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

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

Abstract

The study aimed to develop and evaluate Contextualized and Localized Supplementary Learning Materials in Biology 8 for the learners of the District of Angono, Rizal, Philippines. The study utilized a descriptive research design with developmental methods. Twenty-four respondents consisting of module writers and science teachers evaluated the materials, which were based on local contexts and prescribed learning competencies. The materials were rated highly by the respondents in terms of content, format, presentation, organization, accuracy, and up-to-datedness. The study concluded that these materials have potential to increase student interest and academic performance. Future research is recommended to develop similar materials for other subjects and grade levels.

Keywords: contextualized, localized, supplementary learning materials, biology, evaluation

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Introduction

Education is indeed constantly changing where Artificial Intelligence (AI) is a game changer. AI technologies like intelligent tutoring methods, automated grading system, predictive learning analytics, virtual teaching assistants are widespread used in educational methods. These innovations do not only lessen the instructional and administrative burden, but also paving the way for much more individualized, efficient, and data driven learning environments.

AI is turning into a more integral component of modern education due to recent advancements, which enable both teachers and students to have more access to technology driven solutions and greater flexibility in navigating the digital age. This is evident in the present times, as AI becomes even more accessible to everyone. All over the globe, AI is being deployed as well as tailored to simplify processes and enhance accessibility, while also providing opportunities for people to participate in and benefit from technological innovation.

The Philippines is also starting to take a look at AI integration in education through the Department of Technology and Science (DOST) and also by the Department of Education (DepEd) as these agencies acknowledge the emerging technologies in this area, indicating a growing interest in the role of AI in educational change

The lack of trainings, insufficient infrastructure, along with clear implementation methods are the factors that a lot of principals unprepared for incorporating disruptive technologies such as AI (Ebersold et al., 2021; Bond, 2020). The adoption of technology in education is still delayed due to these gaps.

AI is now integrated into teaching as well as learning processes, extending education beyond conventional and traditional textbooks. The principals in schools are urging teachers to incorporate AI into their classroom instruction, as they believe this can increase student engagement, participation and learning results.

Principals are key individuals leading schools through innovations. They are considered as agents of where their leadership goes beyond administration and involves putting into action a vision which encourages adaptability, experimentation, and collaboration. The strategic leadership of schools is often reflected in the way they react to worldwide educational changes, particularly in adopting advanced technologies such as AI.

While AI research was expanding in education, the majority of studies centered on technological tools and how it is used; their pedagogical application in teaching or in supervision; and just how teachers responded to AI-driven instruction including its effects and impact to students’ learning. Therefore, these literatures focused mainly on classroom-level effects, including student outcomes and AI-assisted teaching and assessment. Nevertheless, school principals were often overlooked as key enablers of AI integration, whereas they are expected to be the ones to have the first-hand knowledge and awareness on its uses.

The current research aimed to fill the gap by providing empirical insights to help policy making, leadership development, along with digital transformation initiatives in Philippine basic education, which was emphasized due to the need to look at the perspectives, techniques, and issues of school leaders in implementing AI.

The researcher found that while a number of school leaders have been interested in implementing AI technology in their schools, limited resources remained a major obstacle. The priorities in the Annual Implementation Plan (AIP) were often the only areas where budget allocations were not sufficient to fund almost all needed projects. AI integration was at times deemed too expensive or impossible to achieve, but driven school leaders looked at ways to make use of AI tools within their budgets.

Principals varied in their willingness to use AI, with some actively looking into its application in administrative duties, assessments, and instructional planning in spite of limited resources. These principals involved their teachers in discussions about the practical application of AI in the classroom and advocated for technology usage in line with teaching objectives. The researcher collected these views to gain a better understanding of how principals viewed, reacted to and led technological disruption of education.

The study looked at how principals of very large public elementary schools navigated digital transformation in Domain 1 of the Philippine Professional Standards for School Heads (PPSSH) which stresses strategic leadership. The study showed that principals who were proactive in adopting AI tools, fostering a culture of innovation, and effectively leading their schools in the face of change were much more likely to implement them. Their leadership not just encouraged technological integration but also linked innovations to teacher development as well as student learning.

This phenomenological research intends to describe the essence of the lived experiences of eleven principals in very large public elementary schools in Division of Rizal Province, Philippines, in navigating Artificial Intelligence in education. Specifically it sought to answer the following questions:

For the central question, what is the essence of the lived experiences of School Leaders in navigating AI in education? On the other hand for the corollary questions include:

1.    How do Principals describe their most significant experiences, to formulate meanings and emerging themes in navigating artificial intelligence integration in education?

2.    What are the Artificial Intelligence tools used by the principals with respect to their leadership and governance, readiness and capability, school-wide initiatives, and embracing technological innovations?

3.    Based on the result of the study, what may be proposed?

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Abstract

The Eucharist, the heart of Christian worship and the source and summit of the Catholic faith, not only embodies the real presence of Christ but also carries profound ecological implications. This essay explores the Eucharist as a “school of ecological stewardship,” where the celebration of the Sacrament fosters a deeper awareness of creation as God’s gift and humanity’s responsibility. Drawing from the biblical foundation of Christ’s incarnation, the Church’s liturgical tradition, and magisterial teachings—particularly Sacrosanctum Concilium, Gaudium et Spes, and Pope Francis’ encyclical Laudato Si’—the article demonstrates how Eucharistic prayers and symbols call believers to gratitude, reverence, and care for the natural world. By blessing “the fruit of the earth and the work of human hands,” the liturgy unites divine grace with human cooperation, underscoring a mission to safeguard creation. The Eucharist thus becomes a transformative encounter that not only nourishes the faithful spiritually but also commissions them to ecological responsibility. In an era marked by environmental degradation and climate crisis, the Eucharist offers both a theological vision and a practical ethic, guiding Christians to live as grateful, sustainable, and responsible stewards of God’s creation.

Keywords: Eucharist, ecological stewardship, sustainability, mission, Laudato Si, Catholic Church

Prologue

The Eucharist, the central Sacrament of the Catholic Church, carries deep meaning for believers. It serves as a moment of unity for Christians to remember the Last Supper of Jesus Christ, where they partake in the bread and wine which becomes truly His Body and Blood. Nevertheless, aside from its religious import, the Eucharist conveys a powerful message of ecological responsibility that holds growing relevance in our modern era. This essay delves into the Eucharist's role as an institution of ecological stewardship, highlighting its ties to creation, accountability, and sustainability.

The Eucharist: Theologico-Ecological Implications

Throughout history, God has manifested His divine power and goodness. But what attracts us in a very deep way, and indeed leads us into that profound mystery of God, is when the Second Divine Person of the Holy Trinity entered creation and became part of it. God is unrestrained by time and space, yet He assumed our humanity and was subject to time and space. God freely and lovingly laid aside the grandeur of His divinity, and “made his dwelling among us” (John 1:14) to become one with and part of this material world.

The presence of our Lord Jesus Christ in the world did not cease after He ascended into heaven. Rather, His presence continues to exist in the material realm through the sacramental life of the Church, but most especially in the Eucharist. In and through the Eucharist, Christ continues to enter our context and the reality of creation.

The Church’s document on the Sacred Liturgy Sacrosanctum Concilium proclaims: “Christ is always present in His Church, especially in her liturgical celebrations” (par. 7). Christ is present in the presider who acts in His Person, in the assembly of the faithful, in the proclamation of the Sacred Scriptures, and in the Eucharistic species of bread and wine. All these manifest God’s unending offering of Himself and His closeness to all creation. The Eucharist is seen as the privileged avenue where the ever-infinite God chooses to be present to the world as part of this world. Hence, the celebration of the Eucharist carries with it a profound cosmic sense and relevance.

The Intrinsic Mission to Care for the Environment

The Second Vatican Council’s reform of the Holy Mass attached prayer formularies based on Jewish table prayers, commonly known as berakah or “blessing”, to the action of placing the gifts on the altar, which expresses thanksgiving and praise of God’s goodness from which the bread and the wine are received. We can find this in the Order of the Mass:

Blessed are you, Lord God of all creation, for through your goodness we have received the bread we offer you: fruit of the earth and work of human hands, it will become for us the bread of life. (no. 23)

Blessed are you, Lord God of all creation, for through your goodness we have received the wine we offer you: fruit of the vine and work of human hands, it will become for us our spiritual drink. (no. 25)

These prayer formularies serve as expressions of gratitude to God for His creation of the world and for humanity's role in producing bread and wine, which, through the Eucharist, transform into the means for Christ's living and life-giving presence. They function as constant reminders of God's boundless kindness and generosity bestowed upon us. Simultaneously, they humbly acknowledge the indispensable role of human collaboration in the divine endeavor of salvation.

But these prayer formularies constitute in themselves a sending forth on a mission. There is an intrinsic task in these prayers that the faithful should accomplish. The 51st International Eucharistic Congress (2016) explains the relationship between our worship and the mission to care for creation:

Worship cannot be indifferent to the concern for the environment and natural resources. To “bless the Lord God of all creation” is to thank God for the earth, His creation, which is our sustenance. The world is not merely raw material to be utilized simply as we wish – all the way to depletion and wastage. To “bless the Lord God of all creation” entails raising a prophetic voice against the greed of human hearts and hands in the defense of the earth and its resources and of those who fall victim to nature’s revolt when exploited irresponsibly. (Basic Text, pg. 14)

The principle of concern for nature is no less than love. The virtue of divine love ought to extend to everyone and to everything that is willed and loved by God. Since nature is the work of God’s hands, it ought to be loved as well. The Second Vatican Council’s Pastoral Constitution on the Church in the Modern World Gaudium et Spes (1965) clearly explains this further: “For redeemed by Christ and made a new creature in the Holy Spirit, man is able to love the things themselves created by God, and ought to do so. He can receive them from God and respect and reverence them as flowing constantly from the hand of God.” (par. 37)

The Eucharist: School of Ecological Stewardship

Recognizing God as the Creator of all things highlights a profound link between the Eucharist and the natural world. Through the Eucharist, we are reminded that the same Creator who intricately designed the Earth and its ecosystems also bestowed upon us the precious gifts of bread and wine. In this light, the Eucharist serves as a teacher, urging us to perceive God's presence in creation and to acknowledge the intrinsic worth of the world that surrounds us.

This connection encourages a shift in our perspective, prompting us to regard the Earth not merely as a resource for exploitation but as a sacred gift deserving of our reverence and safeguarding. Much like the Eucharist calls us to offer our lives in gratitude, it also impels us to dedicate our efforts to the preservation of the Earth. Recognizing God's creative hand in the world inspires us to become better custodians of His creation.

The Holy Father Pope Francis speaks of this concern for creation in his encyclical letter Laudato Si. Moreover, he reflects on the intimate relationship between the Eucharist and creation: “It is in the Eucharist that all that has been created finds its greatest exaltation. Grace, which tends to manifest itself tangibly, found unsurpassable expression when God himself became man and gave himself as food for his creatures.” (no. 236). Caring for creation is giving glory, honor, praise, and blessing to the Creator, the first one who has blessed humanity with so much.

The Eucharist and Ecological Challenges

In and through the Eucharist, God invites all of us to love His creation, and by loving all of creation, we show our love for Him. Love of our neighbor also entails love for the environment, our common home. Hence, we ought to take care of the created world even in small ways. In doing such, even switching off lights that are not used, proper disposal of trash, using recyclable shopping bags, and doing even small acts of concern for nature can become Eucharistic.

The Eucharistic celebration involves the communion of bread and wine, emphasizing sustenance and nourishment. Through this communion, we are prompted to reflect on the significance of sustainability. Just as Jesus miraculously multiplied the loaves and fish to feed the masses, we are called upon to safeguard the responsible utilization of Earth's resources, catering to the needs of both the present and future generations.

The Eucharist imparts lessons about the fundamental principles of Christian life, emphasizing sharing and sustainability. In the context of ecology, this translates to adopting conscientious consumption practices, reducing waste, and advocating for environmentally friendly behaviors. Sustainability echoes the teachings of the Eucharist, motivating us to ensure that God's creation can continually support all living creatures.

Being responsible for our environment is a manifestation of our concern for creation. Actively participating in environmental development activities such as tree-planting and clean-up drives shows our responsible concern and love for creation. To this end, the Eucharist becomes the source of motivation for our concern for the environment, which directs us to be loving and responsible stewards of all creation.

Pastoral and Practical Applications of Eucharistic Ecology

The Eucharist not only conveys theological truths but also inspires concrete pastoral action. In every celebration of the Mass, the faithful are sent forth with the words “Go in peace, glorifying the Lord by your life.” This dismissal embodies the missionary character of the Eucharist, urging believers to translate Eucharistic grace into daily living. In the context of ecological stewardship, this means that participation in the Eucharist should naturally lead to practical efforts of environmental care.

First, parishes and Catholic institutions are called to integrate ecological awareness into their liturgical celebrations and pastoral programs. This could include using locally produced bread and wine where possible, minimizing single-use plastics in parish gatherings, and promoting ecological catechesis that connects liturgical life with environmental action. The Eucharist thus becomes not only a sacramental encounter with Christ but also a continual reminder of humanity’s shared responsibility for creation.

Second, the Eucharist inspires communities to embrace a spirituality of simplicity and gratitude. Just as the elements of bread and wine come from the earth and the labor of human hands, so too are believers reminded to value moderation, avoid consumerism, and appreciate the interconnectedness of all life. This Eucharistic spirituality challenges the culture of waste by fostering habits of mindful consumption and responsible care for natural resources.

Finally, the Eucharist calls the faithful to prophetic witness. By blessing “the fruit of the earth,” Christians are commissioned to defend the earth and its resources against exploitation, pollution, and greed. This entails not only individual lifestyle changes but also collective advocacy for policies that promote sustainable development and protect vulnerable communities affected by ecological crises.

In this way, the Eucharist becomes a living school of ecological discipleship—one that forms believers to see creation as sacramentally charged and to act as stewards of God’s world with courage, compassion, and hope.

Epilogue

The Eucharist serves as a profound source of inspiration for ecological stewardship. It fosters a deep connection with the natural world, underscores the importance of responsibility and gratitude, and advocates for sustainable practices. This Sacrament beckons Christians to acknowledge the inherent value of the environment and to embrace their role as custodians of the Earth. The wisdom imparted by the Eucharist transcends the walls of the church, guiding us in our everyday lives to live as conscientious and grateful caretakers of God's creation. In a world grappling with unprecedented ecological challenges, the teachings of the Eucharist illuminate a path toward a more sustainable and harmonious relationship with our planet.

DOI 10.5281/zenodo.16924427

ABSTRACT

This experimental research aimed to develop and validate integrative performance tasks that can be used as support material in teaching Mathematics 8. The participants of the study were composed of two groups. First, the student participants, one heterogeneous Grade 8 class consisting of 35 students who attended face-to-face classes during the 2022–2023 school year, served as the main subjects of the study. Second, the group of experts was composed of one Mathematics Education Program Supervisor, one OIC Mathematics Department Head, one Mathematics Head Teacher VI, two Mathematics 8 teachers, and two Cluster Head Master Teachers. This group reviewed the pre- and post-tests and assessed the Integrative Performance Tasks in terms of the following characteristics of high-quality assessment: clarity of learning targets, validity, reliability, fairness, practicality, and efficiency.

Results showed that, in terms of the characteristics of high-quality assessment, such as clarity of learning targets, validity, reliability, fairness, practicality, and efficiency, the integrative performance tasks complied to a “very great extent.” Moreover, the implementation of the Integrative Performance Tasks significantly improved students’ attitudes and performance in a more positive direction. Inferential tests revealed that students’ exposure to the Integrative Performance Tasks correlates with their mathematics performance. Among the challenges encountered by students in implementing the IPTs were psychological challenges, confusion in subject integration, and weaknesses in the IPTs themselves. As an offshoot of the study, a proposed plan of action to improve assessment methods in teaching Mathematics 8 was conceptualized and crafted, based on the challenges encountered by the students during the implementation of the Integrative Performance Tasks.

Keywords: attitude, assessment, high-quality assessment, integrative performance tasks, validity

DOI 10.5281/zenodo.16924463

ABSTRACT

The qualitative study explored the lived experiences of college students of Abuyog Community College regarding the effects of power naps on academic motivation. Grounded in the Restorative Theory of Sleep and Self-Determination Theory, the research used a hermeneutic phenomenological approach through semi-structured interviews of eight college students. Thematic analysis revealed two main themes: Power Nap as a Source of Rejuvenation and Enduring Academic Exhaustion, with sub-themes reflecting mental and physical exhaustion, self-control against napping, and setting into fatigue. In conclusion, participants emphasized the restorative benefits of power naps in academic productivity. However, some resisted napping due to time constraints, fear of oversleeping, or personal preference. Findings suggest that integrating short rest periods may enhance students’ academic well-being and performance. Moreover, the paper contributes to the limited localized research on sleep practices and calls for institutional support in promoting balanced, rest-conscious academic environments for student success.

Keywords: power nap, academic motivation, lived experiences, academic exhaustion, thematic analysis

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Abstract

Teacher quality is globally recognized as a key determinant of student learning outcomes and overall educational effectiveness. However, limited empirical evidence exists in the local context linking teachers’ performance, as measured by the Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS-PPST), with the actual academic achievement of learners. This study examined the effect of teachers’ performance on the academic achievement of learners in the Schools Division of the City of Ilagan as a basis for an action plan to enhance performance. Anchored on RPMS-PPST, the research sought to determine teachers’ performance levels, differences across positions and school levels, their perceptions of RPMS-PPST, and the relationship between performance ratings and learners’ achievement. Employing a descriptive research design, the study involved 477 elementary and 390 secondary public school teachers. Data were gathered through questionnaires, informal interviews, and documentary analysis, and analyzed using descriptive statistics, Pearson’s correlation, and t-tests.

Findings revealed that both elementary and secondary Teachers I-III and Master Teachers I-II obtained Very Satisfactory performance ratings, with no significant difference between the elementary and secondary counterparts. The Division Academic Performance Survey showed that most elementary schools were Moving Towards Mastery (mean = 70.71), while all secondary schools were at Average Mastery (mean = 49.63). Teachers’ performance significantly affected secondary learners’ achievement (p = 0.0343) but showed no significant effect on elementary learners’ results (p = 0.3473). Teachers expressed strong agreement with RPMS-PPST indicators across the ratee–rater relationship, portfolio preparation, and classroom observation, though significant perception differences existed between elementary and secondary teachers.

The study concludes that while teachers demonstrate high performance and positive perceptions of RPMS-PPST, its impact is more evident in the achievement of secondary learners. Recommendations include strengthening performance monitoring and coaching, sustaining academic performance surveys, and refining RPMS-PPST implementation through targeted interventions. Findings offer insights for policy-makers and school leaders in aligning teacher development with improved student outcomes.

Keywords: Teacher performance, academic achievement, RPMS-PPST, perception, performance monitoring, learning outcomes

DOI 10.5281/zenodo.16925114 

ABSTRACT

The COVID-19 pandemic prompted a significant shift in educational delivery, necessitating innovative and efficient assessment methods to ensure continuous learning. This study investigates the effectiveness of Google Forms as an assessment tool in Asian History for Grade 7 learners during the new normal. Google Forms, a web-based application in the Google Docs Editors suite, offers features conducive to online assessments, such as ease of access, automated scoring, and real-time feedback. The research aims to determine its impact compared to traditional modular (pen-and-paper) assessments, particularly in measuring learners’ performance and engagement.

A quasi-experimental design was employed, involving 80 Grade 7 students during the school year 2022–2023. Two intact sections were purposively selected: Grade 7–Emilio Aguinaldo (control group, traditional assessment) and Grade 7–Felipe Agoncillo (experimental group, Google Forms assessment). Both groups undertook pre-tests and post-tests with identical content, covering formative quizzes, tasks, and activities. Data was analyzed using statistical tests to determine the significance of differences in scores.

Results revealed no significant difference between the pre-test scores of the control (M=83.58, SD=5.75) and experimental groups (M=82.30, SD=6.01), indicating comparable baseline performance (p=0.33 > α=0.05). However, post-test scores indicated a statistically significant difference, with the experimental group (M=88.76, SD=4.42) outperforming the control group (M=84.75, SD=3.49) at p=0.0029 < α=0.05. Within-group analysis further showed that the control group’s pre-test and post-test scores had no significant difference (p=0.2747 > α=0.05), while the experimental group demonstrated a significant improvement (p=0.0001 < α=0.05). These findings suggest that Google Forms-based assessments enhance student performance more effectively than traditional methods.

Supporting literature (Djenno et al., 2015; Agung et al., 2018; Lestari, 2015; Sari et al., 2020) corroborates the results, emphasizing that Google Forms provides efficiency, accessibility, cost-effectiveness, and features aligned with learner preferences. Furthermore, it alleviates teacher workload through automated scoring and result compilation. The tool’s interactive interface, instant feedback, and digital convenience contribute to increased student motivation, engagement, and time management factors crucial during remote or blended learning scenarios.

The implications of this study underscore the potential of integrating Google Forms into formative and summative assessment practices beyond pandemic conditions. By leveraging technology, educators can promote active participation, enhance data accuracy, and foster a more engaging assessment environment. The findings also offer a model for educational institutions to adapt technology-based evaluation methods as part of post-pandemic pedagogical strategies, aligning with the Department of Education’s initiatives for 21st-century learning.

In conclusion, Google Forms proves to be an effective, practical, and learner-centered assessment tool in Asian History education during the new normal. Its application can serve as a basis for developing new evaluation models that prioritize both academic performance and student engagement. Future research may explore its integration with other digital platforms, long-term effects on learning retention, and applicability across various subjects and educational levels.

Keywords: Google Forms, assessment tool, Asian History, new normal, online learning, quasi-experimental research

DOI 10.5281/zenodo.16926091

Abstract

This study assessed the relationship between socio-cognitive conflicts and the academic performance of high school students in Nebraska, USA, serving as a foundation for a capability training program for teachers. Anchored in Social Interdependence Theory (SIT), the research explored how group dynamics, communication breakdowns, cognitive differences, leadership and role conflicts, conflict resolution strategies, and emotional regulation influence collaborative learning outcomes. A quantitative research design was employed, involving 118 respondents (100 students and 18 teachers) from Ralston High School, selected through stratified random sampling. Data were collected using a validated Likert-scale survey assessing socio-cognitive conflict indicators, complemented by students’ academic performance records in subjects involving group activities. Statistical treatments included mean, weighted mean, ANOVA, and Pearson-r correlation. Findings revealed that socio-cognitive conflicts were moderately observed across dimensions, with communication breakdown and differences in cognitive perspectives as the most prevalent factors. Results showed significant differences in conflict levels when grouped by demographic profiles such as age and grade level. Importantly, a significant negative correlation was established between socio-cognitive conflict levels and academic performance, indicating that unmanaged conflicts impede learning outcomes. Emotional regulation and peer sensitivity emerged as critical determinants in mitigating conflict and fostering productive collaboration. Based on these findings, the study proposed a Capability Training Program for Teachers aimed at equipping educators with strategies for recognizing, managing, and transforming socio-cognitive conflicts into opportunities for critical thinking, deeper understanding, and improved academic engagement. The study underscores the importance of structured group learning environments, emotional regulation support, and culturally responsive pedagogy to optimize collaborative learning and enhance educational equity. It offers practical implications for teachers, school leaders, and educational policymakers in both Nebraska and the Philippines, providing an empirical basis for teacher development programs that strengthen conflict management and socio-emotional learning within classroom settings.

Keywords: socio-cognitive conflict, academic performance, Social Interdependence Theory, high school students, teacher training, emotional regulation, collaborative learning

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ABSTRACT

This study examined the relationship between cash flow dynamics and financial distress among 111 Chinese A-share listed real estate companies over the period from 2004 to 2023. By utilizing descriptive statistics, regression models (OLS, logistic, and panel data), and machine learning techniques (Random Forest), the research revealed that cash flow challenges were a pervasive issue within the sector. The results showed that the average Free Cash Flow (FCF) was –369.29 million RMB, with 75% of firms experiencing negative FCF (skewness = –4.98), highlighting severe liquidity constraints. Additionally, the Cash Flow Adequacy Ratio was notably low at –0.994 (standard deviation = 140.285), and Cash Flow Volatility displayed significant skewness (13.79), further signaling instability in the financial operations of these firms.

The analysis of financial distress using the Altman Z-Score model indicated that approximately 66.2% of the companies in the sample were classified as financially distressed, with a Z-Score of less than 1.8. Key predictors of distress includedleverage (Debt-to-Asset Ratio, R² = 0.204, p < 0.001) and liquidity (Quick Ratio, R² = 0.339, p < 0.001). However, while cash flow metrics such as FCF and Cash Flow Adequacy had weaker direct effects on financial distress, their role remained important in understanding the underlying financial health of firms.

Interviews with industry experts and executives revealed that regulatory pressures, particularly the introduction of the “Three Red Lines” policy in 2020, had significantly impacted cash flow adequacy. Post-policy, the odds ratio for cash flow adequacy was 0.071 (p = 0.034), underscoring the growing relevance of liquidity management under regulatory constraints.

This study emphasized the interplay between cash flow management, leverage, and regulatory frameworks in shaping financial distress outcomes in the Chinese real estate sector. The findings suggested that effective cash flow management, particularly in light of regulatory restrictions, was essential for mitigating financial distress risk in this capital-intensive industry.

Keywords：Cash flow adequacy, cash flow volatility, Chinese real estate, financial distress, free cash flow, three red lines policy

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Abstract

Quality teaching is widely recognized as a crucial factor in enhancing students’ academic achievement, particularly in core subjects such as Mathematics and Technology and Livelihood Education (TLE). However, limited studies have examined how the performance of these teachers directly relates to the academic performance of Grade 8 students, especially within the context of the Schools Division of the City of Ilagan. This study investigated the performance of Mathematics and TLE teachers in the Schools Division of the City of Ilagan and examined its implications for the academic performance of Grade 8 students. Employing a descriptive-comparative research design, data were gathered from 32 Grade 8 Mathematics and TLE teachers across twelve secondary schools offering the Revised Basic Education Curriculum. Teacher profiles included age, sex, position, years in service, and highest degree obtained. Instruments used were a survey questionnaire, RPMS performance ratings, and students’ final grades in Mathematics and TLE.  Statistical tools, including frequency distribution, mean, standard deviation, chi-square test, t-test, and two-way ANOVA, were applied.

Findings revealed that most teachers were under 30 years old, predominantly female, in Teacher III positions, with 0–3 years of teaching experience, and had earned units in master’s degrees. Both Mathematics and TLE teachers achieved very satisfactory performance ratings, with Mathematics teachers slightly outperforming TLE teachers. Age was found to significantly influence the performance of Mathematics teachers, while sex, position, and educational attainment showed no significant effect. Students showed very satisfactory performance in both subjects, with slightly higher achievement in TLE. A moderate, positive correlation was established between teachers’ performance ratings and students’ academic performance, indicating that higher teacher performance is associated with better student achievements.

The study recommends that teachers complete their master’s degrees, strive for outstanding performance ratings, and engage in professional development activities. Further research in other subject areas is also suggested.

Keywords: Mathematics, Technology and Livelihood Education, teacher performance, student academic performance, descriptive-comparative research, correlation

DOI 10.5281/zenodo.16926862

When I was a child, I usually hear the word, “American dream”. It stuck in my mind and as I grow older, I asked people that surround me about the words they uttered long time ago. And the answer was- they wanted to go to America and upon hearing these lines, I personally wanted to go to also. America has influenced a lot in many ways like music, fashion and even the way they talk specifically the vulgar and slang words and their facial expressions per say to the Asian countries most specifically the Philippines and of course other neighboring countries. In the Philippines, our educational system adopted the American educational system since Americans has greatly influenced our system. Filipino educators even idolized American speakers and writers and even we speak the language more than our own language.

Language register is the level of formality with which you speak. Different situations and people call for different registers (Nordquist, 2018). This register is conversational in tone. It is the language used among and between friends. Words are general, rather than technical. This register may include more slang and colloquialisms. The study entitled, “THE INFLUENCE OF MODERN AMERICAN POPULAR CULTURE ON THE ENGLISH VOCABULARY by Bojan Kašuba (2016) sought to describe modern American popular culture and its influence on the English language, specifically on the vocabulary. Furthermore, the thesis deals with morphology, primarily word-formation. Basic linguistic terms such as morphemes, words, lexemes, and affixes are explained. Additionally, a brief comparison between first language vocabulary acquisition and foreign language vocabulary acquisition is presented.

The examination of specific art forms or artefacts names such as films, TV series, music, technology, social media, politics, and fashion provided the core of the popular culture analysisAmerican popular culture as multi-faceted as being described in the reading material. American popular culture is multi-faceted, but it is also molded with duality. It is low form, but it can also represent high form and a representation of trash culture, but it can also be admired for its diversity and colorfulness. Language and society each represent one side of the same coin. Indeed, American films, TV series and pop songs can change society, they can also change language.

For example, the noun truthiness, was used in a segment in The Colbert Report to elicit humor, but has outgrown its original purpose, as it is used as a mockery of political and journalistic speech for bending the truth to suit one’s purpose. Furthermore, words’ characteristics are important in vocabulary acquisition, but they are not the only deciding factor in making them a part of a person’s mental lexicon.

With all these descriptions mentioned above, indeed, native, and non-native speakers tend to acquire new vocabulary from American pop culture incidentally thru different media platforms and very good avenues for future research as well for new word discoveries.

DOI 10.5281/zenodo.16930531

INTRODUCTION

Numeracy is a foundational life skill, essential for fostering rational thinking, navigating complex social situations, and making data-driven decisions. Its importance has been a global focus, with organizations like UNESCO promoting international efforts to improve numeracy for sustainable development and social engagement. In the Philippines, the Department of Education (DepEd) has integrated numeracy into the K–12 Basic Education Program as a core component of the national curriculum, outlined in DepEd Order No. 12, s. 2015. However, Filipino students consistently perform below the global average in mathematics, according to international assessments such as the 2018 Program for International Student Assessment (PISA) and data from the World Bank (2022). These findings highlight a critical need for targeted interventions to address the numeracy crisis in the country.

DepEd Division of Rizal launched Project NUMERO (Number Understanding Makes Every Rizaleño Onboard), as per DepEd Division Memorandum No. 207, s. 2022, to address these skill gaps. The project outlines a comprehensive strategy for enhancing numeracy through teacher capacity building, resource management, and monitoring. Despite its potential, initial feedback from the Baras Sub-Office revealed significant implementation challenges. Post-test results from Project NUMERO showed that out of 151,926 documented cases, 15,905 children remained non-numeric, indicating a large proportion of students still struggle with basic skills and highlighting the urgent need for a more effective program.

Implementation challenges in the Baras Sub-Office were widespread, stemming from systemic issues such as inconsistent program application across schools, inadequate teacher professional development, and poor school-level coordination. Under-resourced schools, in particular, often lacked the necessary instructional materials and support networks, which are crucial for effective mathematics instruction. The COVID-19 pandemic further exacerbated these issues, as the shift to online and hybrid learning models created significant obstacles for students in rural areas with limited access to digital devices and reliable internet. These factors stalled the development of numeracy programs and widened existing educational inequalities.

This study was designed to evaluate the implementation and practice of Project NUMERO within the Baras Sub-Office. Its specific goals were to assess resource management, identify implementation bottlenecks, and develop a management action plan to improve program execution. By researching these variables, this study aims to generate insights that will enhance the program's efficacy and ensure it meets the needs of students throughout the Division of Rizal, ultimately promoting equitable access to quality education for all.

RESEARCH METHODOLOGY

This study used a descriptive-correlational research design to evaluate Project NUMERO's implementation in secondary schools within the Baras Sub-Office. This design was chosen for its ability to gather quantitative data on teacher profiles and the project's implementation across four key areas: learning progress, quality assurance, curriculum alignment, and stakeholder engagement. The design also enabled the assessment of specific classroom practices, including student assessment, instructional strategies, tools used, and appraisal approaches. The descriptive component provided a clear picture of the project’s current status, while the correlational part examined the relationships between the variables, particularly between implementation and practice. The study also sought to determine if there were significant differences in teachers' evaluations of the program based on their professional profiles. Data were collected using structured questionnaires and were analyzed with both descriptive and inferential statistics to ensure a thorough evaluation.

The research was anchored in Koutsopoulos' (2020) framework for appraising education, which emphasizes evaluating educational programs based on both their execution and their operational use. Following this framework, Project NUMERO was assessed across two main dimensions: the extent of implementation and the level of practice. The first dimension focused on how well the program was carried out, measuring progress in learning, quality assurance, curriculum alignment, and stakeholder engagement. The second dimension, level of practice, examined how the program was applied in actual classrooms. This included an analysis of student assessment methods, the instructional strategies teachers used, the tools they employed, and their appraisal approaches. By applying this framework, the study was able to evaluate both the project’s overall implementation and its specific classroom applications, providing a complete picture of its effectiveness and identifying areas for future improvement. The findings will serve as the basis for a management action plan to enhance numeracy education in the Baras sub-office.

The study participants were 22 mathematics teachers from secondary schools in the Baras Sub-Office during the 2023–2024 school year. They were purposively selected due to their direct involvement with Project NUMERO. Their perspectives and experiences were essential for accurately evaluating the program's effectiveness, understanding its challenges, and proposing practical recommendations for its enhancement.

RESULTS AND DISCUSSION

The group of teacher-respondents represented a wide range of professional backgrounds, with varying educational attainments, years of service, and levels of participation in numeracy-related training. This diversity offered a broad lens through which to assess the implementation of Project NUMERO. Despite these differences, the program received a consistent rating of “implemented” across its four key variables: learning progress, quality assurance, curriculum and learning objectives, and stakeholder engagement. This finding points to the systematic integration of Project NUMERO into teaching practices and school operations, demonstrating a strong institutional commitment to its objectives. Teachers not only acknowledged the program but also actively applied its core principles in their classrooms, particularly in student assessment, instructional practices, the use of various tools, and appraisal approaches. These results indicate that the project went beyond mere policy and became deeply woven into the fabric of daily teaching and learning activities.

A deeper analysis revealed no significant variations in the level of implementation when respondents were categorized by educational attainment, length of service, or participation in numeracy training. This consistency implies that teachers, irrespective of their professional background, shared a common understanding of the program and adopted a uniform approach in carrying it out. Such uniformity underscores the strength of the program’s design and support mechanisms in fostering consistency across a variety of teaching profiles.

The study also established meaningful connections between specific aspects of implementation and classroom practice. A significant relationship was found between learning progress and the tools utilized, as well as the appraisal approaches. This discovery highlights the interdependent nature of program design and practical instructional methods. Put another way, improvements in student learning outcomes were directly linked to the resources teachers had access to and the feedback systems they used to monitor progress. This suggests that focusing on these areas could significantly enhance Project NUMERO’s overall impact.

Ultimately, the results confirm that Project NUMERO was effectively integrated across schools in the Baras Sub-Office. The shared commitment of teachers, regardless of their professional distinctions, shows the program’s capacity to build a unified framework for numeracy instruction. While the implementation was uniform, the observed links between learning progress and specific classroom practices emphasize the need for providing targeted support in tools and appraisal strategies to sustain and further improve the program’s effectiveness.

REFERENCES

Department of Education (DepEd). (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (DepEd Order No. 13, s. 2015). Department of Education. https://www.deped.gov.ph

Department of Education (DepEd). (2019). Strengthened Implementation of Numeracy and Literacy Programs in the Schools (DepEd Memorandum No. 173, s. 2019). Department of Education. https://www.deped.gov.ph

Department of Education (DepEd). (2022). Conduct of Activities to Strengthen Numeracy Skills through the Implementation of Project NUMERO (Division Memorandum No. 207, s. 2022). DepEd Rizal Division.

Department of Education (DepEd). (2023). National Education Plan (NEP) 2023–2028. Department of Education. https://www.deped.gov.ph

Koutsopoulos, K. C. (2020). A framework for appraising education. Journal of Education, Society and Behavioural Science, 33(11), 142–154. https://doi.org/10.9734/JESBS/2020/v33i1130279

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://www.unesco.org

World Bank. (2022). The State of Basic Education in the Philippines: Progress and Challenges. World Bank Group. https://www.worldbank.org

DOI 10.5281/zenodo.16930646

ABSTRACT

In the Philippines, public elementary school students in Key Stage 1 who are either non-readers or have difficulty reading were the focus of this research into Project REGAIN. It examined how teacher-implementers modified and maintained literacy strategies in classrooms in response to the deteriorating impacts of learning poverty following the pandemic. Using Braun and Clarke's (2022) thematic analysis, data were collected from teacher interviews, reflective journals, and classroom artifacts.

Teachers used phonemic-based instruction, the Marungko method, and guided reading, but they changed these methods to fit the needs of different students. Even though they had few resources, big classes, and students who were at different levels of readiness, they always changed their methods to keep students interested. Four themes emerged: teacher adaptability in the face of challenges; the emotional and professional commitment required for literacy work; the role of collaboration and informal peer mentoring; and the difficulties of sustaining progress without long-term institutional support.

The results showed that students became more confident and fluent, and teachers also grew professionally, became more motivated, and became more involved in their work. Project REGAIN not only helped people read better, but it also created a culture of care, persistence, and shared responsibility. The study finds that real change in reading outcomes depends on giving teachers more power, valuing their knowledge, and making sure that systems are in place to help them.

Keywords: Early Literacy, Philippine Public Schools, Teacher-led Interventions, Reading Proficiency, Thematic Analysis

INTRODUCTION

Reading proficiency in early grades is a global benchmark of educational success (UNESCO, 2021). Despite various interventions, millions of children worldwide remain in 'learning poverty' (World Bank, 2022). In the Philippines, pandemic-related learning loss severely affected Key Stage 1 learners, leaving many unable to master basic reading skills (UNESCO, 2021; World Bank, 2022).

At Pamplona Elementary School Central, the Comprehensive Rapid Literacy Assessment (CRLA) revealed nearly half of Grade 1 learners were non-readers at the beginning of the school year. While national programs existed, localized interventions tailored to classroom realities were scarce and under-researched (Department of Education [DepEd], 2023; Piper, Sitabkhan, & Betts, 2021).

Project REGAIN (Reading Effectively for Goal Achievement to Improve Non-readers) was introduced as a school-based intervention combining the Marungko Approach and Project I-REACH strategies. This study sought to explore the lived experiences of teacher-implementers, examining how they adapted instructional methods, interpreted the program’s value, and navigated challenges.

METHODS

This research employed a qualitative phenomenological framework to elucidate the experiences of teacher-implementers with Project REGAIN in their daily practice. Six educators from Central Pamplona Elementary School took part. The information gathered was derived from field notes, reflective journals, and semi-structured interviews. Using Braun and Clarke's six-phase process, transcripts were coded and analyzed for themes. By using triangulation and member checking, we were able to strengthen our credibility while adhering to ethical standards like confidentiality and consent.

Research Design

This study employed a qualitative phenomenological design to capture the lived experiences of teachers who implemented Project REGAIN. Phenomenology was chosen because it provides a lens to understand how participants make sense of their roles, challenges, and professional growth while delivering reading interventions. Rather than focusing on numerical outcomes, the design emphasized meaning-making, allowing teachers’ personal insights, emotions, and reflections to guide the interpretation of the program’s impact. This approach was particularly suited to exploring grassroots interventions where teacher agency, creativity, and resilience are central to program success.

Participants

The participants were six purposively selected teachers from Pamplona Elementary School Central who were actively involved in Project REGAIN. They included English and Filipino subject teachers, as well as logistics facilitators who supported the program’s implementation. Selection was based on three criteria: (1) at least one year of direct involvement in Project REGAIN, (2) experience in facilitating reading remediation sessions with Key Stage 1 learners, and (3) willingness to participate in in-depth interviews and share reflective accounts. This ensured that participants had substantial and relevant experiences to contribute to the study.

Data Generation

Data were gathered primarily through semi-structured interviews, each lasting between 30 and 45 minutes. Interviews were conducted in quiet and private spaces within the school premises to promote openness and confidentiality. An interview guide was developed to explore key areas such as lived teaching experiences, challenges encountered, strategies applied, and perceptions of learner progress. To enrich the dataset, field notes were taken to capture non-verbal cues and contextual observations, while reflective journals provided deeper insights into participants’ ongoing thoughts and emotions throughout the program. This triangulation of data sources strengthened the validity and richness of the findings.

Data Analysis

The data were analyzed using Braun and Clarke’s (2022) six-phase framework for thematic analysis. The process began with repeated reading of interview transcripts and reflective notes to achieve immersion. Initial codes were generated manually, capturing both semantic meanings and latent insights. Codes were then reviewed and clustered into potential themes, which were refined through constant comparison across participants’ accounts. Themes were finalized based on their relevance to the research questions and their resonance with the collective narratives. To ensure credibility, reflexive journaling was maintained to account for researcher bias, and member checking was used to validate interpretations with participants.

RESULTS

The analysis of teacher-implementers’ narratives revealed five interrelated themes that illustrated both the challenges and opportunities encountered during the implementation of Project REGAIN.

Commitment and Resilience Amidst Constraints.

Teachers consistently demonstrated a strong sense of duty to help their learners despite systemic limitations. They worked with minimal resources, large class sizes, and inconsistent student attendance. Yet, their determination was evident in how they improvised instructional materials, extended class time, and patiently guided pupils until even small reading milestones were achieved. This perseverance highlighted the central role of teacher resilience in sustaining grassroots interventions.

Localized and Adaptive Instruction.

A recurring pattern in the narratives was the teachers’ ability to adapt instructional methods to the unique needs of their pupils. They blended established approaches such as the Marungko method with contextualized examples, local stories, and improvised exercises. These adaptations ensured that reading sessions were meaningful and accessible, demonstrating how responsiveness to learner context is vital in addressing literacy gaps.

Emotional Labor and Professional Fulfillment.

The teachers’ reflections underscored the emotional demands of their work. Many described moments of frustration when progress was slow, but they also expressed deep joy and pride when learners achieved breakthroughs. These emotional experiences were closely tied to their professional identity, reinforcing their sense of purpose as educators and their commitment to continue despite hardships.

Learner Confidence and Agency.

Teachers reported visible transformations in learners’ attitudes and behaviors. Once-shy and hesitant pupils gradually became more eager to participate in class, read aloud, and assist their peers. This growth in confidence was fostered by consistent encouragement, recognition, and positive feedback from teachers. The development of learner agency was seen not only in improved reading fluency but also in stronger classroom participation.

Collaboration and Shared Practice.

Collaboration emerged as a key enabler of Project REGAIN’s success. Teachers relied on peer support, shared teaching materials, and consulted master teachers for guidance. Informal mentoring among colleagues fostered professional growth, while collective problem-solving strengthened the program’s continuity. This spirit of teamwork created a sense of shared responsibility and reinforced the sustainability of the intervention.

Together, these five themes paint a picture of teachers navigating complex realities with creativity, persistence, and care. Their accounts demonstrate that the effectiveness of Project REGAIN was not simply rooted in instructional strategies, but in the collective resilience, adaptability, and collaboration of those who carried it out.

DISCUSSION

The findings affirm that teacher agency and adaptability are critical in sustaining reading interventions. Project REGAIN demonstrated that teachers were not passive implementers of a prescribed program but active decision-makers who continuously modified strategies to fit classroom realities. They became knowledge producers, drawing from their own professional judgment, creativity, and contextual awareness to make literacy instruction more responsive and effective.

Equally significant was the role of emotional engagement, which emerged as central to the teachers’ persistence and success. Echoing , the study shows that teachers’ sense of identity and emotional investment fueled their commitment to helping learners, even in the face of exhaustion and limited resources. Breakthroughs in reading were not only academic milestones but also emotional victories that reaffirmed teachers’ purpose and strengthened their resilience.

The study highlights the dual impact of Project REGAIN: learners achieved measurable gains in reading fluency, comprehension, and confidence, while teachers experienced professional renewal, growth in instructional competence, and a stronger sense of collective responsibility. However, these successes remain precarious. Sustainability is threatened by systemic issues such as insufficient funding, lack of institutional support, absence of structured monitoring systems, and the looming risk of teacher burnout.

For Project REGAIN or similar interventions to be sustained and scaled, systemic backing is essential. This includes adequate resource allocation, ongoing professional development, formal recognition of teacher contributions, and policies that embed grassroots innovation into the broader educational system. Without such institutional reinforcement, the long-term impact of these promising interventions may be undermined.

Conclusion

Project REGAIN showed that teacher-led, context-based reading programs can effectively help non-readers in Key Stage 1. The success of the intervention relied on teachers’ resilience, adaptability, emotional investment, and collaborative spirit. These qualities not only fostered measurable improvements in learners’ reading confidence and fluency but also strengthened teachers’ professional growth and commitment, highlighting the transformative role of empowered educators in sustaining grassroots literacy reforms.

Recommendations

These recommendations arise from teachers’ real classroom experiences with Project REGAIN. They prioritize practical steps—strengthening teacher capacity, supplying materials, engaging families, simple progress checks, caring for teacher well-being, and securing policy support—so early readers advance steadily, and gains endure sustainably.

Provide continuous professional development and mentorship. Set up coaching cycles (observe–feedback–rehearse), monthly PLCs, and lesson study on phonemic awareness, decodables, and guided reading. Designate “model classrooms” and a training-of-trainers team.

Ensure adequate resources for reading materials. Create a minimum REGAIN kit: leveled decodable readers (A–D), alphabet/phoneme cards, phoneme–grapheme maps, big books, timers, running-record sheets, and localized storybooks. Build a shared digital bank for lesson plans and assessments; secure a dedicated budget line.

Strengthen parental and community involvement. Launch Read-at-Home kits (daily 10–15 minutes), parent orientations, reading logs, and “reading buddy” volunteers (PTA, barangay youth). Set up weekend reading corners and brief radio/FB live read-alouds..

Institutionalize monitoring and feedback mechanisms. Use a simple M&E plan: baseline–midline–endline on oral reading fluency (WCPM), phonemic awareness checklists, and running records. Conduct monthly data huddles and fidelity checks with a 10-item checklist; maintain a dashboard.

Recognize and support teachers’ emotional labor. Schedule quarterly wellness check-ins, peer support circles, and load management during REGAIN periods. Provide access to counseling and establish recognition (certificates, small grants, showcase days).

Scale up Project REGAIN with policy backing. Issue a school/division memorandum, embed REGAIN in the SIP/AIP, and allocate annual funds. Run a cascade training plan (division → school → grade level) and formalize roles with DepEd/NGO partners. Commission an external review after Year 1.

References

Braun, V., & Clarke, V. (2022). Thematic Analysis: A Practical Guide. SAGE Publications.

Creswell, J. W., & Poth, C. N. (2021). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.

Department of Education (DepEd). (2023). National Reading Program: Implementation Guidelines. Department of Education, Philippines. https://www.deped.gov.ph

Marshall, C., & Rossman, G. B. (2022). Designing Qualitative Research (7th ed.). SAGE Publications.

Piper, B., Sitabkhan, Y., & Betts, K. (2021). Foundational Literacy Skills: Global Practices and Lessons Learned. USAID.

Saldaña, J. (2021). The Coding Manual for Qualitative Researchers (4th ed.). SAGE Publications.

Tracy, S. J. (2020). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact (2nd ed.). Wiley-Blackwell.

UNESCO. (2021). Education for Sustainable Development: A Roadmap. Paris: UNESCO.

UNICEF Philippines. (2021). SEA-PLM 2019 Philippine Results. https://www.unicef.org/philippines

World Bank. (2022). The State of Global Learning Poverty: 2022 Update. https://www.worldbank.org

DOI 10.5281/zenodo.16930701

Abstract

The present study examined the role of literature in the holistic growth of Filipino senior high school students in General Santos City. Moving beyond the conventional focus on grades and academic benchmarks, the research explored how reading and engaging with literary works influenced identity formation, emotional resilience, and social awareness among learners. While reading has long been recognized for sharpening cognitive skills, its deeper impact on adolescents’ values, relationships, and cultural perspectives remains less studied, particularly in urban Philippine settings.

Using a qualitative design, the study employed purposive sampling and collected narratives through interviews and reflective journals from Grade 12 students in both public and private schools. Thematic analysis revealed that literature functioned simultaneously as a mirror and a window: students saw their own challenges reflected in the texts while also gaining empathy for others whose lives differed from their own. Themes such as identity, family ties, resilience, belonging, and moral choice frequently emerged, underscoring literature’s capacity to guide values and self-understanding.

Effective classroom strategies included encouraging personal reflection, fostering open dialogue, and integrating creative activities, all of which enabled students to feel acknowledged and empowered. The findings emphasize the importance of culturally relevant and student-centered approaches in teaching literature. Ultimately, the study recommends reflective and dialogic pedagogies to maximize literature’s transformative potential, while future research should compare experiences across diverse regions and learner groups.

Keywords: Literature Engagement, Identity Development, Senior High School Students, Qualitative Study, Philippine Education

Introduction

People have known for a long time that literature is an important part of education. It helps students grow not only intellectually but also morally, emotionally, and socially. It was more than just a subject to learn; it was a way for young people to see things from different points of view, deal with their own problems, and think about their own lives. The incorporation of 21st Century Literature into the Senior High School curriculum in the Philippines highlighted its significance as a means to foster empathy, cultural awareness, and comprehensive development.

Previous research has established that literary engagement cultivates emotional resilience, self-reflection, and social awareness (Altun, 2023; Ramadani & Duraku, 2023). However, scant attention has been directed towards the personal experiences of Filipino Grade-12 learners with literature in the context of their cultural and economic challenges. For numerous individuals, literature influenced not only their academic performance but also their development of values, relationships, and identity.

This study filled that gap by looking at students in General Santos City. It looked at how they understood literary works, got meaning from stories, and used what they learned to grow and shape their identities. Stories served as mirrors reflecting their emotions and as windows expanding their perspectives (Mashhadi et al., 2021).

Methodology

Guided by a qualitative phenomenological design, this study used purposive sampling, semi-structured interviews, focus-group discussions, and reflective journals. Data were coded and patterned through Braun and Clarke’s thematic analysis to meaningfully interpret learners’ lived experiences.

Data Collection: Data collection was designed to capture the depth of students’ encounters with literature. Semi-structured interviews were held face to face, inviting learners to tell personal stories about texts that echoed their lives. The conversations encouraged natural reflection on challenges, values, and growing identity. To complement this, focus-group discussions created a collaborative space where students compared interpretations and built shared insights, showing how reading nurtured both self-growth and social bonds. Finally, participants kept reflective journals, recording private thoughts and turning points from their reading. Taken together, these three sources produced a holistic picture of literature’s influence on Grade-12 learners in classrooms.

Data Analysis: The study employed Braun and Clarke’s (2021) six-step thematic analysis as the primary framework for making sense of the data. This process began with repeated readings of interview transcripts, focus group discussions, and reflective journals to allow the researcher to become fully immersed in the participants’ narratives. Initial codes were then generated, highlighting words, phrases, and ideas that captured significant aspects of the learners’ experiences with literature. These codes were gradually organized into broader patterns that reflected recurring insights. Themes were reviewed and refined to ensure that they were coherent and strongly connected to the data. Once finalized, each theme was carefully defined and interpreted, emphasizing the deeper meanings behind students’ accounts. Through this systematic process, the analysis moved beyond description and provided a clear understanding of how literature functioned as a mirror of identity, a source of resilience, and a catalyst for empathy in the lives of Grade-12 learners.

Ethical Considerations: Ethical safeguards were carefully observed throughout the study. Before data collection, informed consent was obtained from all participants and, for minors, from their parents or guardians. Students were assured that their involvement was voluntary and that they could withdraw at any time without penalty. To maintain privacy, pseudonyms replaced real names, and all personal details were kept strictly confidential. Participants were also briefed on the purpose and scope of the research to ensure transparency. These measures established trust, protected student welfare, and upheld the integrity of the research process from beginning to end.

Results

Analysis of interviews, focus groups, and reflective journals yielded three themes that described literature’s transformative place in the lives of Grade-12 learners.

The first theme, literature as a mirror of self, showed how students recognized their worries and hopes in characters and scenes. Texts echoed family tensions, financial strain, and the awkward work of growing up. One learner said, “When we read, we can reflect what we are reading in a book… reflect it on ourselves about what we should do.” Another shared, “I see myself reflected in the stories I read—it motivates me to understand myself more and pushes me to keep going.” These moments of recognition made reading feel personal and urgent for many students today.

The second theme highlighted literature as a source of life lessons and resilience. Learners drew courage from characters who faced loss, failure, and rejection yet persisted. A participant explained, “Don’t rush things. You should wait, be patient, trust the process to get what you want.” Narratives became quiet mentors, modeling patience, perseverance, and hope during school stress and family responsibilities.

The third theme centered on literature as a tool for social awareness and empathy. Reading widened horizons and softened judgments. As one student put it, “Because of literature, it’s as if you learned to change yourself and socialize with others.” Learners described greater tolerance for differences in culture, faith, and circumstance, and a stronger sense of belonging in class and community.

Taken together, these themes showed literature was more than coursework; it catalyzed identity formation, moral reflection, and relational growth, offering young people language, perspective, and courage for everyday life.

Discussion

The findings affirmed literature’s layered role in shaping identity and growth among Grade-12 learners. Echoing international work on the transforming force of stories (Mashhadi et al., 2021; Ramadani & Duraku, 2023), students treated texts as both mirror and guide. In their reflections, characters’ dilemmas stood close to home—family strain, friendship loyalties, hard choices—which helped learners name their feelings and test responses before acting in real life. This pattern aligns with Altun’s (2023) argument that literary engagement nurtures empathy and opens safe paths for self-expression. It also resonates with Bandura’s (2019) social cognitive view: young people learn by observing modeled behavior, rehearsing it mentally, and adapting it to their own contexts. When students linked fictional scenes to daily routines—how to apologize, when to speak up, how long to wait—they were not merely interpreting symbols; they were practicing life.

Practical directions followed naturally. Curriculum work should elevate culturally relevant and multilingual texts so more students “see” themselves while still meeting canonical aims. Teachers benefit from training in dialogic discussion, reflective journaling, and creative assessment that values growth, not just recall. Guidance teams can partner with literature classes to channel insights into wellness supports and peer circles.

Limitations remain: the sample was small and local to General Santos City, which tempers claims about wider populations. Even so, the study offered a glimpse of how literature and adolescence intertwine. Future research might track cohorts across semesters or compare schools in varied regions and economic settings to map how sustained reading shapes identity over time.

Conclusion

This study concluded that literature played a genuinely transformative role in the lives of Grade-12 learners in General Santos City. Students did not meet texts as assignments alone; they used them to make sense of themselves and the world. Stories acted as a mirror that clarified feelings and values, a window that widened social understanding, and—importantly—a map that suggested resilient ways forward when life felt uncertain. Through these encounters, learners described stronger self-awareness, steadier coping, and deeper empathy across cultural and social lines.

The evidence pointed to clear educational actions. Schools needed to treat literature as a pathway to holistic formation, not only as a vehicle for comprehension tests. This meant (1) strengthening teacher preparation in reflective, dialogic, and trauma-informed pedagogy; (2) expanding text selections to include local authors, multilingual pieces, and culturally relevant narratives that echo students’ lived contexts; and (3) fostering reflective engagement through journals, learning portfolios, and discussion circles that make room for student voice. Partnering with guidance counselors, adopting humane assessment (that values interpretation and growth), and creating classroom norms that protect privacy and invite respectful dialogue further amplified literature’s benefits.

When thoughtfully taught, literature became an educational space where academic skill, character, and community could grow together—and where young people learned not only how to read texts, but how to read their own lives.

Recommendations

Guided by the findings, the following actions can strengthen literature teaching in Grade 12. First, build in regular personal reflection. Use journals, learning logs, and student-led dialogues so readers connect texts with lived experiences and local issues. Second, diversify text choices. Pair canonical works with Filipino and regional voices, multilingual pieces, and contemporary genres that speak to identity, family, resilience, and culture. Third, cultivate a supportive climate. Set norms for respectful listening, confidentiality, and choice, and use circles or conferences to surface student voice. Fourth, invest in teachers. Offer development on culturally responsive practice, trauma-informed facilitation, and dialogic, creative assessment. Provide coaching and shared planning time. Fifth, link with student services. Coordinate with guidance counselors for bibliotherapy-informed activities and referral pathways.

Lastly, sustain inquiry. Encourage classroom action research and cross-school studies to monitor impact across contexts and inform iterative curriculum improvement. Share results with families and local community partners regularly.

References

Altun, M. (2023). The role of literature in fostering identity and personal growth. Journal of Language and Literature Studies, 15(2), 45–63.

Bandura, A. (2019). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 70(1), 1–26.

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.

Mashhadi, A., Najafi, H., & Gholami, M. (2021). Literature as a pathway to empathy: A phenomenological study. Journal of Educational Psychology, 113(3), 487–499.

Ramadani, S., & Duraku, Z. H. (2023). Reading and self-growth: A qualitative exploration of adolescents’ experiences. International Journal of Adolescence and Youth, 28(1), 56–72.

Aguilar, P. J. (2023). Transitioning from teaching to leadership: The unseen struggles of master teachers. Philippine Journal of Educational Administration, 15(2), 98–115.

Balderas, M. R. (2023). Educational leadership in the 21st century: Trends and transformations in Philippine public schools. Southeast Asian Journal of Educational Research, 12(1), 34–50.

DOI 10.5281/zenodo.16930761

1. INTRODUCTION

Sensory play is any activity that stimulates our senses – touch, sight, hearing, smell, and taste. It helps children interact with and make sense of the world that surrounds them. Sensory play plays an important role in a child’s learning and development. Much of our learning comes through our ability to use our senses to retain information.

The effectiveness of sensory play for learners with special needs is a critical area that intersects developmental psychology, education, and therapeutic practices. Sensory play refers to activities that engage a child's senses—sight, sound, touch, taste, and smell—facilitating exploration and learning through hands-on experiences. For children with special needs, who may face challenges in communication, motor skills, and emotional regulation, sensory play can serve as a vital tool for development. Evidence consistently demonstrates that sensory play enhances sensory integration, enabling these learners to process information more effectively from their environment. Engaging with various textures and sounds not only promotes fine and gross motor skills but also fosters communication abilities by allowing children to express their preferences and feelings non-verbally (Metrick, 2022).

According to Republic Act No. 11650, an act instituting a policy of inclusion and services for learners with disabilities in support of inclusive education, establishing inclusive learning resource centers for learners with disabilities in all school districts, municipalities, and cities, providing for standards, appropriating funds therefor, and for other purposes.  The effectiveness of sensory play for learners with special needs is a critical area that intersects developmental psychology, education, and therapeutic practices. Sensory play refers to activities that engage a child's senses—sight, sound, touch, taste, and smell—facilitating exploration and learning through hands-on experiences. For children with special needs, who may face challenges in communication, motor skills, and emotional regulation, sensory play can serve as a vital tool for development. Evidence consistently demonstrates that sensory play enhances sensory integration, enabling these learners to process information more effectively from their environment. Engaging with various textures and sounds not only promotes fine and gross motor skills but also fosters communication abilities by allowing children to express their preferences and feelings non-verbally. Furthermore, sensory play provides a comforting space for emotional regulation, helping children manage stress and anxiety while promoting overall well-being.

Although the advantages of sensory play are well acknowledged, there is still a lack of empirical research focusing on the long-term effects of sensory play interventions for learners with various special needs. This study intends to investigate how sensory play impacts developmental progress in these learners. The central research question is: In what ways does sensory play affect the cognitive, social, and emotional growth of children with special needs? By exploring this question, the study aims to provide valuable knowledge that can help develop inclusive educational settings that utilize sensory experiences to support all students. Gaining a deeper understanding of sensory play’s role will equip educators and caregivers with effective methods to promote development in children with special needs, ensuring they receive meaningful and tailored learning opportunities.

Whiz Kidz and Integrity, Inc., supports the notion that sensory play is not merely an enjoyable activity but a vital component of effective learning strategies for children with special needs. Studies highlight how engaging in sensory-rich environments positively influences cognitive development by forming rich neural pathways essential for complex learning tasks. For instance, research indicates that sensory play can enhance problem-solving skills and emotional regulation while providing opportunities for social interaction among peers. As such, embracing the benefits of sensory play can lead to more inclusive learning environments that honor and support the diverse journeys of all children.

The French Academie (Berk, 2020) believes that sensory play is a vital component of early childhood education, significantly contributing to children's holistic development by fostering creativity, enhancing cognitive skills, and promoting social and emotional growth. At The French Académie of Minnetonka, an AEFE-accredited French immersion school for children aged 18 months to six years, sensory play manifests through various activities that stimulate touch, sight, smell, taste, and hearing. Engaging with materials such as sand, water, and textured fabrics not only aids in cognitive development by encouraging problem-solving and critical thinking, but also supports language acquisition as children describe their sensory experiences. Furthermore, manipulating sensory materials helps refine fine and gross motor skills, while group activities promote social interaction and emotional regulation. By incorporating diverse sensory experiences into early learning environments, educators can nurture curiosity and creativity, thereby laying a strong foundation for lifelong learning.

A total of 100 children, aged 18 months to four years, were recruited from ten playgroups in the Midlands region of the United Kingdom, with 83 completing the intervention. Participants were randomly assigned to one of four groups: combined sensory play (with both fruit and non-food items), non-food sensory play, fruit taste exposure, and a control group. Given the initial differences in fruit acceptance among children, this variable was included as a covariate in subsequent analyses.

The results revealed that children in both the combined sensory play and non-food sensory play groups reported significantly higher enjoyment of fruits at follow-up compared to those in the control group. Additionally, children in the non-food sensory play group enjoyed fruits significantly more than those who only participated in the fruit exposure group. These findings suggest that incorporating sensory play-whether involving food or non-food items-alongside fruit exposure can effectively promote children’s tasting and acceptance of fruits.

The origins of this theory are not recent; in fact, its foundational ideas can be traced back to ancient Greek thinkers and philosophers. These early scholars and artists recognized the power of combining different expressive forms and sensory experiences in their works, aiming to provide a holistic experience to their audience. By the time the twentieth century dawned, the multi-sensory theory had found its way into a myriad of disciplines, from cognitive sciences, where it played a role in understanding brain functions and sensory processing, to cultural heritage conservation, where it was used to create immersive experiences for preserving and presenting history, and even in product design, where designers began to see the value in creating products that appealed to multiple senses for enhanced user experience.

Human cognition inherently operates on a multi-sensory level, where the brain actively seeks to combine information from various sensory channels to form a cohesive understanding of the world around us. This integration of sensory inputs is not just a passive amalgamation; it’s a dynamic process that plays a pivotal role in shaping our perceptions, memories, and learning experiences (Chen and Jamiat, 2023). External stimuli, whether visual cues from a book, auditory signals from a lecture, or tactile feedback from a hands-on activity, are processed and assimilated through various senses. For instance, when a child simultaneously hears the sound of a word and sees a picture representing it, the chances of retention and recall are significantly enhanced compared to just hearing the word alone. This synergy between senses is especially crucial in early childhood development, where sensory experiences lay the foundation for complex cognitive functions in later life (Pellegrini, 2021). As educational paradigms evolved, educators and researchers recognized the significance of multi-source data in learning scenarios. The emphasis on sensory integration underscores the need for a holistic approach to education, where learners are encouraged to engage with content using all their senses, leading to deeper understanding and long-term retention.

Multisensory stimulation, often referred to as the integration of multiple sensory channels, is a cornerstone in the realm of educational methodologies. This approach, which encompasses the simultaneous stimulation of perceptual channels such as visual, auditory, tactile, gustatory, and olfactory, aims to create a rich tapestry of learning experiences. Visual representation indicates the interplay between the five primary senses (sight, hearing, touch, taste, and smell) converging toward the brain, symbolizing the integration of sensory inputs for enhanced learning. The principle behind this is simple yet profound: when learners engage with content through multiple senses, they form more robust neural connections, leading to deeper comprehension and longer retention. For instance, a child who reads about an apple (visual), while tasting it (gustatory) and feeling its texture (tactile), is likely to have a more profound understanding and memory of the apple compared to a child who only reads about it (Pellegrini, 2021).

From birth through childhood, children use their senses to explore and make sense of the world around them, engaging in sensory experiences that stimulate their five senses: touch, taste, smell, sight, and hearing. These experiences enable children to naturally investigate and deepen their understanding of sensory information processed by their brains, strengthening their connection to their environment. Examples of sensory experiences include activities such as sensory bins-containers filled with appealing materials like rice, foam, sand, pom-poms, slime, and water (Pelly, 2020)-as well as sensory toys like fidget toys, play dough, putty, stress-relief balls, and rain sticks. These tools encourage sensory engagement while helping children become more comfortable with sensory exploration. Sensory play plays a critical role in brain development for infants and toddlers; studies show it promotes the formation of synapses related to sensory processing and supports complex learning. In early childhood education (ECE), Registered Early Childhood Educators (RECE) are essential in facilitating these experiences by raising children's sensory awareness and encouraging exploration (HealthLinkBC, 2019). By incorporating sensory play into learning settings, educators help children develop important skills and enhance their overall growth. Ultimately, sensory experiences are fundamental to children’s development, supporting not only brain growth but also physical abilities like gross motor skills. Observing and guiding children through these activities is crucial for fostering healthy development during these rapid growth stages.

A study by Oelke, Hauger, Beack, and Stark (Minnesota State University Moorhead) underscores the critical role of sensory play in special education, particularly for children with sensory processing disorders such as ADHD, autism spectrum disorder (ASD), and Down syndrome. Their research demonstrates that sensory play not only supports cognitive development by allowing children to interact with diverse textures, shapes, and colors, but also provides therapeutic and calming benefits that aid emotional regulation. Furthermore, sensory play encourages collaborative peer interactions and helps strengthen fine motor skills through hands-on activities. The authors emphasize that sensory play is an essential component of childhood development and should be prioritized as a key strategy in inclusive and special education classrooms, as it enables children with special needs to process sensory information more effectively and engage meaningfully in their learning environments. Given the diverse needs of learners in inclusive settings, sensory play offers a flexible and engaging approach that can be tailored to individual preferences and developmental levels. Incorporating sensory play into educational programs can therefore enhance overall learning outcomes and promote greater inclusion for children with special needs.

Three experiments involving 3-, 4-, and 5-year-olds examined their ability to distinguish between visual and tactile information sources. Children were presented with objects that looked similar but felt different, or vice versa, and were asked to determine how to identify hidden objects or which puppet (looking or feeling) could discern specific properties. The research revealed that children's comprehension of modality-specific knowledge develops between ages 3 and 5, indicating a growing awareness of how different senses provide distinct types of information.

         Education for children with disabilities is a crucial area focused on providing the necessary support for individuals with physical or intellectual challenges to thrive in mainstream schooling. In the UK, parents can request an Education, Health and Care Plan (EHCP) that outlines the specific support their child requires for effective learning. However, many parents often encounter a lack of guidance on how to assist their child's education at home, which can lead to feelings of overwhelm and uncertainty. Sensory play emerges as a particularly valuable approach for children with disabilities, as it engages multiple senses—such as sight, sound, touch, taste, vestibular (balance), and proprioceptive (body awareness) (Fisher et al., 2020). This type of play enhances learning by providing rich, multi-sensory experiences that facilitate the absorption of new information. For instance, tactile toys can effectively teach concepts like symmetry and counting while keeping children engaged (Baker et al., 2021). Furthermore, sensory play supports speech and language development by encouraging children to articulate their experiences, thereby expanding their vocabulary. It also fosters social skills by promoting peer interaction during group activities, helping to bridge the gap between children with and without disabilities (Harris & Hutton, 2022). Additionally, sensory play contributes to motor skill development through activities that build muscle strength and improve coordination (Lee et al., 2023). Children with sensory processing disorders exhibit diverse needs; some may require increased sensory input, while others may become easily overwhelmed. Recognizing these differences allows educators and parents to tailor sensory activities accordingly. For example, children who are hypersensitive to textures might benefit from cleaner art activities, such as using geo stampers (Clark & Smith, 2021).

Overall, integrating sensory play into educational practices not only supports children with disabilities but also enriches the learning experience for all students, creating a more inclusive and engaging environment.

This study was undertaken primarily to address the challenges faced by learners with special needs in educational settings. With nearly six years of teaching experience in a private school, the researcher has encountered a diverse array of learners with varying needs. This experience has underscored the importance of assisting parents in addressing their children's unique challenges, which are often unrecognized or misunderstood by individuals lacking similar experiences.

Moreover, the researcher has observed that many colleagues feel inadequately prepared to support students with special needs. By conducting this study, the researcher aims to provide valuable insights and strategies that can empower both educators and parents in their approaches to these learners. The overarching goal is to contribute to the establishment of a more inclusive and understanding educational environment for all students.

Additionally, this research is driven by a commitment to enhancing the educational experiences of learners who frequently feel misunderstood or overlooked. Should the findings of this study yield practical recommendations for the implementation of sensory play techniques, it could significantly improve the learning experiences of learners with special needs, fostering an environment in which every child feels valued and understood.

In summary, the motivation behind this research stemmed from personal connections and professional experiences that highlighted the urgent need for effective strategies to support learners with special needs. Through this study, the researcher aspired not only to enhance her own understanding but also to make a meaningful impact on the lives of her students, their families, and the wider educational community.

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This study aims to address the issue of low student engagement in Technology and Livelihood Education (TLE) classes at Pinamukan Integrated School by focusing on the integration of ClassPoint Gamification. Anchored on the Department of Education's commitment to improve the quality of education, as outlined in DepEd Order No. 42, s. This DepEd Order emphasizes the development of 21st-century skills through the incorporation of technology and explores how gamified instruction can foster active learning. Using stratified random sampling, 100 Grade 8 students were selected to assess their level of engagement in TLE classes.

Findings revealed a significant improvement in students' academic performance following the implementation of ClassPoint gamification. However, challenges were also identified, particularly the dominance of fast learners, limited device access, and discouragement from competitive leaderboards. To address these issues, the study proposes an enrichment plan that includes gamified TLE lessons, Classpoint alignment sessions, inclusive game design, device support and rotation, and peer coaching with teacher training to enhance student engagement further and promote equitable learning experiences.

Keywords: Learners' Engagement, Classpoint, Gamification

DOI 10.5281/zenodo.16946529

This study explores the impact of teaching praxis on students' achievement in Technology and Livelihood Education (TLE) in the junior high of Pinamukan Integrated School, focusing on the effectiveness of various teaching practices and the challenges encountered by teachers. The research was driven by the need to assess whether teachers' methods align with the goals of the K-12 curriculum and Republic Act 10533, which emphasizes enhancing teacher quality to improve student outcomes. Through total population sampling, TLE teachers were selected for the study, offering insights into how they adapt their instructional techniques to meet evolving industry standards, incorporate multidisciplinary approaches, and cater to students with diverse backgrounds and skill levels.

Findings reveal a high level of achievement among students and a significant correlation between teaching practices and student performance. However, teachers face considerable challenges, including limited resources, rapid curriculum shifts, technological integration gaps, varying student competencies, and alignment with industry standards. To address these challenges, the study proposes enrichment activities aimed at refining teaching methods and strengthening professional development programs. The study concludes that improving teaching praxis in TLE is essential to enhancing both teaching performance and student achievement, offering recommendations for local contextualized strategies that support long-term educational success.

Keywords: Praxis in Teaching, Students' Achievement

DOI 10.5281/zenodo.16946792

This study examines the influence of teachers' teaching pedagogy on students' productivity in Technology and Livelihood Education (TLE) at Pinamukan Integrated School, with an emphasis on the efficacy of diverse instructional pedagogies and the obstacles faced by teachers. The research was reinforced by the Department of Education's (DepEd) directive to enhance student performance and engagement, as articulated in DepEd Order No. 13, s. 2015. This order encourages schools to implement strategies that foster a conducive learning environment and promote student accountability. Through stratified purposive sampling, 66 junior high school students were selected. The total population of TLE teachers was selected to provide insights into how they adapt their pedagogical approaches, which in turn affect students' productivity and contribute to their academic success.

Findings revealed the strong positive correlation between students' productivity and teachers' teaching pedagogy. However, teachers face considerable challenges, including difficulty in integrating technology into teaching, difficulty in engaging students during practical lessons, and the lack of student motivation or interest. To address these challenges, the study proposes a Pedagogical Guide for TLE Instruction, designed to enhance teachers' performance and increase students' productivity.

Keywords: Teaching Pedagogy, Students' Productivity

DOI 10.5281/zenodo.16946849

ARTICLE HISTORY

Date: August 2025

Keywords: Acceptability, Research Manual, Research Guide, Researchers

ABSTRACT

This study assessed the acceptability of the Saliksik as research guide among 54 teachers at Tomas Claudio Memorial Elementary School, Morong Sub-Office during the School Year 2024-2025. The research utilized a mixed-methods approach to delve into the level of acceptability of this research guide which considers both quantitative and qualitative data. 

As to the quantitative data collected to assess Saliksik across four key dimensions such as content relevance, usefulness, functionality, and language appropriateness. The strength of this material lies in its accessibility and practicality for researchers, particularly teachers, who require an immediate and dependable guide without relying on online searches. This is especially important for educators in areas with unstable internet connectivity and limited access to digital tools and resources. By providing a readily available reference, the material supports teachers in conducting research more efficiently, regardless of technological limitations. These local situations prompted the researcher to develop a research manual aimed at supporting proficient and highly proficient teachers in improving their skills and building confidence in research writing.

Quantitative findings revealed strong approval in all categories, with content relevance receiving the highest composite mean (4.834), followed closely by usefulness (4.822), functionality (4.774), and language appropriateness (4.57). All items were rated "Strongly Accepted" by respondents, indicating that the guide is practical, adaptable, user-friendly, and appropriate for a wide range of teacher-researchers.

The qualitative component supported these findings, revealing themes such as enhancing research writing through relevant content, the potential for wider dissemination, the guide’s reliability as a research companion, clear and uses approachable language. Minor concerns were noted regarding grammar and punctuation.

 Overall, the Saliksik guide is affirmed to be a highly acceptable, functional, and valuable resource for empowering teachers to engage in independent, high-quality research. Its strong performance across all evaluated areas suggests its potential for broader adoption and institutional integration.

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Abstract

Using a culturally responsive supports strategy and analyzing student challenges, this study looked at the literacy competency of special education students in a culturally diverse secondary school. Using a descriptive survey design, data were collected via a validated researcher-developed questionnaire and analyzed through descriptive and inferential statistics to elucidate perceptions and evaluate potential demographic disparities.

The findings indicated that literacy supports were typically available and moderately effective in facilitating instructional accommodations and resource access. However, there were problems with getting students involved, including cultural perspectives, and keeping track of their progress. There were still big and ongoing problems, such as not having enough inclusive and multilingual materials, not being able to communicate well with families who don't speak English, and not having enough specialized resources for different types of learners. Statistical analyses revealed no significant disparities among demographic variables, and the weak correlation between supports and challenges indicated that issues were systemic rather than isolated.

The results highlight the disparity between policy frameworks that promote inclusive and culturally responsive practices and the actual implementation in classrooms. To help all students learn in a meaningful way and promote literacy equity, it is suggested that teacher preparation be improved, multilingual resources be expanded, family involvement be maintained, and progress be tracked systematically.

Keywords: special education; literacy competence; culturally responsive literacy; multilingual engagement; inclusive education.

Introduction

Learners with special needs in multicultural classrooms often face barriers when instructional practices, learning materials, and communication strategies fail to reflect their cultural identities and languages. Research has shown that culturally responsive approaches can significantly enhance learner engagement, strengthen motivation, and foster equity in educational outcomes (Dunham, 2025; International Literacy Association [ILA], 2024). These approaches emphasize not only access to resources but also the integration of learners’ diverse cultural experiences into teaching and assessment.

Despite ongoing national and international commitments to inclusive education, the gap between policy and practice remains evident. Many schools continue to struggle with limited teacher preparation for culturally responsive pedagogy, inadequate multilingual and inclusive materials, and weak systems for engaging families who use languages other than English. These shortcomings diminish student participation and compromise the broader goal of advancing literacy equity (Baxter, 2024; Tan, 2024).

The present study was conducted to examine the extent of culturally responsive literacy supports available to learners with special needs in a diverse secondary school context. Specifically, it sought to identify the challenges these students encounter, determine whether perceptions varied across demographic characteristics, and assess the relationship between support levels and reported challenges.

Addressing these concerns is vital because literacy is not only a foundation of academic success but also a pathway to inclusion and empowerment. By understanding both the strengths and shortcomings of current practices, this study contributes to building more equitable, culturally responsive, and inclusive learning environments where learners with special needs can thrive.

Methodology

In an effort to investigate the literacy experiences of SPED learners in a culturally diverse secondary school, this investigation implemented a descriptive survey design. A validated researcher-developed questionnaire was utilized to identify supports and challenges. To make sure the results were reliable and trustworthy, ethical protocols, data collection methods, and statistical analyses were all carefully followed.

Design and Setting

The study used a descriptive survey design within a public secondary school’s SPED program, serving a culturally and linguistically diverse student body. This design was chosen to capture learners’ perspectives on supports and challenges in their natural academic setting (Creswell & Creswell, 2022).

Participants

Respondents were Grade 10 students from the SPED program, representing varied cultural and ethnic backgrounds, multiple disability types, and a range of socioeconomic conditions. Their diversity underscored the importance of examining literacy supports through the lens of cultural responsiveness (Buli-Holmberg, 2021).

Instruments and Data Sources

A researcher-made questionnaire measured the presence of literacy supports—culturally responsive instruction, inclusive materials, multilingual resources, community engagement, and individualized interventions—as well as challenges such as limited resources, weak training, communication barriers, and insufficient cultural integration. The instrument was validated by experts in SPED and inclusive pedagogy, and pilot testing confirmed its internal consistency (Roberts et al., 2021).

Procedure

Permission was obtained from administrators, and informed consent was secured from participants and guardians. Data collection was conducted during school hours, using both paper-based and secure online forms, with accommodations for accessibility. Ethical principles of confidentiality and voluntary participation were strictly followed (OECD, 2022).

Data Analysis

Descriptive statistics summarized the data, while comparative tests assessed demographic differences. Correlation analysis examined whether stronger supports were associated with fewer challenges. These approaches provided insights into systemic literacy issues and aligned with best practices in evidence-informed educational research (Baxter, 2024).

Results

The results of the study indicated that literacy supports for learners with special needs were present within the school context but were not sufficiently robust to ensure consistent outcomes. Students recognized efforts to provide culturally responsive instruction and inclusive learning resources. However, they also noted that these initiatives often lacked depth. Engagement opportunities were limited, and spaces for expressing cultural identity within literacy activities remained minimal. Moreover, the monitoring of student progress was inconsistent, making it difficult to track growth or adapt strategies effectively. Although bilingual resources were appreciated and seen as a valuable support, students expressed concern that the mere availability of such materials did not always translate into measurable gains in literacy competence.

At the same time, challenges were described as highly demanding and persistent. Participants highlighted the scarcity of inclusive and culturally diverse texts, coupled with insufficient teacher preparedness to address the unique needs of multicultural SPED classrooms. In addition, the absence of specialized interventions and the continuing barriers in communication with non-English-speaking families emerged as central issues. These concerns reflect broader patterns identified in recent educational reports pointing to systemic gaps in resources and weak home–school partnerships (Baxter, 2024; NEA Foundation, 2024).

Analysis further revealed no significant differences in responses across sex, age, ethnicity, or type of disability. Similarly, the relationship between existing supports and reported challenges was weak, suggesting that these gaps were not confined to particular groups but were structural in nature. The findings therefore highlight the urgent need for systemic reforms that extend beyond individual classrooms, emphasizing the strengthening of teacher training, resource development, and inclusive family engagement to address the persistent inequities in literacy support.

Discussion

The research indicated that culturally responsive literacy practices were evident in the school environment; however, their implementation was insufficient to produce long-term improvement among learners with special needs. There were inclusive teaching methods and resources, but they often weren't very deep or consistent, which limited their long-term effects. This result corresponds with earlier evaluations that contend that while culturally responsive teaching is extensively advocated in theory, its implementation in classrooms is still inconsistent and uneven (Dunham, 2025; International Literacy Association [ILA], 2024). Students acknowledged efforts to incorporate culturally relevant content; however, they stressed that opportunities for substantive engagement and identity expression were constrained.

The problems that participants talked about were the same ones that people all over the world have been worried about for a long time in inclusive education. People said that not having enough culturally diverse resources, teachers not being well-prepared, and language barriers with multilingual families were all big problems. These barriers not only slowed down literacy growth, but they also made the unfairness in multicultural classrooms even worse. Research indicates that enhancing translanguaging practices and implementing systematic teacher training are crucial for advancing literacy outcomes among diverse special education populations (Tan, 2024). Without these structural improvements, the supports are still broken and not enough.

Further analysis indicated no significant variations in responses across demographic categories, including sex, age, ethnicity, or type of disability. The lack of significant differences confirmed that the gaps were systemic rather than specific to any one group. In other words, the problems that learners faced were the same for all groups, which shows that the way literacy is taught is not working well. The NEA Foundation (2024) stresses that effective responses need whole-school commitments, the right use of resources, and consistent policy follow-through. The study underscores that inclusive literacy reform must transcend isolated classroom initiatives, advancing towards systemic strategies that integrate cultural responsiveness and equity at all tiers of educational practice.

Implications

The research emphasizes the need to institutionalize culturally responsive teaching as a whole-school practice anchored in teacher coaching, curriculum reviews, and structured multilingual communication systems. Translanguaging strategies—such as the use of dual-language materials and bilingual scaffolding—must be formally integrated and continuously monitored to ensure meaningful outcomes. Schools should prioritize the development of inclusive libraries, acquisition of assistive technologies, and expansion of culturally diverse resources that reflect learners’ identities. Strengthening partnerships with families through accessible communication, interpreters, and multilingual workshops can bridge language barriers and foster deeper engagement. By embedding these practices into school structures, institutions can reduce inequities, ensure sustained participation, and create learning environments that affirm diversity while advancing literacy development for all learners.

Limitations

This study was conducted in a single site with a modest sample size, limiting generalizability. Reliance on self-report surveys introduced potential response bias and prevented direct assessment of literacy outcomes. Its cross-sectional design restricted causal inferences. While validity was established, detailed reliability indices such as Cronbach’s alpha were not reported, which may affect replicability.

Recommendations

Based on the findings, the study recommends strengthening teacher preparation in culturally responsive pedagogy, with particular emphasis on differentiation, systematic progress monitoring, and the integration of inclusive texts into classroom practice (Abdalla, 2024). Professional development programs should be designed to equip teachers not only with technical strategies but also with the reflective skills needed to connect literacy instruction with learners’ cultural identities.

Schools are further encouraged to expand the availability of multilingual and culturally inclusive materials, including dual-language readers, Indigenous literature, and adapted resources that reflect diverse learner backgrounds (ILA, 2024). Translanguaging-informed routines should be formally integrated into instruction, with clear benchmarks for evaluating their effectiveness in supporting both language development and literacy outcomes (Tan, 2024).

Family engagement strategies must also be prioritized. Practical measures such as providing interpreters, issuing translated notices, and offering multilingual workshops can help reduce barriers that limit home–school communication (Baxter, 2024). In addition, investments should be directed toward inclusive libraries, specialized learning resources, and assistive technologies. These initiatives should be accompanied by fidelity checks to ensure consistent impact on learners.

Finally, the study recommends that future research adopt mixed-methods designs, combining validated literacy measures with classroom observations to generate stronger evidence on effective culturally responsive practices.

References

Abdalla, H. (2024). Culturally responsive teaching: Navigating models and implications. Tecnoscientifica. https://doi.org/10.5281/zenodo.10949067

Baxter, G. (2024). Parents from language backgrounds other than English and school engagement. Teaching and Teacher Education, 137, 104418. https://doi.org/10.1016/j.tate.2024.104418

Buli-Holmberg, J. (2021). Inclusive education and its challenges: Perspectives from teachers in multicultural classrooms. International Journal of Inclusive Education, 25(13), 1524–1538. https://doi.org/10.1080/13603116.2020.1749773

Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage.

Dunham, H. (2025). Culturally sustaining literacy practices: What’s possible in elementary classrooms? The Reading Teacher, 79(3), 211–222. https://doi.org/10.1002/trtr.70008

International Literacy Association. (2024). Advocating for children’s rights to read: A manual for enacting the rights in classrooms and communities. https://www.literacyworldwide.org/docs/default-source/resource-documents/childrens-rights-to-read-advocacy-manual-2024.pdf

Tan, S. (2024). Translanguaging in second-language writing processes. Journal of Second Language Writing, 64, 101038. https://doi.org/10.1016/j.jslw.2024.101038

DOI 10.5281/zenodo.16947497

ABSTRACT

This qualitative research deals with the experience of shy Bachelor of Secondary Education (BSED) English students in the classroom in classroom discussions. It aimed to comprehend the physical, intellectual, psychological, and even social form of shyness and how these dimensions deterministically influence the academic involvement and participation of the students.

The results indicate that shyness is often accompanied with physical symptoms which involve trembling, sweating, intellectual difficulties such as mental blocks and doubts, psychological impacts which involve anxiety and fear of judgement and social effects that involve the person feeling isolated and not wanting to take part. The early phase of classroom engagement is especially challenging as it is associated with increased anxiety and disturbance of thinking.

Moreover, this paper integrates Carl Jung’s Theory of Personality and Lev Vygotsky’s Sociocultural Theories of Learning to examine communicative behaviors of shy students within classroom settings. Those students are not eager to communicate with others and demonstrate detachment in communication. Therefore, teachers should make instructional atmospheres that suit different personality types and are amicable with active learning. There has been research on classroom participation and communicative strategies within the context of the language classroom education, there have been limited research on the lived experiences of shy Bachelor of Secondary Education (BSED) English students. Literature is dominated by discussion of general participation, or public speaking anxiety and engagement-promoting methods, yet fails to sufficiently explore the complex interplay between physical, intellectual, psychological as well as social factors contributing to academic involvement. With phenomenological approach, the study will provide important information about obstacles that shy students face when it comes to engaging in classroom discussions. The results have practical implications for educators and counselors who have the capacity to devise specific interventions to mitigate the emotional and thought barriers associated with shy students and make the learning environment more friendly and inclusive.

Keywords: Shyness, Classroom discussions, Self-Efficacy, Manifestation, Anxiety, Fear

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The TRAIN Law, Republic Act No. 10963, introduced comprehensive changes to the Philippine taxation framework. A research paper titled “The Study on How Tax Reform for Acceleration and Inclusion Law (TRAIN) Affects Low-Income Class Families in Manila” published in the International Journal of Social and Management Studies (2022), analyzes how the TRAIN Law impacts low-income families residing in Tondo, Manila.

The researchers employed a quantitative method, conducting a survey involving 100 low-income individuals to assess the changes in their disposable income after the TRAIN Law was implemented. The study concentrated on various everyday expenses, including utility-related costs, public transportation, non-essential goods, and sugar-sweetened beverages. By focusing on these critical areas of household spending, the study aimed to capture a clearer picture of how day-to-day living conditions were affected by the new tax regime.

The results indicated that although some respondents experienced a slight increase in disposable income due to reduced personal income tax rates, this benefit was often eroded by the corresponding rise in the prices of goods and services. While the TRAIN Law aimed to provide tax relief by revising the income tax brackets—granting exemptions to those earning ₱250,000 or less annually—it simultaneously introduced higher excise taxes on petroleum products, vehicles, and sugary drinks. Consequently, these price hikes led to an increase in the cost of living, disproportionately burdening low-income households who spend a large share of their income on basic necessities.

Moreover, the findings of the study echo concerns raised by numerous economists and social advocates regarding the regressive nature of the TRAIN Law. Although the legislation was designed to create a more equitable tax system by easing income tax obligations for middle- and low-income earners, it inadvertently shifted the tax burden onto consumption. Since indirect taxes like excise taxes affect all consumers regardless of income level, low-income families bore the brunt of these additional costs more heavily compared to wealthier households.

In addition, the study emphasized that the intended benefits of the TRAIN Law were not fully realized for the poor. While marginal increases in take-home pay were observed, the inflationary pressures triggered by the law largely offset these gains. This underscores the importance of considering broader economic impacts when implementing tax reforms, especially in a developing country context where a significant portion of the population remains vulnerable to even small fluctuations in commodity prices.

In conclusion, the article presents valuable insights into the multifaceted effects of the TRAIN Law on Filipino society. Although the law was crafted with the intention of promoting equity and stimulating economic growth, its adverse impacts on the most vulnerable sectors cannot be ignored. Policymakers must, therefore, pursue a more holistic approach, carefully evaluating both direct and indirect consequences to ensure that future tax reforms genuinely serve the interests of all Filipinos, particularly those in the lower-income brackets.

DOI 10.5281/zenodo.16963439

Laboratory activities in analytical chemistry serve as vital components in the chemistry education curriculum. They offer students an opportunity for hands-on experience, enabling them to apply theoretical knowledge in practical settings. However, for these activities to be effective, they must be thoughtfully designed to engage students, encourage inquiry, and align with curricular goals. To establish a solid foundation for designing engaging lab activities, educators must first consider the curricular goals of the course. Analytical chemistry encompasses various topics such as qualitative and quantitative analysis, spectroscopy, chromatography, and electrochemistry. It is essential to identify which concepts need to be reinforced and how laboratory activities can serve as a tool to deepen understanding. By aligning lab activities with curricular goals, educators ensure that students are not only engaged but also learning relevant skills that are integral to their educational journey. In designing engaging lab activities, educators should emphasize the importance of context. Real-world applications of analytical chemistry should be highlighted, allowing students to see the relevance of their studies. For example, a lab activity focused on chromatography could be framed within the context of environmental monitoring, where students analyze the presence of pollutants in water samples. By connecting theoretical concepts to real-life scenarios, educators can spark student interest and foster a deeper understanding of the subject matter.

Once the context has been established, designing the pre-lab discussions is the next critical step. Pre-lab discussions serve several functions: they prepare students for the upcoming lab, activate prior knowledge, and set clear expectations. During these discussions, educators should introduce the overall objectives of the experiment, the rationale behind the chosen methods, and the expected outcomes. Engaging students in thought-provoking questions can stimulate curiosity and encourage them to think critically about the task at hand. For instance, instead of simply stating the purpose of the chromatography lab, an educator might ask, "What other methods could we use to separate mixtures, and how would their results differ?" Incorporating cooperative learning techniques can further enhance the pre-lab discussion. By allowing students to work in small groups, educators can foster collaboration and create a supportive environment for sharing ideas. Each group can be assigned specific aspects of the upcoming experiment to discuss, and then they can present their findings to the class. This approach not only encourages engagement but also helps students develop communication skills that are invaluable in chemistry and beyond.

As the students transition into the laboratory phase, the design of the lab activity itself becomes paramount. Lab activities should be thoughtfully structured, ensuring they are neither overly simplistic nor excessively complex. A balance should be struck between guided and open-ended activities to encourage independent thinking without overwhelming students. For example, a guided chromatography experiment may involve step-by-step instructions for setting up the experiment and collecting data, while an open-ended investigation could ask students to design their own experiments based on the principles they’ve learned. One effective strategy in laboratory design is the integration of problem-based learning (PBL). In PBL, students are presented with a real-world problem and must apply their knowledge and skills to devise a solution. For instance, educators could present a scenario where a local industry is facing regulatory scrutiny for chemical runoff into nearby waterways. Students must use analytical techniques to identify contaminants and propose solutions based on their findings. This not only makes the lab activity more engaging but also encourages a sense of responsibility and applicability of their work. Moreover, technology should be utilized wherever possible to enhance lab activities. Instruments such as spectrophotometers, chromatographs, and electrochemical sensors can provide students with hands-on experience using equipment that is relevant in both academic and professional settings. Incorporating computational tools also adds a modern twist to traditional lab activities. For instance, students could be tasked with analyzing data generated from their experiments using statistical software, fostering skills in both data analysis and interpretation. Throughout the lab activity, safety must be emphasized. Students should be trained not only in the operation of equipment but also in the importance of adhering to safety protocols. An initial lesson on laboratory safety can lay the groundwork for responsible behavior in the lab, while ongoing discussions about safety during lab activities promote a culture of safety that students can carry into their future careers.

 Post-lab reflection is the final critical component in designing engaging lab activities. Reflection allows students to consolidate their learning, evaluate their performance, and integrate new concepts and skills. Educators should facilitate post-lab discussions that encourage students to share their observations, consider what went well, and identify potential improvements for future experiments. Guided questions can help structure this reflection process. For example, educators might ask, "What challenges did you encounter during the experiment, and how did you overcome them?" or "How do the results of your experiment compare to your initial hypothesis?" Additionally, integrating reflective writing into the curriculum can enhance the learning experience. Students can be assigned reflection papers or lab reports that require them to articulate their findings, analyze their data, and discuss the implications of their results. This exercise not only reinforces analytical skills but also develops their ability to communicate scientific ideas effectively.

In conclusion, designing engaging lab activities in analytical chemistry requires careful consideration of curricular goals, relevant contexts, and the incorporation of key elements such as pre-lab discussions, structured lab experiences, and post-lab reflections. By creating a learning environment that fosters curiosity, collaboration, and reflection, educators can facilitate meaningful laboratory experiences that empower students to develop essential analytical skills. Ultimately, a well-designed lab activity can ignite a passion for analytical chemistry, encouraging lifelong learning and exploration in the field. By equipping future educators with the tools to create engaging lab activities, we contribute to a more dynamic and effective approach to teaching analytical chemistry, ensuring that students leave their educational journey not only knowledgeable but also inspired.

DOI 10.5281/zenodo.16963962

Abstract

Parental engagement is widely recognized as a lever for student success, yet its everyday forms—and how they connect to achievement—remain unclear in practice. This study examined patterns of engagement in educational management and their association with Grade Ten academic performance at Antonio C. Esguerra Memorial National High School. A quantitative, descriptive–correlational design was employed with parents or guardians and Grade Ten teachers responding to a researcher-developed checklist that addressed home learning support, school communication, participation, and monitoring. The instrument exhibited strong internal consistency. Descriptive analyses summarized responses, with group comparisons and correlation analyses used to explore relationships with students’ grades.

Findings showed steady routines around checking homework and attending meetings, but uneven enrichment at home, including limited quiet study spaces, shared reading time, and practice tasks. Respondents cited competing work schedules, the cost and stability of internet or data, and unclear communication lines as persistent barriers. A modest positive association emerged between overall engagement and academic performance, suggesting that incremental, repeatable practices—not isolated events—align with stronger outcomes.

Practical implications include concise, multilingual updates that name what was taught, what to practice, and a simple way families can help; classwide parent groups with rotating ambassadors to relay reminders and surface concerns; single-page homework guides with goals, worked examples, and success criteria; and hybrid or staggered parent–teacher meetings to widen access. To narrow opportunity gaps, schools may consider a device-lending pool, a quiet study nook with printing access, limited data assistance, and offline packets that mirror online tasks. Although a cross-sectional design and a single-site focus limit causal claims, the study clarifies feasible, everyday behaviors that schools can cultivate to strengthen engagement and, in turn, support student performance.

Keywords: parental engagement; academic performance; home–school communication; educational management; descriptive–correlational.

Introduction

Education is a ladder of mobility climbed one ordinary day at a time—through routines at home and steady guidance in school. In our context, learning depends on what families and teachers do together: checking notebooks, attending meetings, coordinating expectations, and setting manageable study habits. When parents, teachers, and school leaders pull in the same direction, students benefit from clear expectations, firmer motivation, and timely support. At the same time, families juggle long work hours, tight budgets, and unstable connectivity; students carry heavy coursework and home responsibilities. These pressures limit time and access to materials and feed stress that can blunt focus. Recent evidence highlights practical levers—purposeful involvement at home and school, structured homework support, and concise two‑way communication (Bergman & Chan, 2021; Jeynes, 2022; Jiang, Shi, Zheng, & Mao, 2023). Building on this, the study examined patterns of parental engagement in the Grade 10 cohort and how these relate to academic performance, with the aim of guiding workable improvements in the home–school partnership.

Beyond these broad patterns, two gaps motivate the present work. First, research often emphasizes early grades or one‑off events, yet day‑to‑day routines at the junior‑high level—where workloads rise and autonomy is tested—are less described. Grade 10 is a pivotal year in which small, repeatable actions (e.g., a nightly check of notebooks, a short follow‑up after assessments) may matter more than occasional large events. Second, while schools frequently invite parents to meetings, fewer studies test low‑friction outreach that fits families’ schedules and resources. Field experiments and guidance point to brief, specific messages and structured homework supports that raise engagement and follow‑through when predictable and easy to act on (Bergman & Chan, 2021; Education Endowment Foundation [EEF], 2025). This study maps which forms of engagement are most common in our setting, which barriers parents and teachers report, and how these relate to students’ grades.

Methodology

This study employed a quantitative, descriptive–correlational design to determine how parental engagement relates to Grade Ten students’ academic performance at Antonio C. Esguerra Memorial National High School. Respondents were the parents or guardians of Grade Ten learners together with their subject teachers; all available homeroom sections were covered through complete enumeration to maximize representativeness. Data were gathered using a researcher-developed questionnaire organized into four dimensions—home learning support, communication with school, participation, and monitoring—rated on a five-point Likert scale from rarely to always. Items were drafted from school policy documents and local practice, vetted by three content experts for clarity, relevance, and cultural fit, and piloted in a comparable public school; wording adjustments followed. Internal consistency for the whole scale was satisfactory, and subscales met acceptable thresholds after reverse-coding negatively phrased items.

After division-level and school permissions, informed consent packets were distributed through homeroom advisers; instruments were administered in mixed mode (paper and secured online forms) and retrieved on schedule. Academic performance was operationalized as the official general average for the grading period, obtained from school records with authorization. Encoded data underwent double entry verification, range and logic checks, treatment of sporadic missing responses (person-mean imputation for single missing items within a scale; pairwise deletion for correlational tests), and screening for outliers using interquartile fences.

Analytically, descriptive statistics summarized respondent profiles and engagement levels. Group differences by selected characteristics were tested with independent-samples t-tests and one-way ANOVA, accompanied by effect sizes (Cohen’s d and eta-squared) and assumption checks (Shapiro–Wilk and Levene’s tests), with non-parametric alternatives applied as needed. Associations between engagement indicators and grades were examined using Pearson’s r, with Spearman’s rho as a robustness check, and confidence intervals reported for all key estimates. Ethical safeguards covered voluntary participation, confidentiality, and anonymized reporting.

Results

In the students' daily school life, the results showed a clear line between drag and lift. The drag side had precarious access. Shared or out-of-date textbooks, printouts that were dependent on the availability of a nearby shop, and prepaid data loads that ran out mid-week were all issues. Quiet was a rarity, so many students had to make do with studying at the kitchen table amid the hum of the TV or the antics of younger siblings. Because of these factors, I was unable to complete my drafts and missed practice sessions. Jiang et al. (2023) found that controlling behaviors, such as doing the work for the child or policing every step, undermine persistence and strategy use, in contrast to supportive homework help, which tends to aid learning by clarifying directions and checking progress.

Workload formed a second bottleneck. Tasks from several subjects often landed at once, prompting triage rather than deliberate practice. Students described “rushing before homeroom,” splitting group work unevenly, and postponing complex tasks that required reading and note-making. Communication practices mattered. When teachers sent short, specific updates—what was taught today, what to practice, and how families could help in five minutes—parents followed through more reliably. This aligns with evidence that timely information and light-touch nudges close information gaps and improve attendance and grades in comparable settings (Bergman & Chan, 2021; Berlinski, Busso, Dinkelman, & Martínez, 2021). Money also pressed in: when budgets tightened, tricycle fare, printing, or connectivity yielded to food and utilities. The material strain carried an emotional weight—worry about grades, fear of disappointing adults—that blunted focus. Still, steady parental backing correlated with stronger mathematics outcomes in large-scale analyses, echoing our pattern (Hernández Padilla, Bazán Ramírez, Bazán Ramírez, & Solano Gutiérrez, 2023).

Lift came from small, repeatable moves: parents who checked planners rather than answers, teachers who sent two-sentence recaps after assessments, peer study circles that met before dismissal, and low-data tools—brief recorded explanations, shared folders, parent message threads—that lowered friction without demanding constant connectivity.

Discussion

Two realities sit side by side in Grade Ten learners’ daily lives. One is made of limits—tight budgets, crowded schedules, patchy connectivity, and a steady stream of assignments that, if ignored, widen gaps and wear down confidence. The other comes from small habits: a notebook check, a short follow-up, a classmate’s nudge, a quick message that clears confusion. Study often happens at the kitchen table while siblings play; printing depends on a shop being open, and prepaid data must compete with rice and fare. These frictions push students toward triage and make feedback easy to miss. The research mirrors this lived picture. Achievement rises when adults provide targeted, age-appropriate help and keep involvement supportive rather than controlling (Jeynes, 2022; Jiang et al., 2023). Brief, high-frequency updates close information gaps and raise attendance and grades at low cost (Bergman & Chan, 2021; Berlinski et al., 2021). Recent evidence highlights predictable, actionable communication schools can sustain with modest resources (EEF, 2025). Because learning and wellbeing travel together, steady home–school ties and supportive homework help buffer stress, especially for students under the heaviest constraints (Hernández Padilla et al., 2023). What works is ordinary and repeatable: one-page guides, brief bilingual recaps, and staggered conference windows; class parent threads for reminders; a shared study nook, device-lending, and offline packets when connectivity fails. When schools send clear, bite-size cues and families answer with doable routines, the day bends toward learning while constraints stop deciding the outcome. Small wins, repeated, add up to meaningful progress over time.

Conclusion

A student’s day is shaped by limits and support. Money worries, uneven access to materials, and heavy workloads slow progress and drain motivation; stress then blunts focus. Yet simple, steady routines at home, timely teacher follow‑through, peer help, and dependable connectivity open paths forward. What matters is the system around each learner: short updates, flexible meeting options, light‑touch mentoring, and reliable access to materials. When schools ease barriers and strengthen everyday supports at the same time, Grade 10 learners are more likely to meet expectations and grow. The practical goal is not perfection but predictability: simple actions, repeated well, that keep students on track and build confidence over time.

Recommendations

Make parent–school contact easy: hybrid/staggered meetings, short text reminders, and focused ten‑minute conferences with clear next steps. Standardize a brief weekly update (what went well, what needs attention, what to do next) in English and Filipino, with parent acknowledgment. Equip families with one‑page homework guides per subject, monthly study‑tips sheets, and class‑level parent groups. Close resource gaps with a small device‑lending pool, a quiet study nook with printing support, and limited data assistance where possible. Back teachers as mentors through short CPD huddles on feedback scripts and follow‑through. Ease financial and emotional strain via referrals to scholarships, feeding programs, and a simple counseling pathway. Track what works—meeting attendance, homework submission, make‑up work completion, and a quarterly parent‑satisfaction pulse—and assign a Parental Engagement Focal Person to coordinate and report.

References (APA 7th; 2021–2025 only)

Bergman, P., & Chan, E. W. (2021). Leveraging parents through low‑cost technology: The impact of high‑frequency information on student achievement. Journal of Human Resources, 56(1), 125–158. https://doi.org/10.3368/jhr.56.1.1118-9837R1

Berlinski, S., Busso, M., Dinkelman, T., & Martínez, C. A. (2021). Reducing parent–school information gaps and improving education outcomes: Evidence from high‑frequency text messages (NBER Working Paper No. 28581). National Bureau of Economic Research. https://doi.org/10.3386/w28581

Education Endowment Foundation. (2025). Working with parents to support children’s learning (Guidance report). https://doi.org/10.5523/bris.2wvb2o7h2f4h12z8md0t6a1o6

Hernández‑Padilla, E., Bazán‑Ramírez, A., Bazán‑Ramírez, W., & Solano‑Gutiérrez, J. (2023). Parental participation and parents’ support and students’ mathematics achievement: Evidence from Mexico. Frontiers in Psychology, 14, 1154470. https://doi.org/10.3389/fpsyg.2023.1154470

Jeynes, W. H. (2022). A meta‑analysis: The relationship between the parental‑expectations component of parental involvement with students’ academic achievement. Urban Education, 57(10), 2073–2105. https://doi.org/10.1177/00420859211073892

Jiang, Q., Shi, L., Zheng, D., & Mao, W. (2023). Parental homework involvement and students’ mathematics achievement: A meta‑analysis. Frontiers in Psychology, 14, 1218534. https://doi.org/10.3389/fpsyg.2023.1218534

U.S. Department of Education, Institute of Education Sciences. (2021). How to text message parents to reduce chronic absence: Using an evidence‑based approach. National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/use-work/resource-library/report/guide/how-text-message-parents-reduce-chronic-absence-using-evidence-based-approach

DOI 10.5281/zenodo.16964299

Abstract

This action research, titled "Development of Interactive Instructional Materials to Enhance Mathematics Skills of Grade 5 Learners at Binangonan Elementary School", was undertaken during the School Year 2024–2025 in response to persistent challenges observed in learners’ proficiency in Mathematics, particularly in operations involving fractions. A noticeable decline in academic performance and engagement in this area prompted the need for instructional innovation that aligns with contemporary educational frameworks emphasizing ICT integration and learner-centered strategies.

The primary aim of this study was to develop, validate, and evaluate interactive instructional materials that would enhance learners’ mathematical competencies, specifically focusing on fraction operations. Anchored on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study followed a systematic process: identifying learner needs, designing appropriate learning content, developing technology-based interactive materials, implementing them in actual classroom settings, and evaluating their effectiveness.

The intervention was implemented among a purposively selected group of 40 Grade 5 learners who were identified as below-average performers in Mathematics based on their academic records and teacher assessments. The interactive instructional materials were utilized over a series of lessons, after which a comparison of pretest and posttest results was conducted to determine learning gains. To ensure the reliability and validity of the materials, Mathematics teachers and ICT experts evaluated them using a standardized rubric assessing content quality, instructional design, and technical soundness.

The findings of the study revealed that the developed instructional materials were rated as "Highly Evident" across all evaluation domains, affirming their educational relevance, clarity, interactivity, and user-friendliness. Quantitative analysis of learners' performance showed a statistically significant improvement in their posttest scores, indicating that the integration of interactive elements contributed positively to learner engagement and comprehension.

The researcher concludes that the integration of interactive instructional materials is an effective strategy to address learning gaps in Mathematics. The findings underscore the importance of continuous innovation in instructional design to promote deeper understanding, sustained motivation, and improved academic performance among elementary learners.

INTRODUCTION

         Mathematics plays a vital role in developing logical reasoning, analytical thinking, and problem-solving skills that are essential for lifelong learning. Despite its importance, many learners continue to struggle with Mathematics, particularly with fraction operations. At Binangonan Elementary School, internal assessments have consistently revealed that Grade 5 learners experience persistent difficulties in adding, subtracting, multiplying, and dividing fractions. These challenges contribute not only to poor performance but also to declining motivation and engagement in Mathematics lessons. Traditional methods, while still relevant, often fall short of addressing the diverse learning styles and needs of contemporary learners, thus creating the need for innovative and technology-based interventions.

In alignment with the Department of Education’s call for ICT integration in classrooms, this study explored the development and implementation of interactive instructional materials designed to strengthen learners’ competencies in fraction operations. The instructional materials incorporated multimedia content, animations, and interactive exercises to make lessons more engaging and learner-centered. Guided by the ADDIE model, the research aimed to provide a structured and systematic approach to instructional design while addressing the actual learning needs of students. The study therefore sought to determine how the materials were developed, how experts evaluated their quality, how learners performed before and after their use, and whether there was a significant difference in learners’ performance after the intervention.

METHODS

         This study employed an action research design that utilized both quantitative and qualitative methods. Forty Grade 5 learners, purposively selected for their low performance in fraction operations, participated in the intervention. Additionally, fifteen Mathematics teachers and ten ICT experts served as evaluators of the instructional materials. The teachers provided feedback on the content and instructional quality, while ICT experts assessed the technical design, usability, and functionality of the materials.

         The instructional materials were developed using Microsoft PowerPoint and included animations, sound effects, interactive problem sets, and embedded formative assessments. Their development followed the ADDIE model, which involved analyzing learner needs, designing lesson structures aligned with the Most Essential Learning Competencies (MELCs), developing interactive content, implementing the materials in actual classroom sessions over three weeks, and evaluating their effectiveness through both expert feedback and learner performance data.

         Data were collected using a combination of pretests and posttests, evaluation rating sheets adapted from the DepEd Learning Resources Management and Development System, and qualitative observations and interviews with learners and teachers. Descriptive statistics such as means were used to summarize expert feedback, while a dependent t-test was applied to measure the significance of performance differences between pretest and posttest scores. Qualitative data were subjected to thematic analysis to capture insights on learner engagement and perceptions of the materials.

RESULTS AND DISCUSSION

         The evaluation of the developed interactive instructional materials revealed consistently high ratings across all domains. Teachers rated the content quality with a mean score of 4.92 and instructional quality with a mean of 4.93, both interpreted as “Highly Evident.” ICT experts gave a slightly lower but still “Highly Evident” rating of 4.37 for technical quality, affirming that the design and functionality met acceptable standards for classroom use. These findings indicate that the materials were pedagogically sound, well-aligned with the curriculum, and sufficiently interactive to engage learners.

         Learner performance data also revealed substantial improvements. The average pretest score of 10.45 indicated limited understanding of fraction operations prior to the intervention. Following the three-week implementation of the IIMs, the average posttest score increased to 19.95. A dependent t-test confirmed that this improvement was statistically significant (p < 0.05), demonstrating that the IIMs positively affected learners’ mastery of the targeted competencies.

Qualitative findings further supported these results. Teachers observed increased learner participation, focus, and enthusiasm during Mathematics lessons. Learners themselves described the interactive lessons as “fun and easier to understand,” noting that the visuals, animations, and interactive activities helped them grasp concepts more clearly. These observations align with previous research highlighting the benefits of ICT-based instructional materials in enhancing motivation, engagement, and conceptual understanding (Ferryka & Suwartini, 2020; Ismawati et al., 2023). The study thus affirms that integrating interactive materials into Mathematics instruction can address persistent learning difficulties and create more meaningful learning experiences for students.

CONCLUSION

The study concludes that interactive instructional materials are effective tools for enhancing Grade 5 learners’ mathematics performance, particularly in fraction operations. The materials were validated as highly relevant, pedagogically appropriate, and technically sound, while learners showed significant academic gains after the intervention. Both quantitative and qualitative findings demonstrated that the IIMs fostered motivation, engagement, and conceptual understanding among learners who previously struggled with Mathematics.

To sustain and expand the impact of this initiative, it is recommended that interactive instructional materials be institutionalized in Mathematics 5 lessons and adapted for use in other subject areas and grade levels. Teachers should also receive continuous training in the integration of ICT-based resources to maximize their instructional potential. Furthermore, collaboration with stakeholders is encouraged to provide resources and ensure the sustainability of technology-enhanced learning practices. The findings of this study reinforce the importance of pedagogical innovation and highlight the role of ICT in creating inclusive and engaging classrooms that address diverse learning needs.

REFERENCES

Bellido, W. A., & Rico, F. M. (2021). Instructional Material Development for Vocabulary Enhancement of Grade 9 Students of Botolan National High School. International Journal of Multidisciplinary: Applied Business and Education Research, 2(12), 1416–1423. https://doi.org/10.11594/10.11594/ijmaber.02.12.15

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Ferryka, P. Z., & Suwartini, S. (2020). DEVELOPING MATHEMATICS LEARNING MATERIALS ABOUT FLOW RATE USING INTERACTIVE POWERPOINT FOR FIFTH GRADE STUDENTS. Indonesian Journal of Elementary Teachers Education, 1(2). https://doi.org/10.25134/ijete.v1i2.3673

Ismawati, I., Sudatha, I., & Parmiti, D. (2023). Interactive Learning Media in Fifth-Grade Indonesian Elementary School Subjects. International Journal of Elementary Education, 7(1), 143–153. https://doi.org/10.23887/ijee.v7i1.57911

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Ni’Mah, L. N., & Rusnilawati, R. (2023). STEAM-Inquiry Learning Module Assisted by Liveworksheet for Multiplication Material in Elementary School. Profesi Pendidikan Dasar, 204–218. https://doi.org/10.23917/ppd.v10i3.5478

Rahmania, L., Kurniati, D., & Pambudi, D. S. (2024). Development of Mathematics Learning Tools Based on Education for Sustainable Development (ESD) Using the Outdoor Learning Mathematics Method to Enhance Mathematical Connections in Junior High School. International Journal of Current Science Research and Review, 07(07). https://doi.org/10.47191/ijcsrr/v7-i7-58

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DOI 10.5281/zenodo.16981891

ABSTRACT

The study aimed to determine the English language speaking anxiety levels of students in Arcelo Memorial National High School. The significant relationship between the English language speaking anxiety and the students` academic performance were also taken. The study was conducted at Arcelo Memorial National High School during the School Year 2023-2024. A correlational research design was used in gathering and treatment of data and an adapted survey questionnaire was used to complete the gathering of student`s emotional and social anxiety experiences in the classroom. The respondents were randomly selected through cluster random sampling. Findings revealed that there was a significant relationship between the student`s heightened anxiety to their low academic performance in the English subject. Participants also showed high numbers of “agree” in the emotional and social factors of speaking anxiety. Based on the findings and conclusion, it is highly recommended to utilize effective strategies to mitigate the English language speaking anxiety among students.

Keywords:         Relationship,   English   Language Speaking  Anxiety, Academic Performance, Grade 10 students, Emotional and Social Factors, Coping Strategies

INTRODUCTION

Many students, particularly non-native English speakers, have struggled with public speaking due to the complexities of the English language. English is a universal language, but its complicated grammar rules, extensive vocabulary, idiomatic expressions, and varying accents have made it a challenging language to master. This complexity often leads to speaking anxiety, a common issue in social or academic settings. Speaking anxiety refers to feelings of unease, fear, or nervousness in situations where individuals are required to speak a language, they are not confident in. It is often triggered by a fear of making mistakes, being judged, or misunderstood, which can hinder students’ participation in public speaking or class discussions (Llera & Newman, 2020; Palupi, 2021). When a person is in public, speaking anxiety is an unpleasant scenario for him or her (Syahfutra, 2021).

In the Philippines, where English is used as a second language and is crucial for academic success, speaking anxiety is a challenge for many students. During English classes, active participation is necessary for improving communication skills, but many students avoid speaking tasks due to anxiety. This reluctance can negatively affect their academic performance and overall confidence. Addressing this anxiety is essential to creating a supportive environment where students can engage more fully, allowing them to enhance both their language proficiency and academic performance.

The researchers in this study, motivated by their personal experiences with speaking anxiety, sought to explore the issue further. During their early years in the English program, they faced anxiety when participating in discussions or presentations, mainly due to the fear of being judged by their peers. Over time, through continuous practice and exposure, their confidence increased, but traces of anxiety remained. This personal journey led the researchers to conduct a study on the speaking anxiety among Grade 10 students at Arcelo Memorial National High School. They aimed to investigate the relationship between students' speaking anxiety and their academic performance in English.

The study anchored its findings in several well-established theories. Albert Bandura’s Self-Efficacy Theory offered insights into how students with high self- efficacy approached speaking tasks with confidence, setting challenging goals and demonstrating resilience. In contrast, students with low self-efficacy tended to avoid speaking tasks, perceiving them as too difficult. Stephen Krashen’s Affective Filter Hypothesis explained how emotional factors, such as anxiety, raised an internal barrier that hindered language acquisition. When anxiety was high, the affective filter blocked the students' ability to learn and practice effectively. Lastly, Gardner’s Socio-Educational Model emphasized the role of cultural and social influences on students' anxiety levels, including peer relationships, teacher interactions, and classroom environment. Understanding these influences helped the researchers develop a framework for creating supportive interventions aimed at reducing speaking anxiety and improving academic outcomes.

This study aimed to identify key factors that hinder academic success. Understanding this relationship can help in creating targeted interventions to support students, reduce their anxiety, and enhance their overall academic performance.

MATERIALS AND METHODS

This study used a correlation research design which focuses on the English language speaking anxiety among Grade 10 students using survey questionnaires as a measurement tool and the collection of their academic performance.

The study employed the Input-Process-Output Model. In this study, the input consists of variables related to the speaking anxiety factors such as the emotional and social aspects and the academic performances of Grade 10 students during the third quarter of school year 2023-2024. Additionally, the study explored the relationship between academic performance and their overall English speaking anxiety levels.

The process involved the treatment of data using descriptive statistics, including the weighted mean and percentage and utilized the use of Correlational statistics of Pearson Correlation Coefficient in determining the relationship of the variables. The data gathered were processed. There was analysis and interpretation of data obtained.

The findings of the study entail the usage of the output which is the development of an action plan on effective strategies to cope English speaking anxiety.

The research was conducted at Arcelo Memorial National High School, is a secondary public school situated in the Barangay of San Vicente, Lilo-an, Cebu established in 1978.

The respondents of the study were the Grade 10 students of Arcelo Memorial National High School – Day Class for the school year 2023-2024. Out of twenty (20) Grade 10 sections, one (1) section has been randomly selected using cluster sampling. The section has a total number of 50 students who were then selected as respondents.

The questionnaire that was utilized in this study was an adapted survey questionnaire developed by Maclntyre (2014) which was a 4-point Likert Scale called the Shortened-Foreign Language Classroom Anxiety Scale (S-FLCAS). The survey questionnaire assessed the level of speaking anxiety experienced by individuals especially when speaking in a foreign language in the classroom. The content variable consists of ten (10) questions. This survey questionnaire may include close-ended questions for participants to indicate the frequency of the factors of their anxiety.

Before the researchers administered the survey questionnaires, the researchers sought the recommending approval of the Dean of Instruction at Cebu Technological University-Consolacion Campus and the School Head of Arcelo Memorial National High School. Upon approval, they randomly selected a Grade 10 section for the study. They then briefed the Grade 10 teacher of the selected section with an approved letter explaining the study's purpose and importance. With the teachers' consent, the researchers distributed the online

survey link to the students via the teacher in their group chat. After collecting the completed surveys, the gathered data underwent descriptive analysis to summarize its characteristics. Additionally, correlation analysis was used to determine the relationship between language speaking anxiety and academic performance.

To determine the average anxiety levels reported by respondents and the variation in their responses across various items based on the 4-point Likert scale and to calculate the average of the grades acquired, weighted mean and percentage was used. Pearson’s Correlation Coefficient was used to determine if an increase or decrease in one variable corresponds to an increase or decrease in the other.

RESULTS AND DISCUSSION

This study aimed to assess the English language speaking anxiety among Grade 10 students at Arcelo Memorial National High School, with the goal of implementing strategies to help alleviate anxiety related to speaking in English. There were 981 total number of Grade 10 students enrolled in the school, and the study utilized a correlational method with a focused sample of 50 participants.

To measure academic performance, the researchers collected the respondents' third-quarter grades in English for the School Year 2023-2024. The results were summarized using frequencies and percentages, and the students' performance was categorized into three levels: below average, average, and

above average. The majority of the students were classified as "average," indicating that they had satisfactory performance in their English class during the third quarter.

The emotional and social factors contributing to English language speaking anxiety were examined through a 4-point Likert-type survey questionnaire. The responses were processed using weighted mean calculations.

The findings indicated that English language speaking anxiety among Grade 10 students varied based on emotional and social factors. Specifically, students reported significant anxiety when required to speak without preparation, with a weighted mean of 3.17 for emotional factors. This suggests that unprepared speaking tasks induce considerable stress, emphasizing the need for supportive teaching strategies to reduce anxiety. Social factors also played a role, with a weighted mean of 3.24, highlighting that the presence of an audience, particularly teachers and classmates, heightened anxiety. This underscores the importance of creating a supportive and non-judgmental classroom environment to reduce pressure and foster student confidence.

The relationship between the students' academic performance and their anxiety levels was analyzed using Pearson’s Correlation Coefficient. The results revealed a strongly significant negative correlation, indicating that higher levels of speaking anxiety were strongly associated with lower academic performance in English.

Based on the findings, students grappling with English language speaking anxiety can adopt various coping strategies to alleviate their stress levels. For students, diligent preparation for speaking tasks can diminish panic and anxiety, and incorporating mindfulness techniques such as deep breathing exercises or visualization practices, can aid students in managing their anxiety levels effectively. Moreover, teachers could elevate the student’s anxiety through the implementation of supportive teaching methods, which offer encouragement and assistance, and can cultivate a nurturing learning environment conducive to anxiety reduction. Additionally, fostering a non-judgmental atmosphere in the classroom, where students feel free from scrutiny and pressure, is crucial in assuaging anxiety related to speaking tasks.

CONCLUSION

The study explored the emotional and social factors influencing the English language speaking anxiety among Grade 10 students and its relationship to their academic performance in the English subject. The study found a significant negative correlation between anxiety and academic performance, highlighting the impact of high level of anxiety on students' low educational outcomes.

The study concludes that implementing an action plan with strategies to cope with English language speaking anxiety in the classroom is highly effective in addressing anxiety and enhancing students' academic performance.

REFERENCES

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DOI 10.5281/zenodo.16990331

Abstract

This qualitative phenomenological study documented how Grade 10 learners in a rural Philippine school interpreted interactive instructional materials (IIMs) in Araling Panlipunan. Conducted at Carlagan Integrated School, it examined effects on engagement, comprehension, motivation, and peer collaboration. Eight purposively chosen students who used videos, simulations, and gamified tasks participated. Data came from interviews and classroom observations and were analyzed through Reflexive Thematic Analysis, with ethical safeguards. Six interlinked themes emerged. First, participation rose as visuals and game-like tasks drew in hesitant learners. Second, abstractions grew clearer and more memorable when anchored in images and actions. Third, enjoyment and confidence increased, particularly in role-play and small-group work viewed as relevant. Fourth, collaboration strengthened as students normalized seeking and giving help. Fifth, persistent limits—few devices, unreliable electricity or connectivity, and unfamiliar tools—sometimes muted benefits. Sixth, participants wanted more frequent, better-planned use supported by teacher guidance. Overall, classrooms felt more learner-centered and supportive when IIMs were used purposefully. Durable gains require context-fit tools, preparation time, and school support for development, planning, and maintenance. Future research may track effects across units, terms, and cohorts.

Keywords: interactive instructional materials, Araling Panlipunan, rural schooling, phenomenology, reflexive thematic analysis

Introduction

At Carlagan Integrated School, Araling Panlipunan classes had leaned on lecture-heavy routines, prompting an inquiry into whether interactive instructional materials could reshape engagement, understanding, motivation, and collaboration. The problem was located in classroom practice rather than policy design, so learners’ firsthand accounts served as the principal evidence. The study described how Grade 10 students encountered IIMs during lessons, surfaced core themes from those accounts, examined shifts in engagement, comprehension, motivation, and peer work, and proposed outputs for teachers and school leaders. By centering rural students’ voices, it addressed a local gap where implementation metrics had dominated while the meanings students attached to IIM-supported activity remained underexamined. The introduction framed IIMs not as add-ons but as structured routines—videos, simulations, gamified tasks, and guided group work—embedded in competency-based instruction. It also situated the effort amid limited devices, intermittent connectivity, and variable digital fluency, conditions that shaped what teaching and learning could achieve.

Methodology

The study adopted a qualitative phenomenological design to illuminate the essence of Grade 10 learners’ experiences with interactive instructional materials (IIMs) in Araling Panlipunan. It was conducted at Carlagan Integrated School in Burdeos, Quezon, with eight purposively chosen students who had regular exposure to videos, simulations, gamified tasks, and group activities.

Data were gathered through semi-structured interviews and naturalistic classroom observations. Interviews followed an open-ended guide, were audio-recorded, transcribed verbatim, and anonymized. Field notes from observations concentrated on visible engagement cues, patterns of peer interaction, and moments of sense-making during IIM-supported lessons.

Analysis drew on Braun and Clarke’s Reflexive Thematic Analysis. The researcher immersed in the transcripts, generated and refined codes, constructed candidate themes, reviewed and defined them, and composed an analytic narrative that linked evidence to interpretation. Reflexive memos accompanied each phase to document decisions, surface assumptions, and clarify researcher positioning.

Ethical safeguards were observed throughout. Informed consent (or assent for minors) was secured, participation remained voluntary, pseudonyms protected identities, and all digital files were stored on a password-protected device with restricted access. Together, these procedures provided a trustworthy account of how rural learners experienced IIMs in everyday classroom practice.

Results

Across interviews and observations, six interlinked themes surfaced. Lessons came alive; visuals, role-play, videos, and games animated recitation and tasks, drawing even hesitant learners into participation. Abstractions gave way to graspable ideas as interactive media grounded concepts in images, movement, and sound, which improved recall. Emotions shifted: enjoyment, pride, and self-belief grew, especially in role-plays and small-group tasks viewed as relevant to daily life. Collaboration deepened; simulations and class games normalized asking for help, sharing strategies, and distributing problem-solving roles. Yet constraints persisted: scant devices, intermittent electricity or connectivity, and unfamiliar tools sometimes stalled momentum or narrowed access. These realities fostered a forward-looking stance. Students asked for steadier, better-integrated use of IIMs, clearer teacher scaffolds, and time to practice with tools.

Taken together, the accounts sketched classrooms moving toward learner-centered, collaborative activity while making visible access and capacity gaps typical of rural schools. Learners believed the gains could be sustained and scaled with dependable power, workable device-sharing plans, scheduled teacher preparation time, and ongoing coaching for purposeful task design.

Discussion

The findings suggest that, relative to lecture-centric routines, interactive materials nurtured curiosity, sense-making, and collaborative norms, with noticeable social-emotional gains (confidence, enjoyment, belonging). These benefits were moderated by infrastructure and capacity constraints, highlighting the need for context-appropriate tools, targeted teacher development, and school-level support. A practical takeaway is a teacher-guided, feedback-rich integration model: plan for short interactive sequences aligned to competencies; use quick exit prompts to capture student sense-making; iterate materials based on learner feedback; and document workable routines that colleagues can adapt. School leaders can scaffold this work by allocating planning time, streamlining access to devices and content, and partnering with LGUs/NGOs to ease connectivity and hardware gaps.

Conclusion

Interactive instructional materials, when thoughtfully integrated and supported, transformed how rural Grade 10 learners experienced Araling Panlipunan—improving engagement, comprehension, and classroom relationships. Realizing their full promise requires sustained teacher support, infrastructure improvements, and a culture of iterative, student-informed refinement.

References

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.

Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352.

Department of Education (Philippines). (2020). Most Essential Learning Competencies (MELCs).

Hattie, J. (2023). Visible learning: The sequel. Routledge.

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.

OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing.

UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education—A tool on whose terms? UNESCO.

DOI 10.5281/zenodo.16990478

Reading comprehension is a critical skill that support academic success and lifelong learning. Senior high school students now have trouble in interpreting texts. Tavera et al. (2020) stated that developing students' reading comprehension strategies is one of the main goals of education. It appears that the curriculum's main goal is to emphasize students' ability to generate knowledge, analyze critically, and process information. The Department of Education used the Philippine Informal Reading Inventory (Phil-IRI), a standard tool, to evaluate students' reading proficiency in a classroom setting. This refers to the revised assessment tool composed of a set of graded passages administered to the whole class and to individual students, which was designed to determine a students’ reading comprehension level. In any school, the information gathered from Phil-IRI was an aid for school administration and policy makers in education for appropriate reading activities and to improve student learning success. Based on the results of the Phil-IRI, the discovered challenges in any school are the poor reading comprehension of the students (Luciano, 2019). Hence, teachers were trying to understand the knowledge acquisition and looking for the best techniques and strategies for the students to learn effectively in reading comprehension. Many strategies and techniques were introduced and practiced in the classroom, but there are few that could give more relaxing and enjoyable for both the teacher and the learners to learn effectively. Moreover, reading comprehension also includes the ability of a person to translate the meaning of the sentences using his own words. This also consist of applying the text read in one’s life. On one hand, the purpose of comprehension is to understand the text rather than to attain meaning from individual words or sentences, as the outcome serves as a mental representation of a text’s meaning combined with the reader’s previous knowledge. In the present times, the issue of comprehension is still rampant. Despite being a recognized problem, comprehension is a recurring phenomenon that seems endless even in this modern age, as it is still a widely discussed topic in any academic setting. Many academicians argue why the Philippines is one of the best English-speaking countries globally, ranks lowest in the survey. Education in reading in the Philippines focuses on the primary word definition; this is important, but it is a problem in the context of reading comprehension.  Filipino students should be surrounded by essays and try to relate and reflect on them, enhancing their comprehension. By analyzing the specific reading comprehension strategies used by senior high school students, the study can identify common challenges and obstacles they face. It can also encourage the integration of these intervention materials into the curriculum. The objective of these strategies is to analyze comprehension strategies and increase reading comprehension ability of the students. Students can have a better understanding of work instructions and enhance their reading comprehension abilities. They lead better lives, are more useful at work, and communicate well.

DOI 10.5281/zenodo.16990525

ABSTRACT

The study focuses on the most purchased items which are apparel, shoes, and accessories, using the social media platform in which the social media influencers advertises such products through their online content. The purpose of this study is to determine if there is a significant relationship between the credibility of social media influencers on the impulse buying behavior of Generation Z customers in Angeles City, Pampanga. The researcher conducted an online survey among 403 respondents who are college students and young professionals, within the age bracket of 18-30 years old. The study employed descriptive correlational research design. The findings revealed that Generation Z customers generally agreed that the influencers they watch and follow are credible. Among the credibility factors, trustworthiness gained the highest influence on impulse buying behavior. While Generation Z exhibits impulsive tendencies, the results show that they are more likely to engage in an impulsive buying behavior when they perceive such product as useful or necessary, especially when it is advertised or reviewed by the social media influencers they follow. The study recommended that brands may consider partnering with trustworthy social media influencers who displays expertise, charisma, and attractive lifestyle. Emphasizing the ‘need’ to purchase the product, together with good promotional strategies may highly lead to impulse buying behavior among Generation Z customers. In exploring the correlation between the credibility of social media influencers on the impulse buying behavior of Generation Z, the study revealed that there is a significant relationship between the variables.

Keywords: Credibility of Social Media Influencers, Impulse Buying Behavior, Generation Z, Young Professional, Apparel

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Abstract

Supervisory Petty Officers stand at the exact point where strategy meets the waterline. They brief the watch, steady teams when the sea and circumstances turn, and close the loop after every sortie so lessons travel into the next one. This study examined their leadership competencies and daily supervisory practice in the Philippine Coast Guard with a practical purpose: to design a clear, usable Duty Manual for Strategic Maritime Operations that supports units ashore and afloat.

A sequential explanatory mixed-methods approach guided the work. A broad survey captured the shape of strengths and gaps across districts and mission sets, while interviews, shadowing, and field conversations with seasoned Petty Officers and training specialists supplied the grain of lived experience. The quantitative picture pointed to steady leadership and effective supervision; the qualitative narratives explained why those strengths do not always travel evenly. Recurring frictions surfaced: resource scarcity that forces difficult trade-offs; blurred roles and procedural drift in the absence of a shared duty manual; training that leans on compliance rather than coaching; and personnel practices that quietly thin trust, dull initiative, and make good judgment harder to scale. Stress from long watches, paperwork load, and uneven inter-agency coordination further stretched supervisors who were already carrying heavy responsibility.

Findings were translated into tools the fleet can readily use. The proposed manual clarifies billet duties and watchstanding routines; sets risk-assessment prompts for go or no-go decisions; outlines plain-language steps for boarding, search and rescue, and environmental incidents; and details clean documentation for chain of custody, incident reporting, and after-action learning. Pocket checklists, briefing and debriefing scripts, conflict-resolution guides, and quick references on legal thresholds help supervisors set standards and keep teams aligned under pressure. Inter-agency radio protocols, a simple deconfliction matrix, and escalation pathways reduce friction when operations cross jurisdictions.

Implementation guidance pairs content with practice. A steady update rhythm keeps procedures aligned with law, technology, and partner agencies. A competency-based training sequence, microlearning cards, scenario drills, and peer observation support adoption without disrupting operations. Light audits and a dashboard for unit leaders track adherence while preserving a just-culture stance that treats errors as learning signals. Recognition rituals and transparent rotation policies reinforce trust and morale.

Grounded in measured strengths and frontline constraints, the manual aims to make leadership more consistent, operations more disciplined, and public service more accountable. By turning strategy into routines that are teachable, testable, and repeatable, it strengthens the professional core of the Philippine Coast Guard and helps translate intent into reliable action where it matters most—on the water and at the pier, watch after watch.

Keywords: Philippine Coast Guard; Petty Officers; leadership competence; supervisory effectiveness; maritime duty manual; strategic operations.

DOI 10.5281/zenodo.17015237

Abstract

This study investigated the extent of implementation of the School-Based Feeding Program (SBFP) in public secondary schools within the Division of Laguna, Philippines. It also explored the program's impact on learners' nutritional status and academic performance and examined the relationships between these factors. Utilizing a quantitative descriptive correlational design, the research gathered data from canteen managers, feeding program coordinators, and teachers across various public secondary schools in Laguna. Data analysis involved descriptive statistics (weighted mean, standard deviation) and inferential statistics (Pearson correlation, Chi-square tests). Findings consistently demonstrated robust SBFP implementation in Laguna, with high effectiveness observed across meal composition, feeding frequency, and program duration. These strong operational components significantly improved learners' nutritional status, leading to healthier weight profiles, enhanced eating behaviors, and a reduction in nutrition-related symptoms. The program also substantially contributed to academic performance, positively influencing grades, classroom focus, task completion, attendance, and overall engagement. While improved nutritional status showed a statistically significant, yet weak, positive relationship with academic performance, this underscores the program's foundational role in learning. The study highlights the SBFP's vital contribution to student well-being and academic readiness in Laguna, emphasizing that effective implementation, particularly of core food components, is crucial. It also suggests integrating the program within broader educational support systems to fully unlock learners' academic potential, providing valuable insights for local policymakers and educators. As an output, a monitoring tool was developed to help stakeholders strengthen SBFP practices through informed, evidence-based decision-making.

Keywords: Academic Performance, Educational Intervention, Nutritional Status, Program Implementation, School-Based Feeding Program

Introduction

In a world striving for a more equitable and sustainable future, the simple act of providing a meal to a child at school emerges as a powerful catalyst for change. School feeding programs, far from being mere acts of charity, represent strategic investments in human capital, addressing immediate nutritional needs while simultaneously unlocking potential for educational attainment and long-term development. The pursuit of Sustainable Development Goal 2, Zero Hunger, demands innovative and multifaceted approaches to combat malnutrition and ensure food security for all. Among these strategies, school feeding programs stand out as a particularly effective intervention, reaching vulnerable children at a critical stage in their development. By providing regular, nutritious meals, these programs not only address immediate hunger needs but also improve children's health, enhance their cognitive abilities, and increase their school attendance rates. These programs are intrinsically linked to the United Nations' Sustainable Development Goals (SDGs), serving as a critical lever for achieving targets related to poverty reduction, food security, education, health, and economic growth. This exploration delves into the multifaceted impact of school feeding programs, examining their effectiveness in addressing global challenges and their vital role in realizing the ambitious vision of the 2030 Agenda. Despite significant progress in global development, millions of art, generating new forms of artistic expression and personalized learning experiences children worldwide still face the daily challenge of hunger and malnutrition. This silent crisis not only jeopardizes their health and well-being but also severely hinders their ability to learn and thrive. School feeding programs offer a vital lifeline, providing vulnerable children with access to nutritious meals that can break the cycle of poverty and unlock their potential. Recognizing the critical role of these programs in addressing global inequalities, the United Nations' Sustainable Development Goals (SDGs) explicitly highlight the importance of ensuring food security and promoting healthy lives for all.

School-based feeding programs (SBFP) are essential interventions designed to combat undernutrition among school-aged children, particularly in public educational settings. These programs aim to provide nutritionally balanced meals to students, thereby improving their overall health, enhancing academic performance, and promoting regular school attendance. In the Philippines, for instance, the Department of Education has implemented the SBFP as a strategic response to the alarming rates of malnutrition, which affect a significant portion of the student population. SBFP not only addresses immediate nutritional needs but also fosters long-term benefits by instilling healthy eating habits among children. By offering meals that meet dietary guidelines, these programs help mitigate issues such as stunting and wasting conditions that can have detrimental effects on physical and cognitive development.

Malnutrition remains a significant public health issue globally, including in the Philippines. School-based feeding programs (SBFP) have been implemented to address undernutrition among school children and to support their academic performance, (Delfino,2018). These programs aim to provide nutritious meals for students, particularly those in public schools, to improve their nutritional status, school attendance, and overall academic achievement. In support of "healthy lives for all," the Department of Education Implements School-Based Feeding Programs (SBFP) as essential interventions to combat undernutrition among school-aged children in public educational settings, as outlined in DepEd Order No. 39, s. 2017. It is also shown in the records that for School Year 2020-2021, the SBFP reached approximately 3.5 million learners, providing Nutritious Food Products (NFP) and fresh milk. These programs aim to provide nutritionally balanced meals to students, improving their overall health, enhancing academic performance, and promoting regular school attendance.

School-based Feeding Programs (SBFP) are vital interventions for addressing undernutrition among schoolchildren, with studies showing their potential to improve health and academic outcomes. The Philippine Department of Education (DepEd) has been implementing the SBFP since 1997 to improve school attendance and nutritional status of target beneficiaries. As reported on the report of (Mojica-Sevilla.2023), in 2019, assessments showed that 13.2 percent of 12.7 million school-aged children in the Philippines were stunted or wasted, highlighting the need for such programs. The SBFP aims to address undernutrition by providing hot meals and nutritious food products to undernourished children in public schools.

Studies conducted in La Union, the SBFP has been linked to improved school attendance and student performance. Reyes, (2025) provided the data indicated a significant positive impact on the weight of learners. Before the program, 22% of learners were severely wasted, but after the program, this was reduced to 7.4%, marking a 66% reduction. Similarly, the percentage of wasted learners was nearly halved, dropping from 78% to 39.3%3. Through the initiatives of providing meals that adhere to dietary guidelines, SBFP helps to alleviate stunting and wasting, conditions known to have detrimental effects on physical and cognitive development. Moreover, the success of SBFP relies on financial sustainability, community support, and the engagement of local government units. DepEd strengthens sustainability measures through programs like the Gulayan sa Paaralan Program (GPP), where schools grow their own fresh produce to supplement feeding initiatives.

Furthermore, the SBFP serves as a platform for broader educational initiatives, encouraging positive health behaviors and improving classroom engagement. As the program evolves, it increasingly requires collaboration across various sectors, including local governments and community organizations, to ensure its effectiveness and sustainability.

In the local school-based feeding context, the 35% allocated budget is used to help sustain the needs of secondary learners in terms of nutritional interventions in schools, particularly through canteen fund allocation, play a crucial role in shaping students' dietary habits and overall academic success. Canteen funds are essential for maintaining healthy food options in schools. According to the guidelines established by the Department of Education, under DepEd Order No. 8, s. 2007, specifically Part VI, which outlines the specific guidelines for school-managed canteens, including how the net income from canteen operations should be utilized a significant portion of canteen revenues for school-based feeding programs for undernourished students which is the 35% of monthly canteen profit. This structured allocation ensures that funds are utilized not only for immediate food services but also for broader educational and health initiatives. Thus, understanding of the impact of feeding programs can be directly related to school-based implementation through several key strategies and considerations such as school feeding can effectively contribute to improving education, health, and nutrition. Implement effective targeting strategies to identify and prioritize the most vulnerable and severely wasted children within the school population. This will also help address cost and financing issues to ensure the sustainability of the program. Design nutritious and balanced meal plans that meet the dietary needs of school children, using locally sourced food whenever possible. Ensure effective program management at the school level, with the involvement of teachers, administrators, parents, and community members. Implement robust monitoring and evaluation systems to track program outcomes, identify challenges, and make data-driven improvements. 

Nutritional interventions are designed to address dietary deficiencies and promote healthier eating habits, especially among vulnerable populations such as school-aged children. The school-Based Feeding Program is an example of a successful initiative aimed at improving the nutritional environment in schools by providing healthier food options in canteens. Such programs not only aim to enhance students' physical health but also target improvements in their academic performance by ensuring that students receive adequate nutrition necessary for optimal cognitive functioning.

The Philippine feeding program initiatives started by the Department of Education's School-Based Feeding Program (SBFP) began in 1997 as the Food for Education program, initially providing iron-fortified rice in exchange for school attendance, then transitioned to the Malusog na Simula, Yaman ng Bansa program in 2006, and later became the Breakfast Feeding Program in 2011, targeting undernourished learners. By 2012, it was rebranded as SBFP, prioritizing severely wasted (SW) and wasted (W) learners, and in 2020, it became a permanent intervention under DepEd Order No. 023. At the start of each school year, public schools conduct nutritional assessments, using Body Mass Index (BMI) and Height-for-Age (HFA) measurements to identify learners classified as SW or W. Schools then allocate 35% of canteen profits to supplementary feeding, per DepEd Order No. 8, s. 2007, to fund meals, typically providing 200–220 feeding days, however, in the secondary schools in Laguna, provision of feeding program’s schedule varies based and depends on the capability of the school to support and sustain the said intervention. Feeding programs typically combining hot meals and Nutritious Food Products (NFPs), alongside deworming, parent training on nutrition, and school gardening. Post-feeding assessments, like those in La Union (2025), have shown significant reductions in malnutrition, such as a 66% decrease in severely wasted learners, and while DepEd's national SBFP budget is substantial, local canteen funds ensure continuity, addressing both immediate nutritional gaps and long-term educational outcomes through data-driven targeting and community-backed financing. One of the primary challenges in utilizing the feeding program budget is financial sustainability. Many schools depend heavily on external funding sources, which can be inconsistent and insufficient. This reliance often results in inadequate meal provisions, affecting the quality and quantity of food served. For instance, schools may struggle to provide nutritious meals due to rising food costs and limited budgets, which diminishes the effectiveness of feeding programs. The allocation of only 35% of the canteen budget may not cover the necessary expenses for quality meals, leading to compromises in nutrition that can adversely affect student health and academic performance.

The allocation of a feeding program budget from school canteen revenues for feeding programs is critical aspect of educational policy aimed at improving the nutritional status of students, particularly those identified as severely wasted learners. This initiative falls under the broader mandate of the Department of Education (DepEd) in the Philippines, which emphasizes the role of school canteens not only as providers of food but also as instruments for enhancing student health and academic performance. School canteens serve as essential facilities within educational institutions, providing students with access to nutritious meals that are vital for their physical and cognitive development. The Revised Implementing Guidelines on the Operation and Management of School Canteens (DepEd Order No. 8, s. 2007) stipulates that a significant portion of the net income generated from canteen operations should be allocated to supplementary feeding programs. This allocation is intended to combat malnutrition among students, which is linked to various negative outcomes in academic performance, including lower concentration levels, reduced attendance, and diminished overall learning capabilities. Research indicates a strong correlation between nutrition and academic performance. Well-nourished students tend to perform better academically due to improved concentration, energy levels, and overall health. Conversely, undernourished students may experience cognitive deficits that hinder their learning processes.

The school-based feeding program’s allocation from canteen revenues for feeding programs is designed to mitigate these issues by ensuring that vulnerable students receive adequate nutrition while the allocation of feeding program from school canteen funds for feeding programs represents a proactive approach to addressing student nutrition and its impact on academic performance, further research is needed to evaluate its effectiveness comprehensively and identify areas for improvement in implementation strategies.

This study aims to provide comprehensive insights into the importance and effectiveness of school feeding programs in addressing malnutrition and improving academic performance among severely wasted learners in the secondary schools in the Division of Laguna. The results will contribute to the field of education by informing policy and practice related to school-based feeding programs, with the goal of enhancing the health, well-being, and academic success of Filipino students specifically learners from the Division of Laguna.

Methodology

Quantitative causal research design is a method used in this study that  focused on identifying and analyzing cause-and-effect relationships between variables. This design aims to explain "why" something is happening by examining how changes in one variable directly influence another. Unlike descriptive research, which merely observes and records phenomena, causal research tests hypotheses and relies on statistical analysis to establish correlations or causation (Ali, M., Khan, A., & Fatima, S., 2020). Common methods include experiments, quasi-experiments, and structured surveys with clearly defined independent and dependent variables. This approach is valuable for generating evidence-based conclusions and informing policy or practice through measurable outcomes.

A Descriptive Study of the School-Based Feeding Program, through the canteen fund allocation, implementation, nutritional Status, and academic performance. Descriptive research will be employed to describe the current state of the school-based feeding program (SBFP) in terms of its implementation, the nutritional status of participating learners, and their academic performance. This helps the researcher in describing the extent of implementation of the SBFP through the canteen regarding, meal composition, Frequency of Feeding, Duration of the Program. 

The study focused on secondary learners classified as severely wasted and recipients of the School-Based Feeding Program (SBFP) in selected public secondary schools within the Schools Division of Laguna. In addition, 60 SBFP coordinators and 60 teacher advisers were directly involved in program implementation participated in the study. A random sampling technique was employed to ensure that all eligible coordinators and teachers had an equal chance of being selected. This method enhances the representativeness of the sample and minimizes selection bias, thereby improving the validity and generalizability of the study’s findings.

The study employed a random selection process to identify 60 School-Based Feeding Program (SBFP) coordinators and 60 teacher advisers who are directly involved with learner-beneficiaries from various secondary schools in the Schools Division Office of Laguna. These 120 individuals were randomly selected to serve as respondents. The use of random sampling ensures that the selected participants are representative of the larger population, thereby reducing bias and increasing the generalizability of the study's findings. A sample size of 120 is considered acceptable for quantitative research, particularly when the target population is large, as it allows for reliable statistical analysis and valid inferences.

This study employed a researcher-made instrument for data collection, incorporating several methods to gather comprehensive information. These questions covered the frequency of participation, satisfaction with the meals provided, and perceived impact on their energy levels and concentration. A four-point Likert scale (e.g., Strongly Agree to Strongly Disagree) was used to measure attitudes and perceptions of the student respondents. The canteen manager respondents completed separate surveys, including demographic information (teaching experience, subject taught, role, and experience). This survey addressed the logistics of the SBFP, meal preparation processes, challenges encountered, adherence to program guidelines, and suggestions for program improvement. In addition to survey data, the study collected to the teachers of the severely wasted respondents as well as collect anthropometric measurements (height, weight, and Body Mass Index) of the learners both before and after the implementation of the feeding program. Finally, a document review of school records was conducted to gather data on students' Grade Weighted Average (GWA).

The instrument used in the study underwent content validation by a panel of experts in the field feeding program. These experts carefully reviewed the items to ensure clarity, relevance, and appropriateness in relation to the study's objectives.

         Their constructive feedback was used to refine and adjust the instrument, making sure it comprehensively captured the essential aspects of feeding program. After content validation, a pilot test was conducted with a small group of teachers who shared similar characteristics with the target population. This step helped identify possible ambiguities, difficulties in understanding the questions, and issues with the overall structure or length of the instrument. This thorough process of validation ensured that the instrument accurately measured and consistently generated trustworthy data for the development of a monitoring plan

         Prior to commencing the study, the researcher obtained all necessary approvals from the school administration and relevant ethics review boards, ensuring adherence to ethical guidelines. Because a researcher-made instrument was used, the instrument will be validated by the experts in the field, this was conducted to identify potential issues and refine both the surveys and measurement procedures. Following ethical approvals and instrument validation, the researcher contacted participating schools and individuals to explain the study's purpose and obtain informed consent. Data collection involved the distribution of online and paper surveys to learners, teachers, and canteen managers, with assurances of anonymity and confidentiality. Clear instructions were provided, and any participant questions were addressed. Anthropometric data was collected from the teachers to establish baseline and end line measurements. Finally, with appropriate permission and approval, the researcher accessed beneficiaries school records specifically their first and fourth quarter general weighted average and program documents relevant to the study.

The study employed both descriptive and inferential statistics to analyze the collected data.

1.Mean was used to compare the means of two related groups (e.g., the same participants measured at two different time points) on a continuous variable.

2.Chi-square test. was used to compare the means of three or more independent groups on a continuous variable.

3.Pearson Correlation was used to measure the strength and direction of the linear relationship between two continuous variables. For example, we will use this test to determine if there is a significant correlation between satisfaction with SBFP meals and attendance rate.

In adherence to ethical guidelines, respondents were provided with thorough information about the study, including its procedures, content, potential risks, and benefits. They were informed of the study's purpose and their right to withdraw from participation at any time. To protect participant confidentiality, codes were used in place of names on all surveys and data files. Furthermore, all data was stored securely, with access limited solely to authorized personnel.

Conclusion

Based on the comprehensive findings of the study, the following conclusions were drawn, highlighting the multifaceted impact and crucial role of the School-Based Feeding Program:

         1. The study unequivocally shows that the School-Based Feeding Program is being implemented with a high degree of effectiveness and consistency across its fundamental operational aspects. This includes the meticulous meal composition, ensuring that learners receive nutritious, complete, and culturally appropriate food that caters to their dietary needs. The frequency of feeding is consistently upheld, meaning meals are reliably provided on all scheduled school days, which is vital for continuous nutritional support. Furthermore, the duration of the program is maintained as planned, allowing for sustained benefits over time. Learner attendance during feeding sessions is notably high, driven by strategic meal timing and the perceived quality of the food. While there might be some minor areas for improvement in the comfort and capacity of feeding facilities, they are generally adequate for ensuring consistent meal service. This overall strong implementation acts as a solid foundation, directly contributing to the program's success in achieving its intended outcomes.

2. The SBFP demonstrates a profound and undeniable positive impact on the nutritional status of its beneficiaries. The study's results indicate a marked improvement in learners' overall nutritional profiles, with a significant number transitioning into healthier weight categories and a substantial reduction in instances of severe undernutrition. Beyond simple weight metrics, the program actively fosters more positive appetite and eating behaviors among students; they show increased willingness to try diverse foods, better meal completion rates, and improved conduct during meal times. Moreover, a pronounced decrease in various nutrition-related symptoms—such as chronic fatigue, frequent illnesses, and visible signs of nutrient deficiencies—is consistently observed. This holistic improvement in physical health and vitality is a testament to the program's direct effectiveness in combating malnutrition and promoting overall well-being.

         3. The findings clearly establish a significant connection between the implemented school feeding program and various critical aspects of learners' academic performance. The program is directly associated with improvements in academic grades and assessment performance, suggesting that well-nourished students are better equipped to learn and achieve academically. There's also a clear enhancement in students' focus and concentration in class, indicating improved cognitive function and mental alertness. Furthermore, learners exhibit better task completion and academic output, becoming more productive and consistent in their schoolwork. Beyond in-class performance, the program positively influences attendance and punctuality, encouraging students to be present and on time, which is fundamental for consistent learning. Finally, it leads to increased participation and engagement in class, fostering a more dynamic and interactive learning environment where students feel more capable and eager to contribute.

4. A detailed analysis of the program's individual components reveals that while all aspects contribute positively, the quality of meal composition, the consistency of feeding frequency, and the sustained duration of the program emerge as exceptionally critical drivers. These core elements, which directly relate to the nutritional content and regular provision of food, are found to have the strongest and most consistent influence on both the learners' physical health improvements—particularly observable weight gain—and their enhanced academic outcomes. This highlights that while infrastructure and attendance are important for logistical delivery, the direct and sustained nutritional input from the meals themselves is paramount for achieving the most significant and tangible benefits in both health and academic performance.

         5. The study reveals a statistically significant, albeit weak, positive relationship between the nutritional status of learners, influenced by the SBFP, and their academic performance. This finding is crucial because it confirms that improved nutrition unequivocally contributes to better academic results; its impact is not random. However, the "weak" nature of this correlation implies that while providing essential nourishment, the SBFP acts as a foundational support rather than a sole determinant of academic success. Learners' educational journeys are shaped by a complex interplay of factors, including the quality of teaching, curriculum, home environment, and socio-economic conditions. Therefore, the program's ultimate effectiveness in fostering academic achievement is maximized when it is integrated within a broader, multi-sectoral strategy that concurrently addresses these diverse educational and societal influences. The SBFP provides a vital physiological cornerstone, enabling students to be ready and receptive to learning, which is a non-negotiable step towards unlocking their full academic potential.

Recommendation

The following recommendations are made in response to the study's findings:

1.DepEd Policymakers may continue to champion and consistently fund the SBFP, ensuring robust policy frameworks support all its facets, including the procurement of high-quality meals, adherence to feeding schedules, and maintenance of program duration and facilities. Public Secondary Schools may diligently uphold and continuously improve the high standards of SBFP implementation.

2. Teachers may actively observe and document improvements in learners' physical health, energy levels, and any reduction in nutrition-related symptoms. They can then utilize these insights to better understand student readiness to learn and adapt their teaching strategies accordingly.

3.SBFP Beneficiaries (Students) may regularly attend and actively participate in the feeding sessions, understanding that consistent nutrition is crucial for their physical health, energy, and ability to learn effectively in school., actively engaging in class activities, diligently completing tasks, and striving for better academic performance.

4.Future Researchers may embark on longitudinal studies to assess the sustained impact of the SBFP on learners' health, academic performance, and overall life outcomes beyond the program's immediate duration, simultaneously investigating factors that contribute to its long-term sustainability. They should also undertake comprehensive cost-benefit analyses to quantify the economic returns of the SBFP in terms of health savings, improved educational attainment, and future productivity, providing robust evidence for policy advocacy.

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DOI 10.5281/zenodo.17032279

Abstract

In mixed-ability mathematics classrooms, a single path rarely serves every learner well. This study examined how differentiated instructional strategies help Grade 9 students make sense of Mathematics and how these strategies relate to academic performance in a large public high school in Quezon Province. Five everyday teaching moves—problem-solving tasks, hands-on activities, collaboration and peer interaction, technology-based projects, and assessment strategies—framed the inquiry. Beyond mapping students’ perceptions, the study also looked at whether background factors (age, sex, household income, and parents’ schooling) shape how learners experience these approaches.

A quantitative, descriptive–correlational design anchored the work. A researcher-developed questionnaire, refined through expert review and pilot testing to ensure strong reliability, gathered students’ views on each strategy and their self-reported experiences in Mathematics 9. Ethical safeguards were observed, and standard analyses (measures of central tendency and variability, tests of difference, and tests of association) were applied to the cleaned dataset to keep inferences modest and defensible.

Findings painted a nuanced picture. Overall, students regarded differentiated strategies as helpful but uneven in impact. Problem-solving tasks stood out: learners associated them with greater confidence, clearer transfer to real-life situations, and—crucially—a positive link to quarter grades. Hands-on activities and technology-based projects helped make abstract ideas tangible and visible, though their payoff dipped when tasks were loosely tied to lesson goals or when access and time limited fuller use. Assessment practices were appreciated for feedback and self-reflection, yet many students were unconvinced that tests and tasks consistently captured what they had truly learned. Collaboration and peer interaction, while useful for communication and teamwork, were the least convincing academically; students did not always experience group work as a route to deeper mathematical understanding.

Importantly, perceptions of effectiveness did not meaningfully differ across age, sex, income brackets, or parents’ educational attainment. That pattern suggests that the promise—and the limits—of these strategies are broadly shared rather than concentrated in any one subgroup. The results point to implementation more than design: the strategies work best when problems are rich and contextual, group work is tightly structured with purposeful roles, technology is used to transform rather than merely digitize tasks, and assessment is woven into instruction to guide next steps rather than audit the past.

In response, the study proposes a practical intervention plan that centers on high-leverage problem sets, structured cooperative routines, equitable and purposeful tech integration, and strong formative assessment cycles, alongside targeted support for learners who are still developing. Taken together, the evidence argues not against differentiation but for a more disciplined, aligned, and equity-minded version of it—one that treats student diversity as the starting point for lesson design and uses feedback to keep teaching and learning on the same page.

Keywords: Differentiated Instruction; Problem-Solving Tasks; Hands-on Activities; Technology-Based Projects; Assessment Strategies

DOI 10.5281/zenodo.17032473

Abstract

Focusing on teacher preparedness, perceived efficacy, and continuing professional development requirements, this study investigated the implementation of Personalized Learning Plans (PLPs) in the General Santos City Schools Division. Personalized learning is widely promoted as a way to respond to varied learner profiles through flexible, student-centered routines. Nonetheless, evidence regarding the daily impacts of PLPs—and the requisite preparation for teachers—remains limited in the Philippine context. The study employed an embedded mixed-methods design, integrating a teacher survey with subsequent interviews to create a comprehensive depiction of practice.

The results indicated that teachers predominantly regarded themselves as well-prepared in four areas: comprehending PLP principles, planning and executing instruction, managing classrooms while accommodating diverse learner needs, and utilizing technology and educational resources. They said that PLPs were good for meeting individual needs, getting people more involved, giving them more freedom, and helping them do better in school. Still, it was clear what needed to be done for development. A lot of people asked for ongoing help with using technology, making personalized plans, working with peers at their grade level, and choosing the right assessment tools for their own paths. Educational attainment proved to be a significant factor, as teachers with advanced qualifications reported enhanced comprehension and confidence, although perceptions of effectiveness remained largely uniform across demographic groups. These patterns indicate that readiness involves not only goodwill but also targeted training, resources, and adequate planning time

Quantitative analysis revealed robust positive correlations between readiness and perceived effectiveness, emphasizing a clear conclusion: well-prepared teachers enhance the efficacy of PLPs for learners. The stories from the interviews confirmed that logic and pointed out common sources of tension, such as tight schedules, limited resources, the difficulty of setting individual goals, and collaboration that rises and falls between teams. Teachers still said that PLPs help students stay motivated and feel like they own their work when they know what their goals are and can see their progress. In response, the study suggests the EPIC-PLP Framework, which stands for Empower, Plan, Integrate, and Collaborate. Empower wants coaching, mentoring on the job, and micro-credentials that show progress. Plan focuses on easy-to-use templates, pacing guides that can be changed, and checklists that save time. Integrate connects platforms, open educational resources, and formative assessments so that the learner can take their evidence with them. Collaborate makes professional learning communities, support from administrators, and partnerships with parents stronger. The framework also suggests setting aside time for planning, keeping an eye on how well goals are being met, and giving small grants for classroom resources so that good practices become the norm instead of one-time projects. This is how fairness and excellence move forward together.

KEYWORDS: Personalized Learning Plans, Professional Development, Teacher Readiness, Teacher Perceptions and Technology Integration

Abstract

This qualitative study examined the challenges, strategies, and stakeholder perceptions in implementing the Senior High School (SHS) work immersion program at Tanay East Integrated National High School (TEINHS). Using thematic analysis of interviews and focus group discussions with teachers, students, and industry representatives, the study identified persistent barriers including strand-task misalignment, limited logistical support, and weak partner retention. However, effective practices such as targeted engagement, Memoranda of Agreement (MOAs), flexible immersion models, and structured orientation systems were also highlighted. Findings informed the development of Project ALLIES (Active Linkages for Learning, Immersion, Experience, and Skills), a structured action plan designed to institutionalize partnerships and enhance student readiness. Results emphasize the need for collaborative governance, contextualized immersion approaches, and sustained community–industry linkages. The study concludes that strengthening work immersion requires multi-level support and adaptive strategies to ensure that SHS programs truly prepare students for higher education, employment, and lifelong success.

Keywords: work immersion, industry partnerships, Senior High School, career readiness

Introduction

Work immersion is a cornerstone of the Senior High School (SHS) curriculum in the Philippines, mandated under the K–12 education reform to provide learners with authentic exposure to workplace environments. It equips students with technical competencies, workplace etiquette, and professional readiness that bridge the gap between classroom learning and post-secondary transitions. However, schools often encounter challenges in securing industry partners that align with their SHS strands, limiting opportunities for strand-specific immersion.

At TEINHS, students enrolled in the Humanities and Social Sciences (HUMSS) and Technical-Vocational-Livelihood (TVL) strands face barriers in accessing relevant and consistent immersion placements. These challenges are not unique; prior studies (Viceno & Doromal, 2020; Spanjaard et al., 2018) have noted that schools struggle with logistical constraints, limited industry diversity, and misalignment between curricular goals and workplace realities. While some scholars argue that generalized immersion promotes adaptability, others emphasize that strand-specific exposure enhances skill mastery and employability (Ecton & Dougherty, 2022).

This study investigates the lived experiences of students, teachers, and industry partners at TEINHS, exploring both the obstacles and the strategies that shape immersion implementation. By examining these perspectives, it proposes Project ALLIES, a structured approach for sustaining meaningful school–industry collaborations.

Methods

A qualitative design was adopted, employing thematic analysis of interviews and focus group discussions (FGDs). Participants included 20 SHS students from HUMSS and TVL strands, selected through stratified sampling; 5 teachers directly involved in immersion coordination; and 5 local industry representatives, purposively chosen for their direct partnership roles.

Data collection involved semi-structured interviews with teachers to explore challenges and strategies, FGDs with students to capture expectations and reflections, and FGDs with industry partners to understand perceptions of readiness and collaboration. Ethical safeguards were observed, including informed consent, parental permission for minors, and confidentiality protocols.

Results and Discussion

Findings revealed four recurring challenges in the implementation of the SHS work immersion program at TEINHS. First, partner sourcing and strand alignment was particularly difficult for TVL specializations, as industries with relevant placements were scarce. While some partners expressed willingness, capacity limitations and hesitance often restricted opportunities. This disconnect echoes Gonzales and Cacho (2020), who argued that the lack of industry-strand matching results in learning fragmentation and prevents students from acquiring strand-specific competencies.

Second, logistical and resource constraints hindered program implementation. Inadequate funds, limited school vehicles, and overextended personnel created inequitable access, disproportionately affecting students from low-income families. Similar findings were highlighted by Ramirez and Bautista (2021), who stressed that financial support and logistical planning are key determinants of immersion success.

Third, curriculum–industry misalignment and weak communication often relegated students to tasks unrelated to their academic strands, diminishing the intended learning value of immersion. This reflects Villena and Madriaga’s (2020) findings that immersion is most effective when curricular objectives are deliberately translated into workplace responsibilities through structured coordination. Without pre-immersion conferences and task-mapping systems, TEINHS students often experienced immersion as generic work exposure rather than strand-specific learning.

Finally, local contextual and cultural barriers further restricted partnerships. Businesses in rural areas were sometimes hesitant to engage due to misconceptions about the program or lack of resources to supervise students. Reyes and Lagdameo (2020) similarly observed that community engagement and cultural integration are vital in sustaining rural immersion partnerships.

Despite these obstacles, stakeholders identified strategies that demonstrated potential for sustainability and impact. Targeted engagement and value framing through personal visits and success-story sharing helped secure initial buy-in, consistent with Robles and De Guzman (2019), who found that companies are more receptive when partnerships are framed as mutually beneficial. Governance mechanisms such as MOAs and the appointment of focal persons strengthened accountability and institutional trust, reflecting Bautista et al. (2021), who emphasized the role of formalized protocols in sustaining long-term partnerships. Consistent communication and recognition practices, such as issuing certificates and public acknowledgments, reinforced goodwill and improved retention, aligning with Delos Santos and Ferrer’s (2022) assertion that partner recognition fosters loyalty. Finally, contextualized and flexible immersion models—including project-based and LGU-supported programs—helped overcome logistical and geographic limitations, resonating with Macalalag and Malabanan’s (2021) call for adaptive immersion strategies in resource-limited schools.

Students’ voices highlighted that immersion was most meaningful when tasks were strand-aligned and preceded by thorough orientation. They emphasized the importance of structured schedules, feedback mechanisms, and extended immersion duration. Beyond technical competencies, students acknowledged growth in communication, time management, and professionalism—skills central to employability. These findings support Villena and Madriaga’s (2020) assertion that strand-task coherence enriches learning while also reflecting Ramirez and Bautista’s (2021) view that pre-immersion orientation reduces anxiety and enhances student readiness.

Meanwhile, industry representatives affirmed students’ academic preparedness but noted gaps in soft skills, initiative, and workplace confidence. They recommended pre-immersion training, clearer student profiling, and joint orientations—suggestions that align with Robles and De Guzman (2019), who stressed that non-cognitive skills are equally vital to successful workplace integration. Their call for partner recognition also reinforces earlier studies that underscore the importance of relationship-building in sustaining school–industry collaboration (Delos Santos & Ferrer, 2022).

The results confirm that TEINHS’ work immersion program reflects both systemic barriers and localized innovations. Strand-task misalignment and logistical deficits mirror national patterns, where immersion is constrained more by contextual realities than by policy design (Dubey et al., 2021; Ramirez & Bautista, 2021). Yet, the innovations employed—such as MOAs, recognition practices, and adaptive immersion models—demonstrate that schools can design context-sensitive mechanisms to sustain partnerships despite resource limitations.

Thus, these findings converge on the need for a holistic immersion framework that integrates curricular coherence, student preparation, and structured industry collaboration. Project ALLIES (Active Linkages for Learning, Immersion, Experience, and Skills) directly responds to this by institutionalizing partnership protocols, embedding pre-immersion training, and fostering continuous community engagement. Consistent with Spanjaard et al. (2018) and Ecton and Dougherty (2022), the project reframes immersion from mere compliance into a career-preparatory platform.

Conclusively, this study demonstrates that work immersion must evolve into a structured, adaptive, and collaborative endeavor. To achieve this, systemic support from Schools Division Offices, LGUs, and industries is essential in providing logistical resources, expanding partner networks, and aligning tasks with strand competencies. Only through such multi-level collaboration can immersion programs fulfill the K–12 curriculum’s promise of preparing learners for employability and lifelong success.

Conclusion

The implementation of SHS work immersion at TEINHS is challenged by strand-task misalignment, logistical barriers, and limited industry retention, yet strengthened by targeted engagement, governance mechanisms, and flexible models. Students and industry partners alike affirmed the value of immersion but highlighted the need for clearer alignment, stronger preparation, and sustained collaboration.

Furthermore, the proposed Project ALLIES offers a practical framework to address these concerns by institutionalizing partnerships, strengthening student preparation, and reinforcing recognition systems. To ensure long-term effectiveness, future research should evaluate Project ALLIES’ impact on student outcomes and partner sustainability. By reframing immersion as a collaborative and career-preparatory initiative, SHS can more effectively fulfill its promise of equipping learners with the skills, confidence, and adaptability necessary for lifelong success.

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DOI 10.5281/zenodo.17033021

Nilalayon ng pag-aaral na ito na masusing suriin ang limang (5) makabagong tula ni Rio Alma na inilathala sa kanyang Facebook page, upang matukoy ang mga temang nangingibabaw, tayutay, mga simbolismong ginamit, at ang kaugnayan ng mga ito sa teoryang Realismo. Gamit ang kwalitatibong disenyo ng pananaliksik, partikular ang panunuring pampanitikan, isinagawa ang tekstuwal na analisis sa tulong ng rubrik bilang gabay sa sistematikong pagtataya. Pinagtuunan ng pansin ang mga estilistikong elemento gaya ng metapora, personipikasyon, at iba pang tayutay na nagpapalalim sa mensahe ng tula. Sa konteksto ng Realismo, sinuri kung paanong ang mga tula ay nagsisilbing salamin ng lipunang Filipino—mula sa mga suliraning panlipunan hanggang sa mga karanasang kolektibo ng mamamayan—at kung paano ito nagiging kasangkapan sa pagpapalawak ng kamalayan at pag-unawa sa realidad ng kasalukuyang panahon.

Dagdag pa rito, ang mga simbolismong ginamit ni Rio Alma ay higit pa sa pampanitikang palamuti—ito’y nagsisilbing hamon sa mambabasa na mag-isip nang mas malalim. Sa pamamagitan ng talinghaga at imaheng humugot sa realidad ng lipunan, napupukaw ang kritikal na pag-iisip ng mga mag-aaral upang suriin ang ugnayan ng panitikan at karanasang panlipunan. Sa ganitong pagbasa, nagiging daan ang tula sa mas malalim na pag-unawa at diskurso hinggil sa mga isyung kinakaharap ng bayan.

DOI 10.5281/zenodo.17034512

Ang pag-aaral na ito ay naglalayong suriin ang epekto ng paggamit ng online game-based learning sa akademikong pagganap ng mga mag-aaral sa asignaturang Filipino.

Gumamit ang mananaliksik ng quasi-experimental pre-test-post-test at kinalap ang datos mula sa piling mag-aaral sa sekundarya na sumailalim sa mga gawaing panturo gamit ang mga interaktibong laro online. Ginamit ang isang talatanungan upang mangalap ng datos para sa pagsusuri ng datos.

Ipinakita ng resulta na ang game-based learning ay nakapagpataas ng interes, motibasyon, at partisipasyon ng mga mag-aaral, na nagbunga ng mas mataas na antas ng pagkatuto sa wika at mas aktibong paggamit ng wikang Filipino sa klase.

Sa kabuuan, napatunayan sa pag-aaral na ito na ang online game-based learning ay mabisang estratehiya upang mapaunlad ang akademikong pagganap ng mga mag-aaral sa Filipino kung ito ay maingat na idinisenyo at maayos na naipatupad.

DOI 10.5281/zenodo.17034701

Ang pag-aaral na ito ay naglalayuning makabuo ng isang worktext sa paglinang ng kasanayan sa pagsulat ng mga mag-aaral sa Filipino 7. Ang pag-aaral na ito ay isang pagtatangka upang pag-aralan at suriin ang binuong worktext bilang isang mahalagang kagamitang pampagtuturo na hindi lamang naglalaman ng mga pagsasanay kundi nagbibigay rin ng malinaw na paliwanag sa mga konsepto upang mapalalim ang pagkatuto ng mga mag-aaral.

Gumamit ng disenyong debelopmental ang mananaliksik upang lumikha at pahusayin ang mga interbensyon, tulad ng pagbuo ng mga instructional module sa mga pang-edukasyong setting, na sinusuri at patuloy na pinapabuti batay sa empirikal na datos (Lamberg & Middleton, 2021). Ito ay gagamitin dahil pagkatapos na mabuo ang manwal sa pagsulat ay tatayain ang antas ng pagtanggap ng naturang kagamitan.

Sa pag-aaral na ito, aalamin ang antas ng kasanayan sa pagsulat ng mga mag-aaral sa Filipino 7 at makabuo at mataya ang worktext sa pagsulat na tutugon sa antas ng kasanayan ng mga mag-aaral.

DOI 10.5281/zenodo.17034844

Abstract

The main focus of this work on design, development, and evaluation was two modular printed circuit board (PCB) instructional tools: the Solid-State Diode Card (SoSD Card) and the Diode Equivalent Circuits Card (DEC Card). The project used the ADDIE instructional model to make hands-on, curriculum-aligned modules that directly support the results of Outcomes Base Education Curriculum. The goal was to boost the instruction and investigation of diode behavior and circuit assessment in electronics education. Whereas the DEC Card simulated diode behaviors using ideal and piecewise-linear equivalent models, the SoSD Card was built to incorporate several diode types, including silicon, Zener, LED, and Schottky diodes. Made on PCB material with silkscreen labels, test points, and arranged layouts to support laboratory instruction, the modules were built using Autodesk Eagle and EasyEDA design tools.
Empirical testing consistent with Objective 2 validated the module performance. The silicon diode recorded a forward voltage of 0.7 V and reverse leakage of 2 µA; the Zener diode met its target breakdown voltage of 5.1 V; the LED and Schottky diodes demonstrated forward voltages of 2.0 V and 0.3 V, respectively, as shown by the Functionality Evaluation Table. Every device showed dependable switching times within design tolerances and passed their electrical tests. Under Objective 3, faculty and student users assessed the modules' usability using a structured feedback tool. Faculty members rated average scores of 4.9 for instructional value, 4.8 for ease of circuit integration, and 4.7 for test point clarity. Student ratings were also favorable—averages 4.7, 4.6, and 4.5. Qualitative comments verified that the modules improved students' knowledge of diode operation and fit well for current laboratory projects.
By means of technically sound, user-friendly, and pedagogically effective instructional modules, the development and testing of the SoSD and DEC Cards effectively addressed the research objectives. These findings validate their fit for use in electronics laboratory training, faculty development initiatives, and localized kit manufacturing for colleges of higher education.

Introduction

Modern electronics education's growing complexity calls for teaching tools with both technical accuracy and curriculum compliance. Using the ADDIE learning design model, this project creates practical diode components for Electronics Technician and Technology students.

Objectives of the Study

1. Design and develop PCB-based SoSD Card and DEC Card modules.

2. Evaluate the electrical performance of the developed cards.

3. Assess their functional usability in real-world circuits and learning environments.

Review of Related Literature

Both theoretical ideas and pedagogical innovations in electronics education shape the development of instructional circuit modules including the SoSD and DEC Cards. From rectification and voltage control to signal modulation and protection, the importance of diodes in contemporary circuit applications is well-documented (Floyd,2017).
Traditional teaching approaches often rely on breadboarding, which presents challenges of consistency, efficiency, and scalability. Sedra and Smith (2020) and Tocci et al. (2019) emphasize that modular learning kits offer structured, reliable, and replicable results. Localized studies (Albarro, 2021; Villanueva & Santos, 2020) further show that PCB-based instructional tools with labeled circuits enhance usability and reduce time spent on setup and troubleshooting.
Theoretical and experimental studies on diode equivalent models (Jacob, 2016) confirm their value in bridging abstract theory with practical experimentation. These studies justify the creation of didactically effective instructional modules, leading to the present work on the SoSD and DEC Cards.

Methods

This research followed the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation.

Design and Development

• Tools: Autodesk Eagle and EasyEDA for schematic and layout designs.

• SoSD Card Components: Silicon diode (1N4148), 5.1V Zener diode, red LED, and Schottky diode (1N5819).

• DEC Card Components: Switchable models representing ideal, piecewise-linear, and practical diode equivalents using resistors and toggle switches.

• Fabrication: FR4 double-layer PCBs with silkscreen overlays, solder mask, and banana-type test terminals.

Testing Procedures

• Parameters measured: forward voltage drop, reverse leakage current, and switching time.

• Equipment: Tektronix digital oscilloscope, Fluke digital multimeter, DC power supply, function generator.

• Criteria: Diode performance was validated against theoretical design values.

Implementation and Evaluation

• Integration into laboratory classes with standard diode experiments.

• Structured evaluation using Likert-scale surveys and open-ended feedback.

• Respondents: Electronics faculty and students.

• Data analysis: Descriptive statistics for quantitative results; thematic coding for qualitative responses.

Results

Objective 1 – Design and Development
The SoSD and DEC Cards were successfully designed and fabricated. Both featured silkscreen printing, labeled test points, and modular sections for instructional clarity.

Objective 2 – Electrical Performance

• Silicon diode: forward voltage 0.7 V, reverse leakage 2 µA.

• Zener diode: breakdown at 5.1 V.

• LED: forward voltage 2.0 V.

• Schottky diode: forward voltage 0.3 V, fast switching time.
  All results matched expected theoretical values and passed functionality testing.

Objective 3 – Usability

• Faculty ratings: Instructional value 4.9, ease of integration 4.8, test point clarity 4.7.

• Student ratings: Instructional value 4.7, integration 4.6, labeling 4.5.
  Feedback confirmed improved understanding, ease of use, and strong curriculum alignment.

Discussion

The results demonstrate that the SoSD and DEC Cards fulfilled their intended goals:

• Technical Accuracy: Measured values closely aligned with theoretical models, validating circuit fidelity.

• Instructional Value: The structured design enhanced learning by providing consistent, reliable setups compared to traditional breadboarding.

• Pedagogical Relevance: High ratings from both students and faculty show that the modules supported outcomes-based education and improved engagement.

These findings align with prior studies emphasizing the benefits of modular PCB-based instructional kits in electronics education. The success of the SoSD and DEC Cards highlights the role of localized, curriculum-aligned resources in bridging theoretical and applied electronics training.

Conclusion

The Solid-State Diode Card and the Diode Equivalent Circuits Card were successfully designed, developed, and validated. The modules satisfied technical specifications, demonstrated pedagogical value, and received high usability ratings. They provide effective, low-cost, and curriculum-relevant instructional tools for electronics education.

Recommendations

1. Expand module coverage by including additional diode types and surface-mount layouts.

2. Test scalability under varied load and environmental conditions.

3. Integrate modules formally into CHED- and PRC-aligned laboratory curricula.

4. Develop supplementary manuals and simulation tools (Multisim, LTspice) for blended and remote learning.

5. Consider utility model protection and dissemination through academic conferences and partnerships.

References

• Floyd, T. L. (2017). Electronic Devices: Conventional Current Version. Pearson.

• Tocci, R. J., Widmer, N. S., & Moss, G. L. (2019). Digital Systems: Principles and Applications. Pearson.

• Sedra, A. S., & Smith, K. C. (2020). Microelectronic Circuits. Oxford University Press.

• IEEE Standards Association. (2022). IEEE Std 315-2022.

DOI 10.5281/zenodo.17035027

Abstract

The main focus of this work on design, development, and evaluation was two modular printed circuit board (PCB) instructional tools: the Solid-State Diode Card (SoSD Card) and the Diode Equivalent Circuits Card (DEC Card). The project used the ADDIE instructional model to make hands-on, curriculum-aligned modules that directly support the results of Outcomes Base Education Curriculum. The goal was to boost the instruction and investigation of diode behavior and circuit assessment in electronics education. Whereas the DEC Card simulated diode behaviors using ideal and piecewise-linear equivalent models, the SoSD Card was built to incorporate several diode types, including silicon, Zener, LED, and Schottky diodes. Made on PCB material with silkscreen labels, test points, and arranged layouts to support laboratory instruction, the modules were built using Autodesk Eagle and EasyEDA design tools.
Empirical testing consistent with Objective 2 validated the module performance. The silicon diode recorded a forward voltage of 0.7 V and reverse leakage of 2 µA; the Zener diode met its target breakdown voltage of 5.1 V; the LED and Schottky diodes demonstrated forward voltages of 2.0 V and 0.3 V, respectively, as shown by the Functionality Evaluation Table. Every device showed dependable switching times within design tolerances and passed their electrical tests. Under Objective 3, faculty and student users assessed the modules' usability using a structured feedback tool. Faculty members rated average scores of 4.9 for instructional value, 4.8 for ease of circuit integration, and 4.7 for test point clarity. Student ratings were also favorable—averages 4.7, 4.6, and 4.5. Qualitative comments verified that the modules improved students' knowledge of diode operation and fit well for current laboratory projects.
By means of technically sound, user-friendly, and pedagogically effective instructional modules, the development and testing of the SoSD and DEC Cards effectively addressed the research objectives. These findings validate their fit for use in electronics laboratory training, faculty development initiatives, and localized kit manufacturing for colleges of higher education.

Introduction

Modern electronics education's growing complexity calls for teaching tools with both technical accuracy and curriculum compliance. Using the ADDIE learning design model, this project creates practical diode components for Electronics Technician and Technology students.

Objectives of the Study

1. Design and develop PCB-based SoSD Card and DEC Card modules.

2. Evaluate the electrical performance of the developed cards.

3. Assess their functional usability in real-world circuits and learning environments.

Review of Related Literature

Both theoretical ideas and pedagogical innovations in electronics education shape the development of instructional circuit modules including the SoSD and DEC Cards. From rectification and voltage control to signal modulation and protection, the importance of diodes in contemporary circuit applications is well-documented (Floyd,2017).
Traditional teaching approaches often rely on breadboarding, which presents challenges of consistency, efficiency, and scalability. Sedra and Smith (2020) and Tocci et al. (2019) emphasize that modular learning kits offer structured, reliable, and replicable results. Localized studies (Albarro, 2021; Villanueva & Santos, 2020) further show that PCB-based instructional tools with labeled circuits enhance usability and reduce time spent on setup and troubleshooting.
Theoretical and experimental studies on diode equivalent models (Jacob, 2016) confirm their value in bridging abstract theory with practical experimentation. These studies justify the creation of didactically effective instructional modules, leading to the present work on the SoSD and DEC Cards.

Methods

This research followed the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation.

Design and Development

• Tools: Autodesk Eagle and EasyEDA for schematic and layout designs.

• SoSD Card Components: Silicon diode (1N4148), 5.1V Zener diode, red LED, and Schottky diode (1N5819).

• DEC Card Components: Switchable models representing ideal, piecewise-linear, and practical diode equivalents using resistors and toggle switches.

• Fabrication: FR4 double-layer PCBs with silkscreen overlays, solder mask, and banana-type test terminals.

Testing Procedures

• Parameters measured: forward voltage drop, reverse leakage current, and switching time.

• Equipment: Tektronix digital oscilloscope, Fluke digital multimeter, DC power supply, function generator.

• Criteria: Diode performance was validated against theoretical design values.

Implementation and Evaluation

• Integration into laboratory classes with standard diode experiments.

• Structured evaluation using Likert-scale surveys and open-ended feedback.

• Respondents: Electronics faculty and students.

• Data analysis: Descriptive statistics for quantitative results; thematic coding for qualitative responses.

Results

Objective 1 – Design and Development
The SoSD and DEC Cards were successfully designed and fabricated. Both featured silkscreen printing, labeled test points, and modular sections for instructional clarity.

Objective 2 – Electrical Performance

• Silicon diode: forward voltage 0.7 V, reverse leakage 2 µA.

• Zener diode: breakdown at 5.1 V.

• LED: forward voltage 2.0 V.

• Schottky diode: forward voltage 0.3 V, fast switching time.
  All results matched expected theoretical values and passed functionality testing.

Objective 3 – Usability

• Faculty ratings: Instructional value 4.9, ease of integration 4.8, test point clarity 4.7.

• Student ratings: Instructional value 4.7, integration 4.6, labeling 4.5.
  Feedback confirmed improved understanding, ease of use, and strong curriculum alignment.

Discussion