International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)
The International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) is a distinguished, double-blind, peer-reviewed publication that is published every month. Dedicated to advancing the frontiers of knowledge, this esteemed international journal serves as a vital platform for academics, researchers, and educators to share their profound insights and expertise with a global audience. With an unwavering commitment to excellence, IMJRISE publishes cutting-edge research that delves deep into multifaceted topics, enriching the scholarly landscape. Emphasizing the significance of rigorous evaluation, the journal boasts a swift and meticulous peer review process, ensuring the dissemination of high-quality and well-vetted contributions to the academic community worldwide. ISSN ONLINE: 3028-032X ISSN PRINT: 3028-0370 Publication Frequency: Monthly Type: Open-Access Journal
Hotel Managers’ Perceptions of the Soft Skills of Gen Z Employees: A Qualitative Case Study in Bacolod City
This qualitative case study examined how hotel managers described the soft skills, work-related capabilities, and developmental needs of Gen Z hotel employees in Bacolod City, Philippines. The bounded case comprised managerial accounts of the phenomenon across three selected accommodation establishments. Three female department managers—two from locally owned hotels and one from a Philippine hotel chain—were purposively selected as participants. Data came from semi-structured, recorded interviews conducted from February to April 2024 and were analyzed manually through Lichtman’s 3Cs process of coding, categorizing, and conceptualizing. The managers’ accounts produced three overarching themes: relational and customer-service competence; work-related and digital capabilities; and emotional well-being and professional regulation. Participants perceived technological fluency, competitiveness, responsiveness to immediate feedback, and capacity to learn hotel systems as strengths. They also described developmental needs involving empathy, guest-facing confidence, sustained attention, initiative, time use, and emotional regulation. The findings suggest that participating and comparable hotels may benefit from structured onboarding, experiential customer-service practice, clear feedback, coaching, and mental-health-sensitive supervision. Because evidence came from three managerial perspectives and excluded employee, observational, and documentary data, the themes are contextually grounded and are not universal descriptions of Gen Z workers.
Copyright (c) 2026 Corinth C. Jamelo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Teacher-Perceived Implementation, Outcomes, and Support Conditions of a School-Based Remedial Program: A Mixed-Methods Institutional Evaluation
This study examined teachers’ perceptions of the implementation, learner-related outcomes, and support conditions of the Integrated Basic Education Department Remedial Program of La Consolacion College Bacolod. It used a convergent mixed-methods secondary analysis of an internal evaluation survey completed by 35 teachers from November 7 to December 10, 2025. The researcher-developed questionnaire contained 19 five-point rating-scale items and four open-ended questions. Frequencies, percentages, means, standard deviations, and Cronbach’s alpha were used for the quantitative data, while brief narrative responses were examined through content-informed thematic analysis and integrated with the numerical findings. The overall evaluation was Evident (M = 4.10, SD = 0.70). Program Implementation received the highest mean (M = 4.17, SD = 0.67), followed by Perceived Student Participation and Learning-Related Outcomes (M = 4.09, SD = 0.78), while Teacher Support and Resources received the lowest mean (M = 3.98, SD = 0.84). Teachers identified clear objectives, targeted learner support, individualized assistance, and reinforcement as program strengths, but described time allotment, scheduling, workload, coordination, and monitoring as persistent constraints. Fourteen respondents provided invariant ratings across all quantitative items; a sensitivity analysis excluding these cases yielded lower means but retained the same verbal interpretations. The findings suggest that the program had a favorable perceived instructional foundation, but its sustainability depended on more formal scheduling, workload recognition, coordination, monitoring, and resource support. The results represent teacher perceptions and implementation experiences and do not establish direct student achievement gains.
Copyright (c) 2026 Rodjhun B. Navarro, LPT, PhD, Rejay Y. Alvarado, LPT, MPM, Mikhail Ivan A. Muchuelas, Allan Joseph O. Dela Torre, LPT, MAT (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Stakeholder-Reported Implementation Conditions, Perceived Benefits, and Improvement Priorities of a School-Based Sustained Silent Reading Program: A Secondary Mixed-Methods Evaluation
This study evaluated the Uninterrupted Sustained Silent Reading (USSR) Program of the Integrated Basic Education Department of La Consolacion College Bacolod through a secondary convergent mixed-methods analysis of institutional evaluation data. The dataset comprised 234 respondents, including 199 students from Grades 7–10 and 35 educators. Quantitative data were analyzed using descriptive statistics, Cronbach’s alpha, Kruskal–Wallis tests, Holm-adjusted pairwise comparisons, Mann–Whitney U tests, and Spearman’s rank-order correlations. Open-ended responses were examined through thematic analysis and integrated with the quantitative findings. Students and educators generally rated the program’s implementation conditions favorably. Students reported positive reading-related experiences and evaluated the program as effective and satisfactory, while educators expressed favorable perceptions of implementation, institutional alignment, and support. Grade-level differences were found in students’ reading-related experiences, perceived effectiveness, and satisfaction, with Grade 8 students reporting more favorable evaluations than Grade 10 students; however, the effects were small. Among students, implementation conditions were strongly associated with reading-related experiences, perceived effectiveness, and satisfaction. Adequate reading time showed the strongest relationship with reading-related experiences, while choice of reading materials was most strongly associated with perceived effectiveness. Qualitative findings highlighted protected reading time, enjoyment, concentration, and book discovery as perceived benefits. Participants also identified limited access to varied and age-appropriate materials, inconsistent implementation, scheduling concerns, and tensions surrounding reading logs and other accountability requirements. The findings support the continuation of the USSR Program while emphasizing the need for improved resource access, stronger implementation consistency, grade-responsive scheduling, and balanced monitoring practices. Because the study relied on cross-sectional perception data, the results do not establish causal improvements in reading achievement.
Copyright (c) 2026 Rodjhun B. Navarro, LPT, PhD, Rejay Y. Alvarado, LPT, MPM, Mikhail Ivan A. Muchuelas, Kevin Jon B. Ciano, LPT, Roseny G. Valiao, LPT, MAED (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Evaluating a Basic Education Tutorial Support Program: Implementation, Perceived Outcomes, and Institutional Improvement Priorities
This study evaluated a tutorial support program in an integrated basic education department through a secondary mixed-methods analysis of institutional evaluation data collected in November 2025. The analysis examined personnel perceptions of five institutionally defined areas: program implementation, implementation and delivery, perceived student progress and outcomes, tutor support and development, and program management and overall satisfaction. The dataset comprised 35 complete responses from tutorial teachers, administrators, referring subject teachers, and one respondent with multiple roles. Quantitative responses to 25 Likert-type items were analyzed using descriptive statistics, 95% confidence intervals, internal consistency estimates, and response-concentration analysis. Brief open-ended responses were examined through descriptive qualitative content analysis and integrated with the quantitative results. The instrument showed very high internal consistency overall (α = .981), with coefficients ranging from .894 to .974 across the five areas. Respondents generally evaluated the program favorably (M = 4.32, SD = 0.63). Implementation and Delivery received the highest mean (M = 4.43, SD = 0.59), whereas Tutor Support and Development received the lowest (M = 4.25, SD = 0.74). Regular conduct of sessions was the highest-rated practice, while tutor training and guidance received the lowest item mean. Written responses identified focused instructional assistance and remediation as perceived strengths but also raised concerns regarding tutor preparation, monitoring, learner dependence, eligibility policies, subject matching, workload, scheduling, and venue adequacy. The concentration of responses at the upper end of the scale and the absence of direct student outcome measures require cautious interpretation. The findings support continuation of the program with stronger tutor preparation, clearer operational policies, standardized monitoring, and future evaluation using direct evidence of student participation and learning.
Copyright (c) 2026 Rodjhun Navarro, Rejay Y. Alvarado, LPT, MPM, Mikhail Ivan A. Muchuelas, Minnette P. Gela, LPT, MAED, Jennifer M. Divinagracia, LPT (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Sustaining an Interdisciplinary Curriculum Innovation: A Secondary Mixed-Methods Evaluation of Implementation Experience, Collaborative Practice, and Logistical Conditions
This study conducted a secondary mixed-methods implementation evaluation of the Schematic Webbing Program in the Integrated School of La Consolacion College Bacolod. It examined implementation experience, collaborative practice, logistical conditions, program sustainability, and teacher-perceived outcomes using archived internal evaluation data collected in November 2025. The dataset included 33 teachers from Preschool, Elementary, and Secondary levels. Quantitative data from a 15-item instrument were analyzed using descriptive statistics, Cronbach’s alpha, Mann–Whitney U tests, rank-biserial correlations, and Spearman rank-order correlations. Open-ended responses were examined through qualitative content analysis and integrated with the quantitative findings. Results showed that teachers generally perceived Program Planning and Integration, Implementation and Collaboration, and Perceived Outcomes and Impact as evident in practice. The three domains demonstrated high internal consistency, with Cronbach’s alpha coefficients ranging from .925 to .967. No statistically significant differences were found according to grade-level assignment. Teachers with three years or more of participation reported more favorable evaluations than those with one to two years of experience, particularly for teacher-perceived outcomes and overall implementation after adjustment for multiple comparisons. Strong positive associations were also observed among planning, collaboration, and perceived outcomes. Qualitative findings identified interdisciplinary collaboration, unified learning activities, student engagement, creativity, and conceptual connection as program strengths. Limited preparation time, scheduling conflicts, and coordination demands emerged as the principal implementation constraints. The findings suggest that the program was positively received and had developed recurring collaborative and instructional practices associated with program sustainability. Continued implementation will require protected planning time, coordinated scheduling, induction and mentoring for newer participants, sustained professional development, and broader evidence of learner outcomes.
Copyright (c) 2026 Rodjhun Navarro, Rejay Y. Alvarado, LPT, MPM, Mikhail Ivan A. Muchuelas, Ernie P. Mallorca, LPT, Kevin Jon B. Ciano, LPT (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
A TPACK-Informed Assessment of Faculty Competencies and Professional Development Priorities
This exploratory institutional needs assessment examined the self-reported competencies and professional development priorities of 57 faculty members in the Integrated Basic Education Department of La Consolacion College Bacolod. The data were originally gathered for internal faculty development planning through a questionnaire containing rating-scale items and open-ended questions. For secondary analysis, the competency items were organized into six TPACK-informed competency areas: Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and integrated Technological Pedagogical Content Knowledge. Descriptive statistics, retrospective internal-consistency estimates, and systematic categorization of open-ended responses were used. Results showed high self-reported competence across all six areas, with Content Knowledge obtaining the highest mean and Technological Knowledge the lowest. At the item level, technical troubleshooting and digital assessment design received the comparatively lowest ratings. Descriptive variations were observed according to prior faculty development participation, educational attainment, teaching experience, and grade-level assignment. Research and Publication and Technology Integration emerged as the leading professional development priorities. Most respondents preferred face-to-face workshops and favored activities conducted either as needed or quarterly. Open-ended responses further identified unstable internet connectivity, inadequate equipment, unequal access to devices, inclusive education, faculty wellness, and mission-oriented formation as important concerns. The findings support differentiated, practical, and mission-responsive faculty development directions that combine research support, digital pedagogy, mentoring, inclusive instruction, wellness initiatives, and institutional infrastructure improvement. Because the instrument was originally designed for internal needs assessment and did not measure the complete seven-domain TPACK framework, the findings should be interpreted as an institution-specific planning baseline rather than a definitive measure of faculty competence.
Copyright (c) 2026 Rodjhun B. Navarro, LPT, PhD, Rejay Y. Alvarado, LPT, MPM, Mikhail Ivan A. Muchuelas, Jomil G. Villanueva, LPT (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Challenges and Inclusive Practices in United States Special Education: A Meta-Analytic Research Protocol
Inclusive education has become the dominant service-delivery philosophy in United States special education, yet implementation remains uneven across districts, disability categories, and teacher preparation pipelines. This paper presents a meta-analytic research protocol examining the challenges associated with implementing inclusive practices for students with disabilities in U.S. schools, and the teacher-, student-, and system-level variables that predict successful implementation. Drawing on the global synthesis literature on teacher beliefs and professional development for inclusion (Krämer et al., 2021; Donath et al., 2023; Dignath et al., 2022; Guillemot et al., 2022; Judijanto, 2024) alongside U.S.-specific evidence on referral disparities, evidence-based practice adoption, and family collaboration (Hosp & Reschly, 2003; Burns & Ysseldyke, 2009; Reid et al., 2004; Buren et al., 2020), this protocol proposes a random-effects meta-analytic design following Cochran (1954), Higgins and Thompson (2002), and Viechtbauer (2010). It specifies search and coding procedures, effect-size conventions, heterogeneity and publication-bias diagnostics (Egger et al., 1997; Duval & Tweedie, 2000a, 2000b; Sterne & Egger, 2005), and a moderator framework organized around teacher-related, student-related, and school-related variables consistent with prior special education synthesis work. Rather than reporting completed statistical results, this paper frames anticipated patterns as testable hypotheses grounded in the existing literature, and discusses their implications for teacher preparation, administrative support structures, and future primary research. The protocol is intended as both a roadmap for conducting the proposed meta-analysis and a template for understanding how such quantitative syntheses are constructed in special education research.
inclusive education, special education, teacher attitudes, professional development, meta-analysis, United States
Copyright (c) 2026 ARE-PEE M. CASTALONE, ALOHA CAPACITE BARRIENTOS, AMELIA S. ROMERO (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
STAGING TECHNIQUE IN ACTION RESEARCH WRITING, ANALYSIS, REPORTING, AND SOLUTIONS (STARWARS) AMONG MASTER TEACHERS
Action research is expected of master teachers, but many experience difficulty completing a study because the entire research manuscript is often viewed as one large and highly technical requirement. This study examined the Staging Technique in Action Research Writing, Analysis, Reporting, and Solutions (STARWARS), a section-by-section approach developed to ease the difficulties encountered by master teachers in preparing action research. Methods: The study used a convergent mixed-methods, descriptive-evaluative, one-group pretest-posttest design. All nine master teachers participated through complete enumeration. STARWARS divided the manuscript into manageable sections that were discussed, crafted, reviewed, and revised in sequence during Learning Action Cell sessions. Quantitative data were obtained from submission records and a 28-item research-writing competency instrument. Qualitative data came from participant reflections and implementation records. Results: On-time proposal submission increased from 6 of 9 participants (66.67%) before implementation to 9 of 9 (100%) after implementation. Completed action research increased from 7 of 9 (77.78%) to 9 of 9 (100%). The general weighted mean for research-writing competency increased from 2.68 to 3.32, with a mean difference of 0.64. The greatest improvement was in crafting research questions (0.72). Six qualitative themes were identified: time management and early initiation; access to resources and reliable information; guidance and professional development; crafting research questions and methodological challenges; reflection and practical application; and innovation and strategy implementation. Discussion: The findings indicate that completing the manuscript section by section made the research process more manageable and enabled the master teachers to sustain progress until completion. Continued implementation should include early scheduling, protected writing time, reliable research resources, regular technical assistance, and systematic monitoring of each research section.
action research; Learning Action Cell; master teachers; research competence; mixed methods
Copyright (c) 2026 Ria Vertulfo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Inquiry-Based and Integrated Instruction: A Meta-Analysis of Experimental and Quasi-Experimental Effects on Student Achievement and Attitudes
Inquiry-based instruction and integrated science, technology, engineering, and mathematics (STEM) programming have become dominant reform strategies in PK–12 education, yet questions remain about the magnitude and consistency of their effects on achievement and affective outcomes. This meta-analysis synthesizes findings from 52 experimental and quasi-experimental studies (k = 187 effect sizes) evaluating inquiry-based and integrated STEM instructional approaches implemented in elementary and secondary classrooms between 2004 and 2025. Using a correlated and hierarchical effects model with robust variance estimation, we estimated pooled impacts on student achievement in mathematics and science and on students' attitudes toward STEM subjects. Results indicated a positive overall mean effect on achievement outcomes (g = 0.29, p < .001) and a smaller but significant effect on attitudinal outcomes (g = 0.17, p < .01). Moderator analyses revealed that programs incorporating explicit cross-disciplinary integration, sustained teacher professional development, and culturally responsive design elements produced significantly stronger effects than programs lacking these features. Effects did not differ significantly by grade level or school socioeconomic composition, though outcomes related to gender suggested modestly larger attitudinal benefits for female students. We discuss implications for the design of future inquiry-based and integrated STEM interventions and identify priorities for strengthening the experimental evidence base.
inquiry-based learning, STEM integration, meta-analysis, student achievement, science attitudes, professional development
Copyright (c) 2026 Maria Luralyn G. Rodulfo, Leda Tancio-Baluyot (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
From Modules to Multimedia: A Meta-Analysis on the Effectiveness of Innovative Instructional Strategies on Students’ Academic Achievement in Chemistry
This study presents a meta-analysis examining the effectiveness of innovative instructional strategies on students’ academic achievement in chemistry education. Twenty-two empirical studies, largely graduate theses and dissertations from the Philippines together with peer-reviewed studies from Nigeria, Indonesia, Rwanda, and Turkey, were synthesized using a random-effects model. Strategies were grouped into six categories: game- and art-based instruction, programmed and modular instruction, cooperative and contextualized learning, information and communication technology (ICT)-based instruction, learning cycle models, and metacognitive strategies. The overall weighted effect size (Hedge’s g) indicated a large, favorable effect of innovative strategies over conventional lecture-based instruction on chemistry achievement. Substantial heterogeneity was observed among the included studies, prompting moderator analyses by strategy type, grade level, intervention duration, and country of publication. Learning cycle models and ICT-based strategies yielded the largest effects, while programmed and modular instruction produced comparatively smaller, though still positive, effects. A classic fail-safe N analysis and funnel plot inspection suggested the findings were reasonably robust to publication bias. The findings underscore the value of shifting chemistry instruction away from purely lecture-based delivery toward learner-centered, technology-integrated, and inquiry-based approaches, with implications for teacher training, curriculum design, and future research in the Philippine and broader Southeast Asian context.
chemistry education, meta-analysis, instructional strategies, academic achievement, effect size, innovative pedagogy
Copyright (c) 2026 Aileen Pascua Valete (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Mind-Body Co-Healing: Mental Health Service Practices in the Community-Based Chronic Disease Rehabilitation System in Hongkou District, Shanghai
The mental health problems of community-dwelling patients with chronic diseases have long remained in a state of "neglect," becoming a significant bottleneck constraining rehabilitation outcomes and quality of life. Taking Hongkou District of Shanghai as an analytical sample, this paper systematically reviews the high prevalence characteristics of psychological problems among chronic disease patients in this district, their influencing factors, and the supply-demand contradictions in rehabilitation services. It summarizes Hongkou District's innovative practices in areas such as integrated clinical rehabilitation, the "Internet + medical-nursing-care-elderly care" integrated care model, and the promotion of appropriate traditional Chinese medicine techniques. On this basis, it proposes pathways to fill the gap in the "mind-body co-healing" dimension: constructing a continuous service chain with psychological assessment as the gateway, reshaping the grassroots workforce with dual competence in physical and mental health, establishing payment and assessment mechanisms that support mind-body integration, and using digital tools to achieve early warning and precise intervention for psychological risks. The study argues that transforming mental health services from an "optional" to a "standard" component is essentially a profound shift in development philosophy. Only by incorporating "mind-body co-healing" into the performance evaluation framework of local government health governance can we truly respond to chronic disease patients' expectations for health, dignity, and quality of life, and let the foundation of Healthy China be most warmly reflected in every individual life.
mental health; chronic disease; community rehabilitation; integrated service system; mind-body integration; Hongkou District
Copyright (c) 2026 SUN Ji, ZHANG Ke, SHI Xiaojian, XU Qingrong (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Effectiveness of the Reading Remedial Program among Grades 1 and 2
The study determined the effectiveness of the reading remedial program among first and second graders. It analyzed the performance profile of the students based on the results of the CEM achievement test and their reading performance. Focus group discussion was utilized to gather qualitative data from the teachers involved in the implementation of the program. The findings served as the basis for a proposed enhanced remedial program in reading that can strengthen the reading fluency and comprehension skills of the students. The study was anchored on John Fleming’s model of effective teaching. Fleming’s teaching model advocated for more explicit, direct teaching as opposed to the dominant, inquiry based teaching methods of today. It emphasizes descriptive-analytical research design. The study was conducted in School A, a private basic educational institution in Central Visayas. Samples utilized for the comparative study was the scholastic grades of grade one and two pupils who were admitted to the reading remedial program of the school while teachers who handled the remedial sessions served as the research respondents for the focus group discussion. The learners’ reading achievement test results and their first quarter grade in reading were the bases for the recommendation for remediation. The first quarter grade was then compared with their grades in the subsequent quarters to determine the significant mean gain of their reading performance. Results revealed that there was no significant difference in the reading performance. The themes from the remedial program teachers’ focus group showed that lack of collaboration, insufficient time allotment and inconsistency of the implementation and monitoring of the program, and having multilevel assignments of the teachers were the implied factors. In conclusion, the program was not effective. A proposed enhancement of the reading remedial program was suggested.
Reading remedial program, reading performance, reading fluency, reading comprehension, CEM Achievement Test, program effectiveness, Grade 1 and Grade 2 learners, focus group discussion
Copyright (c) 2026 Lournivi Marie A. Singco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Improving Kindergarten Students’ Letter-Sound Recognition Through Multi-Sensory Learning Activities
Letter-sound recognition is a foundational skill for early literacy, yet many kindergarten learners struggle to master grapheme-phoneme correspondence through traditional, single-modality instruction alone. This systematic literature review examines the effectiveness of multisensory learning activities—those that simultaneously engage visual, auditory, kinesthetic, and tactile (VAKT) pathways—in improving letter-sound recognition among kindergarten and early childhood learners. Following a systematic review methodology, 37 peer-reviewed studies, theses, dissertations, and program evaluations published between 2000 and 2026 were identified, screened, and synthesized. Sources were drawn from general education, special education, and second-language (ESL/EFL) contexts across multiple countries, reflecting the global relevance of the topic. Four major themes emerged from the synthesis: (1) multisensory instruction strengthens letter-sound correspondence and phonemic awareness; (2) multisensory approaches are particularly effective for at-risk, struggling, and special-needs learners; (3) multisensory strategies transfer successfully across first-language and second-language literacy contexts; and (4) the design of multisensory instruction—including technology integration, games, differentiation, and teacher preparation—shapes program effectiveness. The review concludes that multisensory learning activities constitute an evidence-based, developmentally appropriate strategy for kindergarten letter-sound instruction, with implications for curriculum design, teacher training, and future research.
kindergarten education, letter-sound recognition, multisensory learning, phonemic awareness, early literacy, systematic literature review
Copyright (c) 2026 Crezel R. Concepcion (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Opportunities and Challenges of Contract of Service in the Government: A Study in the Caraga Region
The research aimed to explore the experiences of the Contract of Service in the Government, who often lack the security and benefits of regular plantilla positions. It was conducted through a survey of 121 government Contract of Service (COS) workers in the CARAGA Region, investigating their perceptions of professional opportunities and challenges. It identified five significant findings: a middle-aged, highly educated workforce; high satisfaction with the work environment; moderate satisfaction with compensation; a strong positive correlation between perceived opportunities and challenges, and no significant link between demographics (age, years of service, education) and their perceptions. The key variables examined were perceived opportunities and perceived challenges. The synthesis of these findings reveals that while their roles and work environment fulfill COS workers, their main struggles are tied to inadequate pay and a lack of clear incentive systems, a finding consistent with broader literature on temporary employment. Challenges like temporary plantilla status and the absence of a clear career path are significant issues. However, opportunities are found in the intrinsic rewards of their work and a positive work culture. The strong correlation suggests that for these workers, the very same roles that offer fulfillment also bring unique difficulties. Hence, the study highlights a critical need for government agencies in the CARAGA Region to revise policies for COS workers. Establishing clearer compensation structures, transparent incentive systems, and career advancement pathways could significantly boost job satisfaction and retention, benefiting both employees and government service stability.
Contract of Service, Job Satisfaction, Work Compensation, Perceived Challenges, Career Advancement
Copyright (c) 2026 Florlyn V. Aventura (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Organizational Innovation and Performance: The Mediating Role of Faculty Affective Commitment in a Philippine Public Higher Education Institution
This study investigates the mediating role of affective commitment in the relationship between organizational innovation and organizational performance within a public higher education institution in the Philippines. Utilizing a predictive-causal research design, data were collected from 331 faculty members from a higher education institution and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that organizational innovation significantly and positively influences both organizational performance and affective commitment. Likewise, affective commitment demonstrated a significant direct effect on performance, indicating that emotionally invested faculty members contribute meaningfully to institutional outcomes. However, the mediating role of affective commitment in the link between innovation and performance was not supported, suggesting that innovation drives performance directly rather than through emotional bonds. This result diverges from prior literature emphasizing the mediating influence of commitment and points to a context-specific mechanism where structural and operational innovations independently enhance institutional outcomes. The study underscores the strategic importance of fostering innovation in public HEIs and calls for further exploration into alternative psychological or structural mediators that may better capture the innovation-performance dynamic in Philippine higher education.
organizational innovation, affective commitment, organizational performance, PLS-SEM, HEI.
Copyright (c) 2026 Jerson M. Caotivo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
TEACHERS’ PREPAREDNESS FOR MANAGING STUDENTS’ MENTAL HEALTH: A SCHOOL-BASED WELLNESS PROGRAM APPROACH
This study employed a descriptive-correlational research design to examine teachers’ preparedness in managing students’ mental health and its relationship with perceived challenges, training needs, skills gaps, and institutional support in four public elementary schools in Moalboal, Cebu, namely Tomonoy Elementary School, Moalboal Central Elementary School, Balabagon Elementary School, and Basdiot Elementary School. A total of 94 teachers participated in the study through complete enumeration. Data were gathered using a structured questionnaire adapted from validated instruments on mental health literacy, teacher confidence, and professional development needs. Statistical tools such as frequency, percentage, mean, standard deviation, and Pearson Product–Moment Correlation were used for data analysis. Findings revealed that teachers demonstrated a generally high level of preparedness in terms of knowledge, skills, and confidence in managing students’ mental health. However, gaps were observed in specialized competencies such as formal referral procedures and structured intervention strategies. Teachers also experienced moderate challenges in terms of training and resource availability, while constraints such as workload, large class sizes, and time limitations were identified as more significant barriers. Moreover, a strong inverse relationship was found between teachers’ preparedness and their perceived challenges, training needs, skills gaps, and support requirements, indicating that higher preparedness is associated with lower perceived difficulties. The study concluded that while teachers possess a strong foundational capacity to address students’ mental health concerns, there remains a need for continuous professional development and strengthened institutional support to address existing gaps. It further emphasized that enhancing teachers’ preparedness significantly contributes to reducing challenges in school-based mental health management. Based on these findings, the study recommended the institutionalization of a comprehensive School-Based Wellness Program, continuous mental health-related training, improved resource allocation, and workload management policies to strengthen teachers’ effectiveness and promote student well-being.
teachers’ preparedness, mental health literacy, school-based wellness program, descriptive-correlational study, elementary education, Moalboal Cebu
Copyright (c) 2026 Elezabeth D. Domugho, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
EVALUATING HIGH SCHOOL GUIDANCE PROGRAM: TOWARD AN IMPROVED INTERVENTION PLAN
This study assessed the status and effectiveness of the guidance and counseling program in a secondary school institution, focusing on its input, process, and output components. Specifically, it examined program implementation and relevance, service delivery and support, and resource utilization and facility adequacy as perceived by students. It also analyzed case reports and accomplishment reports, as well as the perceived effectiveness of the program, and determined the relationship and predictive influence of input and process variables on output variables. A descriptive-correlational research design was utilized, employing survey questionnaires and documentary analysis. Data were analyzed using frequency, percentage, mean, and standard deviation for descriptive purposes, while Pearson Product–Moment Correlation and Multiple Linear Regression were used for inferential analysis. Findings revealed that the guidance and counseling program was generally effective in terms of implementation, service delivery, and resource utilization. Students perceived the program as supportive of their academic, personal, social, and career needs. However, areas requiring improvement included specialized counseling services, systematic case monitoring, and optimization of available resources. Case reports showed that academic concerns were the most common, followed by personal, attendance, and behavioral concerns. Accomplishment reports indicated that basic services were consistently implemented, while specialized interventions were limited due to staffing constraints. Inferential results showed significant positive relationships between input and process variables with output variables. Regression analysis further revealed that these variables significantly predicted program outcomes, leading to the rejection of the null hypothesis. These findings confirmed that the effectiveness of the guidance program is strongly influenced by its implementation quality, available resources, and service delivery processes. The study concluded that although the guidance program is functional and beneficial, further enhancement is necessary to improve service quality and responsiveness. Strengthening staffing support, improving counseling services, and enhancing monitoring systems were recommended to ensure a more comprehensive, efficient, and student-centered guidance program.
Guidance and Counseling Program; Program Effectiveness; Service Delivery; Student Support Services; Case Reports; Accomplishment Reports; Input-Process-Output (IPO) Model; Descriptive-Correlational Design; Student Perception; School Guidance Services
Copyright (c) 2026 William A. Buquia, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
DEVELOPMENT AND IMPLEMENTATION OF PROFESSIONAL GUIDANCE AND COUNSELING ENHANCEMENT PROGRAM
This study investigated teachers’ knowledge and attitudes toward guidance and counseling in relation to a learning development program. Specifically, it examined teachers’ knowledge in terms of principles and concepts, counseling strategies and techniques, and roles and responsibilities, as well as their attitudes in terms of intention, professional commitment, and engagement. A descriptive-correlational research design was employed involving 300 teacher-participants who had undergone the learning development program. Data were analyzed using descriptive and inferential statistical tools. The findings revealed that teachers possessed a moderate overall level of knowledge regarding guidance and counseling. They demonstrated moderate knowledge of counseling strategies and techniques and of their roles and responsibilities, while knowledge of the fundamental principles and concepts of guidance and counseling was relatively low. In terms of attitudes, teachers exhibited a moderate level of intention, professional commitment, and engagement, indicating a generally positive yet developing disposition toward guidance and counseling practices. Professional commitment was evident, particularly in ethical responsibilities, while engagement was manifested through routine participation in guidance-related activities. Correlation analysis showed significant positive relationships between teachers’ knowledge and attitudes toward guidance and counseling. Notably, knowledge of counseling strategies and techniques was strongly associated with professional commitment and engagement, suggesting that increased practical knowledge enhances teachers’ involvement and positive disposition toward guidance-related responsibilities. The study concluded that strengthening teachers’ knowledge contributes to the development of more positive attitudes toward guidance and counseling. While the learning development program helped improve teachers’ competencies, continued professional development, stronger institutional support, and sustained training initiatives are recommended to enhance both theoretical understanding and practical counseling skills and to ensure long-term improvements in teacher effectiveness.
Teachers’ knowledge, attitudes, guidance and counselling, counselling strategies, professional commitment, engagement, intention, roles and responsibilities, correlation, school guidance programs, teacher development
Copyright (c) 2026 Anelito A. Bongcawil, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
DETERMINANTS OF EFFECTIVE GUIDANCE AND COUNSELLING SERVICE IMPLEMENTATION IN A HIGHER EDUCATION
This study examined the effectiveness of guidance and counseling services in Higher Education Institutions (HEIs), with a focus on Cebu Roosevelt College. It assessed key areas such as policy implementation, availability of resources, and the delivery of counseling programs. A descriptive-quantitative research design was used to evaluate the competence of the guidance designate, level of administrative support, adequacy of resources, and overall effectiveness of counseling services. The same approach was applied to determine students’ perceptions of the factors influencing effective guidance service delivery. The findings showed that while counseling services are generally available, their level of effectiveness varies. Strengths were observed in the provision of personal-social, emotional, and career guidance support. However, several areas for improvement were identified, including inconsistent policy implementation, limited resources, insufficient use of technology, and the need for continuous professional development of counseling personnel. The study concluded that the effectiveness of guidance and counseling services is strongly influenced by clear institutional policies, sufficient resources, and the competence of counseling staff. To enhance service quality, it is essential to align policies with CHED guidelines, strengthen monitoring and evaluation systems, and provide ongoing training for counselors. Based on these findings, it is recommended that HEIs institutionalize standardized policies, improve supervision mechanisms, and ensure adequate allocation of financial, physical, and technological resources. Strengthened collaboration among administrators and counselors is also necessary to improve program delivery and expand support services.
Guidance and Counseling Services, Higher Education Institutions (HEIs), Counseling Effectiveness, Policy Implementation, Counselor Competence, Student Support Services, Career Guidance, Emotional Wellness, Resource Allocation, Professional Development
Copyright (c) 2026 Ethel Grace B. Abendan, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Senior High School Teachers' TPACK Competency
This study explored the Technological Pedagogical Content Knowledge (TPACK) competency of Senior High School (SHS) teachers in a private academic institution in Central Visayas, Philippines. Using an explanatory mixed-methods design, the research examined teachers' self-reported proficiency across the seven TPACK components Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK) and investigated teachers' lived experiences integrating these domains into instruction. A stratified random sample of 49 full-time SHS teachers with at least three years of teaching experience completed a validated 31-item Likert-scale survey adapted from Chai et al. (2013), and a subset participated in semi-structured interviews until data saturation was reached, using a guide adapted from Harris et al. (2012). Quantitative results showed moderate-to-high overall TPACK competency, with Content Knowledge rated highest (M = 4.38, SD = 0.88) and Pedagogical Content Knowledge rated lowest (M = 3.60, SD = 0.87). A one-way analysis of variance revealed a statistically significant difference among the seven components (F = 4.819, p = .002), and post-hoc Tukey HSD tests located that difference specifically between Content Knowledge and Pedagogical Content Knowledge (p = .002) and between Content Knowledge and Technological Pedagogical Content Knowledge (p = .005). Thematic analysis of the interview data produced five themes: TPACK Framework Awareness and Application, Engagement and Interaction, Adaptation to New Teaching Methods, Efficiency and Effectiveness, and Empowering Student-Centered Learning through Technology, alongside a recurring theme of Challenges and Learning Curves (connectivity gaps, assessment authenticity, and technical proficiency). The findings indicate that while SHS teachers possess a solid foundation across TPACK domains, a persistent gap remains in their ability to design lessons that integrate content, pedagogy, and technology specifically for student-centered learning. In response, the researcher proposed the KAREL Framework (Know, Apply, Reflect, Empower, Live Up) as a structured, five-stage professional development model to close this gap. The study contributes to educational management research by demonstrating how TPACK self-assessment data can be translated directly into an actionable, institution-level training plan.
TPACK, Senior High School teachers, professional development, student-centered learning, teaching effectiveness
Copyright (c) 2026 Karel Klein Medequillo Enad (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Teachers' Perceptions, Challenges, and Perceived Limitations of Artificial Intelligence in Mathematics Instruction
Artificial intelligence (AI) has emerged as a promising instructional tool for supporting lesson preparation, assessment, differentiated instruction, and student engagement. However, its effective integration into mathematics education depends on teachers’ competence, institutional support, and critical evaluation of AI-generated content. This study examined public secondary school mathematics teachers' perceptions, implementation challenges, and perceived limitations regarding the use of AI in mathematics instruction. A descriptive-correlational design with an embedded qualitative component was employed. Survey data were collected from 67 mathematics teachers in 16 public secondary schools in the Schools Division of Escalante City, Negros Occidental, during School Year 2025–2026. Semi-structured interviews with 16 purposively selected participants provided contextual insights into the quantitative findings. Results indicated highly favorable perceptions of AI (M = 4.56, SD = 0.48), alongside substantial implementation challenges (M = 3.75, SD = 0.49) and perceived limitations (M = 3.70, SD = 0.50). Perceptions were positively associated with implementation challenges (rs = .379, p = .002), while implementation challenges were positively associated with perceived limitations (rs = .399, p < .001). No significant association was found between perceptions and perceived limitations (rs = −.065, p = .602). Thematic analysis identified four themes: instructional benefits, implementation challenges, perceived limitations, and ethical and responsible AI use. Teachers viewed AI as a valuable instructional support but emphasized the need for reliable infrastructure, sustained professional development, careful verification of AI-generated outputs, ethical safeguards, and continued teacher oversight. The findings support a cautious, human-centered approach to AI integration in mathematics education.
Copyright (c) 2026 Chillou C. Buenavista (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Influence of School Leadership on Change Adoption and Sustainability: A Systematic Literature Review
This systematic literature review (SLR) explored the role of school leadership in educational change adoption and sustainability through the synthesis of 42 reviews and empirical syntheses published between 2015 and 2025. In accordance with PRISMA 2020, the studies were chosen in various regions and within school settings, and the leadership models used in the studies included instructional, transformational, distributed, and sustainable leadership. Thematic analysis revealed 4 meta-themes, including: (1) context-responsive leadership facilitating reform adoption, (2) capacity building and professional learning supporting sustainability, (3) distributed and transformational leadership as mechanisms between adoption and sustainment and (4) adaptive and systemic leadership to align reforms in the long-term. Results show that relational, systemic, and proactive leadership practices, such as shared decision-making, stakeholder engagement, data-driven monitoring, and fit to the local and policy contexts, are associated with leadership effectiveness. Among possible limitations are language bias because of publications in English, use of short-term empirical evidence, and diversity of reform types and leadership models. To practice, the findings highlight the creation of distributed leadership frameworks, entrench continuous professional learning, and confronting institutional constraints, as well as harmonizing reforms and realities on the ground. The paper finds a significant and multi-faceted impact of school leadership on both adoption and maintenance of educational reforms, which makes the need to further research decades of reforms long term, multi-level, and standardized research in order to make reforms persistent.
school leadership, educational change, reform adoption, sustainability, systematic literature review, PRISMA
Copyright (c) 2026 Benjie F. Medina, Michael L. Estremera (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Impact of Change Management on Teachers Morale and Professional Development in Schools: A Systematic Review
This systematic literature review examines the impact of change management on teacher morale and professional development in schools, analyzing fifty-nine (59) studies published between 2015 and 2025. Guided by the PRISMA 2020 framework, the review found that supportive leadership, clear communication, and context-sensitive professional development positively influence teacher motivation, competence, and engagement. However, gaps remain between provided training and teachers’ actual needs, and structural barriers, including limited resources and collaboration time, hinder sustainability. Effective change management requires a holistic, teacher-centered approach that integrates leadership, participation, organizational culture, and ongoing support to sustain morale, professional growth, and successful reform implementation.
Change management, organizational change, educational change, school change, educational reform, school reform, teacher morale, professional development, PRISMA
Copyright (c) 2026 Joel L. Magalang, Michael L. Estremera (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Challenges and Coping Mechanisms of Hospitality Management Working Students
This study explored the lived experiences, challenges, and coping mechanisms of Hospitality Management working students in Dipolog City. Using a qualitative research design, data were collected through focus group discussions with ten (10) participants who were all female and employed in hospitality-related jobs while pursuing their studies. The findings revealed that working students faced multiple and interconnected challenges, particularly in balancing academic and work responsibilities. The results showed that students commonly experienced difficulties related to academic workload and overlapping tasks, financial constraints, and family expectations. These challenges often led to stress, fatigue, reduced motivation, and decreased self-confidence. Many participants reported struggling to focus on their studies due to work demands, while financial pressures such as tuition and school expenses further intensified their situation. Additionally, family expectations placed emotional strain on students, who felt responsible for supporting their families in the future. The study also found that these challenges had significant effects on students’ academic and personal lives. Participants described feeling mentally drained, overwhelmed, and emotionally exhausted, sometimes experiencing anxiety, self-doubt, and physical symptoms like headaches and lack of sleep. Despite these difficulties, working students demonstrated resilience by adopting various coping strategies. These strategies included effective time management, task prioritization, and engaging in self-care activities such as walking, socializing, and taking breaks. Furthermore, strong support systems, particularly from family and friends, provided emotional encouragement and practical assistance. Faith and spiritual practices also played an important role in helping students remain hopeful and motivated. Overall, the study highlighted that while working students encountered significant challenges, they could cope through resilience, support systems, and adaptive strategies, underscoring the need for institutional support to improve their well-being and academic success.
Copyright (c) 2026 Leo Carl S. Gayapa, Juliet S. Bureros, Mary Jane P. Fiel, Danika A. Richardson, Karl Nhor Anthony T. Apilan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
REINFORCEMENT AND DISCIPLINE IN LEARNERS WITH SPECIAL EDUCATIONAL NEEDS (LSENS) CLASSROOM: TOWARDS APPROPRIATE WAYS OF CHECKING APPROPRIATE BEHAVIOR
The study assessed the LSENs teachers’ ways of reinforcement and discipline for learners with special educational needs (LSENs). The respondents were 30 parents LSENs from Molugan Central School, El Salvador, Misamis Oriental. The researcher utilized a descriptive comparative and correlational design and utilized frequency and percentage, weighted mean, chi-square and Kruskal-Wallis Test for the statistical treatment of data. Based on the results of the study, majority of the parent-respondents shows that most are young to middle-aged adults, primarily within the 30–34 age group, predominantly female, indicating that mothers are the primary respondents in school-related activities. Overall, the respondents are mostly mothers who play a central role in supporting the education and behavior of learners with special educational needs (LSEN). Assessment results reveal that parents perceive LSEN teachers’ reinforcement and discipline strategies as highly effective, with an overall mean of 3.36 (“Always True of the Teachers”). Teachers excel in providing structure, predictability, and positive reinforcement, particularly through explicit teaching of routines, visual rules, and affirmations. Discipline practices are also rated highly, emphasizing clarity, non-verbal cues, and immediate acknowledgment of positive behavior. These findings highlight teachers’ consistent use of proactive, supportive, and constructive behavior management techniques. However, statistical analysis using the Kendall test shows a very weak positive correlation (r = 0.001, p = 0.847) between reinforcement and discipline, indicating no significant relationship. This suggests that while both strategies are vital in managing LSEN behavior, they operate independently rather than influencing each other directly. This means that LSEN teachers effectively implement reinforcement and discipline strategies that foster positive behavior and engagement. Parents express strong confidence in teachers’ ability to maintain structured and inclusive learning environments. Although reinforcement and discipline are both crucial, their weak correlation implies that each contributes uniquely to behavior management, underscoring the importance of balancing both approaches in LSEN education.
Learners with Special Educational Needs (LSEN)
Copyright (c) 2026 Joshuan M. Ramos, Dr. Archie T. Manalo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
STUDENT’S ATTITUDE AND ENGAGEMENT IN PHILIPPINE FOLK DANCES: A CULTURAL AWARENESS ACTIVITIES
In terms of cultural pride, cultural respect, educational interest, cultural preservation, creative expression, community involvement, and personal experience, this study sought to ascertain how students felt about Philippine traditional dances. One hundred respondents from particular year levels participated in a descriptive study design. A standardized questionnaire was used to collect the data, and the respondents' sentiments were evaluated using weighted mean and standard deviation. The results showed that most participants were in their second year of study, and the majority of respondents were female and between the ages of 18 and 22. The participants were the Physical Education students from University of the Visayas-Toledo Campus, during the school year 2025-2026. With regards to the findings, students' attitudes on cultural pride, respect, preservation, artistic expression, community involvement, and personal experience were all quite high. Though still favorable, educational interest had a relatively lower rating, suggesting the need for improved engagement tactics. Students' deep appreciation of Philippine folk dances as a vital part of cultural identity and legacy was indicated by the high degree of agreement and consistency among replies. The study concluded that although students showed a high level of cultural understanding and appreciation, their active participation and engagement still needed to be strengthened. To maintain interest and encourage cultural preservation, it was advised that schools establish organized programs, incorporate traditional dances into the curriculum, and use experiential teaching techniques. To increase student participation and guarantee the survival of Philippine folk dance customs, an intervention program was also suggested.
Copyright (c) 2026 Renante M. Gamboa, Niño G. Matillano, EdD (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
EFFECTS OF TEACHING STRATEGIES ON STUDENT PERFORMANCE IN SOCIAL STUDIES:LESSON EXEMPLAR
This study examined the effects of different teaching strategies on students’ performance in Social Studies, particularly in Araling Panlipunan. Specifically, the study aimed to determine the students’ performance before and after instruction and to identify whether there were significant differences in the mean gain scores between the experimental and control groups, as well as among the teaching strategies employed. A quasi‑experimental research design was utilized, involving 38 students from one of the National High Schools in Cebu who were assigned to experimental and control conditions. Pretest and posttest scores were used to compute the students’ gain scores. Descriptive statistics and inferential analyses were employed to analyze the data. Welch’s One‑Way Analysis of Variance was used to determine whether a significant difference existed in the mean gain scores between the experimental and control groups. Results revealed that both groups demonstrated improvement in performance, as indicated by their positive mean gain scores. However, the analysis showed no statistically significant difference in the mean gain between the experimental and control groups. In addition, a repeated‑measures analysis of variance indicated that there was no significant difference in the mean gain scores among the teaching strategies. The findings suggested that while the teaching strategies employed were effective in improving students’ performance in Social Studies, none demonstrated a statistically significant advantage over the others. The study concluded that multiple instructional approaches can similarly support learning in Araling Panlipunan when instructional quality and curriculum implementation are consistently maintained. Recommendations were made for teachers to flexibly use varied teaching strategies and for future studies to explore additional factors that may influence learning outcomes in Social Studies.
teaching strategies, academic performance, social studies
Copyright (c) 2026 Jill S. Calago (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Impact of Hands-On Learning Activities on Students’ Engagement and Science Achievement: An Integrative Review
This integrative review synthesizes empirical and theoretical literature exploring the impact of hands-on learning activities on student engagement and academic achievement in science education. Operating under a constructivist epistemological paradigm, this review adopts an integrative methodology to combine diverse research designs—including experimental, quasi-experimental, qualitative, and mixed-methods studies—published between 2000 and 2026. The systematic search across databases including Google Scholar, ERIC, PubMed, Scopus, and Web of Science culminated in the selection and analysis of critical literature evaluating how tactile, experiential manipulation of scientific phenomena influences cognitive and affective student outcomes. The findings demonstrate that hands-on learning activities yield a statistically significant positive effect on both student engagement (behavioral, emotional, and cognitive dimensions) and science achievement (conceptual understanding, long-term retention, and higher-order critical thinking). Furthermore, the review identifies critical contextual moderators such as socioeconomic status, teacher pedagogical readiness, resource availability, and the integration of digital/virtual simulations. Systemic challenges, including rigid curricula, high implementation costs, and inadequate professional development, are analyzed. Finally, actionable frameworks for educators and policymakers are provided to align assessment paradigms with experiential outcomes, fostering equitable access to high-quality science education.
Copyright (c) 2026 Maria Luralyn G. Rodulfo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
UNLOCKING LITERACY POTENTIAL: ATTRIBUTES TO THE READING PROFICIENCY OF KEY STAGE 1 LEARNERS
Reading is a fundamental skill that serves as the foundation for all learning, yet many learners continue to experience difficulties in developing adequate literacy skills despite various interventions. This study emphasizes the need to identify the personal and parental attributes that influence reading proficiency among Key Stage 1 learners to better understand the root causes of reading difficulties and guide more effective literacy interventions. This study determined the relationship between reading proficiency, personal attributes, and parental involvement among Key Stage 1 learners at West Bay Learning Center Inc. for School Year 2025–2026 as basis for the Academic Recovery and Accessible Learning (ARAL) Program. A descriptive-correlational research design was employed using teacher-rated assessments and standardized reading measures. Findings revealed evident personal attributes and generally involved parental support, while reading proficiency remained at a developing level. Results further showed significant positive relationships between reading proficiency, personal attributes, and parental involvement. These findings suggest that reading development is influenced by both learner competencies and home support systems. The study recommends strengthening the ARAL Program through targeted reading interventions and enhanced school–home collaboration.
Copyright (c) 2026 Rhea Mae D. Rillamas, Ria M. Vertulfo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Implementation and Effectiveness of Authentic Assessment in English Instruction Among High School Students in Tanjay City
Authentic assessment has become an essential approach in English instruction as it promotes real-world communication, critical thinking, and meaningful learning experiences. This study aimed to determine the extent of implementation and effectiveness of authentic assessment in English instruction among high school students in Tanjay City. Specifically, it examined the implementation of authentic assessment principles, compliance with assessment and grading standards, the perceived effectiveness of performance-based tasks, the use of English as a medium of instruction, and significant relationships and differences when grouped by students’ profile variables. The study employed a descriptive, comparative, and correlational research design using a researcher-made survey questionnaire. The instrument was validated by 15 experts with a Content Validity Ratio (CVR) of 0.91, with all items meeting the minimum CVR requirement of 0.49, and a Cronbach’s Alpha reliability coefficient of 0.91. The respondents were 352 students drawn from a population of 2,062 from eight high schools in the North District. Statistical tools used included frequency, percentage, weighted mean, mean ranks, standard deviation, Spearman’s rho, Kruskal-Wallis, and Mann-Whitney U Test. Participation and increased engagement in collaborative, cooperative, performance-based tasks were the strongest indicators. In contrast, assessment accuracy obtained the lowest mean from the respondents. The results also revealed a significant and very strong positive relationship between the implementation of authentic assessment and its effectiveness in English instruction. Significant differences were found only for sex, with male students perceiving authentic assessment more positively than female students. The study's findings establish that authentic assessment practices are both consistently implemented and highly effective in English instruction. Despite the overall positive findings, the lower ratings in real-life task application, assessment accuracy, and gender difference indicate the need for continuous improvement in real-life task design, assessment accuracy, and gender-responsive strategies to strengthen further authentic assessment practices that support the learning needs of all students.
Copyright (c) 2026 Geneva Mae G. Ambos (Author) https://creativecommons.org/licenses/by-nc-nd/4.0