Asian Journal of Education and Social Studies

Challenges in the Implementation of Physics Education in Rural Community Day Secondary Schools: A Systematic Literature Review

Ezrone Robert Mkandawire, Leah Asheri Nyanginywa, Rukia Ally Himu — Fri, 10 Jul 2026 00:00:00 +0000

Physics education contributes to scientific literacy, problem-solving capacity and technological development, yet its implementation in rural Community Day Secondary Schools (CDSSs) remains constrained by persistent structural and pedagogical barriers. This systematic literature review synthesised empirical evidence on the challenges affecting physics education in rural secondary schools across Sub-Saharan Africa, with particular attention to implications for Malawi. The review followed PRISMA 2020 guidelines and involved searches across PubMed, Scopus, Web of Science, ERIC, Google Scholar and African Journals Online, supplemented by grey literature from relevant institutional repositories. Studies published between 2010 and 2024 were screened against predefined eligibility criteria. Methodological quality was assessed using the Mixed Methods Appraisal Tool, and the findings were synthesised thematically, with quantitative findings pooled where sufficient comparable data were available. Twenty studies met the inclusion criteria, representing 5,847 participants from eight Sub-Saharan African countries. Five interconnected challenges were identified: the absence of laboratory infrastructure, a critical shortage of qualified physics teachers, restricted access to instructional materials, insufficient instructional time compounded by curriculum demands, and low student motivation and engagement. The synthesis indicates that these challenges do not operate independently. Rather, inadequate infrastructure limits practical teaching, teacher shortages reduce instructional quality, restricted materials constrain independent learning, and these conditions collectively weaken learner engagement. Quantitative synthesis further indicated substantial associations between laboratory access, teacher qualification, instructional material accessibility and learning-related outcomes. The review concludes that improving physics education in rural CDSSs requires coordinated responses that address infrastructure, teacher capacity, resource accessibility and learner-centred pedagogy together. The findings provide a context-sensitive evidence base for policy, school leadership and future research on physics education in resource-constrained rural settings.

Impact of Gamification on Education: A Systematic Literature Review of Research Trends and Learning Outcomes

Rojalin Panda, Brundabana Meher, Nutan Panda — Fri, 10 Jul 2026 00:00:00 +0000

Gamification has received increasing attention in educational research as a strategy for strengthening learner engagement, motivation, participation, and learning outcomes through the integration of game-related elements into non-game learning contexts. This systematic literature review examined 60 empirical studies on gamification in education published in Scopus-indexed journals between January 2021 and May 2026, following the PRISMA framework. Content analysis was used to identify research trends across countries, publication years, academic disciplines, methodological approaches, theoretical foundations, gamification platforms, participants’ educational levels, game elements, learning outcomes, and future research directions. The findings show that gamification research is distributed across diverse educational contexts, with stronger representation in higher education and in disciplines such as STEM, educational technology, language education, and general education. Quantitative approaches and experimental designs were more frequently used than qualitative and mixed-method designs. Common gamification elements included points, feedback, challenges, progress indicators, levels, badges, leaderboards, collaboration, competition, and narrative features. The reviewed studies indicate that gamification can support motivation, engagement, academic performance, self-regulated learning, collaboration, and higher-order thinking when it is carefully aligned with learners’ needs, instructional objectives, and pedagogical design. However, the review also identifies limitations, including short intervention periods, overreliance on extrinsic rewards, cognitive overload, contextual variation, and limited evidence on long-term effects. The study highlights the need for more longitudinal, adaptive, theory-informed, and methodologically rigorous research on gamification in education.

Influencing Factors and Consequences of Academic Procrastination: A Systematic Review

Namrata Swain, Bisweswari Sahu, Bhabagrahi Pradhan — Mon, 22 Jun 2026 00:00:00 +0000

Academic procrastination is a common concern in contemporary educational settings and is often understood as a failure of self-regulation rather than solely a time-management problem. Although many empirical studies have examined this issue, evidence on its influencing factors and consequences remains dispersed across educational contexts. This systematic review aimed to identify, categorise and synthesise recent empirical evidence on factors associated with academic procrastination and its major consequences among learners. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. A literature search was conducted in the Scopus database using terms related to academic procrastination, procrastination, students, learners and education. From an initial pool of 1021 records, 469 records were removed during screening, leaving 552 records for further assessment. After title and abstract screening, 501 records were excluded, and 51 empirical studies published between 2020 and 2026 were included in the qualitative synthesis. The selected studies were examined through qualitative content analysis. The findings indicate that academic procrastination is influenced by four broad domains: psychological, social, contextual and technological. Psychological factors, particularly self-regulation, academic self-efficacy, motivation, anxiety, stress, perfectionism and self-control, were most frequently reported. The review also shows that most included studies used quantitative methods and focused mainly on tertiary-level students. Reported consequences included poor academic performance, reduced achievement, lower academic success, weak task organisation, reduced motivation, stress, anxiety and other negative emotional outcomes. The review highlights the need for broader methodological approaches and further intervention-based research to address academic procrastination across learner groups.

Cocoa Governance Readiness in Indonesia for EUDR Compliance: A Policy Review

Muhammad Obie — Tue, 30 Jun 2026 00:00:00 +0000

The European Union Deforestation Regulation (EUDR) has become a significant sustainability regulation affecting global agricultural commodity trade. By requiring commodities entering the European Union market to be deforestation-free, legally produced, and supported by traceable supply-chain information, the regulation creates new governance challenges for cocoa-producing countries. Indonesia, as a major cocoa producer, faces growing pressure to strengthen governance systems to support compliance while maintaining the competitiveness of its cocoa sector. This policy review examines the readiness of Indonesia’s cocoa governance system in responding to EUDR requirements. Using a desk study approach, the study reviews policy documents, regulatory frameworks, official statistics, institutional reports, and recent scholarly literature on cocoa governance, traceability systems, sustainability standards, and EUDR implementation. The analysis focuses on four dimensions of governance readiness: regulatory, institutional, traceability, and stakeholder readiness. The findings indicate that Indonesia has established policy instruments and sustainability initiatives that can support EUDR compliance. However, challenges remain, including fragmented governance arrangements, limited traceability infrastructure, weak farmer institutions, inconsistent data systems, and unequal stakeholder capacities. The study highlights that effective adaptation requires stronger coordination among government agencies, private-sector actors, farmer organisations, and development partners. It concludes that EUDR compliance should be viewed not only as a market-access requirement but also as an opportunity to modernise cocoa governance, improve supply-chain transparency, and support sustainable smallholder-based cocoa systems in Indonesia.

Beyond the Textbooks: Integrating Toy-Based Pedagogy for Developing Foundational Mathematics Skills

Asmit Kumar Sahoo, Rasmirekha Sethy, P. C. Agarwal — Tue, 30 Jun 2026 00:00:00 +0000

Foundational mathematics skills acquired in the early years are among the strongest predictors of later academic and economic outcomes, yet conventional textbook-centred instruction often struggles to engage young learners or to capture the embodied, exploratory character of early numerical and spatial reasoning. Toy-based pedagogy, spanning concrete manipulatives, construction materials, board games, loose parts, and increasingly technology-enhanced toys, has drawn growing empirical attention as a vehicle for cultivating number sense, spatial cognition, and executive function in young children. This critical review synthesises recent peer-reviewed evidence on the mechanisms, efficacy, and contextual moderators of toy-mediated mathematics learning across home and institutional settings. It examines the theoretical foundations linking play to mathematical cognition, evaluates evidence on concrete manipulatives and Montessori-derived materials, construction and spatial toys, board-game and guided-play interventions, and digital or technology-enhanced toys, before turning to the home learning environment, gendered patterns of toy engagement, and the practical challenges of integrating toy-based approaches into formal curricula. The picture that emerges is that toys are not inherently effective: their pedagogical value depends on the degree of adult guidance, the perceptual and structural design of the materials, the duration and intentionality of engagement, and the equity of access across socioeconomic and gender lines. The evidence further suggests that benefits are sometimes immediate and sometimes delayed, surfacing only once later mathematical content draws on conceptual scaffolding laid down earlier through play. The review concludes that toy-based pedagogy offers a promising, evidence-informed complement to formal instruction, but that realising this promise depends on deliberate curricular design, sustained teacher and parent training, and close attention to disparities in resource availability both between and within educational systems.

Internal Migration and Educational Access: Implications for Children in India and Developing Countries

Vinayak Pathak, Anamika Trivedi, Ashish Singh, Alok Gardia — Thu, 02 Jul 2026 00:00:00 +0000

Internal migration is one of the most significant yet still insufficiently recognised forces shaping children’s educational access in India and many other developing countries. Migration can increase household income, connect families to expanding labour markets and, in some circumstances, support long-term social mobility. At the same time, it can interrupt schooling through unstable residence, documentation barriers, linguistic transition, weak care arrangements, poverty, discrimination and the misalignment between mobile livelihoods and sedentary school systems. This critical narrative review examines evidence on internal migration and educational access, with a primary focus on India and comparative evidence from China, Turkey and wider developing-country contexts. The review argues that migrant children’s educational exclusion cannot be understood merely as a consequence of household movement or parental neglect. It emerges from the interaction between precarious labour regimes, place-based educational administration, unequal social identities and school systems designed around fixed residence, regular attendance, age-grade progression and local language continuity. Indian evidence shows that seasonal and short-term migration can reduce enrolment stability, attendance, learning continuity and progression, particularly among children from poor rural, lower-caste, tribal and informal-worker households. Comparative evidence from China demonstrates how residence registration, school financing and differentiated access to public schools shape migrant and left-behind children’s educational trajectories. Evidence from Turkey and cross-national studies further shows that destination schools often absorb mobility without commensurate resources, thereby reproducing educational inequality. The article concludes that policies focused only on enrolment are inadequate. Equitable educational access for migrant children requires portable entitlements, inter-jurisdictional tracking, flexible but non-inferior schooling arrangements, financing mechanisms for receiving schools, language and psychosocial support, and data systems capable of capturing circular and seasonal mobility.

Cognitive Load Reduction in the Context of Artificial Intelligence: A Conceptual Framework for Teachers

Ananya Pramanik, Arabinda Kumar Sahoo, Alka Rani, Anjali Bajpai — Mon, 13 Jul 2026 00:00:00 +0000

Teacher education requires educators to manage multiple pedagogical, administrative, technological, and interpersonal demands that may place substantial pressure on working memory. This conceptual paper examines the relevance of Cognitive Load Theory to teachers and considers how artificial intelligence may support the reduction and management of cognitive load in instructional practice. The study adopts a conceptual research design based on an integrative review and theoretical synthesis of literature concerning cognitive architecture, instructional design, teacher development, and emerging educational technologies. It distinguishes intrinsic, extraneous, and germane load in relation to teachers’ planning, classroom delivery, assessment, feedback, professional collaboration, and reflective practice. On this basis, the paper proposes a provisional AI-supported framework comprising seven interconnected dimensions: goal setting and planning; differentiation and personalisation; real-time classroom delivery; assessment and feedback; emotional and cognitive well-being; collaboration and professional growth; and continuous feedback. The framework positions AI as a support for scheduling, curriculum mapping, lesson co-creation, diagnostics, transcription, grading, reflection, resource recommendation, and adaptive planning. It also emphasises that AI should complement rather than replace professional judgement. Potential risks include over-reliance, reduced critical engagement, privacy concerns, weakened decision-making, and insufficient AI literacy. The proposed framework offers a theoretical basis for examining teacher-focused cognitive offloading, but its feasibility, effectiveness, and ethical implications require empirical validation in diverse educational settings.

Bridging Home and School: Transformational Leadership and Parental Involvement in Behaviour Management among Rwandan Secondary Students

Magnifique Idahemuka, Winfrida Malingumu — Mon, 22 Jun 2026 00:00:00 +0000

This paper examined school-home partnerships in students’ behaviour management in Rwandan secondary schools through Transformational Leadership Theory and Epstein’s School–Family–Community Partnership Framework. The study assessed the levels of transformational leadership, teacher invitations for parental involvement, teacher-parent relationships, teacher self-efficacy in involving parents, and parental involvement in behaviour management. A quantitative descriptive survey design was used with 106 teachers and 308 parents from four secondary schools in Rwanda. Data were collected using structured questionnaires and analysed in R through descriptive statistics and a one-sample t-test. Transformational leadership (M = 2.65, SD = 0.69) was significantly below the scale midpoint, t(105) = -5.14, p < .001. Teacher invitations for parental involvement (M = 2.11, SD = 0.75) and parental involvement (M = 2.35, SD = 0.66) were low, whereas teacher-parent relationships (M = 2.58, SD = 0.80) and teacher self-efficacy (M = 2.76, SD = 0.49) were moderate-low. Across parental involvement dimensions, parenting was relatively stronger (M = 3.35), while communication, volunteering, learning at home, decision-making, and community collaboration remained low. By integrating leadership and school-family partnership perspectives, the study shows that parental involvement in the sampled schools remains concentrated in home-based roles rather than collaborative school processes. It recommends strengthening transformational leadership practices, enhancing teachers’ capacity to engage families, and establishing structured mechanisms for parent participation in behaviour management.

Effect of Jigsaw Instructional Strategy on Primary Schoolers’ Achievement in Basic Science in Imo State

N. Ipem, Josephine, J. Azubuike, Ogechi, O. Eziaghighala, Happiness — Tue, 23 Jun 2026 00:00:00 +0000

This study investigated the effect of the jigsaw instructional strategy on primary school pupils’ achievement in Basic Science in Owerri Education Zone, Imo State. The study adopted a quasi-experimental pre-test, post-test, non-equivalent control group design, alongside a descriptive survey approach. The population comprised 18,025 Primary Four pupils, while the sample consisted of 155 pupils, comprising 76 males and 79 females, drawn from four intact classes. Two schools formed the experimental group, with 90 pupils taught using the jigsaw instructional strategy, while the remaining two schools formed the control group, with 65 pupils taught using the conventional lecture method. Data were collected using the Multiple-Choice Achievement Test on Basic Science (MCATOBS), which was validated by experts and yielded a reliability coefficient of 0.73. The treatment lasted 14 weeks. Mean and standard deviation were used to answer the research questions, while ANCOVA was used to test the hypotheses at the 0.05 level of significance. The findings showed that pupils taught using the jigsaw instructional strategy achieved significantly higher scores than those taught using the lecture method. Female pupils recorded higher achievement gains than male pupils, although no significant interaction effect of gender and instructional method was found. The study concluded that the jigsaw instructional strategy improved pupils’ achievement in Basic Science more effectively than the conventional lecture method.

Effectiveness of Flipped Learning in Ameliorating Cognitive Engagement and Academic Achievement among Secondary School Students

T. Jeyagowri, M. Vasimalairaja — Tue, 23 Jun 2026 00:00:00 +0000

This study examined the effectiveness of flipped learning in improving cognitive engagement and academic achievement among secondary school students in science. The study used a pre-test-post-test control group design. The population comprised high school students enrolled at Alagappa Model Higher Secondary School, Karaikudi, Sivagangai District, Tamil Nadu. A sample of 70 students (35 boys and 35 girls) was selected on the basis of marks obtained in a previous examination to support group homogeneity and was randomly assigned to experimental and control groups. The experimental group was taught through the Flipped Classroom Learning (FCL) approach, whereas the control group received traditional classroom instruction. The intervention was implemented for five weeks. Data were collected using a science achievement test and the Questionnaire on Students’ Cognitive Engagement. The reliability coefficients for the achievement test and cognitive engagement scale were 0.85 and 0.87, respectively. Mean, standard deviation, independent samples t-test and Cohen’s d were used for analysis. The pre-test results showed no significant differences between the groups in academic achievement or cognitive engagement, indicating initial comparability. In the post-test, the experimental group obtained higher scores than the control group in science achievement and cognitive engagement. The post-test difference in academic achievement was statistically significant at the 0.01 level (t = 4.19), with a large effect size (d = 1.00). The post-test difference in cognitive engagement was also statistically significant at the 0.01 level (t = 14.7999), with a large effect size (d = 3.54). The findings indicate that flipped learning may support active participation, self-paced learning and higher-order thinking in secondary school science learning.

Factors Influencing Science Teachers' Use of Artificial Intelligence Tools in the Teaching and Learning Process: A Quantitative Study of Philippine Public Schools

Jaime S. Yu, Rodrigo A. Salimaco — Wed, 24 Jun 2026 00:00:00 +0000

The rapid integration of artificial intelligence (AI) into education has outpaced empirical research on how teachers perceive and adopt these tools, particularly in developing-country contexts and among subject-specific educators. This quantitative study examined the use and perceptions of AI tools among public school science teachers in the Schools Division of Mati City, Philippines. Using complete enumeration, survey data were collected from 148 science teachers, of whom 147 reported using AI tools for teaching purposes. The questionnaire measured demographic and professional characteristics, types of AI tools used, and six perception constructs: perceived usefulness, perceived ease of use, attitude towards AI use, readiness and intention to adopt, perceived impact on role, and perceived difficulties and drawbacks. Data were analysed using descriptive statistics, Welch's analysis of variance, and Games-Howell post hoc tests. Findings showed near-universal adoption of AI tools (99.32%), with ChatGPT as the most frequently used platform (M = 3.43, SD = 0.89). Teachers reported high perceived usefulness (M = 3.80, SD = 0.53), high perceived ease of use (M = 3.43, SD = 0.60), high attitudes towards AI use (M = 3.34, SD = 1.13), high readiness and intention to adopt (M = 3.38, SD = 0.62), high perceived impact on role (M = 3.38, SD = 0.65), and moderate perceived difficulties and drawbacks (M = 3.22, SD = 0.72). Overall perception was high (M = 3.43, SD = 0.43). Significant differences in perceptions were found by age (p = .024) and years of service (p = .002), with younger and early-career teachers reporting more positive perceptions. No significant differences were observed for gender, educational attainment, or grade level taught.

Simplifying the Complexities of Classroom Teaching through Micro-teaching Rehearsals: Pre-service Teachers' Perspective

Wed, 24 Jun 2026 00:00:00 +0000

Teaching is a complex professional activity that requires pre-service teachers to integrate pedagogical knowledge, classroom management skills, lesson planning, and reflective decision-making in diverse learning environments. This study examined the role of micro-teaching rehearsals (MTR) in simplifying teaching complexities and enhancing teaching competencies, as perceived by pre-service teachers in a faculty of education in Nigeria. The context of MTR in this study was grounded in reflective practice, understood as thinking about what has been done and how it can be done better. The study adopted a survey research approach, with all third-year pre-service teachers constituting the study population. Three hundred participants were arranged into groups of ten, producing a sample of thirty groups from which data were generated through a structured questionnaire. The questionnaire items were validated by experts and yielded a Cronbach's alpha reliability coefficient of 0.72. The questionnaire used a four-point Likert scale, ranging from 1 to 4, to elicit responses from each group, and the data were analysed using descriptive statistics. The results revealed that micro-teaching rehearsals provide opportunities for pre-service teachers to gain mastery of teaching skills, thereby supporting competence and helping to simplify common teaching difficulties, such as lesson planning, lesson procedures, and presentation. The study concluded that micro-teaching rehearsals are a useful technique for preparing prospective teachers to improve their teaching competencies and simplify instructional practices.

Growth Mindset and Academic Resilience in Science Learning among College Students

Nur Alih H. Sahiron, Belle Marie D. Antipolo, Jea Farida R. Guroalim — Thu, 25 Jun 2026 00:00:00 +0000

Background: In science learning, students frequently encounter challenging academic tasks that require persistence, adaptability, and effective coping strategies, making academic resilience an important factor in educational success.

Aims: This study examined the relationship between growth mindset and academic resilience in science learning among 357 college students at Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST) during the first semester of Academic Year 2024–2025. Specifically, it assessed students’ levels of growth mindset and academic resilience and determined whether growth mindset predicts academic resilience.

Study Design: Descriptive-correlational.

Place and Duration of Study: SPAMAST Main Campus, Malita, Davao Occidental, first semester, Academic Year 2024–2025.

Methodology: A total of 357 students were selected from a population of 3,327 through stratified random sampling across the five institutes of the college. Data were collected using adopted and validated instruments, namely Dweck’s Growth Mindset Scale and Cassidy’s Academic Resilience Scale Specific Multidimensional Scale (ARS_MCV). Descriptive statistics, Pearson product-moment correlation, and regression analysis were utilised to analyse the data.

Results: Findings revealed that students demonstrated a high level of growth mindset (mean = 4.12) and academic resilience (mean = 3.80). Among the domains of growth mindset, intelligence obtained the highest mean score (mean = 4.32), indicating strong agreement that effort improves skills and knowledge. Perseverance emerged as the highest dimension of academic resilience (mean = 4.21). Correlation analysis showed a significant, low positive relationship between growth mindset and academic resilience (r = 0.308, p < 0.05). Furthermore, the character domain showed the strongest relationship with academic resilience (r = 0.329, p < 0.05). Regression analysis indicated that character significantly predicted academic resilience and accounted for 7% of its variance (p = 0.005).

Conclusion: The study concluded that fostering a growth mindset, particularly in the character domain, enhances students’ academic resilience in science learning. Integrating growth mindset strategies and character-building interventions may strengthen students’ adaptability, perseverance, and academic success.

Exploring the Link between Digital Hoarding and Academic Procrastination among Higher Education Students

Shristi Singh, Md. Qais, Ravi Kant — Thu, 25 Jun 2026 00:00:00 +0000

This study explored the link between digital hoarding and academic procrastination among higher education students. It examined the levels of both variables, differences across selected demographic and institutional categories, and the relationship between digital hoarding and academic procrastination. A descriptive survey design was adopted, and data were collected from 253 students enrolled in undergraduate and postgraduate programmes across different disciplines and institutions. Digital hoarding was measured using a 10-item scale developed by Neave et al. (2019), while academic procrastination was measured using a 25-item scale developed by McCloskey and Scielzo (2015). The data were analysed using descriptive statistics, independent samples t-tests, one-way ANOVA, Tukey HSD post hoc tests and Pearson product-moment correlation. The findings showed that most students reported moderate levels of digital hoarding and academic procrastination. For digital hoarding, 179 students (71%) were in the moderate category, 38 (15%) in the low category and 36 (14%) in the high category. For academic procrastination, 192 students (76%) were in the moderate category, 29 (13%) in the low category and 32 (11%) in the high category. Significant differences in digital hoarding were found by gender and type of institution, while academic programme and discipline showed no significant differences. For academic procrastination, type of institution showed a significant difference, whereas gender, academic programme and discipline did not. The Pearson correlation indicated a very weak and non-significant relationship between digital hoarding and academic procrastination (r = .026, p = .676). The study therefore suggests that, within this sample, digital hoarding and academic procrastination occur among higher education students but are not statistically related.

Enhancing Electrical Machine Maintenance Competence: The Effects of Nigeria’s Local Content Programme on Technical College Teachers in Delta State

Prince Ossai Chukwuma, Aterogho Precious — Sat, 27 Jun 2026 00:00:00 +0000

This study examined the perceived influence of Nigeria’s Local Content Programme on the development of electrical machine maintenance competence among technical college teachers in Delta State. A descriptive survey research design was adopted. Three research questions guided the study, while two null hypotheses were tested at the 0.05 level of significance. The population comprised 36 respondents, including 24 electrical technology teachers and 12 technicians from six selected technical colleges in Delta State. Data were collected using a 40-item structured questionnaire designed to assess competence development, teachers’ maintenance ability, and technical skills in electrical machine maintenance. The instrument was face-validated by three experts, and its internal consistency was established using the Cronbach alpha method, yielding a reliability coefficient of 0.80. Mean and standard deviation were used to answer the research questions, while z-test statistics were used to test the null hypotheses. Findings showed that respondents agreed that the programme contributed to competence development in electrical machine maintenance, with grand mean scores of 3.06 and 3.14 for technicians and teachers, respectively. Respondents also perceived improvement in teachers’ ability to maintain electrical machines and equipment, with grand mean scores of 3.05 and 3.12 for technicians and teachers, respectively. In addition, the programme was perceived to have enhanced teachers’ technical skills, with grand mean scores of 3.03 and 3.15 for technicians and teachers, respectively. The hypotheses showed no significant difference between teachers’ and technicians’ mean responses. The study recommends sustaining and strengthening the programme to support competence development in technical colleges.

A Resource-based Perspective on Organisational Capabilities and Financial Performance of Hardware and Construction Companies in General Santos City, Southern Philippines

Jeffry Mark M. Magpantay — Mon, 29 Jun 2026 00:00:00 +0000

This study examined the relationship between operational strategies and financial stability among hardware and construction companies in General Santos City, Southern Philippines, using the Resource-Based View framework. It assessed the extent to which firms implemented operational strategies in supply chain management, inventory oversight, financial planning and management, and technological integration. It also evaluated financial stability in terms of liquidity, profitability, and solvency. A quantitative descriptive-correlational design was used. Data were collected from 250 owners, managers, or authorised representatives through a structured survey questionnaire. The data were analysed using percentages, weighted mean, Spearman’s rank correlation, and multiple regression analysis. Results showed that operational strategies were implemented to a high extent, with an overall mean of 3.83. Inventory oversight obtained the highest mean, followed by financial planning and management, supply chain management, and technological integration. Financial stability was also rated high, with an overall mean of 3.89. Solvency obtained the highest mean, followed by liquidity and profitability. Spearman’s rank correlation indicated a significant positive relationship between operational strategies and financial stability, r = .648, p < .001. Regression analysis showed that technological integration, supply chain management, inventory oversight, and financial planning and management significantly predicted financial stability, explaining 49.5% of the variance. The findings suggest that stronger operational practices are associated with better perceived financial stability among the surveyed firms.

Availability of Digital Devices and Students’ Access to Electronic Learning Resources in Public Secondary Schools in Singida Region, Tanzania

Samwel Mubezi Kansheba, Nolasko Mwinami, Noah Mtana — Mon, 29 Jun 2026 00:00:00 +0000

This study examined how the availability and use of digital devices support students’ access to electronic learning resources in public secondary schools in Singida Region, Tanzania. The study adopted a mixed-methods approach guided by a pragmatic research philosophy. Quantitative data were collected from 261 students through questionnaires, while qualitative data were obtained through semi-structured interviews with nine ICT teachers, nine heads of schools, and seven District Secondary Education Officers, supported by observation. The study was informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), with attention to device availability, device utilisation, and facilitating conditions. Findings showed that desktop computers were the most accessible devices for students (M = 3.16, SD = 0.89). Smartphones followed (M = 2.88, SD = 1.13), while tablets recorded the lowest mean score (M = 2.76, SD = 1.01). The overall mean score for digital device availability and use was 2.93 (SD = 1.03), indicating moderate access. Facilitating conditions were generally inadequate, with an overall mean score of 2.55. The lowest-rated conditions were internet connectivity, with a mean score of 2.18, and reliable electricity supply, with a mean score of 2.31. Regression results showed that facilitating conditions significantly predicted students’ effective use of digital devices, with β = 0.559, p < .001, and R² = 0.312. The findings indicate that the presence of digital devices alone is insufficient to improve access to electronic learning resources. Reliable electricity, internet connectivity, technical support, adequate laboratory time, and appropriate device access remain important conditions for strengthening digital learning in public secondary schools in Singida Region.

Classroom Interactional Competence and Differentiated Instruction as Predictors of Work Task Motivation of English Teachers

Sanshine R. Mapalo — Mon, 29 Jun 2026 00:00:00 +0000

This study examined classroom interactional competence and differentiated instruction as predictors of work task motivation among English teachers. Using a predictive quantitative research design, the study involved 150 English teachers from Cluster 10 of Marilog District, Davao City, Philippines, during School Year 2025-2026. Data were gathered through adapted survey questionnaires measuring classroom interactional competence, differentiated instruction, and work task motivation. The data were analysed using descriptive statistics, Pearson product-moment correlation, and multiple linear regression. Results showed that classroom interactional competence was rated very high, with an overall mean of 3.71 and a standard deviation of 0.30. Differentiated instruction was also rated very high, with an overall mean of 3.60 and a standard deviation of 0.27. Work task motivation obtained a very high overall mean of 3.52 and a standard deviation of 0.27, although class preparation was rated high only. Correlation results indicated that classroom interactional competence had a moderately high, positive, and significant relationship with work task motivation. Differentiated instruction had a high, positive, and significant relationship with work task motivation. Regression analysis further showed that classroom interactional competence and differentiated instruction significantly predicted work task motivation. The model explained 80.4% of the variance in work task motivation. Of the two predictors, differentiated instruction showed the stronger predictive contribution. These findings indicate that teachers who demonstrate stronger classroom interactional competence and differentiated instructional practices tend to report higher motivation in performing work-related tasks.

Content Validation of an Outdoor Education Leadership Competency Assessment Instrument Using the Fuzzy Delphi Method

Asro Othman, Mazuki Mohd Yasim, Siti Hartini Azmi, Noora Sinta Abdul Hadi — Mon, 29 Jun 2026 00:00:00 +0000

Leadership competency is an important requirement for the effective implementation of Outdoor Education programmes, particularly in teacher education settings where trainees are expected to plan, manage, and lead outdoor learning activities. This study aimed to determine the content validity of an Outdoor Education Leadership Competency Assessment Instrument using the Fuzzy Delphi Method. The development of the instrument was guided by the Brick Wall Model, which consists of four competency domains: Foundation Skills, Hard Skills, Soft Skills, and Meta Skills. A total of 36 proposed items were evaluated by ten experts with experience in Outdoor Education, Physical Education, leadership, curriculum development, and co-curricular management. Expert responses were analysed using three Fuzzy Delphi acceptance criteria: threshold value, expert consensus percentage, and defuzzification value. The findings showed that all 36 items met the required criteria for retention. The overall threshold values ranged from 0.027 to 0.156, which were below the accepted value of 0.20. Expert consensus reached 100% across all domains, exceeding the minimum requirement of 75%. The defuzzification values ranged from 0.733 to 0.957, which were above the minimum acceptance value of 0.50. These results indicate that the expert panel agreed on the relevance and suitability of the proposed competency domains and items. The study concludes that the instrument demonstrates satisfactory content validity for assessing Outdoor Education leadership competency among teacher trainees. Further research is recommended to examine the instrument’s reliability, construct validity, and practical applicability in broader educational settings.

The Impact of Automation and AI on Public Procurement Performance in Tanzania

Godfrey Fabia Mbondo — Mon, 29 Jun 2026 00:00:00 +0000

This paper describes the impact of automation and artificial intelligence (AI) on public procurement performance in Tanzania. Procurement has developed from a simple purchasing activity into a strategic function that enhances organisational performance; therefore, technologies such as AI and automation are increasingly transforming procurement by supporting informed decision-making, reducing operational costs, and improving supplier management. However, sustainable public procurement has received limited attention in relation to broader national policy objectives. The study employed a qualitative approach and a cross-sectional design, with a purposively selected sample of twenty participants. Interviews and focus group discussions were used to collect data, which were analysed thematically with direct quotations. The findings show that automation and AI are used in preparing and managing procurement documentation and simplifying technical language. Robust automation and AI also contribute to minimising human error, enhancing financial control, reducing opportunities for corruption, and improving operational efficiency and capacity building. The study concludes that public and private institutions are better positioned to use digitalisation, including robust automation and AI, in procurement systems to enhance the prudent and efficient use of financial resources in accordance with established regulatory and fiscal standards. It is recommended that institutions prioritise the transition from manual procurement processes to fully digitalised systems and provide comprehensive training for procurement and supply officers on the effective use of Robust Automation and AI systems. Policymakers should also develop clear regulatory frameworks governing automation and AI in procurement to ensure ethical use.

Traffic Congestion and Commuters’ Stress among College Students at the University of Mindanao, Matina Campus, Davao City

Tue, 30 Jun 2026 00:00:00 +0000

This study examined the relationship between traffic congestion and commuter stress among undergraduate student commuters at the University of Mindanao, Matina Campus, Davao City. Specifically, it aimed to determine the level of traffic congestion experienced by students, assess their level of commuter stress, and identify whether a significant relationship exists between the two variables. To achieve this, a descriptive-correlational quantitative research design was utilised. The study was conducted at the University of Mindanao, Matina Campus, Davao City, during Academic Year 2024–2025. Data were gathered from 378 undergraduate students using two validated and pilot-tested survey instruments that measured traffic congestion in terms of awareness, readiness, psychological response, subjective interpretation, and coping skills, and commuter stress in terms of waiting time, traffic, health and safety, and accessibility/availability. Pearson’s r correlation coefficient was used to analyse the relationship between the variables. The findings revealed that students experienced a high level of traffic congestion and a moderate level of commuter stress. Furthermore, the analysis showed a moderate positive and significant correlation between the two variables, leading to the rejection of the null hypothesis. These findings support the Allostatic Load Theory and Cognitive Appraisal Theory, which emphasise the cumulative impact of environmental stressors and the role of individual perception in stress responses. The study recommends transportation-related interventions, improved commuting systems, and flexible academic accommodations to help reduce commuter stress and promote student well-being.

Analysis of Factors Affecting Accessibility of Education among the Fisherwomen of Tamil Nadu, India

Vanisree C., K. Krishnamoorthy — Tue, 30 Jun 2026 00:00:00 +0000

Background: Fisherwomen in coastal regions of India represent a socio-economically marginalised group whose access to education is constrained by poverty, gender norms, occupational demands and limited awareness of welfare provisions.

Aim: The present study aimed to analyse the factors affecting accessibility of education among fisherwomen in Ramanathapuram district, Tamil Nadu, and to examine whether significant differences exist in educational drawbacks across selected demographic variables.

Method: A descriptive survey research design was adopted. Data were collected from 200 fisherwomen selected through purposive sampling from Mandapam and Tangachimadam. A structured questionnaire consisting of 26 items on a 3-point Likert scale was used. The reliability of the tool was confirmed using Cronbach’s alpha (0.82), and content validity was established through expert review. Data were analysed using descriptive statistics (percentage, mean and standard deviation) and inferential statistics (t-test and ANOVA) at the 0.05 level of significance.

Results: The findings revealed that 40% of respondents were illiterate, while only 7.5% had completed higher secondary education and above, indicating low educational attainment. A majority (75%) of respondents reported a lack of awareness of government welfare schemes, and 41.5% were unemployed, reflecting economic instability. Inferential analysis indicated no significant differences in educational drawbacks based on age, nature of family, employment status, educational status or awareness of government schemes, suggesting that educational barriers were experienced across the groups.

Conclusion: The study concluded that educational accessibility among fisherwomen is primarily constrained by structural socio-economic conditions, entrenched gender norms and inadequate dissemination of welfare schemes, necessitating targeted educational and policy interventions.

Teacher Educators’ Authority Style and Student Teachers’ Classroom Management Efficacy

P. Suresh Prabu — Tue, 30 Jun 2026 00:00:00 +0000

The present study examined the relationship between teacher educators’ authority style and student teachers’ classroom management efficacy. A descriptive survey design was adopted, and data were collected from 83 B.Ed. student teachers using validated research instruments. The study assessed the perceived level of teacher educators’ authority style, the level of classroom management efficacy among student teachers, and the extent to which authority style predicted classroom management efficacy. Descriptive statistics, Pearson’s product-moment correlation, independent-samples t-tests, one-way analysis of variance, and linear regression were used for data analysis. The findings indicated that both teacher educators’ authority style and student teachers’ classroom management efficacy were at moderate levels. A significant positive relationship was found between teacher educators’ authority style and student teachers’ classroom management efficacy. The results also showed that classroom management efficacy did not differ significantly with respect to gender, locality, or subject specialisation. Regression analysis further revealed that teacher educators’ authority style significantly predicted classroom management efficacy and accounted for 45.2% of its variance. The findings suggest that teacher educators’ authority practices are associated with student teachers’ confidence in managing classroom situations. The study highlights the relevance of balanced, supportive, and structured authority practices in teacher education for strengthening prospective teachers’ classroom management competence.

Bridging Policy and Practice: Level of Policy Implementation among State Universities and Colleges (SUCS) in Samar Island

Christine M. Adlawan, Lyndon A. Ogoc — Thu, 02 Jul 2026 00:00:00 +0000

Effective policy implementation is essential for ensuring quality governance, accountability, institutional effectiveness, and sustainable development in higher education institutions. Despite the existence of governance structures and regulatory frameworks, State Universities and Colleges (SUCs) continue to encounter challenges in translating policies into actual institutional practices. This study determined the level of policy implementation across the fourfold functions of instruction, research, extension, and production among State Universities and Colleges in Samar Island.

The study employed a convergent parallel mixed-methods design integrating quantitative and qualitative approaches. A total of 307 internal stakeholders were selected from a population of 911 respondents using Slovin’s formula and proportionate stratified sampling. The respondents consisted of members of the Administrative Council, Academic Council, Faculty Union, Non-Teaching Association, and Student Council from the University of Eastern Philippines, Northwest Samar State University, Samar State University, and Eastern Samar State University. For the qualitative component, twenty key informants were purposively selected to provide in-depth perspectives on policy implementation. Data were gathered using researcher-developed questionnaires and semi-structured interview guides validated by experts in educational management and higher education governance. Quantitative data were analysed using frequency counts, percentages, and weighted mean, while qualitative data were examined through thematic analysis and triangulated with documentary evidence.

Findings revealed that policy implementation across the four core functions was generally rated High, indicating that SUCs operate through structured, compliance-oriented, and system-driven governance mechanisms. Instruction obtained the highest level of implementation (Grand Mean = 3.87), followed by research (3.77), extension (3.75), and production (3.50). Strong implementation was observed in areas related to regulatory compliance, policy monitoring, and institutional accountability. However, challenges were noted in terms of resource allocation, infrastructure support, stakeholder engagement, and feedback utilisation. Qualitative findings further revealed that policy implementation remains largely compliance-driven, influenced by centralised decision-making structures, bureaucratic procedures, and limited stakeholder influence in implementation processes.

The study concludes that while policy implementation among SUCs in Samar Island is generally effective, strengthening participatory governance, stakeholder engagement, transparency mechanisms, and institutional support systems is necessary to enhance policy responsiveness and institutional effectiveness. The findings provide empirical evidence that may serve as a basis for improving governance practices and policy implementation frameworks in higher education institutions.

Measuring Data Interpretation Proficiency: The Case of College of Arts and Sciences

Romeliza Fe C. Concepcion, Alfred P. Pantaleon — Thu, 02 Jul 2026 00:00:00 +0000

This study assessed the data interpretation proficiency of third-year students in the College of Arts and Sciences of Ilocos Sur Polytechnic State College during the first semester of academic year 2025–2026. Using a descriptive and developmental research design, the study involved 395 respondents selected through stratified sampling. Data were gathered through a researcher-made 50-item achievement test and a checklist survey designed to determine students’ proficiency and the challenges encountered in interpreting quantitative and qualitative data. The instruments were validated by experts and obtained validity and reliability scores of 4.59 and 0.87, respectively. Data were analysed using frequency counts and percentages. Findings showed that students demonstrated a satisfactory level of proficiency in both quantitative and qualitative data interpretation, with mean scores of 12.68 and 12.92, respectively, and an overall mean score of 25.60. The results indicate that students possess basic functional competence in interpreting research data but require further support in higher-order analytical, inferential and interpretive skills. The most common quantitative challenges involved understanding statistical concepts, applying formulas and selecting appropriate statistical tools. In qualitative interpretation, students mainly struggled with identifying themes and summarising detailed responses. Based on these findings, the study proposed A Students’ Guide to Data Interpretation as a supplementary instructional booklet to support guided, practice-based learning.

Online Education in the Period of COVID-19 Pandemic at Higher Secondary Level in Bangladesh: Understanding the Barriers and Policy Recommendations

Md. Abdus Sattar, Umasree Dhar, Meherin Munjarin Ratna — Fri, 03 Jul 2026 00:00:00 +0000

The study aimed to analyse the barriers to online education during the COVID-19 pandemic in Bangladesh and to formulate policies for improving the effectiveness, accessibility and equity of online education. A quantitative survey was conducted among 390 students from six colleges in three districts: Mymensingh, Cox's Bazar and Chapainawabganj. Responses were collected using a five-point Likert scale ranging from Strongly Disagree to Strongly Agree. The level of significance was interpreted using mean-score ranges: Mean ≥ 3.5 as strongly significant, mean between 3 and 3.5 as moderately significant and Mean < 3 as less significant. The findings showed that poor communication with peers, limited space for online classes, mental health difficulties, familial financial stress, limited experience with online assignment submission, lack of faster data, limited social interaction, lack of motivation and disconnection from peers and teachers were strongly significant barriers. Time-management difficulties, fear of online activities, lack of resources for internet data, balancing life and study, lack of digital devices, difficulties in understanding online activities and adjustment of learning style were moderately significant barriers. Technical support and anxiety were less significant. The study recommends strengthening digital infrastructure, institutional communication, financial assistance, digital literacy training, mental health support, blended learning opportunities and national-level policy planning to improve online education during future crises.

Role and Place of Chalkboard Teaching in the Era of Digital Tech-enabled Classrooms

Devender Singh — Fri, 03 Jul 2026 00:00:00 +0000

Education plays an important role in widening access to knowledge and supporting intellectual development. This study examined the role, perceived effectiveness and practical relevance of chalkboard teaching in technology-enabled classrooms. A survey-based investigation was conducted among 314 students from higher education institutions in five districts of Himachal Pradesh and 71 teachers from schools and colleges. The study considered respondents' experiences with chalkboard teaching, Power Point, Power Point with a whiteboard and interactive teaching aids. The findings indicate that chalkboard teaching remains relevant because it is economical, easy to use, manageable and independent of continuous electricity or internet connectivity. Students particularly recognised its usefulness in science subjects, where diagrams, equations and stepwise explanations are important. However, many students preferred Power Point with a whiteboard because it offered better visibility, colour, images and structured presentation. Teachers reported frequent use of the chalkboard and valued its suitability for maintaining interaction, eye contact, gradual explanation and flow (effective focus) during lectures. The findings suggest that chalkboard teaching and digital teaching aids should not be viewed as competing methods. Instead, their combined use may be suitable according to subject matter, class size, infrastructure and learning objectives. The study highlights the continuing place of chalkboard teaching, especially in rural higher education contexts where technological infrastructure may be limited.

Student Learning Engagement: Predicted by Academic Self-Efficacy and Perceived Social Support among Science, Technology, Engineering, and Mathematics Students

Rhea Mae D. Salodes — Sat, 04 Jul 2026 00:00:00 +0000

Student learning engagement is an important concern in Science, Technology, Engineering and Mathematics education because it reflects students’ active participation, effort and involvement in academic tasks. This study examined the extent to which academic self-efficacy and perceived social support predict student learning engagement among Science, Technology, Engineering and Mathematics students. A predictive research design was used. The respondents were 259 Science, Technology, Engineering and Mathematics strand students from selected private Senior High Schools in Toril, Davao City, who were selected through stratified random sampling. Data were gathered using adapted survey questionnaires measuring academic self-efficacy, perceived social support and student learning engagement. Descriptive statistics, Pearson product-moment correlation and multiple linear regression were used to analyse the data. Results showed that academic self-efficacy was very high, whereas perceived social support and student learning engagement were high. Academic self-efficacy had a significant positive relationship with student learning engagement, r = 0.52, p < .001. Perceived social support was also significantly and positively related to student learning engagement, r = 0.48, p < .001. Regression analysis further showed that academic self-efficacy, β = 0.42, p < .001, and perceived social support, β = 0.36, p < .001, significantly predicted student learning engagement. The model explained 39.1% of the variance in student learning engagement. These findings indicate that students with stronger academic self-efficacy and greater perceived social support tend to demonstrate higher engagement in science learning. The study suggests the value of strengthening students’ confidence in their academic abilities and enhancing support systems within the learning environment.

Evaluation of the Implementation of Physics Curriculum in Secondary Schools in Delta State, Nigeria

Sat, 04 Jul 2026 00:00:00 +0000

The study evaluated the implementation of the senior secondary school physics curriculum in Delta State, Nigeria. It examined the extent to which the planned curriculum was implemented in relation to content coverage, instructional methods, classroom interaction, implementation challenges and time allocation. A descriptive survey research design was adopted. The population comprised public senior secondary schools in Delta State, while the sample consisted of 63 physics teachers and 300 physics students selected through systematic random sampling across the three senatorial districts. Data were collected using the Teachers and Students Evaluation of Curriculum Implementation Questionnaire (TSECIQ) and a checklist of essential physics instructional resources. The instruments were validated by experts in curriculum development and measurement and evaluation, and reliability was established through the test-retest method, yielding coefficients of 0.82 and 0.76. Data were analysed using frequency counts, means, percentages and standard deviations. The findings showed that physics curriculum content was not fully covered, with advanced topics poorly implemented. Instructional methods were largely lecture-based, with limited use of learner-centred strategies such as inquiry, simulation and discovery methods. Classroom interaction was predominantly teacher-led, while student-centred interaction was limited. Key challenges included inadequate instructional resources, insufficient qualified teachers, poor motivation, limited laboratory facilities and time constraints. The study concluded that physics curriculum implementation in Delta State secondary schools was suboptimal and recommended improved content coverage, learner-centred pedagogy, adequate instructional time and stronger teacher support.

Influence of Funding Practices and Workplace Conditions on Stress among Early Childhood Educators: A Diagnostic Research Design

Mary Ascension A. Urdaneta, Roselyn M. Ricaforte — Sat, 04 Jul 2026 00:00:00 +0000

This study examined the influence of funding practices and workplace conditions on stress among early childhood educators using a diagnostic research design. The respondents were 171 teachers handling Kindergarten to Grade 3 learners in San Roque District, Division of Davao City, during the school year 2025–2026. Data were gathered through adapted survey questionnaires measuring funding practices, workplace conditions and stress levels among early childhood educators. Descriptive statistics, Pearson product–moment correlation and multiple linear regression were used to analyse the data. Results showed that funding practices were rated high overall, with government support rated very high and non-governmental organisation and community support rated high. Workplace conditions were also rated high, while stress among early childhood educators was rated low. Correlation analysis revealed a significant, moderately high negative relationship between funding practices and stress, indicating that better funding practices were associated with lower stress levels. Workplace conditions showed a weak positive relationship with stress, but this relationship was not statistically significant at the bivariate level. Regression analysis showed that funding practices and workplace conditions jointly explained 47.2% of the variance in stress. Funding practices had a significant negative influence on stress, while workplace conditions showed a significant positive influence in the regression model. The findings suggest that funding practices are important in understanding stress reduction among early childhood educators, while the role of workplace conditions requires further investigation.

The Influence of Bibliotherapy towards the Emotional and Mental Health of College Students

Nova Corteza Ayeng, Maria Lorena M. Abangan — Sat, 04 Jul 2026 00:00:00 +0000

This study examined the association between bibliotherapy and the perceived emotional and mental health of college students in Davao del Sur, Philippines. A descriptive regression design was used, and data were collected from 199 college students from public and private higher education institutions through quota and convenience sampling. Respondents were students who had engaged with library-based reading or reader advisory services and had borrowed or read selected literary, fiction, or self-help materials. A researcher-developed questionnaire was used to measure perceptions of bibliotherapy, emotional health, and mental health. The instrument underwent expert validation and reliability testing before data collection. Mean scores and simple linear regression were used to analyse the data. The findings showed that students had a very high perception of bibliotherapy, with enhancing empathy receiving the highest mean score and improving coping skills receiving the lowest, although both remained within the strongly agree category. Students also reported a very high perception of emotional health, with emotional resilience rated highest and emotional expression rated lowest. Mental health was likewise rated very high, with psychological well-being receiving the highest rating and cognitive clarity the lowest. Regression analysis showed that bibliotherapy was a significant positive predictor of perceived emotional health and perceived mental health. The results suggest that bibliotherapy may serve as a supportive educational and library-based strategy for promoting self-awareness, empathy, coping, emotional regulation, resilience, positive thinking, and psychological well-being among college students. However, the findings should be interpreted as associative rather than causal because of the study design and sampling method.

Engagement and Performance: Basis for a Hospitality-inspired Framework in Mathematics in the Modern World

Mary Joy A. Pascua, Alfred P. Pantaleon — Sat, 04 Jul 2026 00:00:00 +0000

Student engagement is a multidimensional construct associated with learning performance. Mathematics remains a foundational General Education course in undergraduate programmes and supports logical reasoning, problem-solving, and critical thinking. This study examined the engagement of Hotel and Restaurant Management (HRM) students in Mathematics in the Modern World at Ilocos Sur Polytechnic State College and its relationship with selected academic performance indicators as a basis for developing a hospitality-inspired framework. Specifically, it determined students' performance in terms of attendance rate, quizzes, recitation, and term examination, and assessed their cognitive, behavioural, emotional, social, and technological engagement. The study employed a descriptive-correlational research design involving HRM students enrolled in Mathematics in the Modern World. Findings showed that the respondents had excellent attendance and very satisfactory recitation performance, whereas quiz performance was satisfactory and term examination performance needed improvement. In terms of engagement, the respondents showed very high cognitive, emotional, and social engagement, and high behavioural and technological engagement. Correlation analysis indicated that engagement dimensions were weakly associated with selected academic performance indicators. Cognitive and emotional engagement showed significant but weak positive associations with recitation, while term examination performance was not significantly related to any engagement dimension. Based on these findings, a hospitality-inspired Go-No-Go Framework, categorised into Reservation, Preparation, and Service, was developed to support contextualised mathematics instruction. The study concludes that hospitality-based contextualisation may provide a practical instructional direction for supporting engagement and learning experiences in Mathematics in the Modern World.

Perception on Peer Counseling and Mental Health Status among University Students

Lourdes Hyacinth A. Sabalza, Ronato S. Ballado — Mon, 06 Jul 2026 00:00:00 +0000

Aims: The study aimed to assess students’ perceptions of peer counselling as a support mechanism and its relationship with the mental health status of university students.

Study Design: The study employed a quantitative research design, particularly a descriptive-correlational technique.

Place and Duration of Study: The study was conducted at a state university in Eastern Visayas, Philippines, during the School Year 2025-2026.

Methodology: A total of 393 university students were selected through a stratified technique from various courses and year levels across the three campuses of the university. Questionnaires on students’ perceptions of peer counselling and mental health status were utilised as instruments. Statistical tools included weighted means and the Pearson product-moment coefficient of correlation.

Results: Students demonstrated a high level of awareness and acceptance of peer counselling, a very high perception of the qualities and responsibilities of peer counsellors, and a very high perception of the preferred structure and delivery of peer counselling programmes. The overall mental health status of students was very good across the cognitive, affective, and social dimensions. All dimensions of peer counselling perception were significantly correlated with the cognitive, affective, and social dimensions of mental health status.

Conclusions: Students are receptive to peer counselling initiatives and are likely to utilise such services if they are well organised and effectively implemented. Although students face various challenges, many are able to maintain relatively healthy psychological functioning, which may be further strengthened through structured mental health support programmes. Increasing awareness and strengthening trust in peer counselling programmes may positively influence students’ mental health outcomes. Promoting peer counselling as a legitimate support system may therefore enhance students’ willingness to seek help and access available support services.

Digital Pedagogy and ICT Resources as Predictors of ICT Integration among Early Childhood Education Teachers

Deseryl M. Cambangay — Mon, 06 Jul 2026 00:00:00 +0000

Information and Communication Technology (ICT) integration remains an important concern in early childhood education, as teachers are increasingly expected to use digital tools in developmentally appropriate instruction. This study examined digital pedagogy and ICT resources as predictors of ICT integration among early childhood education teachers in the Santo Tomas East District, Division of Davao del Norte. A quantitative predictive-correlational research design was used. The respondents were 167 public school early childhood education teachers who were included through universal sampling. Data were collected using adapted survey instruments measuring digital pedagogy, ICT resources, and ICT integration. The ICT Integration questionnaire contained 50 items, the Digital Pedagogy questionnaire contained 10 items, and the ICT Resources questionnaire contained 20 items. The instruments showed high internal consistency, with Cronbach’s alpha values of 0.968, 0.966, and 0.919, respectively. Data were analysed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The results showed that digital pedagogy was rated very high, with a mean of 3.48, while ICT resources were also rated very high, with a mean of 3.34. ICT integration obtained a mean of 3.28, indicating a very high level among the respondents. Correlation analysis showed that digital pedagogy had a significant positive relationship with ICT integration (r = 0.635, p < 0.001), while ICT resources also had a significant positive relationship with ICT integration (r = 0.569, p < 0.001). Multiple regression analysis indicated that digital pedagogy and ICT resources significantly predicted ICT integration, explaining 50.0% of the variance in ICT integration. Digital pedagogy showed the stronger contribution to the model. The findings suggest that strengthening teachers’ digital pedagogy and improving access to ICT resources may support more effective ICT integration in early childhood education.

Psychological Stress Management and the Role of Police in Maintaining Peace and Social Harmony

Srinibash Dash, Adarsh Naik — Tue, 07 Jul 2026 00:00:00 +0000

Psychological stress and occupational pressure can affect the behavioural stability, decision-making capacity, and role performance of police personnel involved in maintaining peace and harmony. This study examined the relationship among the role of police officers, positive stress management, management ability, and the maintenance of peace and harmony in SBP. A mixed-methods design was adopted, and data were collected from 80 participants through structured questionnaires and interviews. Descriptive statistics, factor analysis, KMO and Bartlett’s tests, ANOVA, and multiple regression analysis were used to analyse the data. The KMO value of 0.636 indicated moderately acceptable sampling adequacy, while Bartlett’s test was significant, supporting the suitability of the data for factor analysis. The descriptive findings showed generally positive perceptions of the role of police, peace and harmony, stability and serenity, positive stress, and management ability. The regression results indicated a moderately strong positive relationship among the study variables (R = 0.713; R² = 0.509), with the model explaining approximately 50.87% of the variance in the dependent variable. The ANOVA results further showed that the regression model was statistically significant. The coefficient results indicated that X Variable 2 and X Variable 4 had significant relationships with the dependent variable, while X Variable 1 and X Variable 3 were not significant. The study highlights the relevance of positive stress management, management ability, and police role performance in supporting peace and social harmony.

Implementation of the Learning Action Cell (LAC) Program and Teachers’ Competence in Public Schools of the Second District of Northern Samar

Gilbert V. Calumpiano, Ronato S. Ballado — Tue, 07 Jul 2026 00:00:00 +0000

Aims: This study evaluated the implementation of the Learning Action Cell (LAC) Program and teachers’ instructional competence in public secondary schools in the Second Congressional District of Northern Samar. Specifically, it documented the level of LAC implementation, the level of teachers’ competence, and the relationship between these variables.

Study Design: This study employed a quantitative research design, specifically the descriptive-correlational method.

Place and Duration of Study: The study was conducted in all public secondary schools in the 2nd Congressional District of the Province of Northern Samar during the school year 2025-2026.

Methodology: The respondents were 47 public school heads and 470 teacher-respondents, giving a total of 517 respondents. Complete enumeration was used for school heads, while non-proportional quota sampling was used for teachers, with 10 teachers randomly selected from each school. Data were collected using a researcher-made survey questionnaire. Part I assessed the extent of LAC Program implementation, based on and adapted from DepEd Order No. 35, s. 2016, while Part II assessed teachers’ competence. Weighted means and the Pearson product-moment correlation coefficient were used to analyse the data.

Results: The implementation of the LAC Program was consistently rated Outstanding by school heads and teachers across areas such as needs assessment, topic prioritisation, planning, resource preparation, scheduling, collaborative learning, monitoring, and professional development activities. Teachers were rated Very Competent in lesson planning and instructional practices. Stronger LAC implementation was consistently associated with higher teacher competence across instructional domains.

Conclusions: The LAC Program in public secondary schools has been institutionalised as a structured and collaborative professional development mechanism. Existing LAC systems are functioning effectively; therefore, sustaining these practices is important for reinforcing teacher collaboration, instructional improvement, and continuous school development. LAC implementation is associated with instructional competence across key teaching domains. Continued and strengthened implementation of LAC, together with other professional development initiatives, may help sustain high-quality instructional practices among teachers and support learner outcomes.

The Impact of Web-based Gamification on Enhancing English Communication Skills among High School Students

S. Amutha Rani, M. Vasimalairaja — Tue, 07 Jul 2026 00:00:00 +0000

Digital technology has transformed educational practice by creating new opportunities for interactive and learner-centred language instruction. This study investigated the impact of web-based gamification on enhancing English communication skills among high school students, with specific attention to listening, speaking, reading, writing, and learner motivation. A quasi-experimental pre-test-post-test control group design was adopted. The sample consisted of 100 government higher secondary school students from Sivagangai District, Tamil Nadu, who were selected through simple random sampling and assigned to an experimental group (n = 50) and a control group (n = 50). The experimental group received web-based gamified English instruction for eight weeks, while the control group received conventional classroom instruction. Data were collected using the English Communication Skills Test and the Student Motivation Questionnaire. Descriptive analysis, differential analysis, and correlation analysis were used to analyse the data. The results showed that students exposed to web-based gamification recorded higher post-test scores in overall English communication skills and in the individual skill areas of speaking, listening, reading, and writing. A strong positive relationship was also found between web-based gamification and students’ motivation towards learning English. The findings indicate that web-based gamification may support communication skill development when applied through structured, interactive, and pedagogically aligned classroom activities.

From Teacher to Leader: School Heads' Perceptions of Mentoring Practices for Aspiring Leaders

Cristy Pearl G. Quibod — Tue, 07 Jul 2026 00:00:00 +0000

School heads who transition from teaching to leadership roles often face challenges in sustaining mentoring practices for aspiring leaders, particularly when formal mentoring structures are limited. This qualitative descriptive study explored school heads’ perceptions of mentoring practices for aspiring leaders, focusing on how autonomy, competence, relatedness, and other motivating factors shaped their mentoring experiences. Data were gathered through in-depth and semi-structured interviews with five purposively selected school heads from Department of Education schools in the Davao Region, Philippines. The findings showed that autonomy enabled school heads to draw on prior instructional experience, exercise independent judgement, and persist despite institutional constraints and teacher resistance. Competence was strengthened through continuous professional development, recognition of mentee growth, and guidance from seasoned colleagues. Relatedness was expressed through trust, open communication, concern for teachers’ welfare, and careful management of relational distance caused by seniority and overfamiliarity. Beyond these dimensions, moral integrity and purpose emerged as additional factors that sustained mentoring commitment. These were reflected in self-reflection, authenticity, principled leadership, duty, responsibility, and the perceived effect of mentoring on learner outcomes. The study suggests that mentoring aspiring leaders is shaped by both psychological needs and ethical or mission-driven commitments. A structured mentoring framework may support school heads in preparing aspiring leaders more consistently.

Digital Competence and Digital Pedagogy as Predictors of Preparedness to Use Digital Technology among Early Childhood Educators

Khristine C. Yurong — Tue, 07 Jul 2026 00:00:00 +0000

Early childhood educators’ preparedness to use digital technology remains an important concern as schools increasingly expect teachers to integrate digital tools into instruction in developmentally appropriate ways. This study examined digital competence and digital pedagogy as predictors of preparedness to use digital technology among early childhood educators. A predictive quantitative research design was employed, involving a total enumeration of 180 public elementary teachers handling Kindergarten to Grade 3 in the Central District of the DepEd Division of Tagum City for School Year 2025–2026. Data were gathered using adopted and modified survey questionnaires measuring digital competence, digital pedagogy, and preparedness to use digital technology. The instruments reported excellent internal consistency, with Cronbach’s alpha coefficients of 0.95 for digital competence, 0.90 for digital pedagogy, and 0.95 for preparedness to use digital technology. Descriptive results showed very high levels of digital competence (M = 3.52, SD = 0.48), digital pedagogy (M = 3.56, SD = 0.49), and preparedness to use digital technology (M = 3.53, SD = 0.44). Correlation results indicated significant positive relationships between digital competence and preparedness (r = 0.776, p = 0.000) and between digital pedagogy and preparedness (r = 0.875, p = 0.000). Regression analysis showed that digital competence and digital pedagogy significantly predicted preparedness, explaining 79.2% of the variance. The findings suggest that strengthening teachers’ digital skills and pedagogical use of technology may support preparedness for digital technology integration in early childhood education.

Perceptions of the Broken Window Effect among Employees across Organizations

M. Ajitha, T. Mahendran — Tue, 07 Jul 2026 00:00:00 +0000

This study examined employees’ perceptions of the Broken Window Effect across different organisational sectors and assessed how minor workplace issues are perceived in relation to organisational culture, employee behaviour, and organisational effectiveness. A descriptive survey design was employed, and data were collected from 199 employees working in educational, healthcare, corporate, and government organisations. The study used a self-developed instrument, the Broken Window Effect in Organisations Scale, to measure employees’ perceptions of minor workplace concerns, including missed deadlines, poor communication, lack of punctuality, workplace disorder, non-compliance with organisational rules, delayed responses to problems, inconsistent policy enforcement, and their perceived organisational consequences. The data were analysed using descriptive statistics, reliability analysis, Pearson correlation, independent-samples t-test, and one-way analysis of variance. The findings showed that employees recognised the presence of minor workplace problems and perceived these issues as relevant to organisational functioning. Significant differences were observed across selected demographic and organisational characteristics, including gender, educational qualification, marital status, employment type, organisation size, location, and years of experience. The instrument demonstrated high internal consistency, indicating its suitability for assessing perceptions of workplace disorder. The study highlights the importance of addressing minor organisational issues promptly through effective leadership, clear communication, consistent policy enforcement, and the maintenance of workplace standards to support employee morale and organisational effectiveness.

Learning Styles and Proficiency in Solving Quadratic Equations among Grade 9 Students

Jornal T. Tenedero, Ronato S. Ballado — Thu, 09 Jul 2026 00:00:00 +0000

Aims: This study aimed to investigate the relationship between learning styles and students’ proficiency in solving quadratic equations. Specifically, the study determined the learning style of the Grade 9 students; assessed the performance of the respondents in solving quadratic equations; and determined whether there was a significant relationship between learning style and proficiency in solving quadratic equations.

Study Design: The study employed a quantitative research design, particularly a descriptive-correlational method.

Place and Duration of Study: The study was conducted in three schools of the Pacific Area of the Department of Education Division of Northern Samar.

Methodology: The study comprised 120 Grade 9 students. The study utilised two research instruments: a modified Kolb’s Learning Style Inventory (KLSI) and a five-item researcher-developed Quadratic Equation Proficiency Test. Statistical tools utilised were weighted means and Pearson product-moment correlation coefficient.

Results: The Grade 9 students in the Pacific Area of the Division of Northern Samar exhibited varying levels of preference across the four learning styles identified in Kolb's Experiential Learning Theory. The assimilating learning style obtained the highest preference, interpreted as high preference. The converging and accommodating learning styles likewise registered high preferences. The diverging learning style showed a moderate preference. The majority were classified at the beginning proficiency level, while none reached proficient or advanced levels. Only the assimilating learning style showed a significant positive relationship with proficiency, although the relationship was weak. The diverging, converging, and accommodating learning styles did not show significant relationships with proficiency.

Conclusion: Mathematics instruction becomes more effective when lessons incorporate systematic procedures, guided practice, and application-oriented activities aligned with these dominant learning orientations. The majority of learners have not yet achieved the conceptual and procedural competencies necessary for effective problem-solving in quadratic equations which highlights the need for structured and progressive instructional interventions that develop conceptual understanding and procedural fluency simultaneously. Improving proficiency depends more strongly on strengthening conceptual understanding and procedural skills than on matching instruction to learning styles alone.

Emotional Regulation and Pathological Internet use among College Students of a Selected Higher Education Institution

Frederick Edward T. Fabella, Alondra Ara A. Mena — Fri, 10 Jul 2026 00:00:00 +0000

This study explored emotional regulation and pathological internet use among college students in a selected higher education institution in Rizal, Philippines. Using a descriptive correlational design, the study involved 49 voluntary respondents with a mean age of 20.47 years. Data were gathered through two standardised instruments administered through a Google Form: The Emotion Regulation Questionnaire (ERQ) by Gross and John (2003) and the Pathological Internet Use (PIU) instrument by Morahan-Martin and Schumacher (2000). The ERQ measured respondents’ tendency to regulate emotions through cognitive reappraisal and expressive suppression, while the PIU instrument assessed symptoms associated with problematic internet use. The results showed that respondents generally engaged in emotional regulation, as indicated by a grand weighted mean of 5.43, interpreted as moderately agree. However, 42 out of 49 respondents, equivalent to 85.71%, gave four or more yes responses on the PIU questionnaire, suggesting signs of pathological internet use based on the instrument’s criteria. Pearson’s r analysis indicated a negligible negative relationship between emotional regulation and pathological internet use (r = -0.0775), which was not statistically significant (p = 0.597). The null hypothesis was therefore retained. The findings suggest that, within this sample, emotional regulation was not significantly associated with pathological internet use, although further investigation with larger samples is warranted.

Influence of Students’ Learning Capacity and Mathematics Interest on Mathematics Performance

Bright Asare, Yarhands Dissou Arthur, Benjamin Adu Obeng — Fri, 10 Jul 2026 00:00:00 +0000

Purpose: This study examined the influence of students’ learning capacity and mathematics interest on mathematics performance.

Methodology: A quantitative correlational research design was adopted. The population comprised students from three selected senior high schools in Ghana, namely Akim Akroso Senior High Technical School, Mankessim Senior High School, and Winneba Senior High School. A sample of 358 students was selected, and data were collected using a structured questionnaire developed from the study variables. Students’ learning capacity was measured through growth mindset in mathematics, mathematics self-efficacy, and technology-based learning in mathematics, while mathematics interest and mathematics performance were assessed using related questionnaires and test items. The data were analysed using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling through SPSS (ver. 23) and AMOS (ver. 23).

Findings: The findings showed that students’ learning capacity had a significant positive effect on mathematics performance. Learning capacity also had a significant positive effect on students’ mathematics interest. In addition, students’ mathematics interest had a significant positive effect on mathematics performance.

Novelty/Originality: The study contributes to mathematics education research by examining learning capacity and mathematics interest within a single structural model. The findings suggest that cognitive and affective factors should be considered together when designing strategies to support students’ mathematics learning and performance.

Emotional Leadership Attributes and Staff Retention in Hotel Housekeeping Departments: Evidence from Colombo, Sri Lanka

W. A. N. Jayanga, K. A. K. Gunawardana, A. K. Schumacher — Fri, 10 Jul 2026 00:00:00 +0000

High employee turnover in hotel housekeeping departments remains an important operational concern for the hospitality sector, particularly in urban hotel markets where service quality depends strongly on staff continuity and supervisory support. This study examined the relationship between emotional leadership attributes and staff retention among housekeeping employees in selected three-star to five-star hotels in Colombo, Sri Lanka. A quantitative cross-sectional survey design was adopted, and data were collected through a structured questionnaire administered to housekeeping employees across seven hotels. Of the 369 questionnaires distributed, 360 complete and valid responses were used for analysis. The questionnaire measured four emotional leadership attributes, namely self-awareness, self-management, social awareness and relationship management, together with staff retention, using a five-point Likert scale. Data were analysed using descriptive statistics, reliability analysis, correlation analysis and chi-square tests with IBM SPSS. The reliability coefficients for all constructs exceeded 0.93, indicating high internal consistency. Descriptive findings showed strong respondent agreement regarding the importance of emotional leadership behaviours in the housekeeping work environment. Correlation results indicated weak but statistically significant positive associations between staff retention and self-awareness and self-management, while social awareness and relationship management showed negligible linear associations. Chi-square results indicated statistically significant associations between all four emotional leadership attributes and staff retention. The findings suggest that emotionally aware and self-regulated supervisory behaviour may contribute to a more supportive work environment for housekeeping employees. However, the weak correlation values indicate that emotional leadership should be understood as one among several factors influencing retention. The study offers practical implications for leadership development, supervisor training and employee-support practices in hotel housekeeping departments.

Causes of Barriers to Academic Accessibility to Students that School Leaders Perceive in Ward Secondary Schools within Morogoro Municipality, Tanzania

Ritha Rugalabamu Kinimi — Fri, 10 Jul 2026 00:00:00 +0000

This study examined the causes of barriers to academic accessibility for students, as perceived by school leaders in ward secondary schools within Morogoro Municipality, Tanzania. The study was guided by Adams’ Equity Theory, which explains how fairness and motivation influence students’ academic participation and outcomes. A mixed-methods approach was used to collect, analyse and interpret data from 30 respondents, comprising school leaders and ward education officers. Quantitative data were collected through questionnaires, while qualitative data were gathered through interviews and analysed thematically. The findings indicated that students’ academic accessibility was constrained by several interrelated factors, including long distances from home to school, limited access to academic resources, inadequate technological and digital tools, insufficient awareness of academic practices, delayed policy updates, and a mismatch between school policies and students’ learning needs. The study also found that limited parent-school communication, inadequate feedback from parents and students, and insufficient support for flexible learning contributed to barriers in ward secondary schools. The qualitative findings supported the quantitative results by showing that resource shortages, distance, policy implementation gaps and limited stakeholder involvement continued to affect students’ academic participation. The study concludes that improving academic accessibility requires coordinated efforts from schools, communities, government authorities and policymakers. It recommends further research on practical measures for reducing barriers to academic accessibility among students in ward secondary schools.

Living the Overlap: Roles, Resources, and Social Life of Teachers in Teaching Senior High School Students

Marielily Baillo — Fri, 10 Jul 2026 00:00:00 +0000

Teacher well-being is shaped not only by classroom instruction but also by the social and institutional demands that accompany teaching. This qualitative descriptive study explored how senior high school teachers manage their social lives amid overlapping professional roles and limited resources. Data were collected from 12 purposively selected public senior high school teachers in Davao City through three focus group discussions. The discussions were transcribed, translated where necessary, and analysed using thematic analysis. Findings showed that teachers’ responsibilities extended beyond instruction to include administrative, advisory, and event-related duties. These overlapping roles created role strain by consuming time, energy, and emotional resources that could otherwise support personal relationships, rest, and social participation. Teachers used coping resources such as time management, scheduling, prioritisation, financial planning, resilience, and self-care strategies. However, these resources often functioned as survival mechanisms rather than as sufficient supports for balance. Participants described their social lives as constrained, interrupted, and continuously negotiated around work and family responsibilities. Experiences of exhaustion, blurred boundaries, professional intrusion, and compromised well-being were common across accounts. The study concludes that teachers’ social lives are not entirely absent, but they are reshaped under pressure from cumulative professional demands. Institutional support, clearer role delineation, reduced non-teaching tasks, and stronger well-being programmes are needed to support a more sustainable teaching experience.

Project-based Learning and Self–reliance Skills amongst Economics and Political Science Education Students in University of Calabar, Cross River State, Nigeria

Mon, 13 Jul 2026 00:00:00 +0000

This study examined the relationship between project-based learning and self-reliance skills among Economics and Political Science Education students at the University of Calabar, Cross River State, Nigeria. The study was motivated by concerns about students’ low confidence and perceived inferiority in applying knowledge to real-world situations. One specific objective and one hypothesis guided the study. A quantitative cross-sectional research design was adopted. The sample comprised 100 undergraduate students in Economics and Political Science Education, selected from a population of 1,003 students through a multi-stage sampling procedure. Data were collected using a 20-item researcher-developed questionnaire titled Project-Based Learning Questionnaire and Self-Reliance Skills Test. The instrument was validated by two experts, and reliability testing using Cronbach alpha produced a coefficient of 0.95. Data were analysed using simple linear regression. The result showed a weak positive but significant relationship between project-based learning and self-reliance skills, with R = .171, adjusted R² = .029, F = 7.485 and p = .007. The finding indicates that project-based learning significantly predicted self-reliance skills among the students, although the explanatory contribution was small. The study concluded that project-based learning can support practical engagement and self-reliance skills development among Economics and Political Science Education students. It recommended that universities should encourage project-based learning to improve learning standards and strengthen students’ practical competence.

Navigating Opportunities and Challenges: Social Media for Teacher–Student Educational Communication in Public Senior High Schools

Mabel P. Mahinay, Romel A. Morales — Mon, 13 Jul 2026 00:00:00 +0000

Background: This study investigated the use of social media as a medium for teacher-student educational communication in public senior high schools in Northern Samar, Philippines, where geographical isolation, uneven internet access, and limited technological infrastructure influence digital learning practices. The study examined teachers’ and students’ perceptions of the challenges and benefits associated with using social media for academic communication.

Methods: A quantitative descriptive-comparative design was employed. Data were collected through researcher-designed 5-point Likert subscales validated for internal consistency, with Cronbach’s alpha values of .82 for the Challenges subscale and .85 for the Perceived Benefits subscale. Multi-stage sampling involving purposive, stratified, and simple random techniques produced a final sample of 168 teachers and 578 senior high school students (N = 746). Weighted means and rankings were used to analyse the data.

Results: Both groups perceived social media as highly beneficial for educational communication, particularly for assignment dissemination, teacher-student interaction, and feedback. However, serious challenges were identified, including unstable internet connectivity, high data costs, privacy and professional boundary concerns, classroom management difficulties, and limitations in pedagogical effectiveness. Teachers reported greater concern about boundaries, classroom management, and instructional effectiveness, whereas students expressed stronger concerns about technological access.

Conclusion: Social media supports communication in resource-constrained educational settings but requires clear institutional policies, digital citizenship education, teacher training, student digital literacy support, and improved infrastructure to ensure responsible and effective use.

The Effect of Reciprocal Teaching and the Gradual Release of Responsibility Model on Grade 5 Students' Reading Comprehension of Literary Texts

Mary Apple Monling Toroba, Maylene Maitom Jansol, Judelyn P. Tinoy — Mon, 13 Jul 2026 00:00:00 +0000

Aim: This study determined the effect of Reciprocal Teaching and the Gradual Release of Responsibility (GRR) Model on the reading comprehension of Grade 5 students in literary texts.

Methodology: A quantitative quasi-experimental pretest–posttest control group design was employed. The Grade 5 population of Cateel Central Elementary School consisted of 171 students distributed across six intact classes. Using purposive sampling, two intact classes were selected to participate in the study, resulting in a sample of 54 Grade 5 students, with 28 students assigned to the experimental group and 26 students to the control group. The experimental group received instruction using Reciprocal Teaching and the Gradual Release of Responsibility (GRR) Model, while the control group received traditional instruction. A researcher-made 30-item multiple-choice test, validated by experts (Aiken's V = 1.00) and found to have acceptable reliability (KR-20 = 0.79), was administered before and after the intervention. Data were analysed using the mean, an independent-samples t-test, and Hedges' g.

Results: Both groups obtained low pretest scores and showed no statistically significant difference before the intervention, indicating comparable baseline reading comprehension. Following the intervention, the experimental group demonstrated significantly higher posttest performance than the control group. The computed Hedges’ g indicated a large effect size, suggesting that the intervention was associated with a strong positive effect on students’ reading comprehension of literary texts.

Conclusion: Reciprocal Teaching and the GRR Model were effective in improving the reading comprehension of Grade 5 students in literary texts. The findings support the use of learner-centred and scaffolded instructional strategies to enhance reading comprehension in elementary classrooms.

A Content Analysis Based Classification of We-Media Users: Bystanders and Participants

Weizhen Cao, Yili Zhang, Ming-Chia Chen — Wed, 15 Jul 2026 00:00:00 +0000

Aims: This study examines the motivations and behavioral patterns of Chinese university students as we-media users and investigates whether we-media functions as a substitute for offline interpersonal interaction or fulfils psychosocial needs that remain unmet in everyday life.

Study Design: An observational study using content analysis, grounded in uses and gratifications theory and Goffman’s impression management framework.

Place and Duration of Study: Fujian Business University, Fuzhou, China, over a 12-week observation period.

Methodology: A total of 550 student we-media operators were recruited and monitored over 12 consecutive weeks. Participants were classified into two groups—bystanders and participants—according to the frequency and duration of their online engagement. Their behavioral records were coded using a four-category scheme adapted from Krishnamurthy (2002), structured along two dimensions: individuality versus community and private versus topical. Intercoder reliability was assessed, yielding an average mutual agreement of 0.80 and a reliability coefficient of 0.92.

Results: Bystanders (n = 325) primarily used we-media for individualized information seeking, with the individuality–private type accounting for 41.90% and the individuality–topic type accounting for 31.11% of their behavioral stems. In contrast, participants (n = 225) emphasized community-oriented engagement: the community–private and community–topic types together comprised 72.73% of their behavioral stems, reflecting a strong orientation towards peer recognition and belonging. The findings indicate a motivational shift from individual information acquisition among bystanders to community integration and identity affirmation among active participants, suggesting that we-media fulfils distinct social functions according to users’ levels of involvement.

Conclusion: The findings indicate that lower-involvement users mainly seek personally relevant information, whereas more active users emphasize reciprocal interaction, peer recognition, belonging, and identity affirmation. The resulting typology demonstrates that we-media may serve distinct social and psychological functions according to the user’s level and form of involvement.

Enhancing Third-grade Learners' Writing Mechanics in Simple Sentence Construction through Game-based Learning

Revecca P. Filiscoso, Kittie Estrada, Leneth Pearl S. Pingot — Wed, 15 Jul 2026 00:00:00 +0000

Writing mechanics, particularly capitalisation and punctuation, are essential for helping primary learners construct clear and meaningful simple sentences. However, Grade III learners may continue to experience difficulty applying these conventions accurately, indicating the need for engaging instructional strategies such as Game-Based Learning. This quasi-experimental study examined the effectiveness of Game-Based Learning (GBL) in enhancing Grade III learners’ writing mechanics, particularly the correct use of capitalisation and punctuation in simple sentence construction. The study was conducted at Cateel Central Elementary School from January to March 2026 and involved 50 Grade 3 learners from two intact classes. Twenty-six learners formed the control group and received conventional instruction, while twenty-four learners formed the experimental group and participated in structured game-based activities. Data were collected using a validated 20-item pre-test and post-test achievement instrument with excellent content validity (Aiken’s V = 1.00) and internal consistency (KR-20 = 0.90). Pre-test results showed that both groups were initially classified as “Did Not Meet Expectations,” although a significant baseline difference was observed between the control group (x̄ = 3.15, grade 63) and the experimental group (x̄ = 5.96, grade 67), P = 0.027. After the intervention, the control group remained in the “Did Not Meet Expectations” category (x̄ = 6.42, grade 68), whereas the experimental group reached the “Satisfactory” level (x̄ = 15.12, grade 84). ANCOVA results indicated a significant post-test difference after controlling for pre-test scores, and the partial eta squared value of 0.430 indicated a large effect. The findings suggest that GBL can support learners’ application of writing mechanics when used alongside structured classroom instruction.