10) school heads in the qualitative part of the study. The role of the school head was predominantly held by women, specifically designed for seasoned educators who have dedicated a significant duration to the institution, and who are required to possess advanced degrees to enhance their professionalism as leaders within the school environment. School Heads of the educational institution demonstrate collaborative methodologies by fostering teamwork and collective decision-making within the academic community.  An equitable work environment for school leaders is crucial for their well-being and the institution's overall performance. It is significantly influenced by age, experience, and educational attainment. Age, years of experience, and educational attainment affect the work-life balance of school heads. Those with greater experience and higher educational qualifications may demonstrate improved time management skills, facilitating a more effective equilibrium between professional responsibilities and personal life. The scope and demands of leadership roles can directly affect their capacity to sustain an optimal balance between professional and personal life. Moreover, to enhance work-life balance, prioritize self-care, establish boundaries, and manage time proficiently.  Concentrate on implementing breaks, assigning responsibilities, and creating a distinct boundary between professional and personal life.  Emphasizing well-being, cultivating connections, and engaging in leisure activities are equally essential. Thus, the Leadership Training Program was proposed to effectively managing time, and seeking support to help them maintain a balance between their professional and personal lives.

  Keywords: leadership, responsibilities, work-life balance, school heads

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1.     INTRODUCTION

The rapid expansion of digital technology powers vast changes to today's family structures, which exceed historic foresight. Screens have invaded daily existence through smartphones and tablets alongside video games and social media yet create both helpful benefits and complicated challenges. Digital technology provides the greatest learning, entertainment, and social interaction options for young people. Because of the growing challenges of the digital world, parents struggle to balance the advantages and risks of technology.

According to Orben (2020), while the amount of time spent watching TV alone has decreased over the previous several years, the quantity of time spent on screens has increased. As a result, patterns of technology use are shifting from highly specialized applications, such as watching TV, to a wider range of screen activities throughout the day. Digital devices like smartphones or tablets are now the host to an increasingly varied array of activities, spanning from radio and television to gaming, reading, and social media browsing, whereas technologies like radio and television only support a limited number of activities. Global adoption of digital technology systems for virtual learning has accelerated, particularly since the COVID-19 pandemic began. Digital devices with screens are incorporated into everyday education to give students a smooth, interactive learning experience (Joseph & Thomas, 2021; Limone & Toto, 2021). The learners' extended use of digital screens was made possible by technology-enabled learning procedures and constant social media connectivity (Hutton et al., 2020; Joseph & Thomas, 2021; Limone & Toto, 2021).

This indicates a global trend where parents feel unprepared to handle the intricate demands of contemporary digital life.  Between 2015 and 2018, the proportion of teenagers in the United States who say they use the internet nearly continuously rose from 25% to 45% (Maartje Boer, M.Sc., et. al, 2020). Students frequently use social networking sites and applications, according to Manjur Kolhar et al. (2020). As part of their everyday life, they spend a significant amount of time on these websites. Students utilize social networking sites and apps extensively. They spend a significant amount of time on these websites. According to studies, people of all ages use technology to learn new things or for other reasons that could result in negative consequences from improper use. (Alameen, 2020)

Accordingly, a 2021 Italian Center for Social Investment Studies report showed that 95% of teenagers used smartphones, an even progressive increase. Specifically, the majority of teenagers (59%) acknowledged using their smartphones even more frequently than they used to, with 46% of them using them for more than three hours every day. Teenagers use the Internet by themselves (59%), and they consult social media, primarily YouTube (58%), Instagram (72%), and TikTok (62%). Up to 95% of young people use social media sites like Snapchat, Instagram, YouTube, TikTok, WeChat, or Twitter on a regular basis in industrialized countries like Australia (Tankovska, 2021). In the study of Boer et al (2020), they discovered that over one-third of young people in 29 countries report using social media heavily, which is defined as using it nearly constantly throughout the day. Additionally, over 7% of young people use social media problematically, as evidenced by signs of social media addiction. Poorer welfare in all areas, including life satisfaction, mental health, education, and families, is linked to problematic social media use. In this regard, online social contact, or just social network consulting, may have a significant impact on the lives of numerous youths, affecting their relationship with wellbeing and self-worth. 

As stated in the study of Pietrobelli, A. et. al., in 2020, media use is linked to a number of negative effects, particularly for those who are most at risk. Teenagers' routines and everyday activities changed as a result of the health emergency's significant effects on their mental and psychological well-being. Forcible seclusion exacerbated stress and anxiety, particularly in the most vulnerable people, such as children and teenagers, causing a shift in ingrained habits. The biggest concern was overusing smartphones, other electronic gadgets, and social media, which might lead to a "digital overdose." Given this, it's critical to acknowledge technology addiction as a severe condition that needs medical attention. As cited in the study of Bozzola et al. (2022), on social media, the young are more vulnerable and may display risk behavior, including substance abuse, sexual behaviors, or violence. The We Are Social Digital Turkey (2020) study estimates that Turkish internet users spend 7.5 hours a day on the internet and roughly 3 hours on social media. These figures demonstrate the scope of excessive and unregulated technology use.

A study conducted in East Asia by I-HUA CHEN et al. in 2020 shows that students' problematic smartphone and internet use was positively correlated with psychological suffering over the long term. It is also cited in the study of G. V. Sahan et al. in 2022, the prolonged screen usage and gadget dependency among young children considerably affected their behavior related to friendship, expression of feelings, and how to treat other people  This has also been observed here in the Philippines where in the study of Buctot et al, it was cited that in a 2020 survey, 62.6% of Filipino teenagers suffer from smartphone addiction. The Philippine Daily Inquirer, a local newspaper, recently revealed that 33.3% of Filipino teenagers said they couldn't function without their smartphones, demonstrating the prevalence of nomophobia among this demographic. It was also mentioned in the study of Lim et al (2022) that social media use exacerbates mental health issues, and social media addiction, activity, and time spent on social media are major risk factors for anxiety and depression. This trend is supported by recent research, which showed that children who used screens for more than two hours a day, especially when unsupervised by an adult, had delayed language development and poorer social functioning (Alcantara et al., 2023).

 While some have studied the impact of various smartphone features on academic performance, others have looked at learning activities involving smartphone use and discovered that students who frequently used their smartphones for learning had lower grade point averages (GPAs) and cumulative GPAs (CGPAs) (Buctot et al). Additionally, they concluded that there is a high incidence of smartphone addiction among teenagers in the Philippines. In order to reduce the danger of smartphone addiction and its negative effects on children' health-related quality of life, it is necessary for parents, community educators, and counselors to be fully aware of this issue, and community-based and school-based intervention programs should be developed.

Regarding Internet-specific parenting practices, also known as parental mediation, two categories of activities are typically distinguished: active (such as communicating about Internet use and co-use) and restrictive (such as establishing rules) mediation practices (Lukavsk´a et al., 2021). According to a study by Sciacca et al. (2022), parental mediation is the practice of parents limiting their teenagers' media consumption time as well as limiting and elucidating particular media content in an effort to reduce negative and maximize positive media effects.

Three mediation practices are mentioned in the study by Beyens et al. (2022): co-use, active mediation, and restricted mediation. Parents' guidelines and limitations about what teenagers can do with media, including when and how much time they can spend using it, are known as restrictive mediation. In order to promote critical thinking, active mediation focuses on how parents explain and assess media content and media use in general. Co-use occurs, for instance, when parents and teenagers watch the same TV show. According to the same study, adolescents who have parents who utilize mediation and monitoring more frequently, especially in ways that promote their autonomy, spend less time on social media and have fewer issues with it. In addition to increasing the educational benefit of screen time, co-viewing and active parental mediation also reduce any potential negative effects (Benosa & Tolentino, 2023).

High-Intensity Regulation, in which parents monitor device usage, implement technological controls (like SafeSearch or app restrictions), and provide direct supervision. The study by Hammer et al. (2022) showed that rigorous parental control settings and real-time supervision successfully lower children's exposure to harmful digital information. The adaptive mediation approach places a strong emphasis on contextualizing rules according to the child's behavior, level of development, or the needs of the circumstance. This flexible parenting style, which promotes incremental digital autonomy, has been shown to improve children's self-regulation and resilience in online environments (Rani & Shreshtha, 2023; Livingstone & Blum-Ross, 2021). Conversely, according to Nielsen et al. (2021) and Vossen et al. (2024), a tiny portion of parents employ a minimum intervention approach, which entails setting few or no rules and relying instead on the child's sense of accountability or spoken cues. Research cautions that informal mediation may increase the risk of excessive screen use and related behavioral issues, even though some people may find success with this approach. According to Liu et al. (2025), effective digital mediation requires both restriction, which has been demonstrated to reduce the incidence of risky digital behaviors, and consistent parent-child interaction and communication. Furthermore, a multi-layered and adaptable parenting approach helps children learn self-control, which improves their digital citizenship (Donoso & Tur-Viñes, 2024).

Parental behavior is very important. Children's screen exposure and their parents' screen habits are directly correlated; the more time adults spend on screens, the more likely their children are to do the same (Abdulsattar et al., 2024). Supervised screen use was associated with fewer behavioral and health issues, such as irritability, sleep disorders, and visual impairments. Furthermore, the quality of parent-child connections has a significant impact on children's screen habits. According to Kim et al. (2024), it was demonstrated that strong parent-child connections were linked to less screen usage, which was mediated by children's enhanced ego resilience.

Teenagers who had parents whom they perceived as being supportive spent less time online and used technology for leisure. Additionally, teens who experienced more restrictive mediation were less likely to engage in leisure-related use, while teens who experienced more active mediation were more likely to engage in learning-related use. Crucially, parenting style mediated the associations between active mediation and the amount of Internet and leisure-related use among teenagers (Ren & Zhu, 2022).

The study by Abdurahman et al. (2023) suggests that if students use their smartphones more responsibly, they will act more appropriately and with respect. Students who use smartphones are less accountable and honest, and vice versa. More ineffective smartphone use is also a result of bad parenting techniques. Parental supervision and smartphone use have a positive impact on pupils' willingness to be truthful and accountable. According to this theory, children will utilize their smartphones more effectively if their parents practice good parenting.

The same conclusions were drawn from the Peralta (2023 study, which noted that parental involvement, including keeping an eye on their online activities, determines the advantages and risks for children of using computers to acquire information online. Furthermore, most participants discovered that verbal reprimands were the most effective way to reduce their children's exposure to online content. Additionally, verbal reprimands improved child obedience. According to Lunkenheimer et al. (2023, these practices help promote responsible gadget use while minimizing potential negative effects on children's well-being. Parental control over their own and their children' screen-based gadget use has been linked to reduced behavioral issues in children. Rigorous parental monitoring shows a desire to limit distractions and maintain academic progress and is linked to lower rates of problematic screen use (Sharma & Lee, 2023). However, parents hardly ever use technology for education (Osorio-Saez et al., 2021). This may help to explain why so few parents have looked at the ways that apps can reduce these risks.

Children and teenagers are spending more and more time on digital gadgets in today's digital environment, which raises concerns about screen addiction, behavioral issues, and academic difficulties. Many parents also struggle to keep an eye on and establish limits for their children' internet activity, which can expose them to cybersecurity risks, including improper content, online predators, and cyberbullying. Children's use of digital devices and the amount of time they spend with them may be impacted by digital parenting practices. For instance, parents who are actively involved in their child's digital device use or who have high expectations for their child's maturity may teach them how to utilize the digital device in a useful manner. (Konok et al. 2020). Additionally, as both parents and children grow more absorbed in their gadgets rather than having deep conversations, excessive technology use has led to a decrease in family engagement. Despite the educational advantages of digital tools, children frequently choose amusement over education, so parents must help them make the most of their screen time. Children may form bad digital habits that can harm their general well-being if appropriate digital management techniques are not practiced at home.

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1. INTRODUCTION

Adolescence represents a significant transitional phase, wherein students frequently experience feelings of being misunderstood and misinterpreted. This phenomenon arises from a complex interplay of biological, psychological, and social influences. Such feelings can result in an intense emotional response that if not appropriately addressed, may adversely impact an individual’s overall well-being and academic success. In instances of emotional dysregulation, students might engage in self-harm as a coping mechanism for their overwhelming emotions. Although self-harming behaviors are typically associated with adolescents, recent research has shown that younger children are also beginning to exhibit similar behaviors as a response to emotional distress, anxiety, or trauma (Smith & Brown, 2020). The emergence of self-harm in early childhood presents serious concerns for educators, parents, and mental health professionals, as it may signal underlying psychological issues that necessitate prompt intervention.

Children who self-harm are at high risk for suicide attempts later in life, yet little is known about the clinical profiles of young children who self-harm. Only a few studies have examined why some children have repeated incidents of self-harm and most research focused on repeated self-harm in adolescents. Children with a history of impulsivity and internalizing disorders or impulsivity with a history of maltreatment are at elevated risk for self-harm and should be screened for suicide risk at even younger ages (Thompson et al., 2024).

One of the reasons for self-harm behavior is that individuals lack the ability and courage to share painful life experiences with others, leading them to cope in destructive ways. This difficulty in expressing emotions can stem from various psychological, social, and environmental factors. (Wibowo & Suwarjo, 2020). Addressing self-harm requires creating safe spaces where individuals feel heard and validated. Encouraging emotional expression, fostering non-judgmental support systems, and providing professional help can empower individuals to share their struggles without fear, reducing reliance on self-harm as a coping mechanism.

Family conflict and low parental monitoring have been consistently linked to children’s suicidal ideation and behavior. These factors contribute to emotional distress, a lack of support, and increased risk-taking behaviors, all of which can heighten the likelihood of suicidal thoughts and actions. By reducing family conflict and increasing parental involvement, the risk of suicidal ideation in children can be significantly lowered.  (Deville et al., 2020). Incidents of self-harm such as cutting the wrists have been increasingly reported among students, especially those suffering from anxiety disorders. It usually indicates that someone is experiencing severe emotional turmoil and anguish. This behavior involves intentionally inflicting pain or harm on one’s own body and can be suicidal or non-suicidal in nature, potentially leading to significant injury and even accidental death (Whitlock et al., 2020).

The act of self-harming often serves as a reaction to emotional suffering and distress and may act to gain control over one’s feelings or provide a sense of relief. Additionally, there is an increased likelihood of developing both physical and mental health problems if the underlying issues related to self-harm are not addressed. This is particularly alarming for adolescents, who are still undergoing a critical period of emotional and psychological growth. Numerous existing studies concentrate on measurable academic performance, and the neglect of students' mental health requirements has complicated the ability of educators to identify and support at-risk students before their self-harming behaviors escalate into more serious problems.

The COVID-19 pandemic intensified feelings of loneliness, anxiety, and distress, leading to a rise in self-harm behaviors, especially among vulnerable individuals. Limited social interaction and heightened uncertainty contributed to emotional suffering, making it crucial to implement strong mental health support systems. Strengthening social connections, increasing access to mental health resources, and fostering open conversations about emotional well-being are essential in mitigating the long-term impact of the pandemic on mental health. (Sahoo et al., 2020).

According to a 2023 article from Inquirer.Net, the Department of Education (DepEd) reported that 404 students died by suicide during the SY 2021-2022, while 2,147 students attempted to take their own lives within the same period.  Additionally, data from the UP Population Institute revealed that in 2021, 7.5% of Filipino youth—equivalent to 1.5 million individuals had attempted suicide.  Alarmingly, 6 out of 10 of these individuals did not seek support or confide in anyone about their struggles. The report also highlighted that seeking professional help remains highly uncommon among the youth, with only 1 in 10 choosing to consult a mental health professional. It is reported in 2021 that the ratio of guidance counselors to students stood at 1 counselor for every 14,000 students. This significant gap exists due to the limited number of only 2,093 licensed guidance counselors, despite the basic education sector serving over 28 million students nationwide.

Suicidal ideation and self-harm behaviors are significant risk factors for suicide, as they often indicate severe emotional distress and a heightened vulnerability to suicidal attempts. It has shown that individuals who engage in self-harm or experience persistent thoughts of ending their life are at a greater risk of progressing to a suicide attempt or death by suicide if proper intervention is not provided. Individuals who repeatedly self-harm through cutting are at a higher risk of transitioning to suicidal behaviors over time. While self-harm does not always indicate a direct intent to die, it significantly increases the likelihood of a future suicide attempt. Early intervention, mental health support, and strong social connections play a crucial role in breaking this cycle and helping individuals find alternative ways to cope with emotional distress. (National Library of Medicine, 2023). Thus, it pointed to alarming trends of self-harm activities among Filipino youth.

The 2021 Young Adult Fertility and Sexuality Study (YAFS5) reported that almost one out of five Filipino youth between the ages of 15-24 have seriously considered committing suicide, and 7.5% have already attempted to do so, amounting to around 1.5 million young people. This is a sharp rise compared to previous years, signaling an emerging mental health crisis in the young. Apart from national evidence, international evidence also sheds some light on the prevalence of self-harm within younger age groups. A cohort study in Melbourne, Australia, reported that 3% of 11-12-year-olds had harmed themselves in the past 12 months, and involvement in bullying and restricted peer relationships significantly raised the risk. Correspondingly, an English study indicated that children aged under 13 who presented with self-harm tended to have other mental health problems, highlighting the importance of early intervention. There has been a rise in reported mental health issues among students, coinciding with the growing undergraduate population in the United Kingdom. This has led to a parallel surge in help-seeking behavior, placing greater demand on university counselling services, particularly for more intensive support. The increasing rates of self-harm among university students align with similar trends observed among young people and university students in other parts of Europe (McManus et al., 2020).  

Among these self-inflicted harm behaviors, wrist-cutting has been one of the most reported forms of self-harm among students. The lack of school-based mental health programs and limited parental awareness contribute to worsening the situation. While some schools have begun integrating mental health discussions into their curriculum, many still lack professional guidance counselors to support students dealing with anxiety and self-harm. Despite these mental health education thrusts, there is limited medical and psychological care available in schools, thus leading to an increased interest in creating an environment that can provide mental health support to students (Kakimoto et.al., 2020).

In recent months, Balete Elementary School has seen a troubling rise in incidents of self-inflicted harm among its students, particularly in Grade 6. Anecdotal records and teacher observations have identified at least nine learners who have exhibited self-harming behaviors, including physical injuries, emotional withdrawal, and verbal expressions of hopelessness. These behaviors, often assumed to occur only in older adolescents, are now manifesting in younger learners, raising deep concern among school personnel and parents alike. This disturbing trend not only signals an urgent mental health issue but also highlights a critical gap in understanding the emotional experiences of children at this developmental stage. Motivated by these observations, the present researcher was compelled to explore the lived experiences of these learners through a phenomenological lens, in hopes of uncovering the underlying factors that lead to such behaviors and informing more effective support systems within the school environment.

Given the increasing prevalence of self-harm among students at the international, national, and local levels, it is crucial to investigate the phenomenon of this behavior among intermediate learners. This study aimed to provide a deeper understanding of how self-inflicted harm behavior manifests in students and explore the coping mechanisms they use, including self-harming behaviors. By identifying the underlying causes of self-harm, this research seeks to develop effective interventions that can help educators, parents, and mental health professionals address these issues and promote students' emotional well-being.

This study sought to investigate the increasing incidence of self-harming behaviors, particularly wrist-cutting, among intermediate learners. The growing prevalence of mental health concerns—exacerbated by academic pressures, societal expectations, and the pervasive influence of digital environments—has emerged as a significant issue within educational institutions. Emotional dysregulation among students frequently leads to the adoption of self-injurious behaviors as a maladaptive coping mechanism for psychological distress. Acts such as wrist-cutting have become alarmingly common, often indicating underlying emotional turmoil that warrants immediate and comprehensive intervention.

Students are deprived of access to appropriate support systems and coping strategies, resulting in delayed recognition and response to their mental health needs. Secondly, the intensifying academic and social demands placed upon learners significantly contribute to the emergence of self-harming behaviors. The combined weight of scholastic expectations, social integration challenges, and familial pressures often proves overwhelming, prompting some students to engage in self-inflicted harm as a means of emotional release. Lastly, the rising number of self-harm cases, particularly wrist-cutting, is a matter of grave concern. Without timely and effective intervention, such behaviors may lead to enduring physical and psychological consequences. Notably, female students have been observed to exhibit heightened sensitivity to stress, rendering them more susceptible to anxiety and self-injurious tendencies.

In the Philippine research landscape, the phenomenon of self-inflicted harm among elementary learners has remained largely unspoken and unexamined, rendering these lived experiences as invisible within the educational and psychological discourse. From a Heideggerian lens, this silence reflects a concealment of being, where the suffering of children is either overlooked or misunderstood within the structures of home and school. The absence of qualitative, phenomenological inquiry into this age group underscores a profound gap—one that calls for an interpretive uncovering of how these young individuals dwell in the world amidst pain, neglect, and internal struggle. Furthermore, the study intends to raise awareness about the urgent need for comprehensive mental health support systems in schools. It aims to inform educators, school administrators, parents, and policymakers of the critical importance of early detection, appropriate intervention, and the promotion of emotional resilience among students. As a teacher at Balete Elementary School, she believed that investigating the root causes of self-harming behaviors among their learners would enable them to implement early prevention measures and appropriate interventions. The support mechanism model developed through this research was intended for application in their school to reduce self-harming incidents and guide students toward healthier ways of coping with stress, thereby promoting better mental health outcomes.Through a phenomenological lens, this research aspires to contribute to the development of responsive and support mechanism model that address the mental health needs of learners and help prevent self-harming behaviors within the educational environment. Ultimately, the goal was to foster a school environment that promotes emotional well-being, resilience, and mental health awareness.

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Abstrak

Layunin ng pag-aaral na ito na makabuo ng KASANG-BASA, isang suplementaryong kagamitang pampagtuturo sa pagbasa na nakabatay sa Contextual Teaching and Learning (CTL) upang matugunan ang mababang kasanayan sa pagbasa ng mga mag-aaral. Gumamit ang mananaliksik ng disenyo ng Research and Development batay sa modelong ADDIE at isinagawa ang Quasi-Experimental Design na one-group pretest-posttest upang masukat ang bisa ng interbensyon. Ang CTL ay naging batayan sa pagbubuo ng nilalaman at estratehiya upang maikonekta ang pagkatuto sa tunay na konteksto ng mga mag-aaral.

Gamit ang Purposive Sampling para sa mga tagasuri at Total Population Sampling para sa 94 mag-aaral na may suliranin sa pagbasa, lumabas sa resulta ng Phil-IRI na mula sa mean na 7.87 at median na 7.00 sa panimulang pagtataya, tumaas ito sa mean na 13.52 at median na 14.00 sa pangwakas na pagtataya. Ipinakita ng paired sample t-test na may makabuluhang pagkakaiba sa marka (mean difference = -5.65, t = -17.30, df = 93, p < .001) at malaking epekto ang Cohen’s d na -1.78.

Samantala, natanggap ng KASANG-BASA ang ebalwasyong “Lubos na Kasiya-siya” sa tatlong aspekto: Pangnilalaman (4.00), Instruksyonal (4.00), at Teknikal (3.98). Ipinapakita ng mga resulta na ang KASANG-BASA ay balido, kapaki-pakinabang, at epektibo sa pagpapabuti ng kasanayan sa pagbasa ng mga mag-aaral na nangangailangan ng remedyal na interbensyon.

Mga Susing Salita: Pagbasa, Suplementaryong kagamitan, Phil-IRI, Contextual Teaching and Learning, ADDIE model, Quasi-Experimental

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