ABSTRACT

The transition from online to face-to-face classes following the COVID-19 pandemic has significantly affected the academic experiences of college students in Higher Education Institutions (HEIs). This study investigates the perceived effects of the online learning setup on students’ academic performance, learning behaviors, and social engagement. Using a 28-item questionnaire, data were collected from 124 students across various engineering programs. Descriptive statistics and thematic analysis of open-ended responses revealed that while online learning offered flexibility, it also led to reduced motivation, weaker study habits, and academic dishonesty. The shift back to face-to-face learning introduced new logistical challenges but was largely welcomed by students, with 84.7% expressing a preference for in-person classes. The findings suggest that although online education served as a necessary alternative, traditional face-to-face instruction remains more effective in promoting student engagement and academic success.

Keywords: Online learning, higher education, student engagement, academic experience, COVID-19, face-to-face learning

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Abstract 

This study investigates the impact of the Lattice Method on the multiplication skills of Grade 6 learners at Francia Sur Elementary School. The research spans from January to May 2024 and involves 28 participants. Prior to the intervention, data revealed that 89.29% of the learners were at the 'Beginning' level of multiplication skills, indicating a significant challenge in mastering basic multiplication concepts. After implementing the Lattice Method, the results demonstrated a substantial improvement: none of the learners fell into the 'Beginning', 'Developing', or 'Approaching Proficiency' categories, while 92.86% reached an 'Advanced' level, and 7.14% achieved 'Proficient' status. However, a statistically significant negative correlation of -35.633 was observed between the use of the Lattice Method and the proficiency in multiplication skills, necessitating further exploration to understand the cause of this inverse relationship. The findings underscore the effectiveness of the Lattice Method in improving multiplication skills while highlighting the need for a tailored approach in mathematics instruction. Recommendations include integrating the Lattice Method into the curriculum, continuous assessment and analysis of performance data, parental support, and further research on the nuances of the method.

Keywords: Lattice Method, Multiplication Skills, Intervention, Multiplication Concepts

DOI 10.5281/zenodo.16778880

Abstract

Taro is an underutilized root crop in the Philippines with significant nutritional and economic potential. Despite its abundance, its value-added processing remains limited, especially among small communities. This study addressed this gap by developing taro-based jam and determining its acceptability across different age groups using sensorial evaluation.

The study specifically aimed to (1) develop taro jam using different taro varieties (Malanga, Moi, and Chinese taro); (2) document the procedures in producing taro jam; (3) assess the acceptability of the jam based on color, texture, taste, and aroma; (4) determine the general acceptability of the taro jam among children, adolescents, adults, and food experts; (5) identify any significant difference in general acceptability across age groups; (6) evaluate the nutritive value of the jam; and (7) determine the shelf-life of each variant at room temperature.

Using a developmental research design, the jams were prepared, subjected to sensory evaluation, and analyzed using descriptive and inferential statistics. A total of 120 respondents participated in the evaluation, representing four age groups. Results revealed that all three taro jam variants were highly acceptable, with the Malanga variety receiving the highest overall rating. Notably, preferences varied by age group: children, adults, and experts favored Malanga taro jam, while adolescents preferred Chinese taro jam. Statistical analysis (ANOVA and Scheffé test) confirmed significant differences in preferences between some age groups. Nutritional analysis showed the taro jams to be comparable to commercial ube jam, and the shelf life ranged from three days (Malanga and Moi) to two weeks (Chinese taro).

The study concludes that taro can be successfully developed into an acceptable jam product with commercial potential. Its sensory quality, nutrient content, and consumer acceptability suggest that taro jam could be further promoted as a nutritious and viable food innovation.

Keywords: Taro jam, Sensory evaluation, Root crop innovation, Age group preference, Nutritional analysis, Product development

DOI 10.5281/zenodo.16779132

ABSTRACT

Technology and Livelihood Education (TLE) plays a vital role in equipping students with practical skills necessary for life and work in the 21st century. However, there is limited empirical data on how TLE is implemented in public secondary schools, particularly in the Second District of Isabela.

This study investigated the status of TLE instruction in public secondary schools in the Second District of Isabela. A descriptive research design was employed, involving eleven (11) school administrators and forty-five (45) TLE teachers. Data were gathered through questionnaires and informal interviews and analyzed using frequency counts, percentages, weighted mean, and t-tests.

Findings revealed that class sizes were generally manageable. However, only a few teachers and administrators had attended relevant trainings. Supervisory practices were limited to checking lesson logs and conducting classroom observations. Teachers were rated highly in classroom management, instruction, and discipline. Key challenges identified included insufficient training opportunities, inadequate tools and materials, large class sizes, and limited time for research. While administrators and teachers shared similar assessments on most aspects, significant differences were noted in areas concerning administrative support, availability of tools, and teacher competence.

Overall, the status of TLE instruction was found to be satisfactory, but there are still significant gaps in professional development, instructional resources, and administrative strategies. It is advised that schools and education authorities increase training opportunities, allocate sufficient funding for teaching materials, and strengthen support systems to boost the quality and effectiveness of TLE instruction.

Keywords: Technology and Livelihood Education, instructional resources, teacher competence, professional development, administrative support, public secondary schools

DOI 10.5281/zenodo.16779245

ABSTRACT

Many Filipino children grow up with one or both parents working overseas in search of better economic opportunities. Despite this common reality, limited research has been done on how this family setup affects children’s personal adjustments and academic performance, particularly in Edukasyong Pantahanan at Pangkabuhayan (EPP). Hence, this study examined the effects of having Overseas Filipino Worker (OFW) parents on the adjustments and academic performance in EPP of Grade VI pupils in the City of Ilagan. Specifically, it explored the pupils’ profiles, adjustment levels, and academic performance, and the relationships among these variables. Using a descriptive research design, data were gathered through a questionnaire and documentary analysis. The respondents were 152 pupils with OFW parents from 36 schools. Results showed that most pupils were ten-year-old males, first-born in the family, with OFW parents who had secondary education, earned ₱11,000–₱15,000 monthly, and had worked abroad for 1–3 years. Physical care was rated “very high,” and academic performance in EPP was generally good. No significant relationships were found between pupils’ profiles and their adjustment levels or academic performance. However, a significant relationship existed between the father's educational attainment and academic performance, and between financial adjustment and academic performance. The study concludes that OFW parental absence does not significantly hinder pupils’ adjustments or academic outcomes. It is recommended that schools provide simple support programs to help pupils with OFW parents perform better academically in school.

Keywords: OFW parents, pupil adjustment, academic performance, Edukasyong Pantahanan at Pangkabuhayan, family background, descriptive research design

DOI 10.5281/zenodo.16785269

ABSTRAK

Ang isinagawang pag-aaral ay nakatuon sa pagbuo ng isang interaktibong kagamitan na makatutulong sa pagpapaunlad ng kasanayan sa pagsulat ng mga mag-aaral sa ikasiyam na baitang. Ang mga pangunahing layunin sa pag-aaral na ito ay: makabuo isang kagamitan na nakaangkla sa pangangailangan ng mga mag-aaral lalo’t higit sa makrong kasanayang pagsulat; maipabalido ang nabuong interaktibong kagamitan sa mga eksperto; matukoy ang kabisaan ng interaktibong kagamitan sa mga mag-aaral na nasa eksperimental na grupo; at matukoy ang implikasyon nito sa pagpapataas ng kasanayan sa pagsulat ng mga mag-aaral sa ikasiyam na baitang.

Ang nasabing pag-aaral ay sumailalim sa pamamaraang Research and Development at ginamitan ng disenyong quasi-experimental; ang bilang ng mga kalahok sa eksperimental na grupo na siyang sumailalim sa pag-aaral ay 35 na mag-aaral mula sa ikasiyam na baitang ng Madapdap Resettlement High School. Ang interaktibong kagamitang binuo ay ipinabalido sa mga eksperto at nagtamo ng kabuuang weighted mean na 4.97 na nagtamo ng pinakamataas na antas ng pagtanggap at may berbal na interpretasyog lubos na balido. Upang matukoy ang kabisaan ng interaktibong kagamitan na binuo, isinailalim sa panimula at pangwakas na pagtataya ang dalawang grupo, (kontrolado at eksperimental). Batay sa inilahad na resulta ng pagsusuri, kapwa ang kontrolado at eksperimental na grupo ay nakapagtala ng pagtaas ng marka mula sa panimula hanggang pangwakas na pagtataya, subalit mas makabuluhan at mas malaki ang itinaas ng marka ng mga kalahok sa eksperimental na grupo. Ang kontroladong grupo ay nakapagtala ng average na pagtaas na 5.89 puntos (M = 22.17 sa panimulang pagtataya at M = 28.06 sa pangwakas na pagtataya), samantalang ang eksperimental na grupo ay umangat ng 15.54 puntos (M = 23.69 sa panimulang pagtataya at M = 39.23 sa pangwakas na pagtataya). Pinatunayan ng resultang ito ang positibong implikasyon ng paggamit ng interaktibong kagamitan sa pagkakaroon ng makabuluhang pag-unlad sa kanilang kasanayan sa pagsulat.

Bilang konklusyon sa isinagawang pag-aaral, natukoy ang kahalagahan at epekto ng paggamit ng interaktibong kagamitan sa pagpapaunlad ng kasanayan sa pagsulat ng mga mag-aaral at patuloy na hinihimok ang mga guro at susunod pang mananaliksik na tumuklas at pag-ibayuhin ang mga kagamitan at pamamaraan na maaaring makatulong sa pagkatuto ng mga mag-aaral hindi lamang sa usaping pagsulat kundi maging sa iba pang kasanayan at araling pangwika.

Susing Salita: Interaktibong Kagamitan, Kasanayan sa Pagsulat, Articulate 360

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MATCHING OF BIPSU-BSCS PROGRAM OFFERING TO TESDA NATIONAL CERTIFICATES: IS IT RELEVANT TO THE NEEDS OF THE TIME?

REYNOLD G. BUSTILLO, DIT

Associate Professor V

Biliran Province State University

Introduction

In today’s fast-changing, tech-driven world, higher education must go beyond theory. Institutions must align their programs with industry standards, labor demands, and global competencies (Abrignani et al., 2020). One effective way to achieve this is by integrating academic programs with the Technical Education and Skills Development Authority (TESDA) National Certification (NC) system. Aligning the Biliran Province State University – School of Technology and Computer Studies (BiPSU-STCS) offerings with TESDA NCs ensures graduates possess job-ready, industry-recognized skills (TESDA, 2020).

BiPSU, as a state university, is mandated to produce graduates capable of contributing to national development. The School of Technology and Computer Studies (STCS) offers programs in fields like computer science, which align closely with TESDA-certified competencies.

TESDA is the national agency responsible for overseeing technical education and skills development in the Philippines. Its National Certification system ensures that workers meet job-specific competency standards, validated through performance-based assessments. These NCs are becoming increasingly important in both local and international job markets.

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Introduction

In today’s fast-changing, tech-driven world, higher education must go beyond theory. Institutions must align their programs with industry standards, labor demands, and global competencies (Abrignani et al., 2020). One effective way to achieve this is by integrating academic programs with the Technical Education and Skills Development Authority (TESDA) National Certification (NC) system. Aligning the Biliran Province State University – School of Technology and Computer Studies (BiPSU-STCS) offerings with TESDA NCs ensures graduates possess job-ready, industry-recognized skills (TESDA, 2020).

BiPSU, as a state university, is mandated to produce graduates capable of contributing to national development. The School of Technology and Computer Studies (STCS) offers programs in fields like computer science, which align closely with TESDA-certified competencies.

TESDA is the national agency responsible for overseeing technical education and skills development in the Philippines. Its National Certification system ensures that workers meet job-specific competency standards, validated through performance-based assessments. These NCs are becoming increasingly important in both local and international job markets.

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Introduction

In the Philippine education system, qualifications and certifications are key factors in determining a candidate’s eligibility and competitiveness for a teaching position in the Department of Education (DepEd) (Gepila, 2020). While a Bachelor’s degree in education and passing the Licensure Examination for Teachers (LET) remain the basic requirements, supplementary certifications such as the Computer Systems Servicing National Certificate II (CSS NC II) can provide applicants with a significant advantage. In Biliran, a province where technological infrastructure is still developing and digital literacy is becoming increasingly important in education, possessing a CSS NC II offers clear benefits for aspiring educators.

The CSS NC II is awarded by the Technical Education and Skills Development Authority (TESDA) to individuals who demonstrate competencies in computer system installation, network setup, and IT system maintenance. It certifies proficiency in diagnosing and repairing hardware issues and ensuring the proper functioning of computer-based tools—skills that are increasingly relevant in today’s classrooms.

In a rapidly digitizing world, such technical skills are no longer exclusive to IT professionals. Teachers are now expected to integrate technology into lessons, navigate digital platforms, and solve basic technical problems to ensure smooth delivery of instruction, whether in face-to-face or blended learning environments (Олендра, 2023).

In Biliran’s context—a small island province in Eastern Visayas with many rural schools—these technical skills are especially valuable. While DepEd has been promoting ICT integration in classrooms through various programs, several schools still struggle with limited access to updated equipment and professional IT support. In many cases, teachers are expected to take on roles beyond teaching. A CSS NC II-certified teacher can help bridge this gap by providing critical support in operating and maintaining digital learning tools.

In rural schools, where dedicated IT staff are often unavailable, a teacher with a CSS NC II is a considerable asset. Beyond teaching, they can assist in maintaining computer labs, conducting digital literacy sessions, supporting colleagues with troubleshooting needs, and leading technology-related school programs. This multi-functionality is particularly helpful in maximizing the limited resources many Biliran schools face.

When applying for a position in DepEd, especially in competitive hiring pools, applicants with added credentials often have an advantage. A CSS NC II certificate signals to hiring committees that the applicant possesses not only the required teaching qualifications but also practical, job-relevant skills. This can be a deciding factor in applicant rankings, particularly when evaluated under the Results-Based Performance Management System (RPMS), which considers “plus factors” such as training, certifications, and demonstrated competencies.

Although the CSS NC II does not directly add points for experience or licensure, it demonstrates initiative, adaptability, and a readiness to support beyond teaching—qualities valued in resource-limited areas like Biliran. As DepEd integrates ICT into the K to 12 curriculum, tech-savvy teachers with skills in hardware, software, and digital initiatives stand out. More than a technical credential, the CSS NC II supports DepEd’s vision of building digital-ready, 21st-century school (Pa-alisbo, 2017).

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1. INTRODUCTION

Disaster awareness education plays a crucial role in preparing communities to mitigate risks, respond effectively, and recover quickly in times of crisis. There is a growing emphasis lately on incorporating disaster preparedness into education frameworks due to its long-term impacts in promoting resilient societies. Learning, as proposed by the United Nations Office for Disaster Risk Reduction (UNDRR, 2020), is a key pillar utilized to reduce the vulnerabilities and enhance the resilience of communities through the provision of the appropriate knowledge and skills enabling them to anticipate, prepare, and respond to disasters. Similarly, Citizen Disaster Science Education (CDSE) projects demonstrate potential to empower communities by enhancing their understanding of disaster risks and effective responses at the local level (Geoenvironmental Disasters, 2023).

According to UNESCO (2020), comprehensive disaster education is an organized teaching program designed to equip individuals with the necessary skills, knowledge, and attitudes to understand, prepare for, and respond effectively to disasters. It follows a multidimensional approach by integrating theoretical learning, practical exercises, and behavior modification to enhance awareness and preparedness among young learners. For kindergarten learners, disaster resiliency emphasizes developing an understanding of basic safety practices and emergency preparedness tailored to specific disaster scenarios, ensuring that they acquire essential survival skills at an early age (Save the Children, 2021).

Early childhood education plays an essential role in developing the fundamental knowledge and adaptive skills in children. Introducing disaster awareness in ECE can help schools instill critical survival skills and preparedness in these children at an early age. According to UNESCO (2020), interactive simulations and play-based activities are ideal for teaching children about emergencies because they resonate well with the cognitive and emotional stages of a child’s development. The approaches engage learners while creating lasting impressions to prepare them to respond effectively to crises.

Despite these advances, a gap in evidence still exists regarding the provisions of disaster awareness to kindergarten learners. To date, most theses focus on higher education or community-wide programs; this is an area that still has much to explore regarding young children. One example of this is the lack of a child-friendly, age-specific resource and method of learning, which makes such programs less practical for teaching kindergarten pupils (Sibbaluca, 2023).

Moreover, studies reveal that kindergarten students face unique challenges in understanding disaster preparedness. Their limited cognitive and emotional development requires that lessons be both highly engaging and simplified to foster understanding. However, many schools struggle to create such age-appropriate, immersive experiences due to resource constraints. Additionally, educators often lack the specialized training needed to deliver disaster resiliency lessons effectively to young children (UNESCO, 2022).

Disaster preparedness is important for young learners because it equips them with life-saving knowledge in the event of emergencies and resilience that helps them out when they are emotionally ill. According to Anderson and Clark (2020), children in early childhood should be aware of disasters. A child as young as four years old can understand basic safety procedures, such as evacuation routes and identification of safe spaces. Early disaster education also ensures that children will know how to behave in such instances and that confidence will have emerged to do things appropriately during critical situations.

In psychology, early exposure has a significant impact on reducing anxiety in emergencies. Studies by Baker et al. in 2021 indicated that very young children exposed to disaster preparedness through an interactive learning model, such as simulation, exhibited less distress and demonstrated more effective emotional coping skills during disaster events. These children, therefore end up being better prepared to cope with disasters in real life using emotional coping mechanisms. Early intervention in teaching disaster awareness also contributes to the cognitive development and emotional well-being of young learners.

This is also profound in terms of educational impact. It educates children in problem solving and cause-and-effect. According to Johnson and Williams (2022), disaster awareness education helps children to exercise critical thinking by enabling them to predict the outcomes of specific actions that may be taken during an emergency. As children learn to conduct themselves in ways that follow proper safety procedures, they begin to understand how outcomes can be altered through their own decisions, which helps build their responsibility.

Simulation activities are highly valued in teaching young children, particularly in the context of disaster preparedness. This practice provides children with a realistic experience through simulated activities, resulting in their increased engagement in the learning process, which supports retention. Simulations, as noted by Davis and Thompson (2023), "facilitate active learning for preschoolers or young learners" because "experiences lived become memorable and compared to traditional techniques of teaching far more engaging.". These simulation activities can enable children to act out the physically demanding scenarios, such as evacuating a building in the event of an earthquake or other natural disaster, and finding shelter inside.

Types of simulation exercises in education range from role-playing games to virtual reality experiences. Role-playing enables children to assume various roles in a disaster scenario, allowing them to practice decision-making and cooperative skills in a non-realistic environment. In digital simulations or interactive games, children experience virtual disaster situations tailored to their individual needs. Harper and Wallace (2021) concluded that a mix of physical and digital simulation activities is effective in engaging young learners. Their knowledge was enhanced, and they became more confident in their responses to disasters.

Simulation-based learning was not just about engagement. These activities create real-life connections to theoretical concepts, which help improve memory retention and comprehension. For instance, children who participate in a simulation of evacuating in the event of a disaster are more likely to remember the steps they need to take during an actual emergency (Williams & Parker, 2020). Additionally, simulations foster emotional coping skills, as children can prepare themselves psychologically to respond to stressful situations. That prepares them ready not only cognitively but also to face the real disasters, as Edwards and Richards (2022) observed that children who have undergone emotional role-playing exercises are better prepared to be in control of their reactions during actual crises.

Simulation activities or exercises in disaster education have been widely studied and validated in recent years. Taylor and Singh (2022) found, in a study where their approach was employed, that kindergarten learners retained safety procedures significantly better than conventionally instructed learning groups after taking part in disaster preparedness simulations. In the present study, children participate in a simulation that acts out emergency scenarios (earthquakes and fires). The findings showed that the simulation group demonstrated greater preparedness in remembering all the steps taught and could apply them more effectively than the control group.

Additionally, simulation practice facilitates all-around child development, encompassing cognitive, affective, and social learning outcomes. Allen and Brown (2021) explain that simulation facilitates children's cognitive development while offering them opportunities to undertake challenging problem-solving in a well-managed, simulated setting. Simulations improve social skills. Most of them require working and collaborating. A child might learn how to communicate effectively or become more compassionate during an earthquake drill, where they seek to find the safest place for themselves with support from peers.

They help children psychologically process their feelings about disasters. Smith et al. (2020) observed that simulating disaster scenarios provided young learners with the opportunity to express and manage their emotions in a safe environment, thereby reducing fear and anxiety when they are exposed to actual emergencies. This is important for young children because, without this, they might be overwhelmed by the chaos that comes with an actual disaster.

Although simulation activities have numerous advantages, challenges do exist in their practical implementation within early childhood education. For example, ensuring that simulations are appropriate for young learners and accessible to their age is challenging. Williams and Parker (2021) noted that complex simulations or those not at the appropriate developmental level for children may confuse or frustrate them, thereby reducing their effectiveness. Therefore, for the target age group, it should be the simplest, most interactive, and most cognitive friendly simulation possible.

Furthermore, safety concerns must be met when using simulation activities in disaster education. Since simulations are educational, children should not be exposed to more risks than are necessary. According to Edwards and Richards (2021), children should be closely watched and guided during the various activities involved in role-playing to avoid engaging in dangerous behaviors. For instance, ensuring that children know the difference between real danger and play will help most of them avoid confusion and fear.

Cultural considerations also play a crucial role in designing disaster simulations. Disaster scenarios vary by region, and the cultural context of the community should be taken into account. Harper et al. (2020) suggest that disaster simulations should reflect the specific risks that children face in their local area. For instance, children in earthquake-prone regions should focus on earthquake drills, while children in flood-prone areas should practice flood evacuation procedures. Making the simulation content relevant and culturally sensitive will increase its impact and relevance for the learners involved.

The study of Tanaka et al. (2022) established the effectiveness of disaster preparedness education in early childhood. The study employed a pretest and posttest design, incorporating disaster simulation activities such as fire drills and role-playing exercises. The children’s responses were measured before and after participating in the simulation, allowing for an assessment of their understanding and preparedness. The study found that the child demonstrated substantial improvement in recognizing danger through disaster simulations and provided adequate responses to emergencies. It was concluded that children have significantly improved disaster resilience, enhanced both cognitively and emotionally, through the implementation of simulation-based education about disasters.

Anderson and Clark (2020) explored the role of interactive simulations in enhancing disaster preparedness among kindergarten learners. The method employed was a mixed-methods approach, incorporating pre- and post-surveys, as well as observational data collected during simulation-based disaster preparedness activities. Results indicated that simulations significantly improved children's ability to remember emergency procedures and enhanced their emotional coping mechanisms during disaster drills. Children also demonstrated greater comprehension of evacuation and emergency procedures, providing evidence that simulation activities are practical for disaster education.

Harper and Wallace (2021) conducted a longitudinal study of kindergarten children over a year to examine the effect of repeated disaster simulations. The researchers assessed their ability to recall and perform emergency procedures. The outcome revealed that students who participated in consistent disaster simulations had improved cognitive understanding and developed emotional preparedness. Such students were found to be more confident and less fearful during the drill than their peers who received traditional classroom teaching, and these benefits were shown to be of long-term use.

Davis and Thompson (2023) examined the use of role-playing and disaster simulations to enhance emotional resilience in young learners. Data was gathered through child interviews, teacher observations, and parent surveys. The study revealed that children involved in role-playing disaster scenarios exhibited higher emotional resilience, with lower levels of anxiety and fear during actual emergencies. These simulations helped them internalize safety routines and better manage stress, illustrating the emotional benefits of disaster simulation activities.

Taylor and Singh (2022) were concerned with determining the effectiveness of virtual disaster simulations in teaching disaster preparedness skills in early childhood classrooms. This was done using a control group and an experimental group, where the former did not participate in virtual simulations while the latter did. Results indicated that children who participated in virtual simulations demonstrated better retention of knowledge on disaster preparedness and were faster and more accurate in their responses during real-life drills. This suggests that virtual simulations can effectively train young learners in disaster preparedness.

In the quasi-experimental study of Smith and Williams (2020) which utilized interactive computer simulations to teach kindergarten students emergency preparedness, data were collected through questionnaires and observations during drills. The results showed that the children exposed to interactive simulations were more active, retained more knowledge in disaster preparedness, and developed greater self-confidence than those in the control group. Children exposed to interactive simulations also demonstrated better safety practices during emergencies.

Bautista and Santos (2021) employed a case study in rural schools, where learners in a kindergarten class participated in a simulated disaster drill. The learning outcomes, as measured by both pre and posttest scores, indicated the knowledge retained and behavioral alterations. The data showed that their simulation activities significantly enhanced the type of knowledge they had about disaster preparation, with better recall of evacuation procedures. Since there was positivity emotionally, a student exhibited anxiety during a real-life incident, thereby creating emotional and cognitive benefits for simulating disasters.

De Guzman and Flores (2020) conducted a descriptive-correlational study to explore the role of simulations in improving the emergency response behaviors of kindergarten learners. Teachers led some simulation exercises with the children, while survey data were sought from teachers and parents regarding their children. The findings showed that disaster simulation increased children's perception and knowledge of safety rules as well as improved their ability to deal with fear when emergencies arise, therefore giving importance to simulation-based disaster education.

Cordero and Tan (2022) employed a pretest-posttest design with kindergarten students in urban areas to assess the effectiveness of disaster preparedness simulations. The experimental group participated disaster simulations, while the control group was received traditional lessons. The findings indicated that the experimental group retained more cognitive knowledge of disaster preparedness and had better emotional stability during real-life drills. This suggests that disaster simulations contribute to both cognitive and emotional resilience in young learners.

Garcia and Lopez (2021) used gamified disaster simulations in early childhood education. This study employed a mixed-methods approach, which utilized gamified simulations and data collected from surveys, teacher observations, and parent interviews. The findings showed that gamified simulations can engage young learners and improve the practical application of disaster safety measures. The children demonstrated better emotional regulation, indicating that gamification is a viable strategy for teaching disaster preparedness.

The research conducted by Luna and Sarmiento (2023) qualitatively examined the impact of simulation activities on kindergarten learners in the Philippines. Semi-structured interviews with teachers and parents revealed that disaster simulations had a positive impact on children's disaster awareness, enabling them to understand safety procedures and emergency actions better. The children were also found to be more confident and cooperative during simulated drills, indicating that disaster simulations not only promote cognitive understanding but also teamwork and self-assurance among young learners.

At Santiago Integrated School, limited comprehensive disaster education has been identified as a critical issue. Teachers reported that there is limited access to materials and activities, such as simulation exercises, that meet the needs of young learners. As a result, kindergarten learners are often unaware of basic safety protocols, which increases their vulnerability during disasters. Such issues would require innovative approaches, including the incorporation of simulations into the curriculum to enhance engagement and outcomes for this age group.

This study filled in these gaps by evaluating the effectiveness of simulation activities in enhancing disaster awareness among kindergarten students. The interactive and developmentally appropriate methods employed in this research were designed to contribute to the broader goal of integrating disaster education into early childhood learning environments, thereby enhancing preparedness at both individual and community levels.

The primary aim of this study was to determine the effectiveness of simulation activities in enhancing disaster awareness among kindergarten learners at Santiago Integrated School. Disaster preparedness is an essential skill, and teaching children an understanding of safety measures from an early age will help build long-term resilience at both the individual and community levels. Early childhood education is the perfect platform to introduce disaster awareness concepts in a manner that is engaging and developmentally appropriate. The study aimed to determine whether interactive and experiential approaches to instruction, such as simulation, could be an effective mode of teaching young children how to prepare for disaster, follow safety protocols, and remain calm in emergencies. This research examined the impact of such activities on young learners, contributing to the broader goal of integrating disaster education into early childhood curricula, thereby fostering a generation of more informed, prepared, and resilient children.

One of the pressing issues in many communities is the lack of disaster awareness among young children. Natural calamities such as typhoons, earthquakes, and floods pose serious threats to families, especially those living in the country’s most disaster-prone areas. Still, young children, by definition, cannot understand much of what needs to be done and cannot prepare accordingly due to the lack of adequate programs for educating disaster response during early childhood development. At Santiago Integrated School, there has been a growing concern about the preparedness of students and their families in the event of possible natural disasters. While disaster drills and safety protocols are being implemented in many schools, a gap remains in ensuring that young learners not only understand the importance of these drills but are also actively engaged in learning about disaster preparedness in a manner suited to their cognitive and emotional development.

Simulation activities, with their interactive and immersive qualities, provide an opportunity to bridge this gap. They include hands-on training experiences in dealing with specific key safety considerations, such as what to do during evacuation or in response to a fire alarm, for example. By simulating reality in controlled ways, children have the opportunity to learn how to react effectively in real-life disasters or emergencies. This study aims to evaluate whether simulation activities can be an effective teaching tool for disaster awareness for kindergarten learners and whether such activities can be incorporated into the early childhood curriculum to prepare children for disasters that may strike their communities.

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1. INTRODUCTION

Reading literacy skills for kindergarten students remain a concern in early childhood education. The majority of children beginning school are already literate to some degree, yet scores indicate most are below what is acceptable for their age. There is empirical evidence that most kindergarten students struggle with critical reading skills, including letter identification, phonemic awareness, and basic word recognition, which are fundamental to literacy development (Berry et al., 2022). In addition, studies also demonstrate that literacy difficulties at an early stage have been correlated with socioeconomic disadvantages; hence, pupils from low-income backgrounds face more challenges in acquiring these skills (Casey, 2024).

These gaps in phonetic awareness are often linked to limited exposure to language-rich environments, books, and storytelling before formal schooling, factors that have been shown to impact early reading skills significantly. Consequently, educators are tasked with addressing these diverse literacy needs, which underscores the importance of targeted instructional approaches that can enhance phonetic proficiency in early childhood. According to Piasta et al. (2020), without early intervention, these literacy gaps can widen as children progress through school, affecting their academic success and overall learning potential in later grades.

The Picture Word Inductive Model (PWIM) is a visual literacy approach that uses images to stimulate vocabulary development, word recognition, and reading comprehension in young learners. Developed by Emily Calhoun, PWIM is grounded in the idea that children learn words more effectively when they can connect them to familiar visual representations. The model encourages pupils to observe and identify objects or actions in a picture, label them with words, and use these words to build sentences, thereby enhancing their language and literacy skills.

The Picture Word Inductive Model was an innovative method for teaching literacy skills in early childhood education, as it motivated students to interact with images and the corresponding word vocabulary in a manner that utilized their curiosity and observational skills. Research into the last few years confirms that PWIM serves to develop children's connections between visual cues and words, which supports their further foundational literacy skills, such as vocabulary acquisition, phonemic awareness, and reading comprehension. The value of this model lies in its ability to differentiate instruction, as it supports both beginners and those in the process of learning English by enabling them to connect the visual context with language (Huynh, 2019; Tan & Huynh, 2022).

In the Philippines, the Picture Word Inductive Model (PWIM) aligns well with the Department of Education’s (DepEd) initiatives that emphasize interactive, student-centered, and inclusive teaching approaches to address reading challenges. As part of its MATATAG Agenda and Every Child a Reader Program (ECARP), DepEd promotes early literacy interventions designed to ensure that all learners achieve basic reading proficiency by the end of Grade 3. The K to 12 curriculum, particularly under the Most Essential Learning Competencies (MELCs), emphasizes the importance of developing foundational literacy skills, such as phonemic awareness, vocabulary building, and comprehension, at the earliest stages of schooling.

PWIM’s visual, participatory approach directly supports these national goals by engaging learners in meaningful literacy activities that stimulate curiosity, critical thinking, and language development. It also helps cater to the diverse needs of Filipino learners, including those from indigenous groups, multilingual backgrounds, or marginalized communities, where home literacy environments may be limited. Furthermore, PWIM complements DepEd’s push for differentiated instruction, which encourages teachers to use varied strategies to meet students’ unique learning needs and improve classroom outcomes.

In addition, PWIM’s emphasis on collaboration and interaction resonates with DepEd’s Brigada Pagbasa program. This nationwide reading advocacy campaign involves schools, parents, and community stakeholders in promoting a culture of reading. By integrating PWIM into classroom practice, teachers are better equipped to help learners develop early reading proficiency, ultimately supporting national efforts to improve literacy rates and educational outcomes.

At Balbaloto Elementary School, kindergarten pupils face challenges in achieving reading proficiency levels that align with early literacy standards. Many young learners struggle with phonetic awareness due to limited exposure to literacy activities at home. This gap in foundational skills often results from socioeconomic factors, with some families lacking access to books, storytelling, or other early literacy supports. Consequently, teachers at Balbaloto Elementary are tasked with addressing a diverse range of literacy needs in the classroom, emphasizing the need for targeted, engaging strategies to help these pupils develop essential phonetic awareness at a critical stage of learning.

The researcher was inspired to undertake this study due to the pressing need to improve pupils' reading proficiency skills and effectiveness in reading English. This improvement was essential for increasing the literacy rates among Filipino learners. This research aimed to determine the effectiveness of the PWIM approach in enhancing reading proficiency among kindergarten pupils. The gathered data was used to draw conclusions and develop an action plan to address identified needs.

Related literature suggests that reading achievement in early childhood is a crucial foundation for future academic success, and early reading skills, including phonemic awareness, vocabulary, and comprehension, form the core of literacy development. Research has shown that early interventions that build these reading skills serve as effective starting points for children as they progress to more advanced literacy in later grades (Zuri, 2024). The Department of Education (DepEd) emphasizes the importance of early literacy in its K to 12 Basic Education Curriculum, which focuses on creating literacy-rich environments to enhance reading outcomes for young learners. Current trends in early childhood literacy prioritize interactive, student-centered learning approaches that engage children through visual and auditory stimuli, aligning with findings that young learners benefit from dynamic teaching strategies to strengthen their literacy skills (Piasta et al., 2020).

The Picture Word Inductive Model (PWIM) is a highly effective teaching strategy, particularly for early childhood learners, as it promotes active engagement in the learning process through visual and verbal connections. This approach is designed to enhance vocabulary acquisition, phonemic awareness, and reading comprehension by integrating visual stimuli with language development. By starting with a picture, PWIM leverages children's natural ability to recognize and interpret images, linking these visual cues with the written words that label them. This visual-word association helps students build a foundation of vocabulary, which is critical in the early stages of literacy.

In PWIM, students are encouraged to observe and identify various elements within the picture, such as objects, actions, or settings, and then label these elements with words. The teacher facilitates the process by writing these words on the board, helping children connect the spoken and written form of the word. Afterward, the students use the words to construct sentences, reinforcing their understanding of word meaning and sentence structure. This active participation and word manipulation allow learners to internalize the vocabulary and apply it to different contexts.

Moreover, recent research supports the Picture Word Inductive Model as a method of language acquisition and literacy enhancement for young learners, particularly in early childhood education settings. The model's strength lies in using images to support vocabulary development by bringing contextual meaning into the learning of new words, thus making them more meaningful and engaging for children. For instance, a 2023 study exemplifies the impact of PWIM by covering multiple languages, suggesting that visual supports within PWIM can reduce language differences for all learners, whether they are English language learners or dual-language students (Language Magazine, 2023).

Resources on the education of young children emphasize that PWIM can be a valuable addition to bilingual education, as it provides an inclusive learning environment that honors and includes children's home languages while building literacy skills (Alanís et al., 2021). Such adaptability becomes especially crucial in diverse classrooms where language differences may otherwise hinder learning processes (Migration Policy Institute, 2021).

Recent research confirms that the Picture Word Inductive Model is effective in enhancing early literacy skills, particularly in developing vocabulary and improving reading comprehension. Subsequent studies confirm the above effects, indicating that PWIM enhances active involvement and vocabulary development for both mono- and multilingual early years contexts (Alanis et al., 2021). Additionally, PWIM is more effective for various student groups, as it encourages a visual and inductive approach to language, which can help fill gaps for English learners (Language Magazine, 2023).

Sabrina et al. (2021) and Phungphet (2023) emphasized the importance of developing critical literacy skills in students through the use of PWIM. Liu (2019) reveals that in addition to stimulating phonemic awareness and decoding, PWIM also increases students' motivation, as pupils find the associations between images and words enjoyable and memorable. This model is therefore appropriate for diverse learners, even in multilingual settings, since recent findings reveal its ability to bridge language gaps and support vocabulary acquisition for ELLs. The K to 12 curriculum also brings DepEd into focus, emphasizing the purpose that PWIM aims for, which is a student-centered, multimodal teaching and learning approach that actively engages young learners in literacy (DepEd, 2021).

The Picture Word Inductive Model (PWIM) has been widely accepted as a strong instructional strategy for improving reading proficiency among young children, particularly in kindergarten classes. PWIM effectively utilizes pictures in instruction to help children identify words, utilize context clues to enhance vocabulary, and recognize sentence and paragraph structure, thereby establishing a strong connection between visual stimuli and language learning.

The Queensland Department of Education (2023) offers an overall literature review, emphasizing the use of visual supports in early reading instruction. It elaborates that visual display strategies, such as those incorporated in PWIM, may help enhance students' learning of content-area subjects by supporting retention and comprehension of new information. Further supporting this, a systematic review by Schroeder et al. (2020) examined the effect of visual displays on learning across various disciplines. According to the findings, tasks that incorporate visual elements, such as those used in PWIM, support K-12 students in processing and retaining information more effectively, which is a prerequisite for developing reading abilities.

Aside from visual support, the SVR model suggests that understanding involves both decoding and linguistic comprehension. Villalobos et al. (2022) explored reading comprehension precursors and established that word recognition and language comprehension were crucial components. PWIM relates pictures to words, supporting both decoding and comprehension, which aligns with the SVR framework in promoting a comprehensive approach to reading development.

Use of PWIM in Vocabulary Development: The Picture Word Inductive Model (PWIM) has been increasingly recognized as an effective tool for vocabulary development in early childhood education. A study by Yaseen (2021) highlighted how PWIM, by leveraging images to trigger word identification, enables students to make strong associations between visual cues and vocabulary. This approach allows young learners to develop language comprehension in a context that feels natural and engaging. Through this method, learners not only enhance their vocabulary but also grasp the meaning and usage of words, which are fundamental to reading comprehension. Visual prompts encourage a more profound understanding, particularly for English as a Second Language (ESL) or English as a Foreign Language (EFL) learners, as they build their linguistic foundations more effectively than traditional methods.

There is an added importance of PWIM in helping students improve their reading comprehension ability because it also provides them with visual and contextual clues. In 2017, a report by the Queensland Department of Education supported the model's importance by integrating visual displays to support language comprehension. By integrating pictures and written words, PWIM supports young readers in decoding and interpreting the meaning of words in context, thereby making it easier for them to form mental images and construct narratives. The outcome is that students can better interpret texts and retain their meaning.

Lubis et al. (2024) conducted a study on the effect of PWIM on the improvement of writing skills among seventh-grade students. The results indicated that students who used PWIM to develop descriptive writing were stronger in organizational skills and better at expressing their ideas clearly. By linking words with images, they learned to construct sentences and paragraphs that not only contained grammatically correct language but also conveyed contextual and in-depth features. This is, therefore, the kind of improvement to be received if PWIM works as a very potent tool by creating a scaffold before actually writing those things.

The use of PWIM also requires a higher level of engagement and motivation among students. As Bermillo and Remollo pointed out in 2022, students who used PWIM had better attitudes towards learning. Being visual, it can capture the attention of the students and maintain their interest in the lesson, which can be very beneficial for young learners in kindergarten. PWIM creates an engaging learning platform that encourages students to explore words and meanings individually; this is why this paper refers to it as an intrinsic motivator, as it enhances vocabulary, which in turn has a profoundly positive impact on learning.

Furthermore, PWIM influences the cognitive skills of a child as they learn and try to be vividly creative in solving problems and thinking analytically. As cited by Jiang (2014), research indicates that students are better equipped to process and organize information through this model. While connecting pictures to words, students use inductive reasoning that moves from small details seen to larger generalizations. This cognitive activity encourages deeper learning, which is, of course, essential for language development. The study concludes that PWIM is helpful not only in vocabulary acquisition but also in developing cognitive strategies that will be useful in various other aspects of education.

Chen (2016) investigated how PWIM can be used as a teaching method for Chinese children in kindergarten classes who are learning English as a second language. The case study was conducted in Beijing, involving 25 learners. The outcome measures demonstrated that PWIM positively influenced vocabulary usage and sentence completion, providing evidence of this method's effectiveness in second language learning.

An experimental study was conducted by Jones (2017) in Canada to understand the impact of picture-based instruction, particularly PWIM, on the development of literacy skills of kindergarten-going children. There were two groups: one was following the PWIM, and the other followed the traditional phonics method. It was found that the results were better retention of words and fluency in reading among the children who followed PWIM; thus, visual word associations enhance early skills.

Brown (2020) investigated the impact of visual prompts, such as PWIM, on the literacy acquisition of 60 children in a specific preschool in Australia. Using a mixed-method approach, where observations and interviews with the teachers accompanied the standardized reading test, the research found that pupils who learned through PWIM developed better word recognition and comprehension. Therefore, the research highlighted that PWIM is an effective means of engaging young learners in developing their reading skills.

In an experimental study conducted in Mexico by Hernandez (2021), English was used to facilitate the second-language acquisition of Spanish-speaking kindergarten pupils. A comparison was made between scores on the pretest and the posttest among pupils who received a lesson with and without the use of PWIM. Findings showed that the PWIM students performed better in pronunciation, spelling, and reading, thus marking its efficiency regarding second language acquisition.

Smith, in 2023, investigated whether PWIM has an impact on reading readiness among 75 American kindergarten students. This study employed a quasi-experimental design, comprising two groups: a control group and an experimental group. The results found that students who learned through the PWIM model were more highly developed in phonemic awareness and letter naming, and had better reading confidence, than those who received a traditional reading instructional approach.

Gonzales focused on the question of how PWIM helped develop phonemic awareness in 30 kindergarten pupils at Batangas (2018). The experimental setting was utilized so that one had been taught using a traditional phonics method, whereas the other learned through PWIM. The outcomes showed that higher scores in phonemic segmentation and blending result from children who have received instruction through the use of PWIM, thereby establishing the effectiveness of PWIM regarding early literacy issues.

Santiago (2019) investigated the impact of visual literacy techniques, such as PWIM, on the early reading skills of 45 preschoolers in Quezon City. The study employed a mixed-methods approach, combining teachers' observations and reading assessments. The outcome was that pictures and words improved word recognition and decoding skills, thus making reading instruction more interesting and effective for young learners.

In 2020, Dela Cruz conducted a study to establish how the Picture Word Inductive Model enhances vocabulary development among 50 kindergarten pupils in Manila. The quasi-experimental design utilized a pre-test and post-test vocabulary recognition assessment of the learners. The findings revealed an improvement in vocabulary acquisition, which would ultimately enhance reading proficiency. It recommended PWIM as an effective early literacy strategy in Philippine classrooms.

Torres (2021) conducted a study on the effect of picture-based teaching approaches such as PWIM on kindergarten learners' literacy development in Cebu. The study employed an action research approach, in which PWIM was introduced into the classroom operations. The study showed improvements in phonemic awareness, word recognition, and sentence formation. The teaching staff also reported an improvement in learner engagement during reading lessons.

Rivera (2022) evaluated the effects of PWIM on the reading comprehension of 40 kindergarten children in Nueva Ecija. A pre-test and post-test design was employed to measure the learners' comprehension skills before and after the implementation of PWIM. The results showed that the method enhanced vocabulary recognition and comprehension skills, as children could relate images to meaningful words.

Bermillo and Remollo (2022) employed the Picture Word Inductive Model (PWIM) to assess students' vocabulary achievement and learner attitude, providing a guide for using the PWIM in kindergarten. The first step of the intervention began with the display of pictures of each of the difficult words on an LED TV. It was followed by the “shaking out,” or letting the students find out five English words that described the objects in the picture, which were written in their picture-word chart. The participants were also reminded to draw a line connecting their answer to the object(s) in the picture. After five minutes, the representatives of each group were instructed to stand and present their answers for checking, which the teacher facilitated. Each group was also instructed to read and spell their correct answers, followed by the whole class. This process initially created a picture-word chart. The second step was to guess what each picture might represent. The teacher then revealed the answers, read each word aloud, and spelled them one by one. The students were also allowed to read and spell them one by one repeatedly.

Lastly, they were instructed to construct the meaning of a word by considering the words related to the picture and the words represented by the picture. The teacher also assisted the students in reviewing the words they had learned and administered a formative assessment. Moreover, they were also given worksheets, which were compiled as their Picture-Word Dictionary. The same procedure was followed in every vocabulary session for the eight-week duration. After the interventions, a posttest on vocabulary achievement and attitude was administered to the two groups to determine if there were improvements and significant differences in their vocabulary and attitude towards learning the vocabulary. Lastly, a retention test was administered to the two groups two weeks after the posttest to determine how far they could recall the concepts learned and whether there was a significant difference in their scores.

Phonemic awareness in the early years plays a crucial role in shaping a child's overall academic success. Still, many kindergarten pupils have limited experience in reading because most children do not receive proper and language-rich experiences to aid their learning. Also, many are exposed to weak instructional methods in their early stages. This study aims to address these issues by investigating whether the PWIM approach, which integrates visual stimuli and word recognition, can improve students' phonetic awareness. This study focuses on the use of images in vocabulary development and comprehension, aiming to provide an innovative approach that can be applied in other early childhood classrooms facing similar issues.

One of the major concerns in most elementary schools, such as Balbaloto Elementary School, is the low phonemic awareness of kindergarten pupils. Although much has been done to enhance literacy, most pupils struggle to identify words, relate them to their meanings, and use them to comprehend the content of texts. Traditional teaching methods are helpful but often fail to fully stimulate young learners or provide the necessary support for vocabulary building and reading fluency.

This study aimed to explore the effectiveness of this model, identify specific areas for improvement in phonemic awareness, and propose an actionable plan for enhancing reading instruction at Balbaloto Elementary School. Through this research, the school aims to develop a more dynamic and effective literacy program to support students on their educational journey.

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ABSTRACT

The present study is an attempt to develop and assess a supplementary tool for master teachers’ innovative coaching and observation. It utilized a descriptive research design to determine the respondents' demographic profile and assess the level of acceptability of the developed observation supplementary tool. At the same time, a qualitative research method was applied to analyze respondents' comments and suggestions for improving the tool.

Findings revealed that the existing DepEd RPMS Classroom Observation Tool for Master Teachers showed moderate usability. In contrast, the developed supplementary tool received high ratings for acceptability, specifically in terms of instructions, content design, content organization, and efficiency and effectiveness. Qualitative feedback also contributed to creating a matrix of enhancements, highlighting the need for an index of mastery, simplifying terminologies, training, holistic instruction, strengthening proficiency, designing a user-friendly interface, and full-spectrum observation.

These findings affirm the relevance of a supportive, user-informed observation tool aligned with the Results-Based Performance Management System (RPMS) principles. The developed tool demonstrates potential to improve instructional coaching and supervision practices across varying school contexts is recommended to be implemented by Master Teachers not only in Division of Antipolo City but other schools as well.

Keywords: Coaching, Observation, Innovative Supplementary Tool, Master Teachers

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ABSTRACT

This paper investigates the role of Philippinized English—a distinct variety of Philippine English shaped by the sociocultural and linguistic context of the Philippines—as a pedagogical Lingua Franca in the instruction of English Language Learners (ELLs) in Florida, USA. Framed within the theoretical underpinnings of World Englishes and English as a Lingua Franca (ELF), this study foregrounds the voices and lived experiences of Filipino teachers who bring their linguistic identities into American classrooms. Through a descriptive phenomenological approach, the research delves into how these educators navigate linguistic expectations, negotiate their linguistic identity, assert the legitimacy of their English variety, and employ adaptive strategies to foster effective instruction, inclusivity, and cultural sensitivity among multilingual learners. Data was gathered through semi-structured interviews.

The data were analyzed using Colaizzi’s seven-step method, which enabled the researcher to extract significant statements, formulate meanings, and cluster them into themes that reflect the essence of each participant’s experience. The results of the study revealed several recurring themes. The findings specifically highlight the potential of Philippine English as a flexible and intelligible lingua franca in diverse classrooms, challenging the long-standing native-speaker bias in ESL/EFL education. This study advocates for a greater recognition of non-native varieties of English in global pedagogical contexts and underscores the importance of culturally responsive training for internationally trained educators.

Keywords: Philippine English (PhE), English as a Lingua Franca (ELF), English Language Learners (ELLs), Filipino Teachers, World Englishes

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An Action Research

Abstract

Many TVL learners struggle with abstract mathematical concepts, particularly in Statistics and Probability, due to their preference for hands-on, practical learning. Research indicates that the disconnect between theoretical instruction and real-world applications results in lower engagement and academic performance. This study aimed to develop and implement a Learning Pocket—a structured, concise learning material designed to simplify key concepts and problem-solving techniques in Statistics and Probability for Grade 11 TVL learners.

Utilizing a pre-test/post-test research design, the study evaluated the effectiveness of the Learning Pocket in improving students’ academic performance. Participants included Grade 11 TVL-Home Economics learners specializing in Caregiving. Data collection involved expert validation, pre-test, and post-test assessments. The Learning Pocket was assessed based on content, format, organization, and accuracy, all of which met the validity and reliability criteria. Results revealed a significant improvement in learners’ post-test scores, demonstrating the effectiveness of the Learning Pocket in enhancing comprehension and performance. Statistical analysis confirmed a notable increase in proficiency levels, supporting evidence-based teaching strategies that prioritize structured, student-centered learning interventions.

Findings suggest that integrating simplified instructional tools like the Learning Pocket can address learning gaps in technical-vocational education. It is recommended that educators incorporate similar strategies to enhance TVL learners' understanding of academic subjects. Future research may explore the adaptation of Learning Pockets in other disciplines to further support vocational education.

Keywords: Learning Pocket, TVL learners, Statistics and Probability, academic performance, instructional innovation.

DOI 10.5281/zenodo.16879343

Abstract

TVL (Technical-Vocational-Livelihood) learners often face challenges in mastering abstract mathematical concepts, particularly in Statistics and Probability, due to their preference for practical, hands-on learning. Building upon the success of the Learning Pocket—a printed, modular intervention proven to significantly enhance comprehension and academic performance—this innovative project, StatPocket, transforms the original concept into an interactive learning material intended specifically for TVL students in Don Eufemio F. Eriguel Memorial National High School- Senior high.

StatPocket is an  enhanced, learner-centered educational tool that retains the core features of the original Learning Pocket: concise explanations, structured lessons, real-world applications, and step-by-step problem-solving guides.

The innovation was piloted with Grade 11 Home Economics learners specializing in Caregiving and integrated into both classroom instruction and independent study. A pre-test/post-test quasi-experimental design revealed statistically significant gains in academic performance, with learners demonstrating a shift from "Did Not Meet Expectations" to "Outstanding" and "Satisfactory" proficiency levels. Statistical tools (t-test, ANOVA) confirmed the reliability and effectiveness of the app, echoing prior findings from the print-based intervention.

The impact of the StatPocket offers new dimensions of accessibility, interactivity, and scalability, making it a viable solution for widespread adoption across various TVL strands and academic disciplines. The innovation underscores the importance of contextualized and opens avenues for future research into learning solutions for vocational education.

Keywords: TVL learners, Statistics and Probability, instructional innovation, academic performance, modular learning.

DOI 10.5281/zenodo.16879367

Abstract—This paper presents the design, development, and performance evaluation of the Home Automation Using Radio Frequency Identification Controlled Power Switch System (HAURICoPSS), aimed at enhancing household energy efficiency, operational safety, and convenience. The proposed system integrates an RFID RC522 reader, Arduino Uno microcontroller, relay modules, LEDs, buzzer, and a 16×2 LCD display to enable contactless control of household electrical power via RFID key cards. A prototype was constructed in a miniature house model, with all components interconnected through custom-programmed circuitry. Experimental testing assessed the device’s detection sensitivity and switching efficiency. Results indicated an average RFID detection time of 1.3 seconds and a 100% success rate in both power activation and deactivation across multiple trials. The system also incorporates a buzzer alert for unauthorized card access and provides real-time power status feedback on the LCD. The findings demonstrate that HAURICoPSS offers a cost-effective, reliable, and user-friendly solution for reducing standby power consumption and improving security in residential and commercial environments.

Keywords—RFID, home automation, Arduino Uno, power switch, energy efficiency, smart home technology.

Objective:
This study aimed to design, develop, and evaluate the Home Automation Using Radio Frequency Identification Controlled Power Switch System (HAURICoPSS) to promote energy conservation, enhance safety, and improve convenience in household power management.

Rationale:

The rising demand and cost of electricity in the Philippines, alongside the country’s reliance on thermal power plants, make power saving and management essential. Many households waste energy by leaving appliances on when not in use, contributing to the depletion of natural resources. Given the country’s high temperature, air conditioners are often left running unnecessarily, further increasing power consumption. Technological advancements now offer practical solutions to address this issue. Among these, Radio Frequency Identification (RFID) technology provides an efficient and automated way to control power usage—activating appliances only when needed and cutting power when not in use. Widely used in hotels and other facilities, RFID-based systems can be applied to households and establishments to promote energy conservation, reduce costs, and improve convenience and security.

Methods:
The system employed an RFID RC522 module, Arduino Uno microcontroller, relay modules, LEDs, buzzer, and 16×2 LCD display to control electrical power via RFID key cards. A miniature house prototype was constructed, integrating all components through programmed circuitry. Testing involved measuring RFID detection time and evaluating the efficiency of switching operations.

Results:
The device detected authorized RFID cards within 1.3 seconds and achieved 100% efficiency in both power activation and deactivation across multiple trials. Unauthorized card use triggered an audible buzzer alarm. The LCD provided real-time status updates (“Room Power is On/Off”).

Conclusion:
HAURICoPSS demonstrated a reliable, low-cost, and user-friendly solution for household automation, effectively reducing standby power wastage while enhancing security. Its contactless operation offers practical applications in residential, commercial, and institutional settings. Future enhancements may integrate biometric authentication and AI-based automation for improved personalization and functionality.

DOI 10.5281/zenodo.16892920

It is a familiar sight: a student does well at exams, is capable of English communication, can do equations quickly—but lacks practical skills in the technical and livelihood facets. As an educator who aspires to leverage student’s interest in this learning area, this is importantly alarming.

We parade ourselves on intellectual excellence as we must. But we do not know that a lot of our students are maturing without acquiring even the most fundamental life skills they need to survive, cope, and prosper beyond the academic realms. That is where Technology and Livelihood Education (TLE) comes in as not just significant, but necessary.

In my years of teaching, I have encountered students who are easily overwhelmed by simple tasks—washing clothes, budgeting allowance, or preparing a meal. They rely too heavily on convenience and assistance, unaware that self-sufficiency is a skill, not a given. The absence of hands-on know-how leaves many of them ill-equipped for independent learning. TLE is supposed to fill that gap, but unfortunately, it is the subject that gets the least attention.

Hands-on training not only builds competence but character. The skill of cooking, sewing, fixing electrical wiring, or cultivating food is not just vocational—it's value-based learning. It teaches responsibility, resourcefulness, time management, and initiative—life skills that cannot possibly be acquired at all through textbooks.

But the majority of students see this course as a breather from the "real" ones, and schools typically see it as a scheduling accommodation. That has to change. For struggling students, skill-based courses can be their time in the spotlight. For gifted students, it can be an injection of humility that there are more than one kind of smart. For all students, it gives life outside the classroom as a useful preparation in the practical world.

We must reconsider how we are educating TLE. It has to be contemporary, interactive, and based on actual applications. Project-based work, simulations, and field exposure can bring the subject to life and relevance. With emerging technologies, effective learning spaces, and empowered educators, this field of learning can be one of the most effective components of our basic education system.

No subject deserves second-class treatment. Both the ability to transfer knowledge to useful situations and facts of knowledge are equally important. I firmly believe that if we equip our learners with book and livelihood education, we do not simply prepare them for exams—we prepare them for life.

DOI 10.5281/zenodo.16892984

ABSTRACT

This study aimed to develop and evaluate the effectiveness of a contextualized supplementary workbook for the Grade 5 Special Science Class (SSC) of Karangalan Elementary School. The initiative addressed the lack of instructional materials to guide both teachers and students in crafting Science Investigatory Projects (SIPs), which are essential for developing scientific process skills and literacy. Aligned with the mandates of the Philippine Constitution and the Department of Education’s policies on promoting science and technology education, the workbook was produced under the Learning Resource Management System (LRMS) for School Year 2023–2024.

The research employed a descriptive design, involving 35 Grade 5 SSC pupils as respondents. A validated researcher-made test measured the learners’ performance before and after using the contextualized learning resource. Results revealed a significant increase in post-test scores, with most learners progressing from a “Satisfactory” to an “Outstanding” performance level.

It was found out that the value of localized and engaging materials in improving learners’ grasp of scientific concepts and investigative processes. The workbook effectively fostered critical thinking, problem-solving, and active engagement, resulting in enhanced academic achievement. Moreover, it better equipped students for participation in the annual SSC science fair.

In conclusion, the development and utilization of the contextualized supplementary workbook addressed the gap in instructional support for SIPs and demonstrated a positive impact on student performance. This underscores the importance of creating tailored educational resources that respond to specific learning needs, promote deeper understanding, and support the overall goals of science and technology education in the basic education curriculum.

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With the growing emphasis on 21st-century skills and the increasing role of technology in education, the integration of computer technology in the classroom has become a pressing concern, particularly in mathematics instruction. This study aimed to assess the level of awareness and frequency of ICT (Information and Communication Technology) use among college mathematics teachers in selected institutions in Baguio City and Benguet. Using a descriptive research design, the study examined the demographic profiles of 28 respondents from Benguet State University (BSU), Saint Louis University (SLU), Data Center College of the Philippines (DCCP), Baguio College of Technology (BCT), and the University of the Cordilleras (UC), and related these profiles to their awareness and use of computer devices in teaching mathematics.

Data were collected through a survey instrument developed for this purpose. Findings indicated that while most teachers were aware of the usefulness of computers for school-related tasks, their use of technology was primarily limited to basic instructional functions. The results revealed that computer devices supported instructional procedures and contributed to enhancing student learning. Furthermore, respondents expressed interest in integrating technology into mathematics instruction more meaningfully. The study found that the commonly used devices, initially limited to computation, have evolved to support broader educational applications.

Based on the findings, it is recommended that teachers undergo continuous professional development programs focused on ICT integration. The frequency of ICT use was assessed through percentage calculations of available computer devices in classrooms. Teachers with more than five years of experience and prior training exhibited a higher level of ICT awareness and utilization. The study advocates for sustained training initiatives in the selected schools to promote effective use of computer-aided instruction in mathematics.

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Abstract

This study assessed the implementation of the Alternative Learning System (ALS) and students’ academic performance in the Division of Rizal, specifically the BCMT Sub-Office. The respondents were the total enumeration of 21 ALS Teachers and one hundred forty-six (146) learners. They were categorized according to their profile variables, namely, age, sex, educational attainment, and no. of years in teaching. A descriptive quantitative research design was used, utilizing a Questionnaire Checklist in the survey. This study finds that the ALS teachers were young adults and still in the process of preparing and mastering the content, strategies, and evaluation of the ALS program. The program is dedicated to delivering practical, engaging, and inclusive educational experiences that address the varied requirements of learners. It emphasizes continuous improvement to maintain relevance and enhance the overall learning journey for all involved. Students' performance in their assessments is considered satisfactory, indicating that they are meeting expected standards, the teachers' dedicated efforts have played a significant role in student success, demonstrating their commitment and effectiveness, yet students view these efforts as the norm and believe that both coordinators and teachers can further improve their performance and offer additional support to enhance the learning experience. Efforts in delivering lessons have significantly contributed to student success, reflecting their commitment and effectiveness; however, students perceive these efforts as standard and believe that both teachers and coordinators can further improve performance by providing enhanced support during classes and leveraging the expertise of more experienced or highly educated coordinators to optimize resources and foster better learning outcomes. The degree of implementation continues to demonstrate the crucial role of governance in the overall operation and development of functionally literate individuals. The Management Program for ALS implementers was proposed at the onset of the specific challenges, aiming to address and mitigate these issues proactively to improve program effectiveness and support the implementers in overcoming obstacles more efficiently.

Keywords: Alternative Learning System, Capacity-Building Program, Learning Assessment, Learning Delivery, Learning Environment, Learning Resources

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Abstract

Reading is a fundamental skill that serves as the foundation for academic success and lifelong learning, making its development essential during the elementary years. However, limited local studies have comprehensively examined how pupil, parent, and teacher factors interact to influence the reading ability of Grade VI pupils, particularly in the Tubod District. This study investigated the determinants influencing the reading ability of Grade VI pupils in Tubod District, Division of Surigao del Norte, focusing on pupil-related factors (gender, reading habits), parental characteristics (monthly income, educational attainment), and teacher attributes (educational attainment, teaching experience). The study involved 170 Grade VI pupils, determined using Slovin’s formula, and 11 reading teachers. Reading ability was assessed using the PHIL-IRI in both English and Filipino, while determinants were gathered through validated questionnaires.

Results revealed that only 34% of pupils were independent readers, while the majority were at the instructional level in both English and Filipino. Notably, 11% in Filipino and 12% in English were at the frustration level, indicating slow or struggling readers. Correlation analysis showed significant positive relationships between reading ability and monthly family income (r = .43), parental educational attainment, home and school reading support, teachers’ educational attainment (r = .70), and teaching experience. Pupils from higher-income families and with more educated parents demonstrated stronger reading skills, attributed to increased availability of reading materials, internet access, and supportive home environments. Similarly, teachers with higher academic qualifications and longer teaching experience were linked to improved pupil performance.

Findings suggest that socioeconomic status, parental involvement, and teacher quality substantially influence reading ability. Most pupils with low reading levels came from low-income households with limited parental education, resulting in insufficient home reading support. It is recommended that parents create literacy-rich environments, provide reading resources, and encourage daily reading habits. Teachers are encouraged to pursue advanced education and training to strengthen reading instruction. Schools should address the lack of reading facilities and integrate structured interventions to foster independent reading skills. Strengthening collaboration among parents, teachers, and institutions is crucial in enhancing pupils’ reading proficiency, forming a foundation for lifelong learning.

Keywords: reading ability, Grade VI pupils, PHIL-IRI, parental involvement, socioeconomic status, teacher qualifications