Pinagpala Publishing Services - WEC Vol VI, Issue VI (June 2026)

WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION

Vol. VI Issue VI (June 2026)

International Circulation

This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.

Table of Contents:

WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION

Assessment of Elementary Learners’ Numeracy Proficiency Using the Albay Numeracy Assessment Tool (ALNAT): Basis for the Development of a School-Based Numeracy Intervention Program

Reading Proficiency of Grade 5 learners in SAN ISIDRO ELEMENTARY SCHOOL: Basis for Intervention Based on Word Reading and Comprehension Levels

CORRELATION BETWEEN COGNITIVE FUNCTIONING SKILLS AND GENERAL MATHEMATICS PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

TOPONYMY AND CULTURAL IDENTITY: EXAMINING THE ORIGINS OF BARANGAY NAMING

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.1-8

Assessment of Elementary Learners’ Numeracy Proficiency Using the Albay Numeracy Assessment Tool (ALNAT): Basis for the Development of a School-Based Numeracy Intervention Program

Pamela G. Letada

Teacher, P. Basas Elementary School

ABSTRACT

Numeracy proficiency plays a vital role in the academic success and daily functioning of learners. However, international and local assessments revealed that Filipino learners continue to experience difficulties in mathematics, particularly in foundational numeracy competencies. This study assessed the numeracy proficiency of Grade 3 learners of P. Basas Elementary School using the Albay Numeracy Assessment Tool (ALNAT) as basis for the development of a school-based numeracy intervention program. The study utilized a descriptive-quantitative research design with pretest-posttest assessment results. The respondents consisted of twenty-two (22) Grade 3 learners enrolled during the School Year 2024–2025 selected through total enumeration sampling. Data were obtained from the learners’ ALNAT results and analyzed using frequency count, percentage, weighted mean, ranking, and Independent Samples t-test. Findings revealed that during the pretest, all learners were classified under the “Needs Major Support” proficiency level. However, after the implementation of numeracy-related intervention activities, most learners reached the “Developing” proficiency level during the posttest assessment. Results further showed no significant difference in numeracy proficiency when learners were grouped according to sex and age. The findings indicate that assessment-based intervention activities contributed positively to the improvement of learners’ foundational numeracy competencies. Hence, the study recommends the continuous implementation of school-based numeracy intervention programs and regular utilization of diagnostic assessment tools such as ALNAT to strengthen learners’ mathematical understanding and numeracy performance.

Keywords: numeracy proficiency, ALNAT, mathematics performance, intervention program, elementary learners

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.9-14

Reading Proficiency of Grade 5 learners in SAN ISIDRO ELEMENTARY SCHOOL: Basis for Intervention Based on Word Reading and Comprehension Levels

MABHEL B. ADELAN, LPT

Teacher II, San Isidro Elementary School

JENELYN R. ESCOTE, LPT

Teacher I, San Isidro Elementary School

Abstract

This study aimed to describe the level of reading proficiency and propose an intervention program based on Word Reading and Comprehension Levels. A descriptive research design, using the data from the end of School Year 2025-2026 Phil-Iri assessment results of the Grade 5 learners of San Isidro elementary School.

Results revealed, 86% of learners falls under frustration level in comprehension while 64% of learners categorized as independent level in word reading. The findings revealed a four key groups of learners that requires each different interventions; namely, Group A that has 7 learners which are in High word reading but low comprehension, 4 learners in Group D has moderate word reading but low comprehension, the 2 learners of Group G who are both high in word reading and comprehension and finally, 1 learner of Group F who has low word reading and a low comprehension.

Based on the results, this study recommended targeted differentiated reading interventions, that could specifically address the need of each group of learners.

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.15-16

CORRELATION BETWEEN COGNITIVE FUNCTIONING SKILLS AND GENERAL MATHEMATICS PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

Luvie Perez Belbis

Batangas State University – The National Engineering University

Teacher II / Tala Senior High School

https://orcid.org/0000-0002-8739-0800

This study investigated how cognitive functioning skills are linked with Senior High School students' General Mathematics performance in Batangas Province. In particular, the research aimed to identify the different dimensions of cognitive functioning skills including episodic memory, visuospatial ability, speed-attention-executive functioning, fluency, and numeric reasoning and their association with students' competence in General Mathematics. The research utilized a correlational research design and 376 Grade 12 students who were selected by stratified and simple random sampling were the participants. The main data sources were the students' final grades in General Mathematics and questionnaires on cognitive functioning skills that had been validated. For the data analysis, various statistical techniques like frequency, percentage, Pearson r correlation coefficient, and multiple regression analysis were employed.

Results indicated that the students mostly had excellent levels of cognitive functioning skills in all the areas measured. High episodic memory, visuospatial ability, speed-attention-executive functioning, fluency, and numeric reasoning levels characterize most of the students. Regarding mathematics performance, most students received Outstanding and Very Satisfactory marks in General Mathematics signifying generally high scholastic performances.

Correlation analysis revealed that General Mathematics performance had a significant positive association with all facets of cognitive functioning skills, though the extent of the associations varied from very weak to weak. Weak but significant positive correlation between episodic memory and General Mathematics performance (r =.242) was observed, signifying students with a better capacity of memory recall generally achieved a higher level in mathematics. On the other hand, visuospatial ability (r =.239) and fluency (r =.239), also in weak yet significant manners were positively correlated with General Mathematics performance, implying that students who have more developed spatial visualization and verbal fluency skills stand a better chance of delivering a higher academic performance in mathematics. Likewise, numeric reasoning had a weak yet significant association with General Mathematics performance (r =.204) pointing to the fact that numerical processing and reasoning skills are important for mathematical success.

The component speed-attention-executive functioning within cognitive functioning emerged as the element least related to General Mathematics achievement (r =.156); nevertheless, the relationship was statistically significant. Cognitive skills in general emerged as the most significant contributor to mathematics performance (r=.255), suggesting that students' overall cognitive functioning is positively associated with their attainment in mathematics.

Results indicate that cognitive skills do support students' mathematical performances, but their role may be very minor compared to other academic and environmental factors. Nevertheless, aiming to enhance the cognitive abilities like memory, reasoning, spatial skills, and math fluency can significantly help students in their learning and achieving better outcomes in mathematics.

Keywords: Cognitive Functioning Skills, General Mathematics Performance, Senior High School

DOI 10.65494/pinagpalapublishing.335

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.17-26

TOPONYMY AND CULTURAL IDENTITY: EXAMINING THE ORIGINS OF BARANGAY NAMING

Pepito, Asonta H.

Añon, Hazyl Anne N.

Perez, Lizalyn

Ogaob, Dean Mark A.

Surigao Del Norte State University, Claver Campus

Abstract

The objective of this study was to determine the origin, meaning, and cultural significance of the barangay names in Claver. These names reflected the history, beliefs, and identity of the community; therefore, examining their origins was essential. The study employed a descriptive qualitative research design and analyzed data obtained from the official records of the Municipal Tourism Office. The theoretical framework used in the study included the Cultural Landscape Theory of Carl Sauer (1925) and the Toponymic Typology of Tent and Blair (2011) to identify the linguistic categories and cultural meanings of the toponyms.

The findings revealed that the descriptive/topographical category obtained the highest frequency with five (5) barangays, indicating that most barangay names were derived from natural features such as plants, bodies of water, forests, and animals. Meanwhile, under the Cultural Landscape Theory, the category “way of life” recorded the highest frequency with seven (7) barangays, reflecting the influence of livelihood and daily activities on barangay naming. Several barangay names originated from the physical environment, such as Bagakay, Cagdianao, Sapa, Taganito, and Wangke, which were associated with bodies of water, plants, and the natural resources of the area. Meanwhile, Daywan and Tayaga were found to be linked to local legends, beliefs, and cultural interactions within the community. Some names were also derived from historical events or named in honor of individuals, such as Urbiztondo, Hayanggabon, and Magallanes, as well as names formed through changes in pronunciation, such as Ladgaron and Cabugo, which demonstrated the dynamic and historical processes of naming.

The results showed that toponymy served as a “linguistic fossil” that preserved traces of the history and culture of the people of Claver. Consequently, barangay names were an important part of the cultural landscape that shaped local identity. The study recommended the continuous documentation and preservation of toponyms in order to safeguard the cultural knowledge and historical heritage of the community.

Keywords: Toponymy, Barangay, Culture, Identity, Claver