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.
Perceptions of Gender Bias Faced by PHCM 2nd Year Male Nursing Students in OB Ward Patient Care
This descriptive qualitative study explored perceptions of gender bias experienced by Level II male nursing students from Perpetual Help College of Manila during their OB ward clinical rotations. Grounded in Jean Watson’s Theory of Human Caring and Madeleine Leininger’s Culture Care Theory, the research used purposive sampling to recruit approximately 12 male nursing students and collected data through one-on-one semi-structured interviews lasting 25 to 30 minutes. Audio recordings and field notes were transcribed and analyzed using thematic analysis to identify recurring patterns and meanings. Findings revealed five key themes: awareness and recognition of gender bias; task assignment based on gender; limited clinical exposure to intimate OB procedures; coping mechanisms used by students; and suggestions for more inclusive practice. Many participants reported that patient discomfort and prevailing gender expectations often resulted in female nursing students being prioritized for intimate procedures while male students were more often given physically demanding or supportive tasks. These patterns contributed to reduced hands-on learning opportunities and lower confidence in performing essential OB skills among some male students. At the same time, participants demonstrated resilience by using strategies such as careful consent-seeking, coordination with female classmates, active volunteering, and seeking mentorship. Based on these findings the study recommends implementing gender sensitivity training for clinical instructors and staff, orienting patients about the role of male nurses, in obstetrical care, creating institutional guidelines that ensures equitable task distribution, rotating procedure assignments so students gain balanced experience, expanding simulation-based training for male students before clinical exposure, and establishing peer mentoring or shadowing opportunities with both male and female nursing students. These measures aim to foster an inclusive learning environment where assessment is competency-based and all students have equitable access to essential OB experiences. The study concludes that addressing institutional and cultural factors will enhance student clinical competence and professional development while supporting high quality, patient-centered.
Gender Bias, Male Nursing Students, Obstetrics Care, Inclusive Nursing Education
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The Effect of Simulation-Based Learning on the Clinical Competency of 2nd Year Perpetual Help College of Manila Nursing Students in Intramuscular Injection: A Quantitative Study
Simulation-Based Learning (SBL) has been recognized as an effective strategy for bridging the gap between theoretical knowledge and clinical skill in nursing education, particularly for procedures such as intramuscular (IM) injections. This quantitative correlational study examined the effect of SBL on the competency, confidence, and clinical performance of 164 second-year nursing students at Perpetual Help College of Manila. Data were collected using skills assessment checklists and questionnaires, with primary endpoints focused on competency and confidence, and secondary endpoints on clinical internship performance. Results showed a significant improvement in IM injection competency, with mean scores increasing from 70.55 pre-simulation to 85.30 post-simulation (p < .001), and students reported strong agreement that SBL enhanced their confidence, competency, and preparedness for clinical practice. Age influenced perceived clinical performance (p = .003), while performance scores were consistent across gender and section. Students also noted reduced error rates and improved accuracy due to SBL. These findings demonstrate that SBL is an effective educational intervention that promotes safe, accurate, and confident performance of IM injections and supports its continued integration into the nursing curriculum to develop practice-ready, competent nurses.
Simulation-Based Learning, Intramuscular Injection, Nursing Education, Clinical Competency, Student Confidence
The Comparison of Grade 12 STEM on Chemistry and Physics in PHCM: A Quantitative Approach
Over time, the STEM strand has been the cornerstone of students who want to take course with arithmetic and science in them, but some students engage in peer-to-peer learning in order for them to understand topics that they can’t comprehend. To find an answer if this type od learning is effective, the researchers conducted a study on the influence and impact of peer-to-peer interactions on students’ engagement, motivation to learn, and performance. Furthermore, this quantitative research analysed the influence of peer-to-peer learning on the academic achievement of Grade 12 STEM students who took General Chemistry 2 and General Physics 2 courses. The analysis, on the other hand, showed that there is a statistically significant difference between pre and post-test scores for both subjects. The results indicate that peer-to-peer learning is influential for gaining academic achievement in STEM subjects. With this approach, students can learn from one another and share knowledge, as well as develop and use their problem-solving skills. The findings can be useful for educators and policymakers who want to improve student achievement in STEM disciplines. Educators can rethink more actively integrating peer-to-peer learning in STEM courses to not only make the lessons more interesting but also improve the overall academic performance in STEM fields. This can result in greater achievement, better motivation among students, and improved workforce readiness in STEM disciplines. In essence, the study sheds light on the role of peers.
Peer-to-peer learning, academic achievement, STEM students, motivation to learn, and student performance.
Separation Anxiety, Parenting Style, and Level of Dependency Among Children of Migrant Workers in UPHSL Jonelta Campus
This study examined the relationship between separation anxiety, parenting style, and dependency among children of migrant workers at UPHSL Jonelta Campus, drawing on Bowlby’s Attachment Theory, Baumrind’s Parenting Style Theory, and Bornstein’s Interpersonal Dependency Theory. Using a descriptive-correlational design and non-standardized instruments, levels of separation anxiety, parenting styles, and dependency were measured across emotional, behavioral, social, and cognitive dimensions. Results showed that separation anxiety was consistently present, with emotional distress most pronounced; authoritative parenting was the most practiced style; and dependency was evident across domains, with emotional dependency dominant. Statistical analyses revealed that permissive parenting strongly correlated with heightened behavioral and cognitive separation anxiety, while authoritative parenting showed weaker associations. Higher separation anxiety was significantly linked to greater dependency, particularly between behavioral responses and emotional dependency (r = 0.657) and cognitive manifestations and emotional dependency (r = 0.682). Permissive parenting also had the strongest relationship with emotional dependency (r = 0.541). These findings underscore the interrelated nature of separation anxiety, parenting style, and dependency, highlighting the need for interventions that foster authoritative parenting, strengthen emotional bonds, and provide coping strategies. The study contributes to developmental psychology by addressing gaps in migration-related family research and offers practical implications for parents, educators, counselors, and policymakers in designing culturally adaptive support systems.
separation anxiety, parenting style, level of dependency, migrant workers
Readiness of Gulayan sa Paaralan Program (GPP) Coordinators in Fostering Community Engagement Program
The study entitled “Readiness of Gulayan sa Paaralan Program (GPP) Coordinators in Fostering Community Engagement Program” assessed the preparedness of Gulayan sa Paaralan Program coordinators in implementing community engagement initiatives that support school gardening and sustainable development activities. The study aimed to determine the coordinators’ level of readiness in terms of knowledge, skills, attitudes, resource management, and stakeholder collaboration in promoting active participation among parents, local government units, and community members. The research also identified challenges encountered by coordinators in strengthening partnerships and sustaining community involvement in the implementation of the program.This study utilized a descriptive research design involving Gulayan sa Paaralan Program coordinators from selected schools within the district. Data were gathered through survey questionnaires, interviews, and observation checklists to assess coordinators’ competencies and practices related to community engagement. Findings revealed that most coordinators were generally ready to implement community engagement activities, particularly in establishing partnerships, organizing school gardening activities, and promoting environmental awareness among stakeholders. However, challenges such as limited resources, insufficient training, lack of community participation, and time constraints affected the effectiveness and sustainability of the program. The study was anchored on the Community Engagement Theory of John Dewey, which emphasizes collaboration and participation in achieving educational and social goals. It was also supported by the Stakeholder Theory of R. Edward Freeman, which highlights the importance of involving stakeholders in organizational programs and decision-making processes.The findings of the study emphasized the need for continuous capability-building activities, stronger stakeholder partnerships, and increased institutional support to enhance the readiness of GPP coordinators in fostering effective community engagement programs. Strengthening these areas can contribute to the sustainability and success of the Gulayan sa Paaralan Program in promoting nutrition, environmental awareness, and community participation among schools and local communities.
Gulayan sa Paaralan Program (GPP), coordinator readiness, community engagement, school gardening, stakeholder participation, sustainable development, school-based program implementation, environmental awareness, program effectiveness, educational collaboration
Empowering Non-Readers: A Capstone Project for Inclusive Education
This capstone project addresses the persistent challenges faced by non-readers at Pili National High School, focusing on three key areas: inadequate instructional strategies, limited resources and materials tailored to non-readers, and insufficient inclusive practices in the classroom. Non-readers—including students with learning disabilities, language barriers, or limited literacy skills—struggle with comprehension, participation, and academic progress, while teachers lack proper training and support. The project aims to: (1) implement effective instructional strategies to increase engagement and comprehension; (2) increase the availability of alternative format materials such as audio books, tactile learning tools, and visual aids; and (3) equip educators with the knowledge and skills to create inclusive learning environments. Expected outcomes include improved participation and assessment scores for non-readers, enhanced teacher effectiveness, increased parental involvement, and greater community contributions through a more educated and skilled workforce. By fostering inclusive, equitable, and accessible education, this project aligns with the school’s mission of providing quality and relevant education for all learners.
non-readers, inclusive education, instructional strategies, learning resources, alternative format materials, teacher training, classroom accommodations, functional literacy, stakeholder involvement, Pili National High School
Values of Teachers in Public Secondary School in General Emilio Aguinaldo National High School Cavite City
This study determined the extent of manifestation of values of the teachers in public secondary schools in Gen. Emilio Aguinaldo Public Secondary Schools, Cavite City along intellectual, social, spiritual and economic dimensions. It also looked into the dominant and less dominant value as well as the problems encountered in the manifestation of the above-stated value. The following are the salient findings of the study: The extent of manifestation of the values of teachers is moderate along intellectual, social, spiritual and economic dimensions; There is no significant differences between the perceptions of teachers and students in the effect of manifestation of values of fourth year students; The dominant and less dominant values manifested are as follows: There are no dominant intellectual values, all are less dominant; Two spiritual values, namely, fourth and forging/compassion are dominant. All the others are less dominant; Four (4) economic values, namely, thrift, value of time, hardwork are resourcefulness, are dominant all the other are less dominant; Four (4) economics values, namely thrift, value of time, hardwork and resourcefulness are dominant all the others are less dominant and The degree of seriousness of problems encountered is: Moderate along intellectual values; Moderate along social values; Not serious along spiritual value; Serious along economic values and A plan of action to enhance the manifestation of values of teachers has been proposed. The conclusion based on the findings of the study are as follows: Most of the values along intellectual, social, spiritual and economic dimensions are not yet fully internalized and put into produce by teacher; Both students and teachers have the same perceptions on the extent of manifestation of values of teachers; Most of the values along the individual, social, spiritual and economic dimensions are not fully evident in the behavior and conduct of teachers; The seriousness of the problems hampers the manifestation of the values of teachers along all dimensions and A proposed plan the enhance the manifestation and internalization of values of teacher has been formulated.
teacher values, intellectual values, social values, spiritual values, economic values, public secondary school, General Emilio Aguinaldo National High School, Cavite City, values manifestation, educational management
Lived Experience of Senior High School English Students and Teachers on Artificial Intelligence Integration in Creative Writing
This qualitative phenomenological study explored the lived experiences of eight Grade 12 students and four English teachers regarding artificial intelligence integration in creative writing instruction. Using thematic analysis of semi-structured interviews and reflective narratives, the study identified key themes: AI as a creative catalyst, balancing AI assistance with personal creativity, collaborative human-AI partnership, pedagogical enhancement, and empowerment through technological collaboration. Findings reveal that AI serves as a supportive tool for idea generation, overcoming writer’s block, and improving writing fluency, but participants emphasized maintaining authorial voice, originality, and ethical awareness. Overreliance on AI was identified as a risk, and human emotion was considered the creative core. The study proposes a five-dimensional framework for ethical AI integration: creative authenticity, transparency and agency, ethical literacy, reflective collaboration, and pedagogical mediation. AI enhances creative writing when used intentionally, reflectively, and as a complement to—not a replacement for—human creativity.
artificial intelligence, creative writing, lived experiences, senior high school, English teachers, students, AI integration, authorial voice, human-AI partnership, ethical framework
Recreational Activities of Public Elementary School Teachers in Bayambang, Division of Pangasinan I Relation to Health Benefits
This study determined the extent to which public elementary school teachers of Bayambang Division of Pangasinan I engaged in recreational activities in relation to health benefits during the school year 2025 – 2026. The salient findings of the study: The teachers moderately engaged in both indoor activities and outdoor activities of recreation; The recreational activities were highly beneficial to physical and emotional aspects; moderately beneficial in social and mental aspects; There was a very high correlation between the health benefits of the teachers gained in performing indoor recreational activities and outdoor recreational activities; The problems encountered by the respondent teachers along recreational activities were described as moderately serious; The proposed plan of action can be formulated. The following conclusion were drawn from the findings of the study: The teachers have not reached the desired extent of engaging recreational activities; The teachers found the recreational activities beneficial to their physical, social, mental and emotional well-being; The health benefits aimed from indoor recreational activities and outdoor recreational activities were related to each other; The formulated action plan could improve the extent of teachers engage in recreational activities in relation to health benefits.
recreational activities, public elementary teachers, health benefits, indoor activities, outdoor activities, physical health, emotional well-being, social benefits, mental health, Bayambang Pangasinan
Integrating Sustainable Development Goals Into Quality Management Practices: Basis For Proposed Framework and Strategic Plan
Sustainable Development Goals (SDGs) have become a central agenda in higher education as institutions respond to global demands for sustainability, accountability, and inclusive development. However, integration efforts often remain fragmented and insufficiently embedded within formal quality management systems, particularly in accreditation-driven contexts such as the Philippines. In this regard this study investigated the integration of SDGs into the Quality Management System (QMS) practices of the Medical Colleges of Northern Philippines and the International School of Asia and the Pacific during Academic Year 2025–2026 as a basis for a proposed framework and strategic plan. Anchored on PACUCOA accreditation domains and Juran’s Quality Trilogy, the study employed an embedded mixed-method design, with quantitative data from 146 respondents (teaching personnel, non-teaching personnel, middle managers, and higher administrators) selected through stratified random sampling and qualitative insights validated through the Delphi method. Results revealed that SDG integration is generally high and largely institutionalized across most domains, particularly in student services, research, laboratory, and governance, but comparatively lower in physical plant and facilities. Qualitative findings indicate that while sustainability practices are value-driven and evident, they lack formal structure, systematic documentation, and coherence. Statistical analysis confirmed that quality planning, control, assurance, and improvement significantly influence SDG integration, with quality assurance emerging as the most critical factor. Challenges were rated moderate, particularly in faculty capacity, technology integration, monitoring systems, and institutional alignment. No significant differences were found among respondent groups, indicating shared institutional perceptions, while significant relationships between SDG integration and quality dimensions highlight the importance of structured systems. Based on these findings, the IMPACT–SDG Framework was developed and validated with very high expert consensus, alongside a five-year strategic plan to operationalize SDG integration. The study concludes that while sustainability integration is evident, it remains partially institutionalized, requiring a more coherent, system-driven approach within higher education quality management practices.
Sustainable Development Goals, Quality Management System, Higher Education, Institutional Framework, Strategic Planning
Application of Perceived Brand Authenticity, Consumer Identify, and Rainbow Advertising Towards the Purchase Decision of Gen Z Consumers in the Fashion Industry
This study explores the influence of inclusive advertising appeal on the purchase decisions of Filipino consumers in the fashion industry, with a specific focus on LGBTQ+ inclusive advertising and the mediating roles of perceived brand authenticity, consumer identity, and rainbow-washing awareness. Grounded in the Stimulus-Organism-Response (SOR) Model and adapted from Pham Thi Be et al. (2024), the research employed a quantitative descriptive-correlational design and gathered responses from 320 Gen Z participants in Metro Manila through an online survey. Results revealed that while LGBTQ+ inclusive advertisements were generally perceived as visually and emotionally unappealing, and often met with skepticism regarding their authenticity and identity relevance, their appeal still had a positive and statistically significant relationship with consumer purchase decisions. Among the mediating variables, only perceived brand authenticity significantly influenced the relationship between advertisement appeal and purchase decision. The study underscores the importance of authenticity in inclusive advertising and provides insights for fashion brands aiming to engage Filipino consumers ethically and effectively, particularly amid rising social consciousness and expectations of sincerity.
perceived brand authenticity, consumer identity, rainbow-washing, LGBTQ+ advertising, purchase decision, Gen Z consumers, fashion industry, inclusive marketing, Philippines, SOR model
Empowering Grade One Struggling Readers: The PAS and Multimedia Approach to Reading Intervention Success
The current study investigated the impact of Phonic Analysis and Synthesis (PAS) combined with a Multimedia Approach on the reading proficiency of first-grade poor readers at the Mindanao State University-Integrated Laboratory School (MSU-ILS). The program's September 2023 launch primarily focused on making it easier for beginner readers to overcome their reading difficulties, achieved through a combination of systematic phonics instruction and various multimedia resources. The intervention focused on both phoneme segmentation and synthesis, combining the practices of decoding and word recognition with watching videos, listening to audio materials, and using digital learning tools. A pre-test–post-test research design was employed to evaluate changes in spelling, vocabulary, and reading comprehension. The pre-tests were conducted in the first quarter, while the post-tests took place in the fourth quarter of the school year. Through statistical analysis, it was determined that there was a significant difference between the mean scores of the pre-test and post-test (p < .05), indicating a notable improvement in the children's reading skills after they underwent the intervention. The results suggest that the PAS method can be highly effective in teaching young children the fundamentals of reading when combined with multimedia instruction. This research contributes to the existing body of knowledge by demonstrating that reading interventions based on phonics, combined with various instructional modes, can be highly effective. Additionally, it emphasizes that early literacy development should be characterized by structured and engaging methods.
reading intervention, phonics, multimedia learning, early literacy, Grade One
Exploring the Relationship Between Teachers’ Stress Management and Performance
This study explored how teachers manage stress and how it relates to their teaching performance among public school teachers in a district of the Negros Island Region for the 2023–2024 school year. Researchers gathered data from 223 teachers chosen through stratified random sampling. Stress management was measured using a standardized questionnaire based on Lazarus and Folkman’s stress and coping framework, and teaching performance was assessed using teachers’ IPCRF ratings. The analysis used descriptive statistics, the Mann-Whitney U test, Kruskal-Wallis H test, and Spearman rho. The results showed that teachers managed stress well, most often using relaxation and problem-solving strategies. Few teachers sought professional help. Teaching performance was rated as outstanding for all groups. There were no significant differences in stress management or teaching performance based on age or civil status, but teaching performance did differ by the level taught. The study also found no significant link between stress management and teaching performance. The study concludes that teachers perform well even with different ways of managing stress. This may be due to their resilience, motivation, and coping strategies shaped by culture. The findings help explain what makes teachers effective and highlight the need for support programs that improve well-being, even if they do not directly affect performance.
Teachers’ Stress Management, Teaching Performance, Public School Teachers, Coping Strategies, Work-Related Stress
Exploring University Mental Health Initiatives and Their Perceived Effectiveness Towards an Intervention Program
This study explore the Mental Health Initiatives of the University and their perceived effectiveness towards an intervention program. This study used a mixed method design by collecting and exploring the mental health programs implemented and participated by college students through semi-structured interview, and then conducted a survey to measure the effectives of each intervention and identify the significance towards the overall well-being of the students. It focused on the University students who participated from the interventions implemented by the Guidance and Counseling Office from the three (3) campuses. Data were analyzed using descriptive analysis, spearman Rho and colaizzi’s method, while ethical standards and confidentiality were strictly followed. The result showed that students' general well-being did not significantly correlate with the university's mental health initiative's efficacy. This suggests that because each student's concerns are unique, some of their psychological needs are not specifically and directly addressed by the overall objective of each program, which leads to the ineffectiveness of interventions in the students' general well-being and the need for further improvement. Thus, the study proposed revitalize mental health programs to make it more effective, available, and responsive enable to guarantee that students are more engaged, empowered, and given assistance in preserving their mental health.
mental health initiatives, perceived effectiveness, overall well-being, revitalized mental health programs
Implementation of Revised K-12 curriculum in Science Grade 7 in Malasiqui Junior High School District 1 and 2 Division of Pangasinan 1
This investigation determined the extent to which the learning competencies were leased and mastered by the learners. The findings revealed that the science of materials was high, life science moderate, force, motion and energy high, and earth and space science was high. There was no difference between the perception of the teachers and school administrators in the implementation of learning competencies in Grade 7 Science, there were more weaknesses than strengths in the implementation of learning competencies. The plan of action was proposed for implementation to enhance the implementation of the learning competencies in Grade 7 Science.
The Lived-Experiences of SHS Students using Edmodo Application as a Language Assessment Tool
This study materialized with the purpose of determining the lived experiences of students towards the use of the Edmodo Application as a language tool. Being qualitative in nature, the interview as the data gathering tool was utilized with an audio recorder. Participants of the study were twenty-three Grade 12 students taking Computer System Servicing who experienced the use of the Edmodo Application at Ambuklao National High School (formerly Tublay School of Home Industries-Annex) Ambuklao, Bokod, Benguet. Data elicited were transcribed verbatim, confirmed by the participants, coded and categorized, and thematically coded accordingly. Through the use of the interview guide, data were generated from which significant statements were drawn and identified, and it was categorized into similar scenarios to form themes. The phenomenon was then depicted by the researcher through the surfaced themes, namely: Neophyte’s Views, Amateur’s Views, and Language Learning Specs in the Edmodo App. Based on the conclusion, the following are recommended: 1) School administrators are highly encouraged to adapt the online assessment tool and introduce it to teachers to apply the important insights on the potential opportunities of technologies in facilitating higher-order thinking content. 2) Teachers who would like to level up their traditional classrooms in the current scenario to create a responsible learning environment for the students should make online activities livelier. 3) Educators need to recognize and emphasize the value of embedding assessment within learning processes and the value of assessing products as well as processes of learning. 4) Assuming continuous growth of social networks, inform the school administrator to come up with a fast internet connection in the computer laboratory room for desirable educational outcomes.
The Implementation of the Child Protection Policy in the Public Secondary School in the Division of Imus City Cavite: Basis for a Development of Proposed Action Plan
This study assessed the implementation of the Child Protection Policy in public secondary schools in Manila City Division during the 2025-2026 school year, involving 508 child abuse victims as respondents. The investigation examined victim profiles including age, sex, residence, family size, parental education, religion, income, and employment status. Results showed most victims were aged 10-15 years (64%), male (82%), from rural areas (91%), with parents having high school education (46%). Bullying (135 cases) and fighting (106 cases) were the most prevalent forms of abuse. Strategies employed by school authorities were rated effective (AWM=2.60), with counseling (WM=3.30) and policy implementation (WM=3.31) rated very effective. No significant relationship existed between respondent profiles and encountered problems. A comprehensive action plan was developed addressing student development, staff development, curriculum integration, physical facilities, research, and public relations.
child protection policy, child abuse, bullying, fighting, corporal punishment, DepEd Order No. 40, victim profile, school strategies, action plan, Manila Division
Strategies for Managing Human Behaviour Among Public Secondary School teachers: Challenges and Practice
This study determined the extent of managing human behavior strategies among public junior high school teachers in Malasiqui District II-A and II-B, Pangasinan during the 2025-2026 school year. Using a descriptive research design with 326 teachers and 19 school administrators as respondents, the study assessed strategies across four dimensions: managing stress, decision-making, motivation and engagement, and leadership. Findings revealed that managing stress was very satisfactory (AWM=28.24), decision-making fairly satisfactory (AWM=30.23), motivation and engagement very satisfactory (AWM=3.34), and leadership very satisfactory (AWM=3.39). No significant differences existed between teacher and administrator perceptions across all dimensions. Weaknesses overshadowed strengths in managing human behavior strategies. A proposed action plan was developed to enhance behavior management strategies focusing on stress management workshops, decision-making training, performance evaluation systems, and leadership development programs.
human behavior management, stress management, decision-making, motivation, employee engagement, leadership styles, teacher development, educational administration, Pangasinan, action plan
Personality Traits of Public Secondary School Principals in Urbiztondo, Division of Pangasinan
This descriptive-normative study examined the personality traits of 337 teachers and 9 school administrators in public secondary schools across four districts of Urbiztondo, Pangasinan. The investigation focused on five key areas: contribution of personality traits to wholesome personality, factors affecting personality, encountered problems, need for personality improvement, and beliefs about physical characteristics. Results indicated that personality traits moderately contributed to wholesome personality (AWM=2.15). Intellectual factors (AWM=2.38) and creativity/critical thinking (AWM=2.39) showed much effect on personality development. Teachers encountered moderately serious problems including lack of self-control (AWM=1.86) and pretenses (AWM=1.85). A moderate need for personality improvement was identified (AWM=2.09). Physical characteristics played a moderate extent (AWM=1.73) on impressions made on others. ANOVA results revealed no significant differences among the four district groups across all variables, leading to acceptance of all null hypotheses at α=0.05.
personality traits, school principals, wholesome personality, emotional intelligence, social competence, intellectual capacity, physical characteristics, teacher development, Pangasinan, educational management
Instructional Leadership Skills of the Public Secondary School Administrators of Malasiqui District II-A
This study investigated the instructional leadership skills of public secondary school administrators in Malasiqui District II-A, Pangasinan during the 2025-2026 school year. Using a descriptive-normative survey method with 30 school managers and 135 teachers as respondents, the study examined leadership skills across four dimensions: provider, instructional resources leader, communicator, and visible presence. Findings revealed that school managers demonstrated very satisfactory skills as providers (AWM=3.51) and in visible presence (AWM=3.56), while skills as instructional resources leader (AWM=3.16) and communicator (AWM=3.39) required improvement. Teachers perceived provider skills as very satisfactory (AWM=3.56) but rated other dimensions as fairly satisfactory. Serious problems affecting instructional leadership included overlapping activities (AWM=3.20) and limited funding (AWM=2.87). No significant differences existed between管理者 and teacher perceptions across most dimensions. An action plan was developed to enhance instructional leadership competencies.
instructional leadership skills, school administrators, provider role, instructional resources, communicator skills, visible presence, secondary education, educational management, Pangasinan, action plan
The Indigenous Communities in Narra, Palawan
This study explores the lives of indigenous communities in the Municipality of Narra, Palawan, a place known not only for its stunning landscapes but also for its vibrant and diverse cultural heritage. These communities continue to uphold their own languages, customs, and traditions, passed down through generations. Understanding their demographic profile is a step toward creating development efforts that truly reflect their needs and respect their way of life. The research gathers basic information such as age, gender, and mother tongue details that help recognize the unique identities within each community. It also looks into religious beliefs, which play an important role in shaping community values and daily practices. Data on occupations and sources of income provide a glimpse into how families sustain themselves, especially in areas where access to economic opportunities may be limited. Other aspects include access to basic services like electricity, mobile communication, water, and cooking facilities essential for improving living conditions. Educational attainment is also examined to identify gaps that may affect future opportunities for the youth. The study takes into account civic involvement through cooperatives and associations, as well as access to government benefits. Tribal affiliation and communal spaces such as tribal halls are acknowledged for their role in preserving identity and strengthening social ties. The study also considers the presence of Overseas Filipino Workers (OFWs) within families, showing both the benefits and challenges of labor migration. This profile offers insights that can guide meaningful programs that protect cultural identity while supporting community growth.
Indigenous People, Indigenous Community, Tagbanua, Palaw’an, Cagayanen, Cuyunon, Demographic Profile, Narra, Palawa
Continuing Professional Development Engagement and Teaching Performance of Nursing Educators
Continuing Professional Development (CPD) serves as a vital component that enables nursing faculty members to develop their clinical skills and teaching abilities through ongoing professional development. The research assessed how much nursing faculty members at selected nursing schools in an urban area of the Negros Island Region from the 2025-2026 academic year. The study assessed CPD engagement through three factors, which included self-initiated participation and voluntary participation, and the practical application and evaluation of rewards. The study employed a descriptive quantitative design that examined 54 nursing educators who worked full-time and included mostly older, married participants. The results showed that teachers maintained high CPD engagement across all evaluation areas but showed greater dedication to applying their acquired knowledge. The Numeric Performance Rating (NRP) system showed that teaching performance reached an overall Good level, as interpreted through the Adjectival Performance Rating (APR) system. The study found that CPD engagement and teaching performance showed no significant differences when researchers divided participants into age groups and civil status categories. The study also found a significant link between CPD engagement and teaching performance because higher CPD engagement led to better teaching outcomes. The study results showed lower average scores for collaborative CPD practices, indicating a lack of professional learning opportunities that included peer support. The study results demonstrate that mentoring and peer coaching programs and communities of practice require further development to support collaborative educational activities. Faculty development programs that follow established frameworks will increase CPD use and enhance teaching effectiveness, which will lead to better nursing education outcomes.
Continuing Professional Development, Nursing Educators, Teaching Performance, Self-initiated and Voluntary Participation, Application and Practice, Sense of Reward
Digital Transformation of the Public Service Delivery of Professional Regulation Commission Region 2: It’s Impact on Clients Satisfaction
This study assessed the impact of digital transformation on the public service delivery of the Professional Regulation Commission (PRC) Region 2 and its effect on client satisfaction. Employing a descriptive research design, the study involved 221 professionals (Professional Teachers, n=104; Nurses, n=57; Geodetic Engineers, n=30; and Fisheries Professionals, n=30) who acquired their licenses in 2017 and underwent their first renewal in 2019–2020 in Region 2. Sample size was determined using Slovin’s formula. Data were collected through a validated and reliable structured questionnaire (Cronbach’s α = 0.911) adapted from relevant literature. The instrument consisted of three parts: respondent profile, level of satisfaction across three dimensions (processing time, resource utilization, and accessibility), and problems/challenges encountered. Data were analyzed using frequency and percentage, weighted mean, one-sample t-test, and Chi-square test with Cramer’s V. Findings revealed that the respondents were highly satisfied with the digital transformation initiatives. Satisfaction levels were: processing time (M = 4.49), resource utilization (M = 4.42), and accessibility (M = 4.41), with an overall mean of 4.44—all interpreted as “Strongly Agree.” One-sample t-test results showed significant differences from the neutral benchmark (test value = 4) across all dimensions (p = .000), rejecting the null hypothesis. Among profile variables, only profession had a significant relationship with satisfaction in all dimensions (Cramer’s V = 0.324–0.389, p < .05), while age, sex, and occupation showed no significant relationship. The study concludes that PRC Region 2’s digital transformation significantly enhances client satisfaction in license issuance and renewal. An action plan was proposed to sustain and further improve the digital services, particularly addressing profession-specific needs and identified challenges. The findings offer valuable insights for other government agencies pursuing similar digital initiatives.
Digital Transformation, PRC Region 2, Client Satisfaction, License Renewal, Public Service Delivery, E-Governance, percentage, weighted mean, one-sample t-test, and Chi-square test with Cramer’s V.
Least Mastered Competencies of Kindergarten Learners: A Basis for the Development of Lesson Exemplars
Early childhood education is a critical period for cognitive, social, emotional, and physical development, laying the foundation for lifelong learning and success. Recognizing the importance of inclusive and developmentally appropriate education, this study focuses on identifying the least mastered competencies of kindergarten learners to better support their holistic growth. This study aimed to identify the competencies least mastered by kindergarten learners in the Solana North District for the School Year 2023-2024. Grounded in the principles of inclusion and the mandates of Republic Act 8980 (Early Childhood Care and Development Act of 2000), the research sought to provide a foundation for developing targeted lesson exemplars to enhance early childhood education. Employing a mixed-methods approach, the study utilized both quantitative and qualitative data. Quantitative data were gathered through the ECCD Checklist, which assessed learners across seven developmental domains: gross motor, fine motor, self-help, receptive language, expressive language, cognitive, and social-emotional. Qualitative insights were obtained via focus group discussions with kindergarten teachers, exploring issues and concerns encountered in teaching. Findings revealed that the least mastered competencies varied across domains. In gross motor skills, difficulties were observed in group movement activities; in fine motor skills, drawing a human figure was challenging; and in self-help, preparing meals independently was least mastered. Language domains highlighted struggles in following two-step instructions and recounting experiences using past tense. Cognitively, matching uppercase and lowercase letters posed significant difficulty, while in the social-emotional domain, persistence in the face of obstacles was least developed. Teachers reported challenges such as addressing diverse learning needs, creating positive classroom environments, supporting transitions from home to school, managing behavioral issues, and integrating play-based learning. Concerns also included fostering early literacy and numeracy, utilizing technology, accommodating varied learning styles, and implementing authentic assessment methods. The study concludes that targeted interventions and lesson exemplars, informed by the identified least mastered competencies, are essential for supporting holistic development in kindergarten learners. Recommendations include prioritizing these competencies in curriculum planning, providing teacher training, and conducting further research to continually improve early childhood education practices.
Kindergarten, Least Mastered Competencies, Early Childhood Education, Lesson Exemplars, ECCD, Inclusion, Mixed Method Approach
Parenting Styles and Involvement in Relation to Grade 1 Learners’ Academic Performance In Selected Elementary Schools A Basis for A Partnership Program
This study assessed the parenting styles and parental involvement among parents of Grade 1 learners in selected elementary schools of Amulung West District for the School Year 2024-2025, aiming to inform the development of a partnership program. Using a descriptive-correlational research design, data were collected from 135 parent respondents through questionnaires covering demographic profiles, parenting styles, and levels of parental involvement, as well as the academic performance of their children. The findings revealed that the authoritative parenting style was most prevalent among respondents. Parents reported consistently high involvement across all domains, including parenting, communicating, volunteering, learning at home, decision-making, and community collaboration. Most learners achieved outstanding academic performance. Significant correlations were found between parenting styles and the variables of age, civil status, and highest educational attainment, while decision-making was significantly associated with marital status, and communication with occupation. Parenting style was also correlated with learners’ academic performance, but no significant relationship was observed between parental involvement and academic outcomes. Issues and concerns regarding parenting were seldom encountered by parents. The study concludes that strong parental involvement and authoritative parenting contribute to positive educational outcomes and recommends the establishment of structured partnership programs to further enhance collaboration between parents and schools.
academic performance, authoritative parenting, parental involvement, parenting styles, partnership program, elementary education
Forecasting the Future of the Lubid Industry: An Econometric Model of Market Trends and Production Capacity in the Barangays of Malilipot, Albay
This study aimed to forecast the future of the Lubid industry in Malilipot, Albay, by developing an econometric model to analyze market trends and production capacity across different barangays. It sought to determine the extent to which the model could accurately predict demand, supply, prices, and technological progress, as well as to identify any significant differences in forecasting accuracy among barangays. Additionally, the study examined the key factors influencing the reliability of forecasts, such as data accuracy, stakeholder interpretation, and external variables, and explored the relationship between these factors and forecast precision. Using a mixed-methods approach that combined descriptive analysis with econometric modeling, the research integrated primary data from surveys and interviews with secondary data from reports and industry records, ensuring comprehensive insights into industry conditions. Purposive sampling was employed to select 90 participants—30 officials and 60 artisans—from six barangays, focusing on those with direct industry knowledge. Findings revealed that the model was highly effective in predicting demand and supply, both with a weighted mean of 3.75 ("Very Much Extent"), and demonstrated consistent results with low standard deviations of 0.45. However, its ability to incorporate external factors scored slightly lower at 3.30 ("Much Extent") and showed more variability. The analysis also uncovered variability in forecast accuracy across barangays, with Barangay D showing the lowest residual error of 0.0077, while Barangay C had the highest at 0.0417, indicating a need for localized adjustments. Critical factors affecting forecast reliability included data accuracy and completeness, which scored a high mean of 3.90, along with stakeholder interpretation and data management practices, each with a mean of 3.50. Regression analysis confirmed these factors significantly impact forecast accuracy, with all p-values below 0.01. Conclusions: The econometric model demonstrated strong potential in forecasting key market indicators of the Lubid industry, with high accuracy in demand and supply predictions. Nonetheless, external factors and localized differences among barangays highlight the need for continuous refinement. The significance of data quality and stakeholder involvement underscores their vital roles in enhancing forecast reliability. Recommendations: To improve the accuracy and reliability of future forecasts, it is recommended to standardize data collection procedures across barangays, enhance stakeholder training and coordination, and incorporate advanced econometric techniques such as VAR, ARDL, or ECM to better capture industry dynamics. Additionally, fostering a collaborative environment among industry stakeholders and policymakers can facilitate more accurate data sharing and interpretation. These strategies will support more informed decision-making, promote sustainable growth, and strengthen the resilience of the Lubid industry in Malilipot, Albay.
econometric modeling, Lubid industry, market trends, production capacity, forecasting accuracy, Malilipot Albay, demand prediction, supply prediction, data quality, VAR model
Reading Interest and Performance of Grade I Learners using Marungko and Claveria Approaches: A Comparative Study
This true-experimental study compared the effectiveness of the Marungko and Claveria reading approaches on the reading interest and reading performance of 40 Grade I learners in Sofronio Española, Palawan, Philippines. Participants were divided into two groups: Section Mars (Marungko Approach) and Section Earth (Claveria Approach). An eight-week intervention was implemented following pretest administration using the Early Grade Reading Assessment (EGRA) and a researcher-made reading interest questionnaire. Posttest results revealed that both approaches significantly improved learners’ reading interest (Marungko: 4.06 to 4.65; Claveria: 4.01 to 4.69) and reading performance (Marungko: 0.91 to 12.38; Claveria: 1.06 to 10.13). However, no significant difference was found between the two approaches in terms of both variables. A significant correlation between reading interest and performance was observed in the Claveria group. The study concludes that both Marungko and Claveria approaches are equally effective in developing early literacy skills and recommends that teachers select either approach based on learner needs and classroom context.
Marungko Approach, Claveria Approach, reading interest, reading performance, Grade I learners, beginning reading, early literacy, comparative study, Philippines, EGRA
Effectiveness of Explicit Grammar Instruction on the Accuracy of Written Output among ESL Learners
This study examined the impact of direct and structured grammar instruction on the writing accuracy of Grade 9 ESL learners. Many students continue to struggle with producing grammatically correct sentences, which often impacts the clarity of their written work. To address this concern, a quasi-experimental pretest-posttest design was used involving 33 learners who participated in a four-week grammar-focused intervention. Findings revealed a clear improvement in students’ performance after the intervention. The mean score increased from 17.18 to 20.10, and statistical testing confirmed that the difference was significant (p < 0.05). These results suggest that when grammar rules are clearly explained and practiced, students become more conscious of their errors and more capable of correcting them. Overall, the study highlights the value of explicit grammar instruction as a practical approach in improving writing accuracy among ESL learners.
explicit grammar instruction, ESL learners, writing accuracy, Grade 9 students, quasi-experimental design, grammar intervention, written output, Philippines, structured grammar lessons, form-focused instruction
Cultural Challenges, Level of Anxiety and Coping Strategies in Disciplined Training Among Maritime
This study examined the cultural challenges, level of anxiety, and coping strategies among maritime students undergoing disciplined training. The research aimed to determine the extent of cultural challenges in terms of behavioral, socio-cultural, and emotional adjustment; assess the level of anxiety across physiological, cognitive, and emotional domains; and identify the coping strategies employed by maritime students, including problem-focused, emotion-focused, and maladaptive coping. A descriptive-correlational research design was utilized, employing a structured survey questionnaire administered to maritime students. Data were analyzed using weighted mean to determine the level and pattern of responses across the identified variables. Findings revealed that respondents experienced a high level of cultural challenges, with behavioral adjustment emerging as the most dominant domain, followed by socio-cultural and emotional adjustment. In terms of anxiety, results indicated an overall Moderate level; Sources of anxiety came from Physiological, Emotional, and Cognitive symptoms. Regarding coping strategies, respondents demonstrated a high level of both problem-focused and emotion-focused coping, indicating the use of adaptive strategies such as planning, acceptance, and active problem-solving. Maladaptive coping strategies were found to be generally low, although occasional disengagement and reduced effort were observed. The study concludes that maritime students are generally capable of adapting to disciplined training environments despite experiencing cultural challenges and varying levels of anxiety. Their reliance on adaptive coping strategies plays a significant role in managing stress and maintaining psychological stability. However, the presence of anxiety among respondents suggests the need for targeted psychological support and institutional interventions to further enhance student well-being and adaptation.
cultural challenges, anxiety, coping strategies, disciplined training, maritime students, behavioral, socio-cultural, and emotional adjustment, physiological, cognitive, and emotional anxiety, problem-focused, emotion-focused, and maladaptive coping
Community-Based Evaluation of Youth Leaders’ Role in Barangay Governance for Strengthening Economic Resilience in Malilipot
This study examines the community's evaluation of youth leaders’ roles in barangay governance in Malilipot, Albay, and its influence on economic resilience. The study employed surveys and regression analyses to assess key variables such as leadership, innovation, engagement, initiatives, and collaboration. Results indicate that community members actively participate in evaluating transparency (WM = 3.80), collaboration (WM = 3.90), and leadership (WM = 3.50), with the highest engagement in collaboration and transparency, both categorized as "Very Much Extent." Meanwhile, evaluations of initiatives (WM = 3.00) and engagement (WM = 3.00) are slightly lower but still reflect "Much Extent" involvement. Regression analysis shows that transparency (B = 0.45, p = 0.001) and collaboration (B = 0.40, p = 0.001) significantly impact economic resilience, whereas leadership effectiveness (B = 0.20, p = 0.10), initiatives (B = 0.10, p = 0.36), and engagement (B = 0.15, p = 0.14) do not have significant effects. The findings showed that strengthening transparency and teamwork among youth leaders can enhance community resilience. The study concludes that effective governance, especially transparency and collaboration, plays a critical role in fostering economic stability and community well-being. To build resilient communities, it is recommended to develop leadership programs, improve governance structures emphasizing transparency and accountability, and promote active community participation. Additionally, establishing regular evaluation mechanisms and fostering collaborative networks will help sustain progress. Future efforts should focus on increasing formal evaluation of leadership initiatives and encouraging community discussions on youth engagement, thereby strengthening overall community resilience against economic challenges.
youth leaders, barangay governance, economic resilience, community-based evaluation, transparency, collaboration, leadership effectiveness, Malilipot Albay, community engagement, local governance