Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields
The Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields is a peer-reviewed, open-access journal that publishes high-quality research and review articles across social sciences, education, and related fields. Focused on promoting interdisciplinary dialogue and innovative research, the journal welcomes contributions on topics including sociology, psychology, education, policy studies, and human development. With a commitment to open access, authors retain copyright while allowing for wide distribution under a Creative Commons License. The journal is preserved in LOCKSS and CLOCKSS archival systems to ensure long-term access.
Experiencing Global Perspectives: An Exploration Of Science Education In An International Baccalaureate School In Thailand
This study employed a qualitative descriptive approach to examine how science teachers' dispositions, resources, and institutional contexts shape their pedagogical practices in an International Baccalaureate (IB) school in Thailand. Conducted during the 2026 academic year at Udon Thani International School (UDIS), the study involved seven foreign science teachers who voluntarily participated in semi-structured interviews at their preferred schedules. Anchored on Bourdieu's Theory of Practice, the study explored how habitus, capital, and field interact to influence teachers' instructional decisions and professional experiences. The findings revealed that teachers continuously negotiated their cultural backgrounds, professional experiences, available resources, and institutional expectations while implementing inquiry-based science instruction. Teachers described drawing on their diverse international experiences and professional networks to adapt their pedagogical approaches, leveraging cultural, social, and linguistic capital to address the unique characteristics of their students. They also faced systemic and cultural challenges, including balancing safety regulations with experimental learning and addressing students' cultural attitudes toward risk-taking and public error. Despite these challenges, the IB framework promoted teacher autonomy and student-centered learning, with teachers exercising pedagogical freedom to design responsive, inquiry-driven lessons. The study concluded that the successful implementation of inquiry-based science education depends not only on teachers' competencies but also on sustained institutional support through adequate facilities, technological resources, collaborative professional networks, and culturally responsive learning environments to achieve high-quality and inclusive science education aligned with Sustainable Development Goal 4. A four-phase professional development implementation plan was proposed to strengthen IB teaching practices through targeted training, collaborative communities of practice, peer observation, and continuous evaluation, ensuring the effective embedding and sustainability of IB principles within the school community.
baccalaureate school, global perspectives, science education
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User Experience in Libraries: A Comparative Analysis of Spaces, Services, and Digital Platforms Across Library Sectors
User experience (UX) has emerged as a critical lens for evaluating how library users engage with physical spaces, digital systems, and service environments. This study examined UX across school, academic, and public libraries in the Philippines and Qatar using a descriptive-comparative and predictive-correlational design with 188 library users. Physical User Experience (PUE), Digital User Experience (DUE), and Service-Oriented User Experience (SOUE) were assessed alongside overall library satisfaction and comparative library experience. All three dimensions were rated Very Positive, with PUE receiving the highest composite mean. One-way ANOVA confirmed statistically significant differences across library sectors in all UX dimensions (p < .001), with large effect sizes across all comparisons (η² = .278–.532). Multiple linear regression revealed that SOUE was the strongest predictor of both overall library satisfaction and comparative library experience, followed by DUE; PUE significantly predicted overall satisfaction but not comparative experience. These findings resulted in the development of the Library User Experience Enhancement Framework (LUXEF), an evidence-based model designed to guide libraries in strengthening service excellence, digital infrastructure, physical environments, and continuous user experience assessment.
User experience; Library satisfaction; Physical user experience; Digital user experience; Service-oriented experience; LUXEF
Leadership Capacities of School Administrators to Implementing School-Based Management
Leadership is a pivotal factor in ensuring school effectiveness, particularly under the School-Based Management (SBM) framework in the Philippines, which grants schools autonomy in governance, planning, budgeting, and resource mobilization. This study assessed the accountability and leadership capacities of school heads across the level of school heads’ accountability is examined through five interrelated leadership dimensions: Leading Strategically; Managing School Operations and Resources; Focusing on Teaching and Learning; Developing Self and Others; and Building Connections. Using a descriptive-survey design, data were collected from teaching personnel through a structured Likert-scale instrument comprising 25 indicators measuring school heads’ accountability. Results reveal that school heads demonstrate high accountability across all domains, with the strongest performance observed in fostering professional development and promoting stakeholder engagement. Strategic leadership and operational management also received consistently high ratings, reflecting effective oversight, transparency, and resource management, while instructional leadership highlighted the prioritization of student-centered approaches and 21st-century skills development. Analyses further indicate that perceptions of leadership capacities are significantly influenced by educational attainment, years of service, and plantilla position, whereas age and gender do not produce significant differences. These findings suggest that experience, professional expertise, and hierarchical roles enhance evaluative insight into school leadership practices. The study underscores the necessity of continuous capacity-building initiatives, targeted professional development, and stakeholder engagement strategies to strengthen accountability, support SBM implementation, and improve school performance, ultimately fostering a culture of shared responsibility and enhanced student learning outcomes.
Leadership capacities, accountability, School-Based Management, instructional leadership, governance, professional development, Philippines, school improvement
Exploring Filipino Science Teachers' Meta-Strategic Knowledge In Differentiating Instruction In International Classrooms
This phenomenological study explored Filipino science teachers’ experiences in applying meta-strategic knowledge in international classrooms, its significance in differentiation, the contextual factors influencing its application, and their reflective insights. Utilizing a qualitative phenomenological approach, data were gathered through semi-structured interviews with six Filipino science teachers teaching in international or multicultural settings in New Mexico, USA. Data were analyzed using thematic analysis guided by Moustakas' framework, including horizontalization, clustering of meanings, and synthesis of themes. Findings revealed that teachers experience meta-strategic knowledge as a dynamic, self-regulatory, and context-sensitive instructional competence that guides planning, decision-making, adaptation, and reflection. Teachers described designing differentiated lessons with multiple access points, selecting strategies based on evidence of student learning, and adapting instruction in real time when students show confusion or misconceptions. Meta-strategic knowledge was also viewed as essential for inclusive differentiation, enabling teachers to support diverse learners and ensure access to rigorous content. Its enactment was influenced by contextual factors such as learner diversity, institutional expectations, curriculum requirements, and resource availability. Teachers further reported that meta-strategic knowledge develops through professional experience and reflective practice, becoming internalized as guiding principles shaping their professional identity. Based on these findings, the study proposes the Meta-Strategic Knowledge for Differentiated Teaching in International Classrooms (MSK-DTIC) Framework, a four-domain cyclical process consisting of Intentional Design, Evidence-Based Decision Making, Responsive Adaptation, and Reflective Reconstruction, with implications for teacher education and professional development.
differentiated instruction, Filipino teachers, international classrooms, meta-strategic knowledge, phenomenological study, teacher decision-making
Automotive Student's Technological Competence And Work Attitude During Work Immersion In The Division Of Northern Samar
This study investigated the technological competence and work attitude of Grade twelve Automotive Senior High School students during their work immersion in the Division of Northern Samar. Utilizing a descriptive-correlational design, data were gathered from one hundred five selected students from Basilio B. Chan Memorial Agricultural and Industrial School and Rawis National High School. Results indicated that learners are predominantly male adolescents from economically modest, self-employed households with limited formal parental education. Students demonstrated a competent level of foundational and entrepreneurial skills, particularly excelling in workplace safety protocols and ethical service. However, their technical and servicing competence remained only moderately competent, revealing specific deficiencies in executing complex diagnostic and hands-on servicing tasks. In terms of work attitude, respondents consistently exhibited high levels of professionalism, teamwork, and positive workplace values, which were not significantly influenced by any of their demographic profiles. Significant differences in technological competence were found based on age, sex, and parental educational attainment. A significant positive correlation was established between the students' technological competence and their work attitudes across all dimensions. These findings validate that hands-on technical proficiency and positive professional behaviors are mutually reinforcing in technical-vocational environments. The study concludes that while the automotive learners possess strong foundational abilities and commendable workplace attitudes, their preparation requires enriched, industry-aligned practical training to elevate advanced diagnostic capabilities. To address these gaps, a contextualized action plan is highly recommended, focusing on the enhancement of workshop facilities, the implementation of simulation-based training, and the strengthening of school-industry partnerships. These targeted interventions are essential to bridge the existing competency gaps and ultimately ensure that graduates are fully equipped with the holistic skills required for successful integration into the modern automotive labor market and diverse professional workplace environments locally and globally, securing a sustainable, highly dependable, resilient, and incredibly prolific.
automotive, competence, work attitude, work immersion
Development Of Learning Style- Based Framework For SPA Music Programs In The Division Of Cavite Schools
This study focused on developing a learning-style-based framework for Special Program in the Arts (SPA) Music Programs in the Division of Cavite Schools, ensuring that students with different learning preferences – visual, auditory, and kinesthetic, receive instruction that best supports their growth. Given that traditional teaching methods often follow a one-size-fits-all approach, this research aimed to create a more inclusive and engaging model tailored to the diverse cognitive and sensory needs of music students. Using the mixed-methods approach, the study gathered insights from surveys and interviews with SPA music students, teachers, and administrators across Cavite. Findings show that students learn best through multisensory experiences, hands-on activities, collaborative learning, and technology-assisted instruction. Many students benefit from peer mentoring, performance-based learning, and differentiated instruction, highlighting the importance of flexible teaching strategies. The learning-style-based instructional framework developed in this study offers a structured guide for music educators to implement constructivist, collaborative, and technology-enhanced teaching methods in SPA programs. It provides practical strategies such as curriculum redesign, professional development for teachers, adaptable learning environments, and diverse assessment techniques to better address students' individual learning needs. This research serves as a valuable resource for teachers, school administrators, and policymakers seeking to make music education more inclusive, engaging, and responsive, ensuring that all students have the opportunity to develop their musical talents effectively.
Music Education, Learning Styles, Instructional Framework, Differentiated Instruction, Inclusive Education
Unfolding The Lived Experiences Of Business Process Outsourcing (BPO) Nurses: The Implications Of Flexible Work Arrangements On Employee Well-Being And Organizational Performance
This phenomenological study explored the lived experiences of ten Business Process Outsourcing (BPO) nurses under Flexible Work Arrangements (FWAs) in Alabang, Muntinlupa, Philippines, from May to June 2025. Grounded in Sister Callista Roy’s Adaptation Model, Rosanno Luksin’s Technological Competency Caring of Nursing (TCCN) Model, and Virginia Henderson’s 14 Fundamental Basic Needs, the study examined how nurses adapted to FWA-related stressors, navigated technological demands, and maintained well-being in non-clinical healthcare roles. Using purposive sampling and semi-structured interviews, data were analyzed through Colaizzi’s phenomenological method, achieving thematic saturation. Findings revealed that FWAs reduced commuting stress and enhanced work-life balance but posed challenges like isolation, fatigue, and technological barriers, impacting physical, emotional, and mental health. Roy’s model highlighted adaptive responses in physiological, self-concept, role function, and interdependence modes. Luksin’s TCCN Model underscored the need for technological competency to manage telehealth platforms, while Henderson’s framework emphasized meeting needs like rest and accomplishment. The study offered insights for optimizing FWAs, recommending boundary management training for nurses, robust technological infrastructure for management, industry-wide standards, and context-specific policies to enhance nurse well-being and organizational performance in the Philippine BPO sector.
Flexible Work Arrangements, BPO Nurses, Employee Well-Being, Organizational Performance, Phenomenology, Social Exchange Theory, Roy’s Adaptation Model, Work-Life Balance, Philippines
Impact of Innovative Management Practices on Start Up Business
This study aims to examine the impact of innovative management practices on the performance of start-up businesses in Caniogan and Manggahn, Pasig City. Using a quantitative research design, data were collected from 100 start-up business owners or managers through a survey questionnaire. Descriptive statistics, correlation analysis, and regression analysis were employed to analyze the data. The results show that start-up businesses in Caniogan and Manggahan, Pasig City are mainly engaged in the retail, food, and service industries. The majority of the respondents are female, young adults, and college graduates. The study found that innovative management practices, such as customer-centric innovation, process innovation, and organizational innovation, have a positive and significant impact on the performance of start-up businesses. Moreover, the study reveals that business size moderates the relationship between innovative management practices and business performance. These findings suggest that start-up businesses in Caniogan and Manggahan, Pasig City should adopt innovative management practices to enhance their performance, and that business size should be considered in designing and implementing innovative management practices.
Innovative Management Practices, Start-up Businesses, Business Performance, Product Innovation, Service Innovation, Process Innovation, Marketing Innovation, Customer Orientation, Knowledge Management, Organizational Capability
Peer-Assisted Learning (PAL) Sa Pagpapahusay Ng Kakayahan Sa Pagbasa Ng May Pang-Unawa Sa Tuy Senior High School
Nakatuon ang pag-aaral na ito na masuri ang antas ng kakayahang makabasa ng may pang-unawa ng mga mag-aaral, kasama nito ay malaman ang epekto ng pagpapatupad ng kolaboratibong pagdulog sa pagbasa ang peer-assisted learning bilang estratehiya upang mapaunlad ang kakayahang makabasa ng may pang-unawa ng mga mag-aaral. Gumamit ang mananaliksik ng palarawang disenyo ng pananaliksik (descriptive research design). Nailahad sa resulta ng pag-aaral na hindi pa gaanong mataas ang antas ng kakayahang makabasa ng may pang-unawa ng mga mag-aaral. Sa kabilang banda, naging kawili-wili naman ang pagtanggap ng mga mag-aaral sa pagpapatupad ng estratehiyang peer-assisted learning upang mapaunlad ang kanilang komprehensiyon sa pagbasa. Nanatiling positibo ang paglalarawan ng mga mag-aaral sa peer-assisted learning kung saan malaki ang tulong nito sa kanilang pagbasa tungo sa pagpapaunlad ng kanilang akademikong pagganap. Ngunit lumabas din ang iba’t ibang hamong naranasan ng mga mag-aaral sa pagpapatupad ng peer-assisted learning. Batay sa mga natuklasan, binuo ng mananaliksik ang isang planong pagpapaunlad pa ng preliminary peer-assisted learning activities upang higit na mapaunlad pa ang kakayahan sa pang-unawa sa pagbasa ng mga mag-aaral sa Filipino.
peer-assisted learning, komprehensyon, enhancement peer-assisted learning activities, preliminary, akademikong pagganap
Ethnomathematics-Based Instructional Approaches Among Mathematics Instructors in Congressional District 1, Batangas Province
Mathematics is often perceived as abstract and disconnected from real-life contexts, resulting in low student engagement and performance. To address this issue, ethnomathematics has emerged as a culturally responsive approach that connects mathematical concepts to students’ cultural experiences and everyday practices. This study determined the level of awareness and extent of utilization of ethnomathematics-based instructional approaches among Mathematics instructors in Congressional District I, Batangas Province, and identified the challenges encountered in its implementation. A descriptive-correlational research design was employed, involving 115 instructors selected through stratified random sampling. Data were collected using a validated researcher-made questionnaire, supported by focus group discussions, and analyzed using frequency, weighted mean, ranking, and Pearson’s r through SPSS. Results revealed a high level of awareness across practical (M = 3.74), social (M = 3.77), and cultural (M = 3.83) dimensions, along with a high extent of utilization in content coverage (M = 3.62) and teaching quality (M = 3.66). Significant positive relationships were found between awareness and utilization, particularly in the social dimension, which showed a strong relationship with content coverage (r = 0.552, p < .001) and moderate relationships with teaching quality and assessment practices. The practical dimension also demonstrated significant moderate relationships, while the cultural dimension yielded mixed results, including a non-significant relationship with content coverage (r = 0.171, p = .068). Despite these findings, moderate utilization in certain practices indicates a gap between awareness and implementation, with key challenges including curriculum alignment, limited resources, and insufficient training. In response, an Ethnomathematics Instructional Package (EIP) was developed to support instructors in integrating culturally responsive strategies, highlighting the need for strengthened instructional support and professional development.
ethnomathematics, instructional approaches, instructors’ awareness, utilization, enrichment activities
Paggamit ng mga Pamamaraan sa Pagpapaunlad ng Pagsulat ng mga Mag-Aaral sa Mataas na Paaralang Pang Antas Senior sa Timog, Lungsod ng Batangas
Layunin ng pag-aaral na suriin ang paggamit ng mga pamamaraan sa pagpapaunlad ng pagsulat ng mga mag-aaral sa Mataas na Paaralang Pang-Antas Senior sa Timog, Lungsod ng Batangas sa Taong Panuruan 2025–2026. Gumamit ito ng deskriptibong disenyo at sariling-gawang talatanungan upang masukat ang antas ng kasanayan sa pagsulat batay sa kasanayang pampag-iisip, pagbuo ng talata, paggamit ng wika at gramatika, kasanayan sa pormal at di-pormal na pagsulat, bisa ng mga pamamaraang pang-akademiko, at mga balakid na nararanasan. Kalahok sa pag-aaral ang tatlumpung (30) mag-aaral sa Baitang 11 na pinili sa pamamagitan ng purposive sampling, at sinuri ang datos gamit ang frequency count, porsyento, weighted mean, at ranking. Ipinakita ng mga natuklasan na ang kabuuang kasanayan sa pagsulat ng mga mag-aaral ay nasa mataas na antas, lalo na sa wastong gramatika, balarila, at paggamit ng angkop na ideya at emosyon. Napatunayang epektibo ang pormal at di-pormal na pamamaraan sa pagpapahusay ng nilalaman, organisasyon ng kaisipan, paggamit ng wika, at paghubog ng kritikal na pag-iisip. Gayunpaman, may nananatiling hamon sa paggamit ng salita, pag-organisa ng ideya, at pagsisimula ng sulatin. Dahil dito, inirerekomenda ang pagpapatibay ng mga gawaing nakatuon sa pagpapalawak ng ideya, pagbuo ng talata, wastong paggamit ng wika at bantas, malayang pagsulat, repleksyon, at paggabay sa pagsisimula ng sulatin upang higit pang malinang ang kakayahan ng mga mag-aaral sa akademikong pagsulat.
Akademikong pagsulat, Sustainable Development Goal, literasiya, Classroom Assessment Policy
Computational Efficiency And Conceptual Understanding in Mathematics Among Grade 7 Students in Bernardo Lirio MNHS Sy 2025 – 2026
This study investigated the effects of calculator integration on the computational efficiency and conceptual understanding of Grade 7 mathematics students at Bernardo Lirio Memorial National High School during the school year 2025–2026. The study viewed calculators as cognitive tools rather than mere computational devices, addressing the gap between students’ procedural skills and conceptual understanding. It aimed to reduce tedious manual computations, lessen cognitive load, and allow students to focus more on problem-solving strategies and mathematical relationships. A quantitative research design was employed involving 50 randomly selected Grade 7 students, consisting of 26 males and 24 females. Data were gathered through a 30-item timed written pre-test and post-test, along with a 5-item conceptual problem-solving test evaluated using a scoring rubric to measure computational efficiency and conceptual understanding. A validated researcher-made survey questionnaire was also administered to identify the practical and cognitive challenges students encountered when using calculators. The findings revealed that most students were initially classified as non-numerate in basic competencies, indicating a low level of mathematical proficiency during the pre-test. However, significant improvement was observed after calculator integration. Specifically, 54% of students achieved an above-average numerate level in integer operations, while many attained advanced performances in simplifying complex numerical expressions and applying the order of operations. Despite these improvements, students reported several challenges, including inconsistent access to similar calculators used during instruction, concerns about overdependence on calculators, and difficulty identifying input errors during computation. The study concluded that the intentional integration of calculators in Grade 7 mathematics significantly improves students’ computational efficiency, conceptual understanding, and classroom engagement. It recommends expanding calculator integration to other mathematics subjects, providing teachers with technology-focused pedagogical training, and ensuring schools maintain adequate and reliable access to calculators and related learning resources.
computational efficiency, conceptual understanding, calculator integration, mathematics
Strategies On Climate Literacy And Disaster Education Among Junior High Schools In Congressional District I, SDO Batangas Province
This study examined the strategies on climate literacy and disaster education among Junior High School students in Congressional District I, Schools Division of Batangas Province. It specifically aimed to determine the current level of students’ climate literacy in terms of knowledge, attitudes, and practices; assess the extent of utilization of strategies in promoting climate literacy and disaster education; identify the challenges encountered in implementation; test the significant relationship between students’ climate literacy and the extent of strategy utilization; and propose strategic activities based on the findings of the study. The study employed a quantitative research approach using a descriptive-correlational research design, with semi-structured interviews utilized to support and validate the quantitative results. The respondents were 121 Araling Panlipunan teachers from public Junior High Schools in Congressional District I, Schools Division of Batangas Province, selected through stratified random sampling from a total population of 175 teachers. Data were gathered through a researcher-made questionnaire and were statistically treated using ranking, weighted mean, composite mean, and Pearson r correlation. Findings revealed that the students’ level of climate literacy was moderately aware in terms of knowledge (CM=3.36), attitudes (CM=3.37), and practices (CM=3.17). Likewise, instructional strategies (CM=3.59), school-based practices, and community engagement strategies were found to be highly utilized, while technology-based strategies were moderately utilized. The study further revealed a highly significant relationship between students’ climate literacy and the extent of strategy utilization, with p-value of 0.000. Moreover, the major challenges identified included limited instructional time, inadequate learning materials, and limited family and community involvement, with an overall composite mean of 2.97. Based on the findings, the study concluded that the effective utilization of climate literacy and disaster education strategies significantly contributes to the enhancement of students’ awareness and preparedness. It is therefore recommended that schools strengthen curriculum integration, provide adequate instructional resources, intensify teacher capability-building, and sustain collaborative partnerships among schools, families, and communities.
climate literacy, disaster education, strategies, challenges
Pedagogical Approaches And The Academic Performance Of Grade 7 Students In Araling Panlipunan In Congressional District I Of Batangas Province
The objectives of this study were to determine how pedagogical approaches relates to the academic performance of grade 7 students in Araling Panlipunan in the First Congressional District of Batangas Province. It sought to examine how the subject is taught and learned within the congressional district to provide insights that will strengthen classroom instruction aligned with the goals of the K-12 curriculum. This study utilized descriptive method to determine the responses of respondents. The data gathering instruments used in the study were a validated researcher-constructed questionnaire and interview. The subjects of the study involved a sample of 113 public junior high school Araling Panlipunan teachers in SDO Batangas, Congressional District I. Statistics including frequency and percentage, weighted mean and ranking, and Pearson’s r Correlation Coefficient, were utilized. The following were the results of the study: The Grade 7 students demonstrated above-average academic performance in Performance Tasks and Quarterly Assessment. However, they have shown below average academic performance in Written Works. Constructivist and Inquiry-based pedagogical approaches are highly utilized by the respondents while Collaborative and Integrative are moderately utilized. There was a significant relationship between the level of academic performance of Grade 7 Students and the extent of utilization of pedagogical approaches in teaching Araling Panlipunan. The results showed that constructivist and collaborative approaches are the most influential in the academic performance of learners. In utilizing different pedagogical approaches, respondents faced challenges such as limited time for interactive instruction, lack of resources, learner resistance, and difficulty contextualizing lessons. The intervention activities were designed by the researcher to enhance the skills of Grade 7 students in Araling Panlipunan.
pedagogical approaches, level of academic performance, constructivist approach, collaborative approach, intervention activities
Practices In Implementing Disaster Risk Reduction And Management Programs Among Elementary School Teachers In Congressional District Ii, Batangas Province
This study assessed the extent of implementation of Disaster Risk Reduction and Management (DRRM) programs and the level of utilization of available resources and support systems in implementing DRRM programs among elementary teachers in Congressional District II, Batangas Province. The study employed a descriptive-correlational method of research using a researcher-made questionnaire to investigate the extent of DRRM program implementation and the level of utilization of available resources and support systems in DRRM programs. The subjects of the study have a total population of 237 teachers, of which a sample of 149 respondents were gathered. Statistical tools used were frequency, weighted mean, ranking, and Pearson’s correlation coefficient. The results revealed that the DRRM programs were highly implemented in terms of prevention and mitigation, preparedness, ability to respond, and recovery and rehabilitation, while the utilization of available resources and support systems was also highly implemented in terms of training and seminars, materials, equipment and facilities, and institutional support. Furthermore, the relationship between the extent of program implementation and the level of utilization of available resources and support systems was found to be highly significant, indicating that proper utilization of training, materials, and institutional support positively influences the implementation of DRRM programs. In conclusion, the respondents encountered different challenges in relation to the implementation of the DRRM programs such as particularly limited time to plan and conduct DRRM activities due to regular teaching responsibilities, insufficient DRRM training and seminars for teachers, and inadequate funding for DRRM programs and activities. Nevertheless, prepared enhancement program has been proposed to enhance the implementation of the DRRM programs and improve utilization of available resources and support systems.
Disaster Risk Reduction and Management (DRRM), program implementation, resource utilization, elementary teachers, school preparedness
Cultural Immersion Activities And Socio-cultural Awareness Of Junior High School Students In Congressional District 1, Division Of Batangas Province
This study assessed the socio-cultural awareness of Junior High School students in Congressional District 1, Division of Batangas Province, through the lens of cultural immersion activities during the 2025–2026 school year. The research aimed to determine the extent of implementation of cultural immersion activities - covering exposure, interaction, reflection, collaboration, and advocacy, the level of student socio-cultural awareness across three dimensions - cultural appreciation, social values, and behavioral practice, and the relationship between these two variables. Using a descriptive-correlational research design, data were gathered from a stratified random sample of 141 Araling Panlipunan teachers using a validated researcher-made Likert-type questionnaire. To validate the quantitative results, Focus Group Discussion (FGD) was conducted virtually via Google Meet with a purposive sample of 10 teachers who were not part of the questionnaire. Statistical analysis was performed using weighted mean, Pearson r, and ranking. The findings revealed that teachers reported a moderate extent of implementation for cultural immersion activities (), led by advocacy-based initiatives. Similarly, students possessed a moderate level of socio-cultural awareness (), with behavioral practice emerging as the highest-rated dimension. A very strong positive correlation () was established between the extent of implementation of cultural immersion activities and the level of student socio-cultural awareness, leading to the rejection of the null hypothesis. However, qualitative data surfaced critical barriers to implementation of cultural immersion activities, most notably safety concerns, budgetary constraints, and heavy teaching workloads. The study concluded that intensified implementation of immersion activities directly enhances student socio-cultural awareness. To bridge identified gaps, the researcher proposed Project SALIN-LAHI, a strategic set of enhancement activities designed to institutionalize cultural immersion activities and sustain student socio-cultural awareness.
Cultural Immersion Activities, Socio-Cultural Awareness, Enhancement Activities
The Students’ Mathematics Problem-Solving Skills And Ai-Enhanced Strategies Of Teachers Among Senior High Schools In Sdo Lipa City
Mathematics problem-solving remains a persistent challenge among Senior High School learners, particularly in applying concepts to real-life situations. Emerging technologies such as Artificial Intelligence (AI) offer promising solutions through personalized and adaptive learning environments. This study aimed to determine the relationship between students’ Mathematics problem solving skills and AI-enhanced strategies of teachers among Senior High Schools in Lipa City. The study employed descriptive-correlational design. The respondents consisted of 105 Senior High School Mathematics teachers from selected schools in Lipa City, Batangas, chosen through stratified random sampling. Data were gathered using a structured survey questionnaire and semi-structured interviews. Descriptive statistics such as weighted mean and composite mean were used to analyze the level of students’ Mathematics problem-solving skills and the extent of AI strategy utilization, while Pearson r correlation was used to determine the relationship between the variables. Findings revealed that students’ mathematics problem-solving skills were above average (M = 2.97), while AI-enhanced learning strategies were moderately utilized (M = 3.15). A very strong significant relationship was found between the two variables (r = 0.934, p < 0.000), indicating that increased use of AI strategies is associated with improved problem-solving skills. The study concluded that AI-enhanced strategies significantly contribute to improving students’ mathematical problem-solving skills. However, effective integration requires enhanced teacher training, infrastructure, and institutional support. It recommends strengthening teacher training, enhancing technological infrastructure, and integrating AI-based instructional activities to maximize the benefits of AI in Mathematics education.
AI-enhanced learning, mathematics problem-solving, artificial intelligence in education, senior high school, instructional technology
Teachers’ Proficiency In Using Artificial Intelligence (AI) And Instructional Practices In Araling Panlipunan In Sdo Santo Tomas City
This study investigated the proficiency of Araling Panlipunan teachers in integrating Artificial Intelligence (AI) tools into instructional practices in public junior and senior high schools under SDO Santo Tomas City during the school year 2025–2026. Guided by the UNESCO AI Competency Framework and the Technological Pedagogical Content Knowledge (TPACK) model, the research assessed teachers’ knowledge and skills, confidence in application, and ethical awareness, alongside the extent of AI integration in lesson planning, assessment, multimedia use, and classroom collaboration, the challenges encountered in AI adoption, and the development of a proposed teacher training activity manual. This study employed a quantitative design utilizing researcher-developed questionnaires. The respondents included 47 junior high school and 50 senior high school Araling Panlipunan teachers, with a census approach applied. Data were analyzed using ranking, percentage, weighted mean, and Pearson’s r correlation coefficient. Findings revealed moderate overall proficiency, with ethical awareness highest, followed by knowledge and skills, and confidence lowest. AI integration was moderate across domains, with the highest adoption in interactive and multimedia tools, suggesting multimedia as the primary entry point for classroom application. A strong and significant positive relationship (r = .694, p < .001) was found between confidence in application and AI use in assessment, showing that teachers who have higher self-efficacy in using AI tools are also more likely to integrate these technologies effectively in assessment practices. Challenges included cognitive codependency, lack of clear policies, and struggle with reliable connectivity and insufficient infrastructure. Statistical results confirmed that teachers’ AI proficiency significantly predicted variations in instructional practices. The study concluded that effective AI integration requires holistic teacher development encompassing technical, pedagogical, and ethical competencies. The study proposed a teacher training activity manual focused on contextualizing AI tools and ethical, adaptive assessment to maximize pedagogical value, aligning with the Department of Education initiatives. It recommended continuous teacher training, curriculum contextualization, and strengthened institutional support to promote equitable and future-ready learning environments.
Artificial Intelligence, Teacher Proficiency, Instructional Practices, Araling Panlipunan, AI Integration
Research Competence and Practices of Secondary School Teachers in SDO Batangas City
This study, entitled “Research Competence and Practices of Secondary School Teachers in SDO Batangas City,” examined how teachers’ knowledge and application of research contribute to the development of a research culture in public secondary schools. Anchored on Constructivism Theory and the Capacity Building Framework, the study emphasized the importance of research-based practices as supported by the Department of Education through policies such as DepEd Order No. 16, s. 2017 and DepEd Order No. 39, s. 2016, which encourage teachers to become active contributors to educational innovation. The study aimed to determine the teachers’ level of research competence and practices, the extent of utilization of research practices in developmental activities, and the challenges encountered in conducting research. To achieve these objectives, the study employed a descriptive-correlational research design. A total of 266 public secondary school teachers in Batangas City participated in the study using a validated researcher-made questionnaire. Slovin’s formula was utilized in determining the sample size, while descriptive statistics were used to analyze the gathered data. The findings revealed significant relationships between teachers’ level of research competence and the extent of utilization of their research practices, indicating that higher levels of competence lead to more effective application of research in teaching, school programs, and classroom-based innovations. The study also identified key challenges that hinder teachers from fully engaging in research activities. Based on the findings, a developmental activity was proposed to strengthen teachers’ research competence and practices through capacity-building programs such as seminars, workshops, mentoring, and increased administrative support to further promote a strong research culture in schools.
research competence, research practices, developmental activities, secondary school teachers, research culture
HUMSS Students’ Critical Thinking Skills And Strategiesin History Education In The First Congressional District Of Batangas
Critical thinking is considered one of the most essential competencies in 21st-century education, particularly among Humanities and Social Sciences (HUMSS) students who are expected to analyze historical events, evaluate evidence, and communicate informed interpretations. History education plays a significant role in developing analytical thinking, research ability, and meaningful communication through inquiry-based and learner-centered instruction. However, despite the implementation of the K to 12 curriculum and other educational reforms, many history classes still rely on traditional lecture-based approaches, limiting opportunities for deeper historical inquiry and critical analysis. This study aimed to assess the critical thinking skills of HUMSS students and the extent of utilization of teaching strategies in history education in the First Congressional District of Batangas during the Academic Year 2025–2026. Specifically, it examined students’ analytical thinking, research ability, and meaningful communication, as well as teachers’ utilization of problem-solving, collaborative learning, and experiential learning strategies. The study employed a descriptive mixed-method research design involving quantitative and qualitative approaches. Data were gathered from 140 HUMSS teachers through a validated researcher-made questionnaire and Focus Group Discussions (FGDs). Statistical tools such as weighted mean, ranking, and Pearson Product-Moment Correlation Coefficient were utilized for quantitative analysis, while thematic analysis was used for qualitative data. Findings revealed that HUMSS students demonstrated an Above Average level of critical thinking skills, particularly in meaningful communication, while research ability obtained the lowest ratings in evaluating the credibility and reliability of historical sources. Teaching strategies were generally Moderately Utilized, with collaborative learning identified as the most frequently employed approach. Furthermore, the study found a significant relationship between teaching strategies and students’ critical thinking skills, leading to the rejection of the null hypothesis (p = 0.000). The study concluded that learner-centered and inquiry-based instructional strategies significantly contribute to the enhancement of students’ critical thinking skills in history education and recommended the implementation of Project HIBLA and other experiential learning activities to strengthen historical inquiry and evidence-based reasoning among HUMSS learners.
Critical Thinking, History Education, HUMSS, Pedagogical Strategies, Project HIBLA
Examining Civic Knowledge, Attitudes, And Participation Of Grade 11 Students: Inputs For A Civic Engagement Intervention Program
Civic education plays a vital role in developing responsible and active citizens by strengthening students’ civic knowledge, attitudes, and participation in community and societal affairs. However, many students still demonstrate limited engagement in civic-related activities despite being exposed to civic concepts in school. This study aimed to examine the level of civic knowledge, attitudes, and participation of Grade 11 students of Taal Senior High School and determine its implications for a proposed civic engagement intervention program. The study utilized a quantitative descriptive research design integrating survey questionnaires and statistical analysis in assessing students’ civic knowledge, attitudes, and participation. Data were collected from thirty (30) Grade 11 students of Taal Senior High School through a researcher-made questionnaire. Frequency, percentage, weighted mean, ranking, and composite mean were used to analyze the gathered data. Findings revealed that the respondents demonstrated a generally moderate level of civic awareness and civic engagement, with composite means ranging from 2.98 to 3.50 interpreted as Agree. Students showed higher awareness in terms of citizens’ rights and responsibilities (3.50), while lower results were observed in civic discussion and participation in decision-making activities (2.98). In terms of civic engagement, students were more involved in voluntary and school-based activities, while participation in leadership and civic actions remained limited. Challenges identified included limited confidence in leadership roles, insufficient opportunities for participation, and minimal involvement in decision-making processes. The findings imply that while students possess adequate civic knowledge and participate in basic civic activities, deeper engagement in leadership, civic discussions, and decision-making still requires improvement. The proposed school-based civic engagement intervention program may help strengthen students’ civic awareness, attitudes, and active participation in community and societal development. A school-based civic enhancement intervention program was proposed, which included Civic Awareness Week, Peer Education Program, Student Volunteer Club, Digital Citizenship and Technology activities, and Civic Environmental Engagement initiatives to strengthen students’ civic knowledge, attitudes, and participation.
civic awareness, civic engagement, civic participation, intervention program
Wellness Status And Teaching Performance Of Faculty Members In Congressional District I, Batangas Province
Faculty members play a critical role in sustaining quality education; however, increasing workload, stress, and limited wellness support may negatively affect their wellness and teaching performance. Understanding the relationship between wellness status and teaching performance is essential in developing appropriate interventions to promote teacher effectiveness and prevent burnout. This study aimed to assess the wellness status and teaching performance of faculty members in Congressional District I, Batangas Province, determine the relationship between wellness dimensions and teaching performance, identify challenges encountered, and propose intervention activities to strengthen wellness and sustain high teaching performance. A descriptive-correlational research design was utilized. The respondents were 172 full-time faculty members selected through stratified random sampling from higher education institutions in Congressional District I, Batangas Province. A validated Likert-scale questionnaire was used to measure wellness status (physical, emotional, intellectual, social, spiritual, and occupational), teaching performance (planning and preparation, classroom environment, instruction, and professional responsibilities), and challenges affecting wellness and performance. Data were analyzed using weighted mean, ranking, and Pearson’s r correlation. Findings revealed that faculty members demonstrated good to very good wellness status, with physical wellness rated as Good, emotional wellness as Good, and intellectual wellness as Good. Social wellness, spiritual wellness, and occupational wellness were rated Very Good. Teaching performance was rated High in all domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Correlation analysis showed significant positive relationships between wellness dimensions and teaching performance, particularly emotional, intellectual, and social wellness. Major challenges identified were insufficient budget allocation for wellness programs, stress and emotional exhaustion, and difficulty in monitoring wellness program outcomes. Faculty members generally demonstrate favorable wellness status and high teaching performance, and wellness is significantly associated with teaching effectiveness. Strengthening institutional wellness programs through financial support, stress management interventions, and monitoring systems is recommended to sustain performance and promote faculty well-being.
Wellness Status, Teaching Performance, Physical Wellness, Emotional Wellness, Intellectual Wellness, Social Wellness, Spiritual Wellness, Occupational Wellness, Faculty Members, Higher Education Institutions
Critical Thinking Skills In Statistics And Probability Lesson Through The Solo–Hots Based Contextualized Materials Among Grade 10 Students
This study investigated the development of critical thinking skills in Statistics and Probability among Grade 10 students through SOLO–HOTS based contextualized materials. It examined students’ cognitive progression, engagement, understanding, influence on critical thinking, learning experiences, and areas for improvement. To obtain the results, the researcher utilized a performance task with established criteria and rubrics to determine the level of critical thinking skills demonstrated by 45 Grade 10 students, 22 male and 23 female, in solving contextualized statistical and probability problems. In addition, a survey questionnaire was administered to gather the students’ perceptions, experiences, engagement, and understanding regarding the use of the instructional materials. Results showed that the materials effectively supported learners’ shift from surface-level understanding to deeper cognitive processing, enabling them to better analyze, connect, and generalize statistical and probabilistic concepts. Students demonstrated strong engagement and understanding, supported by real-life contexts that increased motivation and structured scaffolding that built confidence in solving complex mathematical tasks. The SOLO–HOTS based materials significantly enhanced students’ critical thinking skills. Learners moved beyond memorization and developed the ability to justify solutions, interpret data, and analyze probability situations more logically, making lesson a meaningful tool for reasoning rather than an abstract difficulty. Although students experienced productive struggles, particularly in explaining reasoning in writing and solving complex word problems, these challenges reflected deeper engagement with analytical thinking. Overall, the materials proved effective in promoting critical thinking, though further improvements are needed. Enhancements such as additional worked examples, thinking-process prompts, and visual or multimedia aids are recommended to improve instructional clarity and maximize student learning outcomes.
Critical Thinking Skills, SOLO-HOTS, Statistics and Probability, Contextualized Materials
Kindergarten Pupils’ Well-Being Through Nutrition Awareness And Active Play In Kaingin Elementary School
This action research examined the well-being of kindergarten pupils through the integration of nutrition awareness and active play activities at Kaingin Elementary School, San Pascual Sub-Office, Division of Batangas, during School Year 2025–2026. The study was anchored on the premise that early childhood is a critical period for establishing healthy habits, promoting physical development, and strengthening children’s social, emotional, and cognitive foundations. It aimed to determine the level of well-being of kindergarten pupils in terms of physical, social, emotional, and mental health; assess how nutrition awareness and active play enhance pupils’ daily routines; evaluate the effectiveness of these interventions; identify challenges encountered during implementation; and provide a basis for improving play-based activities. The study employed a survey questionnaire as part of data gathering procedure. Participants were the parents or guardians of 40 kindergarten pupils aged five to six years old enrolled at Kaingin Elementary School. A researcher-made validated questionnaire served as the primary instrument for data gathering. Responses were analyzed using frequency distribution, percentage, ranking, and weighted mean. Findings revealed that kindergarten pupils generally demonstrated positive but developing levels of well-being. In terms of physical health, social health, emotional health, mental health, the composite mean of 2.94 Often indicated that pupils generally displayed strength during play and healthy eating behaviors, although stamina and endurance remained limited. The integration of nutrition awareness and active play activities also showed positive effects on pupils’ daily routines. Physical fitness, cognitive development and socio-emotional skills registered a composite mean of 2.84 Often and Always. In terms of effectiveness, nutrition awareness and active play were found to contribute positively to pupils’ physical, social, and emotional development. The study also identified several challenges encountered during the implementation. The most prominent difficulty was pupils’ failure to consistently follow instructions during class activities. The challenges included limited stamina during active play, occasional lack of interest in participating in physical activities, difficulty performing certain physical tasks, and unhealthy eating habits at home. These factors suggest that home environment, behavioral guidance and physical readiness significantly influence the effectiveness of school-based nutrition and active play interventions. Overall, the findings indicate that kindergarten pupils are generally developing positively across physical, social, emotional, cognitive, and nutrition-related dimensions. However, they continue to require sustained support in physical endurance, emotional regulation, social cooperation, communication, healthy eating habits, and independent learning. The study concluded that nutrition awareness and active play are effective and practical strategies for promoting the holistic development of kindergarten pupils. Continued collaboration among teachers, parents, and school administration is recommended to strengthen classroom practices and home support systems that will further enhance children’s overall well-being and school readiness.
well-being, nutrition awareness, physical health, school readiness, classroom practices, healthy eating habits.
Innovative Marketing Strategies For Declining Coffee Businesses In Tanauan City, Batangas
The growing number of coffee businesses in Tanauan City, Batangas has intensified competition, requiring declining coffee shops to adopt effective marketing strategies. This study examined innovative marketing strategies—including digital and social media marketing, branding and packaging, and customer relationship management—and assessed their relationship to business performance indicators such as sales revenue, customer retention, and product availability and distribution. It also identified factors contributing to business decline and proposed a marketing management framework matrix to address weaknesses. A descriptive-correlational design with a quantitative approach was employed, supplemented by qualitative interviews. The study involved 100 coffee consumers selected through purposive-convenience sampling and 10 non-respondent coffee shop owners. Data were collected using a survey questionnaire and semi-structured interview guide, and analyzed through weighted mean, Pearson correlation, and thematic coding. Ethical standards were maintained, following informed consent procedures and the Data Privacy Act of 2012 (Republic Act No. 10173, 2012). Findings indicated that digital and social media marketing was applied to a high extent (mean=3.51), while branding and packaging and customer relationship management were applied to a moderate extent (means=3.41 and 3.43, respectively). Sales revenue was perceived as high (mean=3.40), and customer retention and product availability and distribution were very high (means=3.61 and 3.59). Significant positive relationships were observed between marketing strategies and certain business performance indicators, though customer relationship management showed no significant relationship with customer retention. Key factors contributing to decline included limited delivery or online platforms, rising prices, and strong competition. Qualitative interviews supported these findings, highlighting operational challenges and customer access limitations. The study concludes that innovative marketing strategies, particularly digital marketing, are essential for improving competitiveness among coffee businesses. The proposed marketing management framework provides practical guidance for enhancing weak areas and sustaining business performance
innovative marketing strategies, coffee businesses, business performance, digital marketing, customer retention, Tanauan City, Batangas
Students’ Academic Performance And The Use Of Social Media As A Pedagogical Tool In Mapeh In Congressional District I
This study examined the relationship between students’ academic performance in Music, Arts, Physical Education, and Health (MAPEH) and the utilization of social media as a pedagogical tool in teaching the subject in Congressional District I. The study also identified the extent of social media utilization in instruction, determined its relationship with students’ academic performance, and explored the challenges encountered by teachers in integrating digital platforms into classroom instruction. A descriptive-correlational research design was employed using a researcher-made questionnaire administered to MAPEH teachers. Data were analyzed using weighted mean, ranking, and Pearson r correlation. Findings revealed that students demonstrated satisfactory academic performance across MAPEH components, with notable performance in Music, Arts, and Physical Education, while Health competencies were rated as above average. The study further showed that social media was highly utilized in supporting performing activities, enhancing lesson understanding, and facilitating instructional delivery through various digital platforms. Statistical analysis revealed a significant positive relationship between social media utilization and students’ academic performance, indicating that appropriate integration of digital platforms contributes to improved learning outcomes. However, challenges such as unstable internet connectivity, limited access to devices, and difficulties in assessing online outputs were identified. Based on the findings, instructional activities such as video-based performance tasks, online peer feedback, and digital learning resource integration were proposed to enhance MAPEH instruction. The study concludes that social media, when properly integrated, can serve as an effective pedagogical tool in improving students’ academic performance in MAPEH.
Academic performance, social media integration, MAPEH, Digital Pedagogy, Instructional innovation, Learner engagement
Teaching Strategies And Academic Growth Of Kindergarten Learners In Calapan City And Oriental Mindoro Divisions
This study aimed to examine the teaching strategies utilized by kindergarten teachers and the extent of academic growth among kindergarten learners in Calapan City and Oriental Mindoro Divisions, with the end view of proposing enhancement activities that may strengthen instructional practices and support learners’ development. The study employed a descriptive–correlational method of research using a researcher-developed questionnaire to collect the required data. The respondents of the study were kindergarten teachers in the two divisions selected through purposive sampling. Statistical tools used to analyze the data included frequency, weighted mean, ranking, and Pearson’s r correlation coefficient to determine the relationship between teaching strategies and learners’ academic growth. The findings of the study revealed that kindergarten teachers generally used teaching strategies related to learning content, classroom activities, and assessment tasks. Kindergarten learners likewise demonstrated highly manifested academic growth in self-help, cognitive, social-emotional, and psychomotor domains, indicating that they are developing independence, curiosity, positive social interaction, and motor coordination through classroom experiences. The results also showed a significant relationship between the level of utilization of teaching strategies and the extent of learners’ academic growth, particularly highlighting that classroom-based activities have the strongest relationship with cognitive development. However, teachers also encountered several challenges, such as limited instructional materials, varied learning abilities among learners, and the need to balance administrative and teaching responsibilities, which may affect the effective implementation of teaching strategies. Based on the conclusions drawn from the study, it is recommended that kindergarten teachers continue strengthening the use of developmentally appropriate teaching strategies when presenting learning content, conducting classroom activities, and implementing meaningful assessment practices. Schools may also provide adequate instructional materials, professional development opportunities, and collaborative learning sessions to support teachers in addressing classroom challenges and improving instructional practices. Furthermore, the proposed enhancement activities, such as workshops on instructional material development, training in interactive classroom-based activities, seminars on developmentally appropriate assessment, and professional learning communities, may be implemented to promote more engaging learning environments and support the continuous academic growth of kindergarten learners.
Kindergarten Teaching Strategies, Learner Academic Growth, Early Childhood Education, Descriptive-Correlational Research, Cognitive Development, Developmentally Appropriate Practices, Calapan City, Oriental Mindoro, Professional Development
Pedagogical Strategies And The Development Of Motor Skills In Physical Education Among College Students In The Province Of Batangas
The study aimed to examine the pedagogical strategies utilized in Physical Education and their relationship to the development of motor skills among college students in the Province of Batangas. The study sought to determine the extent of utilization of pedagogical strategies in terms of motivation, instructional, and evaluation strategies, the level of motor skill development of students in locomotor, non-locomotor, and manipulative skills, a significant relationship between the utilization of strategies and the level of motor skill development of students, the challenges encountered by Physical Education teachers in utilizing pedagogical strategies, and the pedagogical framework of activities could be proposed to enhance motor skill learning. A descriptive research design was utilized in the study. Data were collected from Physical Education teachers through survey questionnaire and unstructured interview. Statistical tools such as frequency, percentage, mean, standard deviation, and correlation analysis were used to analyze and interpret the gathered data. The findings revealed that motivation, instructional, and evaluation strategies were all highly utilized by teachers, with instructional strategies ranking highest. Students demonstrated a highly developed level of motor skills across locomotor, non-locomotor, and manipulative skills. A significant relationship was found between the utilization of pedagogical strategies and the level of motor skill development. Teachers frequently encountered challenges such as large class sizes, limited space, varying student abilities, and environmental constraints. Based on these findings, a pedagogical framework of activities was proposed. The study concluded that the utilization of pedagogical strategies significantly relates to the motor skill development of students. It emphasized the need for continuous implementation of structured, adaptive and learner-centered teaching approaches, as well as the development of a responsive pedagogical framework to address existing challenges and improve the overall quality of Physical Education instruction.
Pedagogical Strategies, Motor Skill Development, Physical Education, and Pedagogical Framework of Activities
Challenges and Reforms: Reframing Special Education in the Philippines Toward Inclusive Education
This study examined the challenges and reforms in special education in the Philippines, with particular focus on Laguna, as a basis for reframing special education toward a more inclusive, responsive, and systems-based educational framework. Anchored on Bronfenbrenner’s Ecological Systems Theory and the social model of disability, the study explored how policy directions, school conditions, stakeholder collaboration, teacher preparedness, and resource availability influence inclusive education implementation. A convergent parallel mixed-method design involved 30 SPED teachers, general education teachers, school heads, SPED coordinators, and parents or guardians from selected public and private schools in Laguna, with five key informants drawn from the same respondent group for the qualitative phase. Quantitative data were gathered through a researcher-made survey, while qualitative insights were obtained through semi-structured interviews. Findings showed that implementation challenges were perceived to a high extent, especially in learning resources and facilities, teacher preparedness and professional development, and service accessibility. Current reforms and practices were highly evident, but operationalization remained uneven across schools. Exploratory moderate positive relationships among challenges, reforms, and improvement opportunities indicated that policy visibility and implementation needs are interconnected, although the small, purposively bounded sample and correlational design do not establish causation or broad generalizability. Integrated findings supported a reframing framework centered on teacher capability, accessible resources, stakeholder collaboration, localized innovation, and policy-to-practice monitoring. Stronger institutional support, sustained training, assistive resources, and coordinated implementation mechanisms are recommended to advance inclusive special education in Laguna.
special education, inclusive education, learners with disabilities, teacher preparedness, policy implementation, Laguna
Shaping Future Certified Public Accountants: Through Policy to Quality Accounting Education in a University
One of the most arduous licensure examinations in the Philippines is the Certified Public Accountant Licensure Examination (CPALE) administered by the Board of Accountancy (BOA) of the Professional Regulations Commission (PRC). Moreover, the success of students aspiring to become CPAs depends on the quality of the educational services provided by the educational institution. This study aims to assess the University of Cebu-Banilad's admission and retention policies for the Bachelor of Science in Accountancy program. This study employed a descriptive correlational research design using secondary data from the Guidance Center, the Registrar's Office, and the Professional Regulations Commission. Using a purposive sampling technique, there were twenty-five (25) research subjects in this study. For data analysis, simple percentages, Pearson Product-Moment Correlation, and the Chi-square test of independence were used. The research subjects had average IQ, abstract and arithmetic reasoning abilities, language proficiency, and good performance in accounting and taxation subjects. Also, there is a significant relationship between the research subjects' performance in the accounting and taxation courses and their performance in the entrance examination. Moreover, there is a significant relationship between the pre-board and CPA Board Examination performance of the BSA graduates. Furthermore, the admission of average performance in the entrance exam and the retention policy with a cut-off grade of 2.5 relate to graduates' ability to pass the licensure examination. So, the teaching strategy should emphasize strengthening students' mathematics and related subject skills.
Student policy, admission, retention, entrance examination, accounting, taxation, preboard, CPA Board examination, predictive relational, Cebu City