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.
The Impact of AI (Artificial Intelligence) Math Tutoring Applications on Student Learning Engagement and Academic Performance in Mathematics
This study investigated the relationship between students’ learning engagement and their academic performance in mathematics, particularly in the context of using AI-based math tutoring applications. Using a descriptive-correlational design, data were gathered from 173 senior high school students enrolled in the STEM strand. Results revealed high levels of behavioral, cognitive, and emotional engagement, with behavioral engagement obtaining the highest mean. However, academic performance was concentrated in the satisfactory and fairly satisfactory ranges. Spearman’s rho correlation analysis showed a very weak and statistically insignificant relationship with ρ=0.048 and p=0.531 between learning engagement and academic math performance. These findings suggest that while AI tools may support engagement, they do not directly translate to improved academic outcomes. The study highlights the need for more holistic integration of AI technologies, combining personalized features with teacher guidance, to enhance both engagement and achievement. Further research is recommended to explore mediating factors such as self-efficacy and learning strategies.
AI- Based Math Tutoring Application, Student Learning Engagement, Behavioral Engagement, Cognitive Engagement, Emotional Engagement, Math Academic Performance
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ChatGPT Overreliance, Writing Skill Development, and Academic Integrity: Evidence from Senior High School Learners
This study aimed to determine the extent of practice of teaching strategies in science among public secondary school science teachers in District V-B, San Carlos City Division, during the School Year 2025–2026. Specifically, it assessed the extent to which selected teaching strategies—namely lecture method, laboratory experiments, demonstration method, inquiry-based learning, and cooperative learning—were practiced as perceived by teachers and school heads. The study also examined whether a significant difference existed between the perceptions of teachers and school heads regarding the extent of practice of these teaching strategies. Furthermore, it identified the degree of seriousness of the problems encountered by teachers in the implementation of teaching strategies in science. Based on the findings, an action plan was developed to strengthen and enhance the practice of effective science teaching strategies in public secondary schools. The findings revealed that the teaching strategies in science were practiced to a high to very high extent, as perceived by both teachers and school heads, with school heads generally rating the extent of practice higher than teachers. A significant difference was found between the perceptions of teachers and school heads regarding the extent of practice of teaching strategies in science. The problems encountered by teachers in implementing these strategies were rated as serious, with time constraints, insufficient budget, and lack of adequate laboratory equipment identified as the most pressing concerns. In response to these findings, an action plan was proposed to address the identified challenges and to further improve the extent and quality of teaching strategies in science instruction.
Teaching Strategies, Science, Lecture Method, Laboratory Experiments, Demonstration Method, Inquiry-Based Learning, Cooperative Learning
Click to Skip: Experiences of Blaan Learners in Learning English Language During National Learning Camp Assessment
As an international language, English holds an important role in Philippine education. This subject has been deeply embedded in Philippine educational curriculums in which several subjects are taught using this language. Notably, the Philippines is composed of several ethnolinguistic groups with distinct vernaculars. Thus, this study was conducted to penetrate the experiences of Blaan learners in learning English language during the National Learning Camp Assessment (NLCA). Furthermore, to divulge the factors that exacerbate their challenges and disadvantages. Meanwhile, the study also unveiled the factors that helped them develop their skills in learning the English language. The data revealed that in the case of the Blaan learners, the large disparity between English language and their mother tongue is considerably important. The distinctive nature between two languages constitute to a linguistic barrier. Furthermore, their customary practices such as social isolation resulted to their social disadvantages. In addition, these challenges experienced by the Blaan learners was further exacerbated by their socio-economic status. Their lack of financial stability puts them in a disadvantageous situation due to lack of access to paramount technology materials such as computers and laptops. Meanwhile, despite of these mounting challenges, the Blaan learners highlights their perseverance in overcoming challenges through analytical skills and dedication to achieve personal growth and confidence. These are evident during the conduct of NLCA. The NLCA did not just unveiled the challenges experienced by the Blaan learners, but more importantly it manifest that there is hope through joint effort and collaboration.
English language learning, Blaan learners, National Learning Camp Assessment (NLCA) Linguistic barriers, Socio-economic challenges, Perseverance, Personal Growth
Teaching Strategies of Public Secondary School Science Teachers in District V-B, San Carlos City Division
Teaching Styles of Public Elementary School Teachers in District IV-A, San Carlos City Division
This study assessed the extent of practice of teaching styles among public elementary school teachers in District IV-A, San Carlos City Division, for the School Year 2025–2026. Specifically, it examined the extent of practice in the areas of Expert, Delegator, Facilitator, Formal Authority, and Personal Model as perceived by teachers and school heads; determined whether a significant difference existed between their perceptions; identified the degree of seriousness of problems encountered by teachers in practicing these teaching styles; and proposed an action plan to strengthen their implementation. The study employed a descriptive-comparative research design involving 112 teachers and 7 school heads from seven public elementary schools selected through purposive sampling. Data were gathered using a validated structured questionnaire adapted from Grasha’s Teaching Styles (2016) and were analyzed using Average Weighted Mean and independent samples t-test at the 0.05 level of significance. Findings revealed that the teaching styles were generally often practiced across the five areas. There was no significant difference between the perceptions of teachers and school heads regarding the extent of practice. The problems encountered by teachers were moderately serious, indicating manageable but notable challenges in implementation. Based on the results, an action plan was proposed to further strengthen the effective practice of teaching styles in public elementary schools.
teaching styles, Expert, Delegator, Facilitator, Formal Authority, and Personal Model
Preparedness of Public Elementary School Teachers in Implementing the Academic Recovery and Accessible Learning Program in District I-B, San Carlos City Division
Learning gaps among primary grade learners remain a significant concern in public elementary schools, and the Academic Recovery and Accessible Learning (ARAL) Program was designed to support struggling learners and ensure continuity of learning. The preparedness of teachers in implementing the program is essential to its success. This study assessed the level of preparedness of teachers in implementing the ARAL Program as perceived by teachers and school heads in public elementary schools for the school year 2025–2026. The study focused on four areas: pedagogical preparedness, availability and utilization of learning resources, classroom management and instructional strategies, and professional development and training. It also examined whether differences existed between the perceptions of teachers and school heads and identified the degree of seriousness of problems encountered in program implementation. A descriptive-survey research design was employed, with teachers and school heads from eight public elementary schools selected through total enumeration. Data were collected using a validated structured questionnaire. Average Weighted Mean was used to determine levels of preparedness and seriousness of problems, while the independent samples t-test examined differences in perceptions. Findings revealed that teachers’ preparedness was generally high, with classroom management and pedagogical preparedness rated highest, while professional development and learning resources were moderate. No significant differences were found between the perceptions of teachers and school heads. Problems encountered were moderately serious, highlighting the need for support, resources, and professional development to strengthen ARAL implementation.
Academic Recovery and Accessible Learning Program, Teacher Preparedness, Pedagogical Preparedness, Availability and Utilization of Learning Resources, Classroom Management and Instructional Strategies, And Professional Development and Training.
Remedial Reading Program Activities of Public Elementary School Teachers in District V, Dagupan City Division
Reading difficulties among primary grade learners continue to be a significant challenge in many public elementary schools, affecting comprehension, academic performance, and overall learning development. Implementing remedial reading program activities effectively is essential to support struggling readers and improve literacy outcomes in the early grades. This study assessed the extent of implementation of Remedial Reading Program Activities in public elementary schools in District V, Dagupan City Division, for the school year 2025–2026. It focused on five key instructional areas: assessment-based instruction, multi-sensory approach, individualized instruction, small group sessions, and repetition and practice. The study also examined whether significant differences existed between the perceptions of teachers and school heads and determined the degree of seriousness of problems encountered in program implementation. A descriptive-survey research design was employed, with 52 teachers and 3 school heads from three public elementary schools included through total enumeration. Data were collected using a validated structured questionnaire adapted from Marti (2023). Analysis involved the Average Weighted Mean to determine the extent of implementation and seriousness of problems, while an independent samples t-test assessed differences in perceptions at the 0.05 level of significance. Findings revealed that remedial reading program activities were generally implemented at an “often” level across the five areas, with assessment-based instruction, repetition and practice, and individualized instruction rated highest. There was no significant difference between the perceptions of teachers and school heads. Problems encountered were moderately serious, indicating areas for improvement in support, resources, and professional development. These findings underscore the need for targeted interventions to strengthen remedial reading programs and enhance learners’ reading proficiency.
remedial reading program activities, assessment-based instruction, multi-sensory approach, individualized instruction, small group sessions, and repetition and practice
Teaching Competence of Home Economics Teachers in Public Junior High Schools in San Carlos City Division
The competence of Home Economics (HE) teachers plays a vital role in ensuring effective skills-based instruction and in preparing learners for practical and livelihood-oriented competencies. This study was conducted to assess the level of teaching competence of Home Economics teachers in public junior high schools in District V-B, San Carlos City Division, for the School Year 2025–2026. Specifically, it sought to determine the level of competence in the areas of dressmaking, cookery, handicraft making, and food processing. The study employed a descriptive research design with HE teachers and school heads as respondents. A researcher-adapted questionnaire served as the primary data-gathering instrument, while weighted mean and independent samples t-test were used to analyze the data. Findings revealed that the teaching competence of HE teachers was generally rated high by both teachers and school heads across the four competency areas. Results further showed no significant difference between the perceptions of teachers and school heads, indicating a common assessment of teachers’ competence. Moreover, the problems encountered that affect teaching competence were rated moderately serious, suggesting areas that require targeted support and professional development. In conclusion, the competence of HE teachers in the district is evident but still requires continuous enhancement through sustained training, adequate resources, and strengthened instructional support. The findings of the study serve as a basis for the development of an action plan aimed at further improving the teaching competence of Home Economics teachers.
Home Economics, Teaching Competence, Junior High School Teachers, TLE, Skills-Based Instruction
Implementation of Anti-Bullying Law in The Public Elementary Schools in District III-B, San Carlos City Division
Bullying remains a persistent concern in schools, affecting learners’ safety, well-being, and academic engagement. Strengthening the implementation of the Anti-Bullying Law is therefore essential in ensuring a safe and supportive learning environment in public elementary schools. This study aimed to assess the level of implementation of the Anti-Bullying Law in public elementary schools in District III-B, San Carlos City Division, for the school year 2025–2026. Specifically, it examined the implementation across duties and responsibilities, legal implications of bullying, prohibited acts, and prevention and intervention programs; determined whether significant differences existed between the perceptions of teachers and school heads; identified the degree of seriousness of problems encountered; and proposed an action plan to strengthen implementation. The study employed a descriptive-survey research design. Respondents included 112 teachers and 9 school heads selected through total enumeration. Data were collected using a validated structured questionnaire adapted from Castro (2020). The Average Weighted Mean was used to determine the level of implementation and seriousness of problems, while the independent samples t-test was used to test differences in perceptions at the 0.05 level of significance. Findings revealed that the Anti-Bullying Law was generally implemented at a moderate level across the four dimensions. There was no significant difference between the perceptions of teachers and school heads. The problems encountered were rated as moderately serious, indicating areas that require administrative and programmatic support. While schools demonstrate compliance with key provisions of the Anti-Bullying Law, targeted interventions, strengthened monitoring, and continuous capacity-building are necessary to enhance implementation and ensure safer school environments.
Anti-Bullying Law, implementation, public elementary schools, school safety, action plan
Challenges of Special Education Teachers in Applying Differentiated Instruction for Children with Specific Learning Disabilities in Inclusive Setup
Inclusive education aims to provide equitable access and meaningful involvement of learners with Specific Learning Disabilities (SLD), and differentiated instruction (DI) is an essential pedagogical strategy in order to cater to the needs of various learners. This paper explores the situation, practice, and problems of Special Education Teachers (TGTs) in providing differentiated instruction to the learners with SLD in the inclusive government schools in Delhi. Quantitative data were collected with the help of the mixed-method research design as a structured questionnaire should be given to special education teachers, and qualitative data were obtained using semi-structured interviews to examine their professional experiences and instructional practices. The results indicate that as much as the concept of differentiated instruction is universally recognized as a fundamental component of inclusive education, the application of differentiated instruction is limited by systemic, instructional, as well as socio-cultural obstacles. Some of the systemic constraints are overcrowded classes, lack of teaching-learning materials and inadequate policy and institutional support. Professional training is a problem of pedagogical issues because it is not an efficient way to develop and apply the Individualized Education Plans (IEPs), and the problem of developing curriculum and assessment practice. The second hindrance of effective inclusion and instructional adaptation is socio-cultural barriers such as parental denial, the stigma of learning disabilities, lack of peer acceptance, and school environments marked by examination-focused orientation. The research states that differentiated instruction is essential to facilitating equitable learning through allowing students with SLD to be active participants in the educational processes as opposed to receiving accommodations. The results highlight professional development as a specific and focused activity, institutional reinforcement, and joint work of educators, parents, and policymakers. This study fills the gap between the policy of inclusion education and its practice in classrooms providing context-specific empirical evidence of inclusive schools in Delhi and providing practical suggestions on how to enhance inclusive instructional practices in resource-restricted learning environments.
Differentiated Instruction, Specific Learning Disabilities, Inclusive Education, Special Education Teachers, Professional Preparation, IEP
Beyond the Specialization: Exploring the Challenges of Non-Major Teachers in Teaching MAPEH
This study investigated the challenges faced by non-MAPEH teachers in teaching Music, Arts, Physical Education, and Health (MAPEH). The study aimed to determine the common challenges encountered by teachers, the factors contributing to these difficulties, the coping strategies they employ, the support mechanisms available to them, and the professional development activities needed to strengthen their competence. A descriptive research design was employed. The respondents consisted of fourteen (14) non-MAPEH teachers teaching MAPEH in selected secondary schools in the Municipality of Bulusan, Sorsogon during the School Year 2025–2026. Data were gathered through structured questionnaires and analyzed using descriptive statistical tools such as frequency counts, percentages, and mean scores. Findings revealed that non-MAPEH teachers encounter several challenges including limited content mastery, lack of specialized training, insufficient instructional materials, and time constraints in preparing lessons for multiple MAPEH components. These challenges affect teacher confidence and instructional effectiveness. Despite these constraints, teachers demonstrated resilience by consulting colleagues, maximizing available resources, engaging in self-directed learning, and participating in collaborative professional activities. The study concludes that targeted professional development programs, mentoring systems, and institutional support are essential in improving the competence of non-MAPEH teachers. Providing adequate instructional resources and training opportunities can enhance teaching effectiveness and improve student learning outcomes in MAPEH.
MAPEH, non-major teachers, out-of-field teaching, challenges, professional development
Balidasyon ng Lagumang Pagsusulit sa Filipino Baitang 7 Ikalawang Markahan
Mahalaga ang edukasyon sa pag-unlad ng indibidwal at lipunan, at ang wastong pagtataya tulad ng Lagumang Pagsusulit ay may mahalagang papel sa pagsukat ng pagkatuto ng mga mag-aaral. Upang maging epektibo ang isang pagsusulit, kinakailangang matiyak ang validity at reliability nito, lalo na ang content validity, upang masiguro ang pagkakahanay sa kurikulum at mga layunin sa pagkatuto. Mahalaga rin ang paggamit ng Table of Specifications (TOS) at ang pagsasaalang-alang sa Zone of Proximal Development (ZPD) upang matiyak na ang mga tanong ay angkop sa antas ng kakayahan ng mga mag-aaral. Sa asignaturang Filipino, kinakailangang masaklaw ng pagsusulit ang limang makrong kasanayan upang magkaroon ng komprehensibong pagtataya ng pagkatuto, lalo na sa Baitang 7. Ang pananaliksik na ito ay gumamit ng mixed methods design upang balidahin ang Lagumang Pagsusulit sa Filipino para sa Baitang 7. Isinagawa ito sa Lungsod ng Ipil, kung saan lumahok ang mga guro at eksperto sa Filipino na pinili sa pamamagitan ng purposive sampling. Ang mga pangunahing instrumento sa pag-aaral ay ang binuong Lagumang Pagsusulit at Content Validation Checklist. Sinuri ang mga datos gamit ang Content Validity Ratio (CVR) o Content Validity Index (CVI), pati na rin ang kwalitatibong pagsusuri ng mga puna ng mga tagasuri. Mahigpit ding isinagawa ang mga pamantayang etikal sa buong proseso ng pananaliksik. Batay sa resulta, ang Lagumang Pagsusulit ay nagpakita ng mataas na antas ng validity at reliability, bagaman may ilang aytem na nangangailangan ng rebisyon o pag-alis. Iminungkahi ng mga eksperto ang pagpapabuti sa kalinawan ng mga tanong, ayos ng mga pagpipilian, proofreading, at pagdaragdag ng mga tanong na sumusukat sa mas mataas na antas ng kognisyon at open-ended items. Ipinakita rin ng pagsusuri sa kahirapan at diskriminasyon ng mga aytem ang pangangailangang baguhin o alisin ang ilang tanong upang mas epektibong masukat ang kakayahan ng mga mag-aaral. Bilang tugon, irerebisa ang pagsusulit upang mapanatili ang mga balidong aytem at mapahusay ang kabuuang kalidad ng pagtataya.
balidasyon, lagumang pagsusulit, ikalawang markahan
Views and Experiences of Selected Master Teachers in Quezon Province in Conducting School Learning Action Cell
This research explored the views and experiences of selected master teachers in Quezon Province in conducting School Learning Action Cells (SLACs) and how these experiences influence teacher collaboration, professional growth, and instructional improvement. The study specifically focused on SLAC implementation in five dimensions: instructional support, curriculum implementation, learning delivery, professional development, and classroom assessment. It also identified the challenges encountered by master teachers in SLAC facilitation, the coping strategies they employed, and the professional opportunities that emerged through this school-based continuing professional development mechanism. Using interpretative phenomenological analysis, 15 master teachers were purposively selected as co-researchers across various schools in Quezon Province. Data were collected through in-depth interviews and thematic analysis was employed to interpret emerging patterns. Findings revealed that SLACs serve as a dynamic platform for delivering instructional support by providing teachers with hands-on, practical strategies to improve teaching. In terms of curriculum implementation, master teachers reported that SLACs enhance curriculum alignment, lesson planning, and contextualization of content. For learning delivery, SLACs were instrumental in sharing differentiated strategies and promoting inclusive and adaptive practices. As for professional development, the sessions cultivated peer mentoring, reflection, and shared accountability. On classroom assessment, master teachers facilitated collaborative review and improvement of formative and summative tools aligned with learning competencies. Despite these gains, significant challenges include time constraints, lack of resources, overlapping schedules, and varying teacher engagement. These were addressed through proactive planning, feedback mechanisms, collaborative leadership, and strategic alignment with school goals. The implementation of SLACs generated professional opportunities such as enhanced instructional leadership, improved peer relationships, and increased confidence in facilitating teacher learning. It was concluded that SLACs positively influence teacher collaboration, foster professional growth, and lead to instructional improvements when implemented consistently, responsively, and reflectively. It is recommended that the Schools Division Offices and school heads provide structured support, adequate resources, and scheduled time to sustain the SLAC initiative.
classroom assessment, instructional support, master teachers, professional development, school learning action cell
The Integration of Spiritual Practices in Promoting Student’s Mental Health: A Literature Review
This study explores the integration of spiritual practices in promoting student mental health. It defines spirituality and its diverse practices, identifies factors influencing student mental health, examines the relationship between spirituality and mental well-being, and investigates the positive effects of spiritual activities. Drawing on existing literature, the research highlights that spirituality, encompassing a search for meaning and connection, is distinct from religion and can be practiced through meditation, prayer, acts of service, and artistic expression. Student mental health is influenced by factors such as gender, lack of interest, social challenges, and academic pressure (Limone, P. & Toto, GA., 2022). Research shows that spirituality, health-related activities, and psychological well-being are positively correlated, and that spirituality mediates the relationship between well-being and healthy behaviors to some extent. Furthermore, spiritual practices have been shown to positively impact stress management, resilience, emotional balance, and the search for meaning in life among students, though effectiveness may vary by individual (Pazer, S., 2024). The findings suggest that incorporating spiritual development into curricula could enhance student well-being and advocate for diverse mental health interventions tailored to individual needs.
spirituality, mental health, students, well-being, literature review
Towards A Capacity-Building Framework for Science Laboratory Teaching: A Qualitative Study of Secondary School Teachers
The instruction of science laboratory is essential to building up the scientific knowledge and the skills of students, but the implementation of the laboratory instruction is a complicated set of abilities which are not always thoroughly discussed on the side of teachers. The perceived competencies, challenges, and professional needs of junior high school science laboratory teachers in the public schools were the subject of this qualitative descriptive research. Focus group discussions and semi-structured interviews were used to collect data by interviewing 15 purposely selected science laboratory teachers and analyzing data with the help of thematic analysis. The results showed five key themes, which include Scientific Knowledge and Laboratory Skills, Pedagogical knowledge and classroom management, the Teacher as a Constant Learner, Technological Knowledge and Evaluative Ability. The findings outline that competence in science laboratory teaching is a multifaceted experienced that is influenced by the teachers personal capacity as well as situational constraints. The study emphasizes the importance of long-term, context-specific capacity-building programs that promote scientific, pedagogical, technological, and evaluative skills of the teachers. These results are added to the qualitative science teacher competence literature and offer practical implications to the teacher development and education leadership.
science laboratory teaching, teacher competence, professional development, qualitative study, secondary school
Exploring the Use of Body-Worn Cameras on Law Enforcement: A Comprehensive Analysis
The research study investigates the implementation and impact of body-worn-cameras (BWCs) by law enforcement agencies in the Philippines in anti- drug operations. It aims to explore law enforcers' practices in using BWCs, assess the effectiveness of BWCs in conducting anti-drug operations and prosecuting offenders, and evaluate public perception. This study employs a mixed-methods approach to explore law enforcement agencies' utilization and impact of body-worn cameras (BWCs) in anti-drug operations in Metro Manila. Content analysis of existing policies and procedures will uncover the framework governing BWC implementation. Quantitative research, through surveys with a purposive sample of 174 respondents from PDEA and PNP anti-drug units, assesses BWC's effectiveness in operations, prosecution, and public perception. Qualitative research involving interviews with key informants explores challenges and offers recommendations. Findings underscore BWCs' role in enhancing accountability and transparency during anti-drug operations. Challenges identified include technological constraints and adherence to policies. The study's significance lies in contributing empirical data to inform policy improvements for BWC deployment in law enforcement contexts, aiming to balance operational efficiency with civil liberties. Despite their potential benefits, the deployment of BWCs faces significant challenges. Technical issues such as battery life, storage capacity, and reliability of activation mechanisms pose obstacles to their effective use. Policy-related challenges include resistance from officers viewing BWCs as intrusive, as well as concerns over equipment reliability and privacy implications. Legal considerations, including data security and protection of informant identities, further complicate their implementation. Empirical findings indicate that BWCs are perceived as mostly effective in anti-drug operations. They facilitate adherence to procedures, provide crucial evidence for court cases, deter misconduct, and aid in identifying accomplices. Moreover, BWC footage strengthens prosecutions, dismisses false accusations, and enhances public trust in law enforcement. To enhance BWC implementation, policy recommendations include investing in robust technology, providing comprehensive officer training, and establishing clear operational protocols. In conclusion, while BWCs offer substantial benefits in enhancing operational transparency and accountability, addressing technical, policy, and legal challenges is crucial for their successful integration into law enforcement practices, particularly in anti-drug operations.
body-worn cameras, police accountability, anti-drug operations, law enforcement transparency, prosecution evidence
Experiences, Challenges, and Adaptive Strategies of ESL Learners in Listening in English
Listening is one of the most challenging skills for ESL learners. It requires active effort to understand spoken English in real time, often with different accents and fast speech. Despite its importance, listening often gets less attention in language teaching compared to speaking, reading, and writing. This study investigates the lived experiences of ESL learners as they navigate the complexities of listening in English. It employed a qualitative research approach using transcendental phenomenology to investigate challenges and adaptive strategies of ESL learners in listening in English. The research focused on Grade 7 students at Cebuano National High School in Tupi, South Cotabato, during the school year 2024-2025. Semi-structured interview was utilized to gather insights from 10 purposively selected participants (5 male and 5 female). Data analysis was conducted through thematic analysis, following Braun and Clarke’s (2006) framework, to identify patterns and themes in the students' experiences. These difficulties often lead to misunderstandings and hinder effective comprehension during listening activities. ESL learners, particularly Grade 7 students, face several challenges in listening to English, including poor comprehension, limited vocabulary, noisy environments, peer distractions, and lack of interest. These obstacles negatively impact their focus, understanding, and overall progress in developing effective listening skills. To cope with challenges in English listening, ESL students use strategies such as active listening, maintaining concentration, note-taking, seeking clarification, and asking questions from experts like teachers. These methods help learners stay focused, understand spoken content better, and retain important information. The study concluded that the experiences, challenges, and coping strategies of ESL learners in developing English listening skills highlight the complexity of the learning process. Recommendations include the need for supportive teaching approaches, clearer communication, and an engaging learning environment to help ESL learners improve their listening comprehension effectively.
Predictors of Teaching Performance Among the Public Elementary Teachers in Mandaue City, Cebu
Public school teachers play a vital role in society, particularly in the lives of their students. The teachers used classroom instructions and presentations to help the students learn and apply different concepts. Hence, in the Department of Education [DepEd], the teachers comprised the most significant portion of human capital in the school system. This study examined the predictors of teaching performance in public elementary schools in the South District of Mandaue City Division for the 2023-2024 school year. The results of the study served as the basis for formulating a proposed action plan. This study used the descriptive correlational research design to determine the the association of the research respodents’ profile and their level of financial management skill, teaching burnout and teaching competency; level of financial management level and their level of teaching burnout; and level of financial management and their level of teaching competency; and participants’ level of teaching burnout and their level of teaching competency. Seventy public elementary teachers participated as respondents in the survey. This investigation employed a researcher-developed survey questionnaire. Descriptive statistics, including frequency counts, percentages, and weighted means, were used to analyze the data. The Chi-square test of independence was used to test the significant relationship between the measured variables. This investigation adhered to the ethical principles of beneficence, non-maleficence, justice and autonomy. The majority of respondents fell within the age bracket of 37 to 47, and the majority were female, middle-class, had finished a bachelor’s degree, and had at least 3 to 10 years of teaching experience. They self-assessed that they possessed high skills in spending, moderate skills in budgeting and saving, and less skills in investing. They reported the least evident level of teaching burnout in the aspects of career satisfaction, perceived administrative support, coping with job-related stress, and attitudes towards students. They also self-assessed that they were very competent in teaching. There is a significant relationship between the respondents' socio-economic status profiles and their financial management skills related to savings. Also, a significant relationship exists between the respondents’ profiles in terms of gender and their mechanisms for coping with job-related stress. However, there is no significant relationship between the respondents' profiles and their level of teaching competency. Furthermore, there is a significant relationship between their financial management skills in the aspects of saving, spending, and investing, and burnout in terms of career satisfaction and perceived administrative support. Another significant relationship is found between their level of financial management, specifically in the aspects of budgeting, saving, and spending, and their level of teaching competencies. Additionally, a significant relationship exists between their level of teaching burnout and career satisfaction, as well as their teaching competencies. Therefore, the current public elementary school teachers at the South District of Mandaue City Division, Cebu, exhibited abilities to manage their financial resources in terms of allocating the essential expense items in the household, keeping a portion for future expenses, but cannot place them in other forms of income-generating activities that will give them an alternative source of income. Likewise, their personal finances, in terms of savings, are based on their current level of income and the assets they own. They were also able to adjust to the demands of their job and viewed stress as a standard component of their work. They had the maturity to manage challenging situations in both their personal and professional lives. However, despite these challenges, they had self-assessed high teaching competencies.
Educational management, public elementary school teachers, financial skills, teaching burnout & competence, correlation, Mandaue City Division, Cebu, Philippines
Factors Influencing Foreign Engagement to Filipino Martial Arts (FMA7) Heritage Tourism in Cebu
Tourism remains a vital contributor to the Philippine economy, accounting for 8.9% of the country’s Gross Domestic Product (GDP) in 2024. The Tourism Direct Gross Value Added (TDGVA) reached ₱2.35 trillion, a 11.2% increase from 2023, which is partly attributed to the Department of Tourism's (DOT) strategic push for multidimensional tourism under the National Tourism Development Plan (2023–2028). A key initiative under this plan is the development of the Filipino Martial Arts (FMA7) Heritage Tourism Program by the DOT Central Visayas region as a culturally significant and globally competitive tourism product. This study assessed the factors influencing foreign engagement in the FMA7 Heritage Tourism Program in Cebu.Using a descriptive-correlational design, data were collected through a researcher-designed survey questionnaire distributed via Google Forms, with assistance from FMA7 grandmasters and masters. Responses from 40 purposively selected foreign participants were analyzed using frequency counts, percentage, weighted mean, Chi-square test of independence, and One-way ANOVA, and Tukey’s HSD post hoc test. Predominantly, the respondents were aged 50 to 59 years old, bachelor's degree holders from the United States and the United Kingdom, who occasionally visited Cebu, practiced Balintawak Sugbu and Cacoy Canete Doce Pares, stayed 15–30 days in the Philippines, and frequently visited Cebu and Mactan Island. Using the 7Ps marketing mix, product, place, and people highly influenced foreign engagement to Filipino martial arts (FMA7) heritage tourism in Cebu, while price, promotion, process, and physical evidence moderately influence. There is a significant relationship between the respondents’ amount of money spent and their responses regarding the factors that influenced their decision to join the Filipino Martial Arts (FMA) Heritage Tourism Program in Cebu. Moreover, there is a significant difference in the response to the factors influencing foreign engagement with the FMA7 Heritage Tourism Program. In cultural heritage tourism, particularly, the Filipino martial arts, 7Ps of marketing mix relevance and applicable to tourism—particularly on the social context (people), the provision of well-arranged booking, accommodations, itinerary and training needs and accessible and well-equipped training environment (placed) like scenic spots and culturally-significnat spances emerged as the most influential elements to entice travel intention to th Philippines.
Cultural and heritage tourism, Filipino Martial Arts, marketing mix, correlation, Cebu, Philippines
Demystifying the Plights of Blaan ESL Learners in Urban Educational Setting: A Multiple Case Study
The integration of ESL in urban educational settings presents unique challenges for Blaan students, as their primary language shapes daily experiences, creating tension between adapting to new linguistic contexts and preserving cultural identity. This qualitative research employing multiple-case inquiry approach explored the difficulties encountered by Blaan learners of English as a Second Language (ESL) in three urban school settings for the School Year 2024-2025. Indigenous learners face linguistic, cultural, and socio-emotional obstacles that impede their academic achievement and social integration. Semi-structured interviews were conducted among Grade 7 Blaan frustrated readers and speakers based on Philippine Informal Reading Inventory (Phil-IRI) evaluation. Thematic analysis was utilized to understand the data and derive essential insights. Data revealed that Blaan students experience difficulties in English understanding, pronunciation, and vocabulary, resulting in anxiety and diminished self-confidence. Social and cultural exclusion intensifies their difficulties, since they face discrimination and marginalization inside the educational environment. Notwithstanding these challenges, learners utilize coping strategies like peer and familial support, autonomous learning, and resilience to surmount educational obstacles. The significance of educators and inclusive pedagogical approaches was emphasized as essential in facilitating language acquisition and cultural identity. This study highlights the necessity for culturally sensitive teaching, bilingual education initiatives, and improved institutional support to close the educational gap among Blaan ESL learners. By cultivating an inclusive educational atmosphere, schools can enable indigenous students to excel academically while safeguarding their linguistic and cultural heritage.
Blaan ESL learners, indigenous education, urban schools, language barriers, cultural identity
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Career Trajectories of PSU–Brooke’s Point Bachelor of Science in Hospitality Management Graduates: A Tracer Study
The study entitled Career Trajectories of PSU–Brooke’s Point BSHM Graduates: A Tracer Study examines the post-graduation employment experiences of Bachelor of Science in Hospitality Management (BSHM) graduates from Palawan State University–Brooke’s Point Campus. Despite the increasing number of hospitality graduates in the Philippines, limited tracer studies have been conducted in geographically isolated areas like southern Palawan, creating a research gap in understanding graduate outcomes in rural settings. The study aimed to trace the career paths of BSHM graduates by determining their demographic profiles, educational backgrounds, employment information, and the relevance of their current occupations to their academic training. Using a descriptive research design, the study employed a structured survey questionnaire distributed to BSHM graduates from academic years 2021 to 2024. Out of a total population of 153 graduates, 114 participated, representing a 74.51% response rate. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Findings revealed that the majority of respondents were young, single females employed locally, primarily in the hospitality industry. Most graduates (82.5%) reported that their current jobs were related to their degree program, indicating curriculum relevance. However, a notable portion had not pursued continuing education or obtained professional certifications, suggesting the need for strengthened career support and training programs. The study’s implications highlight the importance of aligning academic curricula with industry demands and promoting certification and lifelong learning. Results can inform educational policy, program revision, and institutional strategies to enhance graduate employability in the hospitality sector.
tracer study, BSHM graduates, career trajectories, employability, curriculum relevance, hospitality industry
Technology-Integrated Learning on Students’ Mathematical Problem-Solving Skills
This study examined how San Sebastian College-Recoletos de Cavite senior high school students' ability to solve mathematical problems was affected by technology-integrated learning. The study used a posttest-only control group design with 160 students divided between traditional and technology-integrated classes, guided by constructivist learning theory. A validated normal distribution problem-solving test was given, and descriptive statistics and an independent samples t-test were used to assess the results. The findings indicate that students in the technology-integrated group outperformed those in the traditional group in terms of mean scores, demonstrating that digital tools can improve problem-solving skills when they are properly matched with pedagogy. These results highlight the need for teacher preparation, fair access, and pedagogically sound integration while confirming local and international evidence of the advantages of technology-enhanced learning. The study comes to the conclusion that technology has great potential for enhancing deeper reasoning, engagement, and 21st-century abilities in math classes when it is included in constructivist principles.
Technology-integrated learning, senior high school, mathematical problems, constructivist learning theory, math class, digital
Student Feedback on Marketing Initiatives of San Sebastian College-Recoletos De Cavite
This study assesses the extent of student feedback on marketing initiatives of San Sebastian College-Recoletos de Cavite. It focuses on the four factors under marketing initiatives namely content relevance and clarity of marketing messages, channel effectiveness and reach, authenticity and trustworthiness, and influence on enrolment decision. This study employed a quantitative research design particularly descriptive comparative and descriptive correlational. The results revealed the high extent on student feedback on marketing initiatives. No significant difference were found on content relevance and clarity of marketing messages, channel effectiveness and reach, authenticity and trustworthiness, and influence on enrolment decision when grouped according to level of education. However, findings revealed that content relevance and clarity of marketing messages, channel effectiveness and reach, authenticity and trustworthiness significantly relate to influence on enrolment decision. The findings highlight the importance of marketing initiatives on enrolment decision of the students.
Student feedback, marketing initiatives, influence on enrolment decision
Preferred Competencies for Engineering Graduates to Meet Manufacturing Industry Needs
The rapid evolution of modern manufacturing, driven by Industry 4.0 and 5.0, has created a significant disconnect between the skills of engineering graduates and the advanced requirements of the industrial sector. This study investigates the preferred engineering competencies within the Philippine Economic Zone Authority (PEZA) in Rosario, Cavite, to provide a strategic roadmap for curriculum alignment. Employing a quantitative descriptive and comparative survey design, data were collected from 128 professionals across diverse roles and subsectors, with the electronics and semiconductor industry (42.19%) and very large enterprises (37.50%) representing the largest segments. Findings reveal a high level of effectiveness in the utilization of engineers for both operational efficiency (M = 3.42) and problem-solving (M = 3.62), particularly in active process improvement and critical thinking. Among core competencies, Process Optimization & Lean Manufacturing (M = 3.75) and Quality Control & Assurance (M = 3.66) were identified as the most critical, alongside rising valuation for data analytics, IIoT, and sustainable practices. Notably, a comparative analysis using One-Way ANOVA confirmed that there are no statistically significant differences (p > 0.05) in competency valuation across medium, large, and very large companies, suggesting a universal industry standard for engineering talent. To bridge the skills gap, respondents emphasized the integration of an entrepreneurial mindset (M = 3.76), hands-on laboratory work, and Industry 4.0 concepts into educational curricula. The study concludes that while foundational principles remain the bedrock of engineering, educational institutions must prioritize applied, digitally-driven skills and experiential learning to foster a robust talent pipeline capable of sustaining global competitiveness.
Engineering Competencies, Industry 4.0, PEZA, Skills Gap, Lean Manufacturing, Higher Education, Operational Efficiency
Factors Affecting Library Engagement in the Digital Era
The third industrial revolution has shifted libraries from book-centered repositories into hybrid environments that integrate digital technologies, multimedia resources, and user-centered services. This study investigated library engagement in a local college in Cavite City, focusing on levels of engagement, influencing factors, and strategies for service enhancement. A descriptive-quantitative design with qualitative support was employed, sampling students and faculty through stratifies sampling using Slovin’s formula to determine size. Data were gathered through a validated online survey with Likert-scale and open-ended items, and analysed using descriptive statistics, Pearson correlation and thematic analysis. Results show moderate-to-high engagement, strongest in academically oriented activities such as studying, assignment completion, and course-related support. Engagement in orientations, library events, and digital resource use was moderate. Correlation analysis revealed positive, significant relationships between engagement and all factors, where contextual factors were the strongest, followed by individual, organizational, and technological. Thematic responses highlighted needs for reliable internet, mobile and self-service access, updated collections, flexible hours, improved physical spaces, and digital literacy promotion. In other words, to sustain engagement it requires integrated approaches covering infrastructure, organizational practices, user capacity, and contextual support. Suggested strategies include upgrading digital infrastructure, diversifying collections, embedding library resources in curricula, redesigning spaces, and enhancing literacy and outreach programs.
library engagement, digital library, Technology Acceptance Model, user-centered design, academic libraries
Enhancing Participant Involvement in Community Engagement Initiatives of a Private Institution in Cavite City
This study investigates the level of participant involvement in the community engagement initiatives of a private institution in Cavite City, particularly San Sebastian College-Recoletos de Cavite. Guided by Ajzen’s Theory of Planned Behavior, motivation to participate, institutional support, perceived benefits, and community impact. Using a quantitative descriptive-comparative design, the data were gathered from the community members in eight partner barangays through validated survey questionnaires. Descriptive statistics showed that participants strongly agreed with all five aspects, with awareness of engagement opportunities rated as the highest followed by the institutional support and motivation to participate, while community impact and perceived benefits got the lower rating. Among the five aspects, the result of ANOVA revealed no significant differences, suggesting each factor influences community involvement similarly. Based on the findings, key strategies such as improved communication, more participatory planning, and stronger recognition system were proposed to significantly boost and sustain community engagement. The study provides practical recommendations for improvement of the institutional strategies to community involvement, with significant impacts in higher education practices, policy-making, and future research on sustainable outreach initiatives.
institutional support, community engagement, motivation to participate, participant involvement
Digital Content Marketing Strategy and Institutional Image of A Private Catholic Institution in the Philippines
Digital content marketing can be a powerful tool for educational institutions to cultivate positive image. This study aims to investigate the correlation between a private Catholic school’s digital content marketing strategies and institutional image. Six attributes of digital content marketing which are information quality, credibility, usefulness, positive emotions, interactivity, and self-congruity and five dimensions of institutional image were used in this research. This quantitative correlational research gathered data from 333 students of the institution. These respondents are selected through stratified random sampling. For the results, digital content marketing strategy was found to be moderately effective and the image is moderately favorable. There were also significant positive correlations among all the six attributes of digital content marketing strategy, the strongest being links involving information usefulness, positive emotions, and self-congruity. The results underscore the significance of well-thought-of digital content strategy to brand image building. Marketers should come up with contents that are practical, evoke positive feelings, and aligned with the audiences’ values.
Catholic schools, digital content marketing, institutional image, student perceptions
Change Readiness Among Employees in a Private Educational Institution: Basis for Strategic Change Management
This study assesses the level of change readiness among employees in a private educational institution, highlighting its role in ensuring successful organizational change. Using Macachor’s (1999) framework, the study focused on six key dimensions of change readiness: track record of change, expectations of change, attitude toward change, top management support, acceptability of change, and structures for change. A quantitative-descriptive design was employed with a validated survey instrument administered to purposively selected teaching and non-teaching personnel. Results revealed an overall high level of readiness, particularly in structural support and top management engagement, while attitude toward change was rated only average, indicating a need to address internal resistance. Moreover, statistically significant differences in change readiness were observed when respondents were grouped according to sex, age, and length of service. In light of the results, the study put forward proposed strategies to improve change management processes with a focus on participation, strategic communication, and targeted actions contributing towards a more resilient, adaptive and forward-looking educational institution.
Change Readiness, Attitude to Change, Top Management Support, Structures for Change, Change Management
Functional Literacy Skills of Alternative Learning System Learners in San Carlos City Division
This study aimed to determine the extent of acquisition of functional literacy skills among Alternative Learning System (ALS) learners in the San Carlos City Division for the School Year 2025–2026. Specifically, it assessed learners’ skills across six strands: Communication Skills, Scientific and Critical Thinking Skills, Mathematical Skills, Life and Career Skills, Understanding Self and Society, and Digital Citizenship, as perceived by mobile teachers and school heads. The study also examined the degree of seriousness of problems encountered in teaching functional literacy skills. A descriptive research design was employed, with a total enumeration of 17 mobile teachers and 75 school heads as respondents. Data were collected using a structured questionnaire checklist and analyzed using the Average Weighted Mean and t-test for independent samples. Findings revealed that the acquisition of functional literacy skills among ALS learners was generally at a moderate extent. Life and Career Skills were rated highest, while Communication Skills and Scientific and Critical Thinking Skills were lowest. No significant difference was observed between the perceptions of mobile teachers and school heads. The problems encountered by mobile teachers were rated as moderately serious, indicating challenges in delivering functional literacy instruction. Based on these findings, an action plan was proposed to enhance learners’ acquisition of functional literacy skills.
Functional Literacy Skills, Alternative Learning System, ALS Learners, Mobile Teachers
Job Performance of Administrative Officers in Urbiztondo District, Division of Pangasinan I
The effectiveness of school operations largely depends on the competence and efficiency of Administrative Officers who manage records, personnel processes, resources, and administrative support services. This study was conducted to determine the extent of job performance of Administrative Officers in public schools in the Urbiztondo District, Division of Pangasinan I, during School Year 2025–2026. Specifically, it assessed job performance across five functional areas: Personnel Records Management, Recruitment and Selection, HR-Related Functions, Property Custodianship, and General Administrative Support, as perceived by Administrative Officers and school heads. It also examined the degree of seriousness of the problems encountered that may affect job performance. The study employed a descriptive research design with Administrative Officers and school heads as respondents. A structured questionnaire checklist served as the primary data-gathering instrument. The Average Weighted Mean and t-test for independent samples were used to analyze the data. Findings revealed that the job performance of Administrative Officers was rated to a high extent across the five functional areas. Results further showed no significant difference between the perceptions of Administrative Officers and school heads, indicating consistency in performance assessment. Moreover, the problems encountered were rated as moderately serious, suggesting operational challenges that need support and intervention. In conclusion, Administrative Officers demonstrate strong job performance; however, continuous capacity-building and institutional support are necessary to further enhance administrative effectiveness. The findings served as the basis for the development of an action plan to strengthen Administrative Officers’ job performance in public schools.
Administrative Officers, Job Performance, School Administration, Public Schools, Action Plan