Asian Journal of Education and Social Studies

Effectiveness of Reading Comprehension Interventions in the Philippines’ Multilingual Context: A Systematic Review

Rosalyn G. Mirasol — 2026-05-22

This paper systematically reviewed studies on reading intervention strategies conducted in the Philippines from 2019-2024 published in journals that are indexed in SCOPUS. This review includes analysis of the type of strategies that contributed to learners’ improved reading outcomes. The database search returned 190 articles based on the criteria, of which seven met the eligibility review. Results revealed that effective reading intervention strategies can be classified into three categories: strategy-based reading intervention, learning materials-based reading intervention, and online app-based reading intervention. Although it is difficult to draw a firm conclusion about the effectivity of reading interventions because of the limited number of studies, small sample sizes of learners considered, and the duration of the intervention, this paper recommends the integration of structured pedagogical approach designed to enhance reading comprehension that should be implemented in the classroom consistently. This paper hopes to provide lenses for the reading teachers, school leaders, and policymakers in identifying and adopting evidence-informed practices that address the diverse needs of Filipino learners. By highlighting emerging patterns in effective reading interventions, this review underscores the importance of sustained, well-designed, and contextually relevant strategies to improve reading comprehension. Future research with larger and more diverse samples, longer intervention periods, and rigorous evaluation designs is essential to build a stronger foundation for effective reading instruction in the Philippine context.

Faculty Competence and Innovative Teaching Approaches in Enhancing Nursing Students' Engagement: A Systematic Review

Suzette V. Zapico — 2026-06-01

Background: Teaching fosters students’ engagement; however, when educators lack training, it can lead to passive learning among nursing students. Issues such as reliance on traditional or heavy lecture methodology serve as a barrier to students' learning. Studies show that translating theory to practice maps the struggle in the pedagogical theories. Many studies examine faculty competence separately, but few studies investigate how this variable influences student engagement. Although there is innovative teaching strategies, the effectiveness of implementation by competent faculty remains insufficient, particularly in clinical environment. Therefore, faculty competence is important in fostering classroom management and innovative teaching methodology in the delivery of theory and related learning experience. Faculty competence promotes engagement through creating a positive learning environment that sets clear instructions, offers valuable feedback and adapts innovative teaching strategies to meet the diverse needs of the students.

Purpose: The review aimed to synthesize existing evidence that fill the gap by exploring how faculty competence and innovative teaching approaches in enhancing nursing students engagement. The study serve as valuable insight in the faculty’s role in fostering environment that enhance student engagement and students well-being. It also seek to examine existing research trends, methodologies and gap in the literature to provide comprehensive understanding of how competent faculty utilize innovative teaching approaches to enhance student engagement.

Methods: This systematic review was conducted to comprehensively identify, evaluate and synthesize existing literature regarding faculty competence utilizing innovative teaching approaches. The review protocols has been implemented in guidance utilizing, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The research questions were formulated Population–Concept–Context (PCC) framework. The electronic databases are selected from PubMed, Science Direct, Google scholar, CINAHL Elsevier, and EBSCOhost.

Result: A total of 11 related literature in this review. A total of four was emerge in the study (1) Faculty Competence and Professional Development (2) Technological Adaptability for Learning Engagement (3) Supportive Environment and lifelong learning (4) Teaching Methods and strategies.

Conclusion: The findings from the reviewed literature indicate that faculty who utilized innovative strategies such as students centered, simulation based training and technology assisted learning contribute positively to student engagement. Creating engaging, effective and transformative learning among students foster innovative ways in understanding competence in clinical field and adapt the complexity of nursing profession. Overall, combined faculty competence and innovative teaching approaches strengthen nursing students educational outcomes. The finding may serve as basis for future research, faculty development and evidence base practices in nursing education programs.

Management of Teaching and Learning in Secondary School of Matanao, Bansalan, Magsaysay (MABAMA) Cluster, Focusing on the Lived Experiences and Leadership Philosophies of School Heads

Juvelyn N. Capangpangan — 2026-05-19

Effective management of teaching and learning is essential for improving educational quality and student achievement, especially in rural secondary schools facing challenges related to limited resources, technological gaps, and increasing instructional demands. This study explores the management of teaching and learning in secondary schools within the Matanao, Bansalan, and Magsaysay (MABAMA) Cluster, focusing on the lived experiences and leadership philosophies of school heads. Utilizing a qualitative research design, we gathered data from 10 secondary school heads through semi-structured interviews, document analysis, and direct observations. This approach provided a holistic understanding of the administrative and pedagogical landscape in these rural institutions.

Our findings reveal that effective management in the MABAMA Cluster stems from a synergy of strong instructional leadership, data-driven decision-making, continuous professional development, and active community engagement. We observed that school heads who prioritize pedagogical oversight and clinical coaching foster environments where instructional quality is a collective responsibility. Furthermore, the institutionalization of data analysis allows leaders to move beyond intuition, using performance metrics to guide remediation and resource allocation.

However, we also identified significant systemic hurdles, including limited technological resources, heavy workloads, and large class sizes, which act as persistent barriers to optimal learning and contribute to educator burnout. Based on these insights, we recommend a comprehensive strategy to enhance educational quality. This includes specialized leadership training, emotional and professional support for teachers, and the full institutionalization of learner performance data in school planning. Additionally, fostering collaborative partnerships with local stakeholders is essential to bridge resource gaps. Ultimately, these measures are vital for improving instructional quality, enhancing learner achievement, and elevating overall school performance across the MABAMA Cluster.

Citizenship and Citizenship Education: A Qualitative Exploration of Students’ Perceptions at Gaya District of Bihar, India

Chandra Prabha Pandey — 2026-05-19

For many decades performance and achievement in academics remained the prime focus in educational research. Therefore, researchers of education emphasized on the variables that influence this achievement which by nature are the measures of cognitive or scholastic factors and thus ignored non-cognitive or non-scholastic variables. However, realizing that out of many, one of the prime goal of whole educational process is to prepare learners for life after school, researchers expanded their concerns towards the variable that are non-scholastic or non-cognitive by nature. One such area that focus on developing the learners into ideal/ good citizen by inculcating the citizenship competencies is citizenship education and schools have been considered as major context for producing good citizens. Keeping these consideration in mind a qualitative study was designed in order to explore the students' perception towards citizenship as well as towards citizenship education. For this purpose, descriptive survey method was adopted by using self constructed open ended questionnaire in order to collect data from 106 elementary grade (6^th-8^th) students from 02 government schools. Data were analysed by extracting the units of meaning from students’ responses that were multiple coded condensely in order to categorize them by considering the similarities and differences among them. This categorization further facilitated in construction of meaningful patterns. Findings revealed that for majority of students, citizenship is a disposition or value that has aspects of non-cognitive factors that get manifested in behavioural terms. They entirely missed the cognitive aspects that naturally inherent in values and norms. It is also revealed that learning and teaching processes are primarily focused on textbook based value instruction rather than value clarification. Implications of finding were discussed and suggested for classroom practices.

Experiential Entrepreneurial Learning and Entrepreneurial Readiness among Student Business Implementers in a University Based Entrepreneurship Hub

Leo Santiago III Arrabaca — 2026-05-19

This study examines experiential entrepreneurial learning and entrepreneurial readiness among student business implementers within a university-based entrepreneurship hub. Prior research has explored students’ entrepreneurial experiences through the Strengths, Challenges, Opportunities, and Risks framework. However, there has been limited focus on how these experiences embody experiential learning processes and connect to readiness for future entrepreneurial engagement. To address this gap, the present study reanalyzes an existing dataset using Kolb’s Experiential Learning Theory.

The study used a descriptive-correlational quantitative design. It analyzed secondary survey data from 79 student business implementers and focus group discussion responses from 35 participants. Arrabaca and Lumayag originally collected these data during the first semester of School Year 2024–2025. Selected survey items were categorized into four experiential learning dimensions: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Entrepreneurial readiness was set as the outcome variable. Statistical analyses included means, standard deviations, Cronbach’s alpha, and Pearson correlations. Focus group responses provided supplementary interpretation.

The results show students scored high in concrete experience, reflective observation, and active experimentation, with an especially high level in abstract conceptualization. Entrepreneurial readiness was found to be very high. Pearson correlation analysis revealed all experiential learning dimensions had significant positive relationships with entrepreneurial readiness, with abstract conceptualization showing the strongest link.

These findings contribute to entrepreneurship education by showing that student business implementation is most meaningful when direct experience combines with reflection, conceptual understanding, and applied experimentation. They also suggest that university-based entrepreneurship hubs can serve as learning laboratories that support students’ preparedness, confidence, and readiness for future entrepreneurial activity.

21st-Century Skills and Teaching Practices among Secondary Science Teachers in Cateel, Davao Oriental

Pritz Paul M. Benson — 2026-05-20

The rapid advancement of technology and globalization has increased the demand for teachers to integrate 21st-century skills such as critical thinking, collaboration, communication, creativity, and technology use into classroom instruction. This study examined the 21^st-century skills and teaching practices among secondary science teachers in Cateel, Davao Oriental. Specifically, it determined the demographic profile of teachers in terms of educational attainment, length of service, teaching position, age, and gender; assessed their level of 21^st-century skills and teaching practices. A quantitative research design using a correlational approach was employed, involving 48 junior and senior high school science teachers from public and private schools in Cateel I and Cateel II Districts during the school year 2025–2026. Data were collected using adapted and validated survey instruments, and were analyzed using descriptive statistics (frequency counts, percentage, mean, standard deviation, and Pearson correlation).

The findings revealed that the demographic profile respondents were mostly young (20-30 and 31-40 years old = 47.90%); early-career female teachers (72.90%); holding bachelor’s degrees (54.20%); entry-level positions (Teacher 1 = 72.90%); and teaching experience (1-5 years = 54.20%). On the other hand, respondents demonstrated a very high level of 21^st-century skills (M = 4.26) and teaching practices (M = 4.53), with technology integration, collaboration, and critical thinking emerging as the strongest competencies. By and large, a significant positive relationship was found between 21^st-century skills and teaching practices (r = 0.579, p < .001).

These results suggested that school administrators provide continuous professional development, mentoring, and leadership training to support early-career teachers, while also encouraging them to pursue graduate education. Additionally, fostering collaboration between novice and experienced teachers can help enhance teaching effectiveness and improve student learning outcomes. Likewise, it is recommended that educational institutions and school leaders strengthen professional development programs by promoting culturally responsive teaching, technology integration, collaboration, and critical thinking, while encouraging participation in seminars, workshops, and learning communities. Above all, enhancing community linkages, stakeholder engagement, and mentoring initiatives can further support teachers in improving their 21^st-century skills and overall instructional effectiveness.

Development of a Toolkit for Improving Reading Comprehension of Grade 3 Learners

Verlyn Mae T. Anguluan — 2026-05-20

This study focused on the development of a Filipino-language reading comprehension toolkit aimed at improving the reading comprehension skills of Grade 3 learners. Specifically, it sought to design, validate, and evaluate the effectiveness of the toolkit in addressing learners’ difficulties in reading comprehension. The study employed a developmental research design utilizing the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). A total of ten (10) Grade 3 learners participated in the post-test, while three (3) expert validators evaluated the toolkit in terms of content, format and structure, presentation and organization, and accuracy and up-to-datedness of information. Data were analyzed using descriptive statistics to measure improvements and validation scores. Findings revealed that learners initially demonstrated low reading comprehension levels based on baseline CRLA results. Upon evaluation, the toolkit obtained an overall mean rating of 3.75 (Very Satisfactory) across all criteria. Moreover, results showed a notable improvement in learners’ performance, with the mean score increasing from 3.40 (baseline) to 6.30 (post-test) after the intervention. While the results are encouraging, the study is limited by its small sample size and single-school setting, which may affect the generalizability of the findings. It is concluded that the reading comprehension toolkit is a valid and effective instructional material in improving the reading comprehension of Grade 3 learners within the local context."

Enhancing Grade 5 Pupils’ Academic Performance through Inquiry Based Learning

Venus V. Tangonan — 2026-05-21

Improving Science achievement among elementary learners remains a challenge, highlighting the need for learner-centred approaches such as Inquiry-Based Learning (IBL) that encourage active exploration and critical thinking. This study aimed to determine the effects of Inquiry-Based Learning (IBL) in improving the academic performance of Grade 5 pupils in Science at Dangguinan Elementary School during the School Year 2025–2026. The researcher employed a quasi-experimental design, wherein the experimental group was taught using Inquiry-Based Learning (IBL) while the control group was taught using traditional methods. The pupils in both the experimental and control groups obtained poor performance during the pre-test, with mean scores of 20.60 and 19.30, respectively. After the intervention, the experimental group achieved a good performance level with a mean score of 33.90, while the control group obtained a fair performance level with a mean score of 30.30 in the 40-item multiple-choice achievement test. Results revealed that there was a significant difference between the pre-test and post-test performance in Science among the pupils in the experimental group after the use of IBL. Likewise, there was a significant difference in the post-test performance between the control and experimental groups. Based on the findings, it is recommended that Inquiry-Based Learning (IBL) can be an effective teaching strategy in Science in Grade 5 and teachers may also apply IBL in other Science topics to further enhance learners’ understanding. Furthermore, similar studies may be conducted to determine the effectiveness of IBL in other subject areas and Grade levels. The findings of the study imply that Inquiry-Based Learning (IBL) is an effective learner-centred approach that may help improve Science instruction and academic achievement among elementary learners. The study further suggests that teachers may integrate inquiry-based activities in Science classes to promote active participation, critical thinking, and meaningful learning experiences.

Assessment of Water, Sanitation and Hygiene (Wash) Programs Implementation in Integrated Schools in Rizal, Cagayan

Judy-ann C. Nolasco — 2026-05-21

The Department of Education Water, Sanitation, and Hygiene (WASH) Program aims to improve the health and learning outcomes of Filipino students by ensuring safe, clean, and supportive school environments. This study assessed the implementation, adequacy, and effectiveness of WASH programs in selected integrated schools in Rizal, Cagayan using a descriptive research design involving school heads, teachers, learners, and PTA members. Findings revealed that the schools were provided with human resources and basic WASH resources necessary for program implementation. School heads rated the implementation of the WASH program as high, while teachers, learners, and PTA members rated it as moderate, indicating gaps between policy implementation and actual stakeholder experience. The study identified challenges related to water supply, sanitation facilities, and waste management systems. Stakeholders recommended improving water supply systems, expanding sanitation facilities, strengthening waste management practices, and ensuring regular maintenance of WASH facilities. The findings further emphasized the need for increased funding, stronger stakeholder collaboration, continuous monitoring and evaluation, capacity building for school personnel, and active community engagement to enhance the sustainability and effectiveness of WASH programs and ensure alignment with national education and health standards.

The Relationship between Emotional Intelligence and Self-Efficacy among Physical Education Teachers in the Monaragala District, Sri Lanka

D. M. S. D. Shehani — 2026-05-21

Emotional intelligence (EI) and teacher self-efficacy (TSE) are critical psychological competencies that influence instructional effectiveness, classroom management, and professional well-being. These competencies are particularly important in socioeconomically disadvantaged and resource-limited educational settings, where they are essential for sustaining teacher performance. This study aimed to examine the relationship between EI and TSE among Physical Education teachers in the Monaragala District, Sri Lanka. A quantitative, cross-sectional, correlational design was employed. The entire population of 104 government PE teachers (36 male, 68 female) participated in the study. Data were collected using the validated Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF) and Teachers’ Sense of Efficacy Scale (TSES). Data were analyzed using descriptive statistics, Kolmogorov–Smirnov normality testing, Spearman’s rank-order correlation, and Mann–Whitney U tests. Both measurement instruments demonstrated strong internal consistency (EI: α = 0.920; TSE: α = 0.805). Teachers reported moderate-to-high EI (M = 6.54, SD = 0.53) and high TSE (M = 7.69, SD = 0.78). A statistically significant positive correlation was found between EI and TSE (ρ = 0.347, p < 0.001). No significant gender differences were observed in either EI (U = 1150.5, p = 0.309) or TSE (U = 1180.0, p = 0.385). The study confirms a positive linear correlation between EI and TSE among Physical Education teachers in this rural Sri Lankan context. These findings suggest that developing EI competencies may be an effective strategy for enhancing teacher self-efficacy, thereby improving instructional quality and professional resilience.

The Influence of Financial Vulnerability and Job Satisfaction among Public Secondary School Teachers in Sarangani Province: A Moderating Role of Financial Literacy

Vanessa Rose A. Anguay — 2026-05-21

Background: Teachers’ financial well-being is an important factor that may influence their job satisfaction, work performance, and overall professional effectiveness. However, many public-school teachers experience financial difficulties due to debt obligations, limited income, and financial instability.

Aims: This study examined the influence of financial vulnerability on the job satisfaction of public secondary school teachers in Sarangani Province and determined the moderating role of financial literacy in this relationship.

Study Design: The study utilized a descriptive-correlational quantitative research design.

Place and Duration of Study: The study was conducted among public secondary school teachers in the Department of Education (DepEd) Division of Sarangani Province, Philippines, during the School Year 2025–2026.

Methodology: A total of 114 public secondary school teachers were selected through stratified random sampling. Data was collected using validated survey questionnaires on financial vulnerability, financial literacy, and job satisfaction. Mean, standard deviation, correlation analysis, and regression analysis were used to analyze the data and examine the moderating effect of financial literacy.

Results: The findings revealed that teachers experienced moderately high levels of financial vulnerability and financial literacy, while job satisfaction was generally high. Correlation analysis showed that financial vulnerability had no significant direct relationship with job satisfaction, while financial literacy had a weak but significant positive relationship with job satisfaction. Regression analysis further revealed that financial literacy significantly moderates the relationship between financial vulnerability and job satisfaction, indicating that the effect of financial vulnerability on job satisfaction varies depending on teachers’ level of financial literacy.

Conclusion: The study concludes that teachers’ job satisfaction is influenced not only by financial conditions but also by intrinsic motivation, professional commitment, and institutional support. Financial literacy plays an important role in shaping how teachers cope with financial challenges. The findings highlight the need for strengthened financial literacy programs, financial wellness initiatives, and institutional support systems to improve teachers’ financial stability, well-being, and professional satisfaction.

Emotional Intelligence among High School Students: An Empirical Study

Tahseen Sultana — 2026-05-21

Background: Emotional intelligence can be understood as a part of social intelligence that helps individuals recognize and understand their own emotions as well as the emotions of others, and use this understanding to guide their thoughts and actions effectively.

Objectives: The major objective of the current study is to appraise the Emotional Intelligence among secondary school students in the state of Telangana in terms of self-Awareness; self-management; social Awareness and relationship Management with special reference to gender, class, medium of instruction and locality.

Data Source: The study is based on primary survey data collected by SCERT, Telangana. The sample comprises two thousand and twenty-one (2021) students from Class IX and X was drawn from Government, Zilla Parishad, Telangana Model Schools, TMRIES/TRIES/ TSWRIES and KGBVs in the Telangana state.

Methodology: The instrument used in this investigation was developed by Sarah Cook (2007) with some modifications to suit the needs of secondary school students in line with Goleman’s four areas of Emotional Intelligence. The research findings have found by using some statistical methods like T-Test, ANOVA and Binary Logistic Regression.

Findings: Results revealed a significant difference between the Emotional Intelligence of secondary school students in the state of Telangana in terms of Self-Awareness, Self-Management, Social-Awareness and Relationship-Management.

Conclusion: In our rapidly changing world, the role of Emotional Intelligence is likely to become even more critical. As automation and artificial intelligence take over many routine cognitive tasks, uniquely human skills like empathy, creativity and emotional regulation will become increasingly valuable. Developing emotional intelligence in the digital age will be crucial for navigating the complex social and professional landscapes of the future.

The BEAR (Be Excited About Reading) Intervention Program: Its Impact on The Reading Skills of Learners

Jenny B. Mangoyob — 2026-05-21

Reading difficulties among early-grade learners remain a persistent challenge in Philippine basic education, affecting academic achievement and learner confidence. This study investigated the effectiveness of the BEAR (Be Excited About Reading) intervention program in improving the reading skills of struggling readers at Maragat Elementary School. Using a quasi-experimental pretest–posttest control group design, 17 learners from Grades 1 to 3 were divided into an experimental group (n = 9) and a control group (n = 8). The experimental group underwent the 8-week BEAR intervention, which integrates phonics, guided reading, and motivational activities, while the control group continued with the regular reading instruction. The Comprehensive Rapid Literacy Assessment (CRLA) was used to measure reading performance. Descriptive statistics and paired samples t-tests were employed to analyze the data at a 0.05 level of significance. Results showed that both groups initially exhibited low reading proficiency; however, the experimental group demonstrated greater improvement after the intervention, advancing to higher reading levels compared to the control group. Statistical findings revealed significant gains in both groups, with the experimental group achieving higher mean improvement (M = 11.11, p = 0.0002) than the control group (M = 6.38, p = 0.0006). These findings indicate that the BEAR program is an effective intervention for enhancing decoding, fluency, and comprehension skills among struggling readers. The study concludes that the structured, engaging, and learner-centered literacy programs like BEAR can significantly improve reading outcomes in early education. It is recommended that teachers and school administrators consider integrating the BEAR program into existing reading intervention efforts to support struggling learners and promote a culture of reading.

Utilization of Graphic Organizers in Improving Grade 4 Pupils' Performance in Sciences

Maryjoyce B. Ebang — 2026-05-23

Electronic graphic organizers are an essential, instructional materials to make learning in Science effectively happen. These materials are engaging and allow learners to organize concepts. This study aimed to determine the effects of electronic graphic organizers in improving academic performance of pupils in Science 4. Specifically, it aimed to: (1) determine the pretest scores of the control and experimental groups in Science 4; (2) determine the post-test scores of the control and experimental groups after the use of electronic graphic organizers; (3) compare the pretest scores of the control and experimental groups; (4) compare the post-test scores of the control and experimental groups; and (5) compare the pretest and post-test scores of the experimental group. The study utilized a quasi-experimental design. The participants of the study were Grade 4 learners, and total enumeration was employed. The pretest was administered to both the experimental and control groups. The experimental group was exposed to advanced e-graphic organizers, while the control group was exposed to the traditional method of teaching without the use of advanced e-graphic organizers. The experimental group was exposed to advanced e-graphic organizers for eight weeks, covering the competencies along the three (3) topics. After the intervention period, post-test were administered to both the experimental and control groups. Results revealed that: (1) both groups had similarly low pretest performance, establishing baseline equivalence. (2) both groups improved, but the experimental group achieved higher post-test scores; (3) there was no significant difference in pretest scores between groups; (4) there was a significant difference in post-test scores, favoring the experimental group; and (5) the experimental group showed a significant improvement from pretest to post-test, indicating the effectiveness of e-graphic organizers. The use of appropriate and well crafted electronic graphic organizers enhances Science performance of the learners.

Assesing the Administrative Performance of Non-teaching Personnel and its Effect on Teachers’ Efficiency in Multigrade School of Kabugao

Melanie D. Ventura — 2026-05-23

This study examines the role of non-teaching personnel in supporting instructional delivery within multigrade school settings, where teachers often manage multiple grade levels and experience increased administrative workload. In line with recent education reforms aimed at redistributing non-instructional tasks. This study examined the administrative performance of non-teaching personnel and its effect on teachers’ efficiency in multigrade schools within Kabugao District II from School Year 2020–2021 to 2024–2025. Utilising a descriptive-correlational design, data were collected from 42 teachers and 13 administrative officers through total enumeration. Administrative performance was measured using the Individual Performance Commitment and Review Form (IPCRF), while teaching efficiency was assessed through IPCRF ratings and Classroom Observation Tool (COT) scores. Findings revealed that non-teaching personnel consistently demonstrated a "Very Satisfactory" level of performance, with gradual improvements over the five-year period. Crucially, teachers exhibited significantly higher efficiency when relieved of administrative tasks, as reflected in elevated performance ratings and a higher proportion of "outstanding" marks. While correlation and regression analyses indicated that administrative support had a statistically significant, positive, yet small predictive effect on teacher performance, the study concludes that directly reducing teachers’ non-instructional workload yields a far more substantial impact on instructional effectiveness in multigrade settings.

General Education Teacher Retention in Inclusive Public High Schools as Predicted by Psychological Well-Being and Perceived Organizational Justice

April Joy L. Cailo — 2026-05-25

Teacher retention remains a critical challenge in inclusive education settings, where workload demands and contextual complexities often contribute to workforce instability. This study examined psychological well-being and perceived organizational justice as predictors of general education teacher retention in inclusive public high schools. Employing a quantitative predictive research design, data were collected through stratified random sampling from 321 general education teachers in the Schools Division of Davao del Norte, Philippines. Standardized and validated survey instruments were used to measure psychological well-being, perceived organizational justice, and teacher retention, and data were analysed using descriptive statistics, Pearson correlation, and multiple regression analysis. Findings revealed that psychological well-being and perceived organizational justice were both at very high levels and were significantly and positively correlated with teacher retention. Regression analysis further showed that both variables significantly predicted teacher retention, with the overall model demonstrating strong explanatory power (R² = 0.557, p < 0.001). Perceived organizational justice emerged as the stronger predictor compared to psychological well-being. These results support Herzberg’s Two-Factor Theory of Motivation, indicating that intrinsic factors (psychological well-being) and extrinsic factors (organizational justice) jointly influence teachers’ decisions to remain in the profession. The study concludes that enhancing fairness in school systems and promoting teachers’ psychological well-being are essential strategies for improving retention in inclusive education settings. Future research may incorporate additional organizational and contextual variables to further explain teacher retention dynamics.

Professional Development of Teacher Educators in Assam: An Exploration of Innovative Approaches in the Kamrup District of Assam

Manashi Haloi — 2026-05-25

Professional development of teacher educators plays a crucial role in improving the quality of teacher education and consequently, the entire education system. The present study focuses on exploring innovative approaches to the professional development of teacher educators in the Kamrup District of Assam. Teacher education institutions operate within diverse socio-cultural and technological contexts, creating a growing need for innovative approaches to professional development. The study aims to identify and analyze the extent to which teacher educators adopt innovative approaches such as the use of ICT, collaborative learning, reflective practices, and participation in professional development activities. The study adopts a quantitative approach using a self-structured questionnaire consisting of closed ended questions. The sample comprised 100 teacher educators selected from various teacher education institutions. The collected data were analyzed using frequency and percentage. It also highlights the role of professional organizations and training initiatives in enhancing competencies and pedagogical skills. The findings are expected to contribute to the development of a contextualized framework for strengthening professional development practices among teacher educators in Assam, particularly in the Kamrup District. The study highlights the need for continuous support, improved access to resources, and structured professional development programs to enhance the competencies of teacher educators.

Analysis of Correct Language Use: A Study on the Campus Journalists of Aplaya National High School

Mary Rose Corong — 2026-05-25

Background: Correct language use is essential in campus journalism for clear and effective communication, yet many student journalists still struggle with grammatical, sociolinguistic, and discourse-related skills, which may affect their writing quality and journalistic performance.

Aims: This study aimed to determine the level of knowledge and skills in correct language use and their relationship to the journalistic competence of campus journalists at Aplaya National High School.

Study Design: Quantitative, descriptive-correlational research design.

Place and Duration of Study: Aplaya National High School, during School Year 2025-2026.

Methodology: Simple random sampling was utilized to select 43 campus journalists from Grades 7 to 12 at Aplaya National High School. A researcher-made rubric measuring knowledge in correct language use (grammatical competence, sociolinguistic competence, discourse competence), skill in correct language use (grammatical competence, sociolinguistic competence, discourse competence), and journalistic competence (content quality, technical proficiency, reader impact) was administered to analyze the actual writings of the respondents. Data were analyzed using weighted mean, standard deviation, and Pearson's r.

Results: Respondents demonstrated a very high level of knowledge in correct language use (overall WM = 3.43), a very high level of skill in correct language use (overall WM = 3.57), and a very high level of journalistic competence (overall WM = 3.62). Significant positive relationships were found between knowledge and skill (r = .657, p < .001), knowledge and journalistic competence (r = .664, p < .001), and skill and journalistic competence (r = .903, p < .001).

Conclusion: Skill in correct language use is the strongest and most critical determinant of journalistic competence (r=.903, p<.001). Grounded in Halliday's Functional Theory of Language and Canale & Swain's Communicative Competence Model, the findings underscore the primacy of practical language application over declarative knowledge alone. Strengthening grammatical, sociolinguistic, and discourse competencies through structured training, mentoring, and peer review can significantly improve the quality of campus journalism. The proposed SALIN-HUSAY action plan offers a replicable intervention for school publications.

Skills Proficiency and Tactical Awareness of Collegiate Varsity Volleyball Athletes in a State College

Christina B. Olila — 2026-05-26

Volleyball is a dynamic team sport that requires not only technical skill proficiency but also tactical awareness for effective performance during competitions. In collegiate sports, understanding athletes’ technical and cognitive abilities is essential in developing training programs that enhance both individual and team performance. This study aimed to investigate the skills proficiency and tactical awareness of varsity volleyball players at Camarines Norte State College, Daet. Specifically, it sought to determine the level of proficiency in fundamental volleyball skills and tactical awareness among varsity players, as well as to examine the relationship between these variables and their influence on athletes’ performance during games. Using a descriptive research design, survey questionnaires were administered and analyzed through weighted mean, rank, Pearson correlation, and t-test. Results revealed that players demonstrated high proficiency overall, with serving rated as highly proficient, while passing, setting, attacking, blocking, and digging were proficient but with setting and digging comparatively weaker. Tactical awareness was also high across offensive and defensive tactics, game awareness, decision-making, communication, leadership, and adaptability, with communication and leadership strongest and adaptability slightly lower. No significant differences were found between players’ and trainers’ assessments of both skills proficiency and tactical awareness, indicating shared perceptions and consistent evaluation standards. The findings suggest that while players possess strong foundational skills and cognitive understanding of the game, targeted improvements are needed in specific technical skills and adaptability to elevate performance. In conclusion, training programs were found effective in developing both physical and cognitive aspects, yet structured enhancement initiatives remain necessary. Therefore, recommendations include implementing skill-specific drills for weaker areas, maintaining advanced serving routines, integrating tactical simulations and situational drills to strengthen adaptability and decision-making, conducting collaborative evaluations and feedback sessions, and proposing a comprehensive volleyball development program combining technical, tactical, cognitive, and evaluative components to sustain strengths and improve weaknesses, ultimately enhancing both individual and team competitiveness.

Generative Artificial Intelligence Tools Usage and the Academic Performance of Junior High School Students: A Correlational Study

Fredritz A. Ladera — 2026-05-27

Generative Artificial Intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot are increasingly integrated into educational practices, offering personalized support in writing, idea generation, and academic tasks. While global studies highlight their potential to enhance learning outcomes, limited evidence exists regarding their impact in rural junior high school contexts with constrained digital infrastructure. This study investigates the relationship between generative AI tool usage and academic performance among junior high school students at Dagara Integrated School, Apayao, Philippines. Employing a descriptive–correlational design with comparative elements, complemented by thematic analysis of qualitative responses, the study involved total enumeration of 65 students from Grades 7–10 during SY 2025–2026. Data were gathered using a structured survey questionnaire adapted from validated instruments, covering demographic profiles, types of AI tools used, frequency and reliance, and purposes of use, while academic performance was measured through Grade Point Averages (GPA) across three grading periods. Statistical analyses included frequency counts, means, Pearson’s correlation, t‑tests, and ANOVA, at a 0.05 level of significance. Findings revealed that students primarily used ChatGPT, Meta AI, and Gemini, with smartphones as the main access device. AI tools were applied most often to assignments, grammar checking, and idea generation. Usage was moderate, and academic performance remained satisfactory to very satisfactory across grading periods. Pearson’s correlation indicated a negligible and non‑significant relationship between AI tool usage and academic performance. The results suggest that generative AI tools function as supplementary aids that enhance efficiency and comprehension but do not directly determine achievement. Ethical considerations such as parental consent, student assent, and confidentiality were observed throughout the study. Overall, the findings underscore the importance of purposeful, self‑regulated AI use to maximize learning benefits while safeguarding academic integrity, providing evidence to inform educators, policymakers, and stakeholders in promoting responsible AI integration in Philippine basic education.

A Comparative Analysis of the Implementation of Multigrade Program: Basis for an Enhancement Plan

Beta S. Pamittan — 2026-05-27

This study evaluated the implementation of the Multigrade Program across Northern Conner, Southern Conner, Kabugao I, and Kabugao II in the Division of Apayao for the school years 2023–2026. Utilizing a mixed-methods design, data were gathered from multigrade teachers and school heads (N=106). Quantitative findings indicated that the program operated at an "Implemented" baseline, with Kabugao II yielding the highest mean (M = 4.12). One-way ANOVA indicated no significant differences among districts regarding resource availability (F=1.18, p=0.32), readiness (F=1.45, p=0.23), and curriculum adaptation (F=0.98, p=0.41). However, significant variations emerged in teaching methods (F=3.72, p=0.01), proving delivery relies heavily on individual teacher execution. Qualitative themes highlighted resilient practices like the "Jump-Jump" strategy and cross-age tutoring, sustained by community capital. Conversely, critical challenges persist, including severe shortages of specialized materials, poor digital connectivity, and budget deficits forcing teachers to expend personal funds. The study concludes that reliance on this "Heroic Model" is unsustainable. Consequently, a Multigrade Enhancement Plan is proposed to secure targeted physical resources and administrative support structures for long-term institutional sustainability.

Infusing Traditional Filipino Games in Physical Education: Effects on Student Fitness and Engagement

Vanessa Lynne C. Seville — 2026-05-27

Background: Physical Education is essential for improving students’ fitness and engagement, but many college students are becoming less physically active. Integrating Traditional Filipino Games into PE is seen as a culturally relevant and engaging strategy that may enhance students’ physical fitness and participation in learning activities.

Aims: This study examined whether integrating Traditional Filipino Games (TFG) into tertiary Physical Education instruction is associated with differences in physical fitness and student engagement among college students enrolled in PATHFIT 2.

Study Design: Quasi-experimental posttest-only design.

Place and Duration of Study: A Catholic higher education institution in the Zamboanga Peninsula, Philippines, during the second semester of Academic Year 2025-2026. The intervention lasted 12 weeks, with one 120-minute session per week.

Methodology: The study involved 76 college students enrolled in PATHFIT 2 and grouped into two intact classes of 38 students each. A pretest was administered only for group matching and was not included in inferential analysis. After matching, the two sections were assigned by coin toss to either a control condition using basic physical fitness exercises or an experimental condition using five Traditional Filipino Games: Luksong Lubid, Luksong Tinik, Piko, Tiyakad, and Takyan. Physical fitness was assessed across cardiovascular endurance, flexibility, agility, balance, and coordination using procedures aligned with the Revised Physical Fitness Test. Student engagement was measured through a validated 50-item questionnaire covering behavioral, cognitive, emotional, social, and motivation and interest dimensions (Cronbach's alpha = .82). Descriptive statistics, independent-samples tests, and Pearson correlation were used at a .05 level of significance.

Results: The TFG group obtained a higher posttest overall physical fitness mean than the BPFE group (M = 3.48, SD = 1.38 versus M = 3.12, SD = 1.31). However, the between-group comparison was not statistically significant, t(74) = 1.17, p = .247, 95% CI [-0.26, 0.98], d = 0.27. Both groups demonstrated high levels of student engagement, with no statistically significant difference between them, t(74) = 0.18, p = .858, d = 0.04. No significant relationship was found between physical fitness and student engagement, r = -.109, p = .350. Because the study used a posttest-only quasi-experimental design, the findings indicate between-group differences in posttest scores rather than definitive causal effects.

Conclusion: Traditional Filipino Games may serve as a culturally responsive instructional option associated with higher descriptive posttest physical fitness scores among college students in tertiary Physical Education. While student engagement was high across both groups, the moderate motivation scores indicate that supplementary autonomy-supportive strategies may be necessary to further strengthen intrinsic motivation. These findings contribute to the growing body of literature on culturally responsive and game-based pedagogies in tertiary Physical Education.

Environmental Attitudes and Water Conservation Practices among Rural Households in San Juan, Sta. Maria, Davao Occidental: Implications for Sustainable Resource Management

Joan M. Pangyan — 2026-05-28

Background: Water scarcity and unequal access to clean water remain major challenges in many rural communities in the Philippines. In Barangay San Juan, Sta. Maria, Davao Occidental, households rely mainly on natural water sources and often experience water shortages, especially during dry seasons. These conditions highlight the importance of environmental awareness and water conservation practices in promoting sustainable water resource management.

Aims: This study investigated the correlation between environmental attitudes and water conservation practices within rural households in Barangay San Juan, Sta. Maria, Davao Occidental. It aimed to profile respondents, evaluate their environmental attitudes, identify water-conservation practices, and perform an empirical analysis of the relationships among these variables.

Study Design: A quantitative descriptive-correlational design was used. Data were collected through a structured survey questionnaire and analyzed using descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics using the Pearson Product-Moment Correlation Coefficient.

Place and Duration of Study: San Juan, Sta. Maria, Davao Occidental, Philippines, from March and April 2026.

Methodology: We included 232 households through simple random sampling; most respondents were female (69.2%) and aged 31–40 years (30.2%). Data were gathered using a structured Likert-scale questionnaire covering socio-demographics, environmental attitudes (7 items), and water conservation practices (7 items). Data were analyzed using descriptive statistics, while Pearson r and tests of significant difference were applied at a 0.05 level of significance.

Results: Respondents were mostly aged 31–40 (30.2%), female (69.2%), with elementary (45.3%) or high school education (42.7%), primarily engaged in farming (60.3%), and living in households of 3–5 members (52.6%). Environmental attitudes were moderate to high (M = 4.02, SD = 0.66), while water conservation practices were high (M = 4.15, SD = 0.62). Strong agreement was noted on protecting natural resources (M = 4.10) and educating family members on water conservation (M = 4.18). Inferential analysis showed a significant relationship between environmental attitudes and water conservation practices (p < 0.05), indicating that higher environmental awareness corresponds to better conservation behavior.

Conclusion: Environmental attitudes significantly influence water conservation practices; strengthening environmental education, community participation, and sustainable water management is essential for responsible and long-term water sustainability.

Environmental Literacy and Pro-environmental Practices: A Correlational Study of Senior High School Students in Davao Occidental

Blessie J. Alvarado — 2026-05-28

Environmental literacy and pro-environmental practices play an important role in promoting sustainable behavior and addressing environmental challenges. This study examined the relationship between environmental literacy and pro-environmental practices among senior high school students in Sta. Maria East District, Davao Occidental, during the 2025–2026 academic year. Using a descriptive-correlational design, data were collected from 169 students selected through stratified random sampling using adopted survey questionnaires. Findings revealed that the respondents demonstrated a high level of environmental literacy and generally practiced environmentally responsible behaviors. Moreover, a moderate and statistically significant positive relationship was found between environmental literacy and pro-environmental practices (r = 0.574, P < .001), indicating that students with higher environmental literacy were more likely to engage in sustainable practices. The findings emphasize the important role of environmental literacy in fostering responsible environmental behavior among students. The study recommends strengthening environmental education through practical and participatory activities, as well as partnerships with local government units and environmental organizations, to further enhance students’ sustainable practices.

Historical Analysis of Environmental Initiatives in a Coastal Municipality in the Philippines

Eddie C. Avila — 2026-05-28

Environmental initiatives in urban municipalities in the Philippines have evolved through local government programs focused on waste management, pollution control, urban greening, and sustainable development. These efforts highlight the importance of community participation and policy implementation in addressing environmental challenges and improving urban living conditions. This study examined the environmental initiatives in Mercedes, Camarines Norte, focusing on their implementation and socio economic impacts through a mixed method, historical descriptive design involving municipal officials and forty long term fishing residents, with data gathered from interviews, surveys, documentary analysis, and observation. Findings show that initiatives are well executed and sustained (overall WM = 2.46, fully implemented), with coastal clean ups, mangrove planting, greening efforts, and ecosystem rehabilitation producing gains in sanitation, recreation, public health, income opportunities, and awareness. Impacts span multiple dimensions: livelihood improved but remains less stable (WM = 2.50), social welfare showed substantial gains (WM = 2.80) though direct health benefits were weaker, the local economy benefited through business growth (WM = 2.61) but requires stronger market support, household income rose (WM = 2.65) though earnings remain irregular, and cultural impacts were strongest (WM = 2.81), sustaining indigenous knowledge and traditions. Correlation analysis revealed generally weak but positive associations between initiatives and socio economic factors, with direct economic programs like mangrove planting yielding stronger measurable impacts compared to regulatory or awareness efforts. Overall, findings highlight that while environmental programs deliver major benefits across livelihood, welfare, economy, income, and culture, gaps remain in long term stability and direct household health outcomes. To address these, the proposed Coastal Guardians: Sustainable Environmental and Livelihood Solutions policy brief promotes a holistic, community driven approach integrating ecological restoration, livelihood diversification, and participatory governance to reinforce sustainability and resilience.

Computational Thinking Levels among Secondary School Students: A Pilot Descriptive Study by Gender, Age and Computational Thinking Dimensions

Harijana Manohar — 2026-05-28

Computational Thinking (CT) has emerged as an essential 21st-century skill, for problem-solving in a technology-driven world. However, despite its growing educational importance worldwide, empirical evidences on CT proficiency levels in Indian context remains underexplored. The present study was conducted to assess and describe CT levels among secondary school students using a standardized 40 item CT test, across gender, age, and CT dimensions. The study employed a pilot descriptive survey design. The sample consists of 30 Secondary school students, including 13 male students and 17 female students from a CBSE-affiliated PM SRI Demonstration School, Mysore, Karnataka, India with an age group of 13–15 years. The data were collected using a standardized 40 item computational thinking skill test (CTST) and the tool used to assess four dimension such as decomposition, abstraction, algorithmic thinking, and pattern recognition. Percentage analysis revealed that 56.7% of students demonstrated a moderate level of CT, while 43.3% showed a low level. Female students performed slightly higher mean CT scores than the male students and minor variations in CT scores were observed across different age groups. Dimension-wise analysis showed that decomposition recorded comparatively higher scores where algorithmic thinking showed relatively low performance. The findings highlighted the need for CT-based instructional interventions aligned with the NEP 2020 and the CBSE CT and AI Curriculum Framework.

Digital Literacy and Readiness among Primary Grade Teachers in the Implementation of Matatag Curriculum

Eden Veah Grace D. Camanse — 2026-05-28

The implementation of the MATATAG Curriculum in the Philippines emphasizes the integration of 21st-century skills, including digital literacy, in primary education. However, many public schools still face challenges such as limited access to digital resources and varying levels of teacher preparedness. As teachers play a key role in curriculum implementation, their digital literacy and readiness are essential factors in ensuring effective teaching and learning in a technology-integrated educational environment. This study examines the role of primary grade teachers’ digital literacy in implementing the MATATAG Curriculum. It investigates their digital literacy level and its correlation with readiness for curriculum implementation. Using a descriptive correlational design, 150 randomly selected teachers responded to validated questionnaires measuring nine domains of Digital Literacy and five domains of Readiness. However, the study was limited to primary grade teachers only, which may affect the generalizability of the findings. Results showed teachers possess a high level of digital literacy, with Citizenship scoring highest. Likewise, readiness was also high, particularly in Self-efficacy, Attitudes, and Overall Readiness. Statistical analysis revealed no significant correlation between digital literacy and readiness, indicating that having strong digital literacy alone does not automatically influence teachers’ readiness. Moreover, the study highlights the importance of continuous development of teachers’ digital competencies to enable effective, innovative, and collaborative learning environments. The results emphasize the need for continuous training, workshops, and professional development programs that equip teachers confidently integrate digital tools into their teaching strategies and improve the overall quality of education.

Dynamics of Emotional Intelligence (E.I.), Students’ Professional Competencies and Practical Proficiency in Pharmacy Education

Ruth Kristabelle T. Principe — 2026-05-28

Pharmacy education has evolved beyond technical knowledge, emphasising the importance of communication, professionalism, and patient-centred care. Emotional intelligence has emerged as an important factor influencing healthcare students’ professional competencies and practical performance in clinical settings. This study examined the relationship between emotional intelligence (EI), professional competencies, and practical proficiency among pharmacy students in a private university in the Philippines. Guided by Goleman’s Emotional Intelligence Model, the Ability Model, and Experiential Learning Theory, the study explored how emotional and professional competencies are associated with students’ practical performance in pharmacy education. A quantitative descriptive-correlational research design was employed involving 100 third- and fourth-year pharmacy students. Data were collected using standardised and structured survey questionnaires assessing emotional intelligence, professional competencies, and practical proficiency. Findings revealed that respondents demonstrated high levels of emotional intelligence (M = 4.09, SD = 0.452), professional competencies (M = 4.18, SD = 0.426), and practical proficiency (M = 4.28, SD = 0.527). Empathy emerged as the strongest emotional intelligence domain (M = 4.36), while communication (M = 4.42) and medication safety and risk management (M = 4.35) obtained the highest ratings under professional competencies and practical proficiency, respectively. Significant positive relationships were found between emotional intelligence and professional competencies (r = .388, p < .001), emotional intelligence and practical proficiency (r = .441, p < .001), and professional competencies and practical proficiency (r = .660, p < .001). Regression analysis further showed that emotional intelligence and professional competencies jointly explained 47.6% of the variance in practical proficiency (R² = .476, F = 44.534, p < .001). The findings suggest that emotional intelligence and professional competencies are significantly associated with students’ practical readiness in pharmacy education. The study highlights the value of integrating emotional intelligence development into pharmacy curricula to support students’ professional growth and clinical preparedness.

Assessing and Enhancing Digital Competence among Lecturers at Da Nang Sports University, Vietnam

Bui Thi Nha Phuong — 2026-05-28

Digital transformation is changing higher education and increasing the need for lecturers’ digital competence. In physical education and sports universities, lecturers must use technology not only for teaching but also for coaching, movement analysis, and practical assessment. However, research on digital competence in specialized sports universities in Vietnam remains limited. This article assesses and proposes solutions to enhance the digital competence of lecturers at Da Nang Sports University, Vietnam, in the context of higher-education digital transformation. The study addresses a research gap in the limited empirical evidence on lecturers’ digital competence in specialized physical education and sports institutions, where teaching requires not only online tools but also technology-supported practice, movement analysis, coaching, and assessment. The study is grounded in the DigCompEdu and UNESCO ICT Competency Framework for Teachers and employs a descriptive quantitative design based on a survey of 86 lecturers. The questionnaire includes seven competence domains and 28 observed variables measured on a five-point Likert scale. Reliability testing shows that the scale is internally consistent, with Cronbach’s Alpha values ranging from 0.748 to 0.821 across domains and 0.908 for the entire scale. The results indicate that lecturers’ overall digital competence is at a high average level, approaching the good level (M = 3.36). Basic digital technology use, digital communication and collaboration, and digital safety and ethics are relatively stronger, whereas digital learning-resource design, digital assessment, digital research competence, and technology integration in practical sports courses remain limited. The study identifies infrastructure, incentive policies, training programs, technical support, self-study time, and the characteristics of practical courses as key influencing factors. Practical solutions are proposed, including discipline-based training, digital learning-resource development, strengthened infrastructure and technical support, assessment innovation, digital research competence development, and responsible use of artificial intelligence.

Analysis of Young Athletes’ Values in the Province of Davao Del Sur, Philippines

Justine Jake H. Ochia — 2026-05-28

Skills are not the only important thing to learn in sports but are also values, character, and sportsmanship. Values shape the athlete’s character, development, and discipline which can influence both their sports performance and also behavior. This study examined the level of values among young athletes specifically in the four indicators which are personal development, academic and athletic balance, achievements, and support system. This research is quantitative study, conducted in Davao del Sur using simple random sampling among 203 Grades 4 to 6 students from various schools and focuses on identifying the core values developed by these students through sports. The researchers used an adapted research questionnaire as an instrument in this study by Flanagan et al. (2006) which uses a five-point Likert Scale. The results showed that the 4 indicators got very high when values were analyzed in their Personal Development (x̄=4.20, SD=0.78), Academic and Athletic Balance (x̄=4.38, SD=0.82), Achievements (x̄=4.43, SD=0.75), and Support System (x̄=4.45, SD=0.79). Most of the indicators also shows no significant difference when grouped according to the demographic profile of the respondents. Therefore, these results showed that the level of values among athletes does not merely differ when grouped according to age, gender, grade level, and type of sports. This study helps in understanding these differences that could contribute to better support systems for young athletes both in educational and athletic settings.

Educational Management Practices as a Mediator between Psychological Well- being and Resilience among Early Childhood Education Teachers

Elmie C. Bengga-an — 2026-05-29

Low resilience among teachers negatively affects psychological well-being, job performance, and professional sustainability. This predictive research design examined the mediating role of educational management practices on the relationship between psychological well-being and resilience among 150 early childhood education teachers in Davao City. Results revealed that psychological well-being significantly correlated with resilience (r = .519, p < .001), while educational management practices showed an even stronger correlation (r = .683, p < .001). Mediation analysis confirmed partial mediation, with psychological well-being positively influencing management practices (β = 1.111, p < .001), which in turn predicted resilience (β = .548, p < .001). The indirect effect was significant (β = .609, p = .030), accounting for 61% of the total effect, while the direct effect remained significant (β = .390, p = .030). Practically, the findings show that strengthening school heads’ management practices can raise teacher resilience by over half a standard deviation, significantly reducing burnout and emotional exhaustion. Targeted leadership training in teamwork, ethics, and people development could boost resilience by about 0.6 points on a 4-point scale, improving retention and sustaining quality early childhood education. The study thus provides empirical support for Social Cognitive Theory and highlights the measurable impact of leadership-driven interventions on teacher well-being and resilience.

Prevalence and Psychological Impact of Cyberbullying among Female College Students: Examining Differences by Social Media Usage, Residence and College Location in Sivaganga District, Tamil Nadu, India

K. Nithya — 2026-05-29

Cyberbullying has emerged as a pervasive psychological and social threat among young women in digitally connected educational environments. The present study examined whether cyberbullying experiences differed significantly among female college students in Sivaganga District, Tamil Nadu, based on three independent variables: college location (rural vs. urban), student residence (hostellers vs. day scholars), and level of social media usage (low, moderate, and high). Cyberbullying experience, operationalized as the dependent variable, was measured across four dimensions Online Harassment, Social Media Victimization, Emotional Disturbance, and Privacy Threats using a researcher-developed and standardized Cyberbullying Experience Scale comprising 40 items on a five-point Likert scale. A quantitative survey design was adopted, and a sample of 300 female college students was selected through purposive sampling from colleges in and around Karaikudi, Sivaganga District. Data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test and one-way ANOVA) to test three null hypotheses of no significant group difference. Findings revealed that the majority of respondents (58.7%) experienced a moderate level of cyberbullying, with Social Media Victimization emerging as the most dominant dimension (M = 36.11). All three hypotheses were rejected: urban college students reported significantly higher cyberbullying experiences than their rural counterparts (t = 3.12, p < 0.05); hostellers reported significantly higher experiences than day scholars (t = 2.48, p < 0.01); and students with high social media usage reported the highest cyberbullying experiences across groups (F = 8.64, p < 0.01). These findings indicate that increased digital exposure and less regulated online environments are significant determinants of cyberbullying victimization among female college students. The study concludes that cyberbullying is not merely a technological issue but a measurable psychological and academic concern, underscoring the urgent need for targeted digital safety education, institutional anti-cyberbullying policies, and campus-based psychological counselling to protect women students in the digital age.

NC II Assessment Results and Areas for Improvement in Smaw among Grade 12 Students: Basis for Training Enhancement

Jymaer Geromo — 2026-05-29

This study examined the technical proficiency of Grade 12 students in Shielded Metal Arc Welding (SMAW) using the Philippine National Certificate Level II (NC II) competency standards as the assessment framework. Specifically, the study aimed to identify competency mastery patterns and determine task-level performance gaps that may not be evident in overall certification outcomes. Employing a descriptive research design, the study analyzed the NC II assessment results of 20 Grade 12 SMAW students from Goma National High School, Division of Digos City, during the School Year 2025–2026. Findings revealed a high overall competency rate, with 95% of students classified as “Competent” in the core 6G welding position. However, detailed competency analysis showed persistent gaps in precision-based tasks, particularly Perform Root Pass and Perform Capping, where 25% of learners experienced difficulties in meeting required technical standards. These findings indicate that binary certification outcomes (Competent/Not Yet Competent) may conceal critical competency deficiencies in specific welding operations, which could affect workforce readiness, technical performance, and alignment with industry expectations. In response, the study proposes a Training Enhancement Plan emphasizing simulation-based practice, targeted remediation, and curriculum refinement to strengthen identified weak competencies. By adopting a task-level assessment approach, the study contributes a data-driven framework for improving competency-based vocational education and enhancing technical proficiency among SMAW learners.

Teachers’ Perceptions and Classroom Experiences of the 2023 Curriculum Reform in Tanzania: Evidence from Lindi Regional

Salum Seif — 2026-05-29

Across many education systems, curriculum reforms increasingly emphasise competence-based learning and learner-centred teaching approaches, requiring teachers to adapt their classroom practices to new instructional expectations. This study examined primary school teachers’ perceptions and experiences of the 2023 curriculum reform in Tanzania, focusing on how teachers understand the reform, the challenges they encounter, and the strategies they use to adapt its implementation in classroom practice. Guided by the Concern-Based Adoption Model (CBAM), the study adopted a qualitative case study design and was conducted in six public primary schools in the Liwale, Kilwa, and Nachingwea districts of Lindi Region, Tanzania. Data were collected over one month, from early October to early November 2025, through semi-structured interviews and non-participant classroom observations with 15 public primary school teachers. The data were analysed thematically using inductive coding and deductive interpretation informed by CBAM categories. The findings revealed that teachers generally supported the reform, particularly its emphasis on active learning, collaboration, and problem-solving approaches. However, implementation remained uneven due to limited in-service training, overcrowded classrooms, shortages of teaching and learning materials, and inadequate ICT infrastructure, especially in rural schools. Despite these challenges, teachers demonstrated adaptability through peer collaboration, improvising teaching aids, and participating in informal professional learning networks such as Teachers’ Continuous Professional Development (TCPD) or MEWAKA) groups. The study concludes that positive teacher attitudes alone are insufficient for effective curriculum reform implementation unless accompanied by sustained professional development, context-responsive implementation support, and equitable provision of resources.

Teachers’ Level of Technological Literacy and Artificial Intelligence (AI) Tools Integration: Basis for a Targeted Skill Enhancement Program

Melody M. Diasen — 2026-05-30

The rapid advancement of educational technology and Artificial Intelligence (AI) has increased the need for teachers to develop strong technological competencies and effectively integrate AI tools into classroom instruction. This study aimed to determine the level of teachers’ technological literacy and the extent of Artificial Intelligence (AI) tools integration in classroom teaching practices at Conner Central National High School during the School Year 2025–2026, as well as identify the factors affecting AI integration and propose a targeted enhancement program for teachers. The study employed a quantitative descriptive-comparative research design conducted at Conner Central National High School, Ripang, Conner, Apayao. A total of 35 teacher-respondents were selected through total enumeration sampling. Data were gathered using a structured survey questionnaire and analyzed using frequency, percentage, weighted mean, t-test, and Analysis of Variance (ANOVA). Findings revealed that teachers demonstrated a very high level of technological literacy with an overall mean of 4.27, particularly in digital content creation and application of educational technologies. However, the extent of AI integration in teaching practices obtained an overall mean of 2.65, interpreted as small extent. Lesson planning and professional development obtained the highest means (3.19), while assessment and feedback (2.01) and classroom management (2.04) showed limited AI integration. Statistical analysis further revealed no significant difference in technological literacy when grouped according to sex (p = 0.597), age (p = 0.066), years of teaching (p = 0.306), and highest educational attainment (p = 0.343). Teacher training, technological resources, institutional support, and ethical concerns were identified as major factors affecting AI integration. The study concluded that while teachers possess strong technological competencies, continuous pedagogical and technical support is still necessary for effective and sustainable AI integration in teaching practices; thus, the proposed Targeted Technology and AI Skills Enhancement Program (TTAISEP) is recommended to strengthen teachers’ competencies in AI-supported instruction.

Perceived Digital Literacy and Technology Integration as Predictors of Teacher Innovative Work Behavior

Hanna Jane S. Acosta — 2026-06-01

Background: Innovative work behaviour among teachers is increasingly recognised as a critical factor in improving educational quality and responding to the demands of technology-driven learning environments. However, evidence regarding the extent to which teachers’ digital competencies and technology integration practices contribute to innovative work behaviour remains limited, particularly in basic education settings.

Aim: This study examined whether perceived digital literacy and technology integration significantly predict teacher innovative work behaviour among public elementary school teachers.

Method: A predictive correlational research design was employed involving 202 elementary teachers from 16 public schools in Piedad District, Davao City Division, Philippines, during the 2025–2026 school year. Participants were selected using proportionate stratified random sampling. Data were collected through validated and reliable survey instruments measuring perceived digital literacy, technology integration, and innovative work behaviour. Descriptive statistics, Pearson’s product–moment correlation, and multiple linear regression analyses were utilised to analyse the data.

Results: The findings revealed very high levels of perceived digital literacy (M = 3.62), technology integration (M = 3.53), and innovative work behaviour (M = 3.45). Perceived digital literacy demonstrated a significant positive relationship with innovative work behaviour (r = .586, p < .001), while technology integration showed a stronger positive relationship (r = .645, p < .001). Multiple regression analysis indicated that both perceived digital literacy (β = .351, p < .001) and technology integration (β = .522, p < .001) significantly predicted innovative work behaviour. Collectively, the predictors explained 45.5% of the variance in innovative work behaviour (R² = .455, p < .001).

Conclusion: Perceived digital literacy and technology integration are significant predictors of teacher innovative work behaviour, partially supporting the Capability–Opportunity–Motivation–Behaviour (COM-B) framework. Strengthening teachers’ digital competencies and technology integration practices may enhance innovation within educational settings.

Students’ Motivation and Its Association with Science Academic Achievement: The Case of Karikitan Integrated School

Juana Virginia T. Mina — 2026-06-02

Science education is essential for developing students’ critical thinking and problem-solving skills. However, international assessments such as TIMSS and PISA show that Filipino students continue to perform poorly in science. While motivation is often considered an important factor influencing students’ academic achievement, research findings suggest that its relationship with actual performance may vary depending on other cognitive and environmental factors. This study therefore examines the level of students’ motivation in science and its relationship with their academic achievement in Karikitan Integrated School. The study aimed to determine the relationship of the level of motivation in Science and Science academic achievement among Junior High Schools students in Karikitan Integrated School. Specifically, it sought to identify the level of students’ motivation in terms of intrinsic and extrinsic factors and examine the relationship between motivation and their science performance. A quantitative-correlational research design was employed in this study. The respondents consisted of Grade 7, Grade 8, and Grade 9 students. Data were gathered using a questionnaire adapted to measure students’ motivation towards science learning, alongside their academic grades in science. Descriptive and inferential statistics were employed in the study. The findings revealed that students had varying level of motivation across grade levels. The JHS students demonstrated satisfactory to very satisfactory level of academic achievement in science. The findings revealed that although students demonstrated high levels of motivation, the relationship between motivation and science academic achievement was weak to negligible. This suggests that motivation alone may not be a strong predictor of academic performance. The study recommends exploring other factors that may influence students’ achievement and interest in pursuing science-related careers.

Science Research Readiness and Academic Performance in Practical Research 2 among Senior High School Students

David G. Epis — 2026-06-02

Science research readiness is important in developing students’ critical thinking, inquiry, and problem-solving skills. However, many students experience difficulties in conducting quantitative research due to limited skills, confidence, and research anxiety. Understanding the relationship between science research readiness and academic performance may help improve students’ achievement in Practical Research 2. This study examined the predictive relationship between Science Research Readiness (SRR) and academic performance in Practical Research 2 among 246 Grade 12 Senior High School students in the Tarragona District, Davao Oriental. Using a quantitative, descriptive-correlational design, SRR was conceptualized as a multidimensional construct comprising research skills, research self-efficacy, and research disposition. Data were collected through a validated 5-point Likert-scale instrument and official academic grades, and analyzed using descriptive statistics and Spearman Rank-Order Correlation due to non-normal data distribution. Findings indicated a generally high level of SRR (M = 3.41), driven primarily by research disposition (M = 3.61), while research skills (M = 3.29) and self-efficacy (M = 3.34) remained moderate. Academic performance reflected an Approaching Proficiency level (M = 84.12). A statistically significant positive relationship was established between SRR and academic performance (P = .295, P < .01). Among the dimensions, research disposition demonstrated the strongest association (P = .364), exceeding research skills (P = .207) and self-efficacy (P = .197). Significant differences in performance were also observed across age, sex, academic strand, and school. The results underscore the dominant role of affective readiness in shaping academic outcomes. However, the gap between strong research disposition and moderate technical competencies highlights the need for targeted instructional interventions. Strengthening research skills and self-efficacy through structured mentoring and capability-building initiatives is essential to sustain and enhance student performance in quantitative research contexts.

Generative Artificial Intelligence in Education: Opportunities, Risks and Pedagogical Implications: A Systematic Review

Manisha Kumari — 2026-05-21

The rapid emergence of generative artificial intelligence (GenAI), particularly large language models (LLMs) such as ChatGPT, is transforming educational systems by creating new opportunities and challenges for teaching and learning. This systematic review synthesizes recent research on the opportunities, risks, and pedagogical implications of generative AI in education following PRISMA 2020 guidelines. A comprehensive search across SciSpace, Google Scholar, PubMed, and ArXiv identified 345 publications from 2020–2026. After deduplication and relevance screening, 30 key studies were selected for detailed synthesis. The findings highlight major opportunities including personalized learning, enhanced content generation, improved accessibility, programming and writing assistance, automated feedback, and innovative teaching practices. However, significant risks were identified: academic integrity concerns, over-reliance on AI tools, reduced critical thinking, algorithmic bias, privacy challenges, equity gaps, and misinformation from AI hallucinations. The review underscores the need for curriculum redesign, assessment reform, teacher professional development, ethical governance frameworks, and AI literacy integration. Generative AI holds transformative potential for education, but effective adoption requires balanced policies and responsible pedagogical strategies. Future research should focus on longitudinal learning outcomes and evidence-based implementation frameworks across diverse educational contexts.

A Conceptual Framework for Prosody Based Intelligent Diagnosis of Cognitive Impairment in the Elderly

Yan Zhang — 2026-05-23

Background and Aims: Cognitive impairment in the elderly is a major global public health challenge. Traditional neuropsychological assessments suffer from subjectivity, educational bias, and limited sensitivity for early detection. Speech production relies on complex neural networks, and cognitive decline often first manifests as alterations in speech prosody. This paper aims to construct an intelligent diagnostic model based on prosodic analysis for early detection of cognitive impairment.

Methodology: The model integrates neurolinguistic principles, signal processing methods, and machine learning. It extracts multi-dimensional prosodic features: temporal rhythm metrics, pitch dynamic features, energy distribution features, rhythm formant-based modulation spectrum features, and deep features from prosodic spectrograms using a Vision Transformer (ViT). Feature selection strategies, classifier optimization, and multimodal fusion with lexical features are also included.

Results: Based on validation from existing empirical studies reviewed in this paper, similar models have achieved classification AUC above 0.80 for mild cognitive impairment versus healthy controls, and F1 scores above 0.90 for Alzheimer's disease. Automated pause analysis has shown significant correlation with tau and amyloid neuropathological markers.

Conclusion: The proposed model provides a non-invasive, low-cost, interpretable tool for community-based screening and clinical decision support. Future research requires cross-linguistic validation, longitudinal data collection, and clinical deployment.

English Language Performance Assessment in Education: A Systematic Review of Methodological Approaches and Geographical Trends

Ebitiminipre Mercy Ogbise — 2026-05-29

This systematic review examined 50 studies on English language performance to synthesise evidence on population distribution, geographical coverage, publication trends, research instruments, and factors affecting learner outcomes. Findings indicate that secondary school populations dominated the literature (48%), followed by post-secondary settings (40%), while primary school learners were substantially underrepresented (12%). Geographically, the Philippines contributed the most studies (n=18), followed by China and Nigeria (4 and 3 respectively). When classified by language status, ESL contexts accounted for 52% of studies, non-native English settings comprised 46%, and native English-speaking contexts were minimally represented (2.0%). Publication output surged from minimal activity between 2020 and 2023 to a peak of 28 studies in 2025, indicating accelerating research engagement. Methodologically, SPSS, questionnaires, and proficiency tests were most frequently employed, with AI and digital tools increasingly integrated. The synthesis revealed that appropriate teaching styles, learner engagement strategies (digital platforms, mobile apps), and technological tools (AI, CALL, gamification) positively influence English performance. Evidence on language anxiety was mixed: some studies reported negative correlations with achievement, while others found no significant relationship. Identified anxiety factors included grammatical issues, vocabulary gaps, fear of mistakes, and low confidence. The review concludes that while research has grown rapidly, significant gaps persist in primary education and native English-speaking contexts. Limitations include geographical imbalance, predominance of cross-sectional designs, and partial data for 2026.

Artificial Intelligence in Education: Emerging Trends, Challenges, and Future Directions

Tusharkanta Sahu — 2026-06-01

Artificial Intelligence in Education (AIED) has emerged as a transformative force influencing teaching-learning processes, assessment systems, educational management, and student engagement across global educational contexts. The rapid advancement of artificial intelligence technologies, particularly after the post-pandemic digital transformation, has accelerated the integration of AI-driven tools and platforms in education. The present study aims to critically examine the emerging trends, opportunities, challenges, and future directions of Artificial Intelligence in Education through a thematic review of recent literature. The study is guided by key research questions related to the applications of AI in education, its educational benefits, implementation challenges, and implications for future educational practices. A qualitative thematic review methodology was adopted, and relevant peer-reviewed studies published between 2018 and 2026 were collected from recognized academic databases, including Scopus, Web of Science, Google Scholar, and ERIC. After systematic screening and selection, the reviewed studies were analyzed thematically to identify major patterns and developments in the field. The findings reveal that major trends in AIED include personalized learning, intelligent tutoring systems, generative AI and chatbots, AI-based assessment, adaptive learning environments, and learning analytics. The review further indicates that AI has significant potential to improve learning outcomes, enhance student participation, support inclusive education, automate administrative tasks, and facilitate data-driven educational decision-making. However, several critical concerns continue to challenge the effective integration of AI in education, including ethical issues, algorithmic bias, data privacy and security, digital divide, lack of teacher preparedness, technological dependency, and threats to academic integrity. The study discusses the broader educational implications of AI adoption and emphasizes the importance of ethical governance, digital equity, policy support, teacher training, and responsible innovation for sustainable implementation. The review concludes that while Artificial Intelligence possesses transformative potential for the future of education, its successful integration requires balanced, inclusive, and context-sensitive approaches that prioritize both technological advancement and human-centered educational values.

Global Employability of Filipino Radiologic Technologists: A Systematic Review of the Effectiveness of Radiologic Technology Education in the Philippines

Mary Ruassel A. Rejollo — 2026-06-01

Objective: Radiologic technologists play a critical role in healthcare through diagnostic imaging and radiation-related procedures essential for disease detection, treatment planning, and patient management. This systematic review aimed to synthesize available evidence regarding the global employability of Filipino radiologic technologists and evaluate the effectiveness of radiologic technology education in the Philippines in preparing graduates for local and international professional practice.

Materials and Methods: This study utilized a systematic review design following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Comprehensive literature searches were conducted using PubMed, Scopus, Google Scholar, ScienceDirect, and ERIC, supplemented by manual searches of grey literature and reference lists. Studies published since 2000 focusing on radiologic technology education, employability, workforce readiness, migration, clinical competency, and professional preparedness among Filipino radiologic technologists were included. After screening and eligibility assessment, 47 studies met the inclusion criteria and were included in the final qualitative synthesis. Data were analyzed using a narrative synthesis approach, while methodological quality was assessed using Joanna Briggs Institute critical appraisal tools.

Results: The reviewed studies demonstrated generally favorable employability outcomes among Filipino radiologic technologists, with many graduates obtaining employment shortly after graduation and demonstrating competencies in clinical practice, patient care, communication, and professional responsibilities. Competency-based education, clinical internship exposure, curriculum relevance, and licensure examination preparedness emerged as major contributors to workforce readiness and global employability. However, challenges including workforce migration, low local compensation, technological adaptation demands, inconsistencies in specialized imaging competencies, and workforce retention difficulties were also identified. Technological preparedness, continuing professional development, leadership training, and institutional support were consistently recognized as important factors influencing long-term workforce competitiveness and professional sustainability.

Conclusions: Radiologic technology education in the Philippines substantially contributes to the development of clinically competent and globally employable radiologic technologists. Nevertheless, continuous curriculum enhancement, technological integration, specialized clinical training, radiation safety reinforcement, continuing professional development, and workforce retention strategies remain essential to strengthen international competitiveness and long-term workforce sustainability within the healthcare sector.

Adaptive Learning Systems Powered by Artificial Intelligence for STEM Education Improvement

Linda Ifechukwu Onwubuya — 2026-06-02

AI is evolving into a revolution within the education sector especially in the process of designing adaptive learning systems that customize learning using individual learner information. It is a systematic review of empirical and theoretical research evidence on the role of AI-based adaptive learning technology in increasing engagement, personalization, and knowledge retention in science, technology, engineering, and mathematics (STEM) education.

In line with the PRISMA guideline, the identification of the relevant studies was done in databases such as scopus, web of science, ERIC, IEEE xplore, and Google Scholar. Inclusion criterion centered on AI-based adaptive or intelligent tutoring systems that were implemented in K-12 and higher-education STEM settings and non-AI or non-STEM platforms were excluded. The selection criteria included twenty-six peer-reviewed articles published in 2019-2025.

Thematic synthesis identified how AI-based adaptivity in the form of machine learning, deep neural networks, intelligent tutoring architectures, and so on, has steadily enhanced learning performance, engagement, and retention, especially when based on constructivist and self-regulated learning models. Nevertheless, the review also discovered severe challenges such as algorithmic bias, the presence of data privacy threats, infrastructural constraints, and inequality of access in a low-resource environment. Comparative evidence indicates that there is a gap in research that is longitudinal and cross-platform in the measurement of the persistence and generalizability of learning gains.

In general, the findings indicate that although the application of AI-enabled adaptive learning systems has a high potential of providing personalized STEM education, their long-term implementation presupposes transparency, ethical governance, and equitable, fair-minded algorithm design.

Mathematical Self-efficacy in Mathematics Education: A Review of Current Research

Xiuxian Xu — 2026-06-02

Mathematical self-efficacy plays a key role in shaping students' academic performance in mathematics, and it has been extensively studied in recent years. This study searched the Web of Science database using relevant keywords, selected highly relevant publications from the past 20 years, and ultimately identified 37 eligible articles. The following conclusions are thus reached. First, scholars' current research mainly includes four aspects: measurement tools, influencing factors, correlations, and differences. Second, correlational research mainly focuses on the relationships between mathematical self-efficacy and academic achievement, mathematical ability, as well as creativity. Research on influencing factors has explored certain aspects such as teaching models and individual psychology, yet no comprehensive framework has been established, nor has the causal relationship between these factors and mathematics self-efficacy been explained. Research on differences reveals disparities in gender, school type, and mathematics content. Research on measurement tools has largely focused on adapting existing questionnaires. Therefore, further investigation is needed to develop a complete framework of influencing factors and to capture variations across different dimensions, thus promoting progress in this area and motivating researchers to undertake further exploratory investigations.