International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)
type: channel
description: 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
publisher: RISEJOURNALS.ORG
language: en
publication name: International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)
issn: 3028-0370
items: CULINARY COMPETENCE: EXAMINING THE IMPACT OF TLE-COOKERY INSTRUCTION ON LEARNER SKILLS DEVELOPMENT
items: ARTIFICIAL INTELLIGENCE-CHAT GPT INTEGRATION IN HIGH SCHOOL INSTRUCTION: TEACHERS’ READINESS, UTILIZATION, AND CHALLENGES
items: Multimodal Instruction for Grade 9 Earth Science: Enhancing Mastery of Least-Learned Competencies at Cabancalan National High School
items: Authentic Task Assessment for Grade 10 Biology: A Mixed-Methods Analysis of Formative and Summative Performance on Feedback Mechanisms and Homeostasis
items: Community Engagement in the Implementation of School Priority Improvement Areas: Restauro Model
items: Hotel Managers’ Perceptions of the Soft Skills of Gen Z Employees: A Qualitative Case Study in Bacolod City
items: Teacher-Perceived Implementation, Outcomes, and Support Conditions of a School-Based Remedial Program: A Mixed-Methods Institutional Evaluation
items: Stakeholder-Reported Implementation Conditions, Perceived Benefits, and Improvement Priorities of a School-Based Sustained Silent Reading Program: A Secondary Mixed-Methods Evaluation
items: Evaluating a Basic Education Tutorial Support Program: Implementation, Perceived Outcomes, and Institutional Improvement Priorities
items: Sustaining an Interdisciplinary Curriculum Innovation: A Secondary Mixed-Methods Evaluation of Implementation Experience, Collaborative Practice, and Logistical Conditions
items: A TPACK-Informed Assessment of Faculty Competencies and Professional Development Priorities
items: Challenges and Inclusive Practices in United States Special Education: A Meta-Analytic Research Protocol
items: STAGING TECHNIQUE IN ACTION RESEARCH WRITING, ANALYSIS, REPORTING, AND SOLUTIONS (STARWARS) AMONG MASTER TEACHERS
items: Inquiry-Based and Integrated Instruction: A Meta-Analysis of Experimental and Quasi-Experimental Effects on Student Achievement and Attitudes
items: From Modules to Multimedia: A Meta-Analysis on the Effectiveness of Innovative Instructional Strategies on Students’ Academic Achievement in Chemistry
items: Mind-Body Co-Healing: Mental Health Service Practices in the Community-Based Chronic Disease Rehabilitation System in Hongkou District, Shanghai
items: The Effectiveness of the Reading Remedial Program among Grades 1 and 2
items: Improving Kindergarten Students’ Letter-Sound Recognition Through Multi-Sensory Learning Activities
items: Opportunities and Challenges of Contract of Service in the Government: A Study in the Caraga Region
items: Organizational Innovation and Performance: The Mediating Role of Faculty Affective Commitment in a Philippine Public Higher Education Institution
items: TEACHERS’ PREPAREDNESS FOR MANAGING STUDENTS’ MENTAL HEALTH: A SCHOOL-BASED WELLNESS PROGRAM APPROACH
items: EVALUATING HIGH SCHOOL GUIDANCE PROGRAM: TOWARD AN IMPROVED INTERVENTION PLAN
items: DEVELOPMENT AND IMPLEMENTATION OF PROFESSIONAL GUIDANCE AND COUNSELING ENHANCEMENT PROGRAM
items: DETERMINANTS OF EFFECTIVE GUIDANCE AND COUNSELLING SERVICE IMPLEMENTATION IN A HIGHER EDUCATION
items: Senior High School Teachers' TPACK Competency
items: Teachers' Perceptions, Challenges, and Perceived Limitations of Artificial Intelligence in Mathematics Instruction
items: The Influence of School Leadership on Change Adoption and Sustainability: A Systematic Literature Review
items: The Impact of Change Management on Teachers Morale and Professional Development in Schools: A Systematic Review
items: The Challenges and Coping Mechanisms of Hospitality Management Working Students
items: REINFORCEMENT AND DISCIPLINE IN LEARNERS WITH SPECIAL EDUCATIONAL NEEDS (LSENS) CLASSROOM: TOWARDS APPROPRIATE WAYS OF CHECKING APPROPRIATE BEHAVIOR

CULINARY COMPETENCE: EXAMINING THE IMPACT OF TLE-COOKERY INSTRUCTION ON LEARNER SKILLS DEVELOPMENT
type: item
description: The research was conducted at Cabancalan National High School, Division of Mandaue City, to determine the status of TLE-Cookery instruction and learner skills development during the School Year 2025–2026. It also examined the significant relationship between the status of TLE-Cookery instruction and learner skills development. The learner-respondents were mostly 16–17 years old, predominantly female, all Grade 10 learners, and generally exposed to cookery-related activities at home or in school, with frequent participation in practical cookery activities. The teacher-respondents were mostly within the 31–50-year-old age bracket, equally distributed by gender, with master’s degree units or completed master’s degrees, moderate to long teaching experience, and TESDA National Certificates related to cookery and other technical-vocational areas. Findings revealed that the status of TLE-Cookery instruction in terms of teacher competence in cookery instruction, delivery of practical lessons and demonstrations, integration of safety and sanitation practices, and learner engagement in cookery activities was generally Strongly Agree, while availability and adequacy of tools, equipment, and materials was rated Agree. Learner skills development in terms of food preparation skills, kitchen safety and sanitation practices, use of tools and equipment, plating and presentation skills, and work values and attitudes were also favorable, with kitchen safety and sanitation practices rated Strongly Agree. The study further revealed a significant relationship between the status of TLE-Cookery instruction and learner skills development (r = 0.33, p = 0.01). It is recommended that teachers and school administrators strengthen practical instruction, resource provision, and learner engagement to improve culinary competence.
subject: Articles
  topic: section
subject:
  topic: keywords
  value: Vocational Education, culinary competence, TLE-Cookery instruction, learner skills development, food preparation skills, kitchen safety and sanitation practices, descriptive-correlational research design, Cabancalan Mandaue City
creator: DINA DIONSON
rights: Copyright (c) 2026 DINA C. DIONSON (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-08-25
publication date: 2026-08-25
starting page: 120
ending page: 142

ARTIFICIAL INTELLIGENCE-CHAT GPT INTEGRATION IN HIGH SCHOOL INSTRUCTION: TEACHERS’ READINESS, UTILIZATION, AND CHALLENGES
type: item
description: This research examined teachers’ readiness, utilization, and challenges in integrating artificial intelligence, particularly ChatGPT, in high school instruction at Cabancalan National High School during School Year 2025–2026. It specifically described the demographic profile of the teacher-respondents, determined their level of readiness in terms of knowledge of AI tools and applications, technical skills, pedagogical preparedness, ethical and responsible use of AI, and attitude toward AI integration, assessed their level of utilization in lesson planning and preparation, development of instructional materials, classroom teaching and learning activities, and assessment and feedback, determined the significant relationship between readiness and utilization, and identified the challenges encountered in integrating artificial intelligence in instruction. The study utilized the descriptive-correlational research design. An adaptive questionnaire was administered to 40 teacher-respondents through complete enumeration. Frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used to analyze the data. Findings revealed that the respondents were generally ready to integrate artificial intelligence in high school instruction, with ethical and responsible use of AI and attitude toward AI integration emerging as the strongest readiness domains. The teachers also often utilized artificial intelligence, particularly Chat GPT, with lesson planning and preparation as the most utilized area. A significant positive relationship was found between teachers’ readiness and their utilization of artificial intelligence in high school instruction. The most common challenges encountered were limited training and seminars, lack of technical skills, and difficulty in writing effective prompts. Based on the findings, it is recommended that a Chat GPT-Assisted Instructional Support Plan be adopted to strengthen teachers’ readiness, …
subject: Articles
  topic: section
subject: Administration and Supervision
  topic: keywords
subject: Descriptive
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: Chat GPT
  topic: keywords
subject: teachers’ readiness
  topic: keywords
subject: utilization
  topic: keywords
subject: high school instruction
  topic: keywords
subject: challenges
  topic: keywords
subject: Mandaue City
  topic: keywords
creator: HELEN LIMALIMA
rights: Copyright (c) 2026 HELEN E. LIMALIMA (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-08-25
publication date: 2026-08-25
starting page: 106
ending page: 119

Multimodal Instruction for Grade 9 Earth Science: Enhancing Mastery of Least-Learned Competencies at Cabancalan National High School
type: item
description: This study investigated the effectiveness of multimodal instruction in improving Grade 9 students mastery of three least-learned competencies in Earth Science at Cabancalan National High School, Mandaue City, for SY 2024-2025. Grounded in Sweller Cognitive Load Theory, Kress Multimodal Theory, and Vygotsky Social Constructivism, the study employed a quantitative quasi-experimental one-group pretest-posttest design. Thirty-four students from Section Serenity (18 males, 16 females), identified as the lowest-performing section based on SMEA reports (2020-2024), served as respondents through purposive sampling. A validated 30-item multiple-choice instrument from the DepEd Learning Portal covering (1) explaining what happens when volcanoes erupt, (2) describing global climatic phenomena, and (3) inferring characteristics of stars based on the Sun, was used. Descriptive statistics and paired-samples t-test were utilized. Pretest revealed low mastery: Volcanoes M=3.74, SD=1.24, 55.88 percent Average Mastery; Climate M=4.34, SD=1.94; Stars/Sun M=3.23, SD=1.70, 32.35 percent Low Mastery, with zero Master. After 15 days of multimodal intervention integrating visual (infographics, Stellarium, videos), auditory (volcanic sounds, discussions), kinesthetic (DIY volcano, collage, model-making), and digital tools (Star Walk 2, VR), posttest scores increased significantly. Stars/Sun showed highest gain M=7.43, SD=1.40, 26.47 percent Master, 47.06 percent Closely Approximating Mastery, followed by Climate M=5.86 and Volcanoes M=5.63. Paired t-test confirmed significant differences for all: Volcanoes t(33)=4.83, p<.001, d=0.816; Climate t(33)=4.25, p<.001, d=0.719; Stars/Sun t(33)=10.31, p<.001, d=1.742, indicating large effects. Findings support that multimodal instruction effectively reduces cognitive load, enhances engagement, and promotes deeper conceptual understanding. Enhanced multimodal learning activities are proposed for broader adoption.
subject: Articles
  topic: section
subject: multimodal instruction, Earth Science, least-learned competencies, cognitive load theory, quasi-experimental, Grade 9
  topic: keywords
creator: Rachel Anne Balbuena
rights: Copyright (c) 2026 Rachel Anne P. Balbuena (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-08-24
publication date: 2026-08-24
starting page: 95
ending page: 105

Authentic Task Assessment for Grade 10 Biology: A Mixed-Methods Analysis of Formative and Summative Performance on Feedback Mechanisms and Homeostasis
type: item
description: This study determined the significance of assessment in evaluating Grade 10 Biology performance on Organisms as Having Feedback Mechanisms at Cabancalan National High School, Mandaue City, for the third quarter SY 2024-2025. Using a mixed-methods descriptive-comparative design, it analyzed formative and summative scores of 175 students across three MELCs: (1) explaining the role of hormones in female and male reproductive systems, (2) describing feedback mechanisms in the menstrual cycle, and (3) describing nervous system coordination for homeostasis; and explored teachers' lived experiences through thematic analysis of four biology teachers. Formative results showed 26.86% mastery for hormones, 11.43% for menstrual feedback (lowest, M=2.92, SD=1.47), and 31.43% for nervous system/homeostasis (highest formative mean M=3.78). Summative performance improved significantly: mastery rose to 44.57% (+17.71%), 42.86% (+31.43%), and 66.29% (+34.86%) respectively, with means of 3.99, 3.72, and 4.79. Paired t-tests revealed significant gains in all competencies (p<.001): hormones MD=0.611, d=0.379; menstrual feedback MD=0.800, d=0.418; nervous system/homeostasis MD=1.011, d=0.654, the largest and only medium-to-large effect. Qualitative analysis yielded three themes: (a) Barriers to Science Learning—abstract terminology, sociocultural sensitivity on reproductive health, and prior knowledge gaps; (b) Effective Strategies—visual scaffolds, flowcharts, comic strips, storytelling, real-life contextualization, and collaborative discourse; and (c) Time Constraints and Learning Pace—limited instructional time hindering deep formative assessment. Findings support integrating authentic, student-centered tasks to bridge abstract hormonal feedback to lived experience. Proposed output includes three authentic assessment tasks with rubrics.
subject: Articles
  topic: section
subject: authentic task assessment, formative assessment, summative assessment, hormonal regulation, feedback mechanisms, feedback loops, nervous system, thematic analysis
  topic: keywords
creator: SEGUNDINO BALBUENA
rights: Copyright (c) 2026 SEGUNDINO D. BALBUENA (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-08-24
publication date: 2026-08-24
starting page: 79
ending page: 94

Community Engagement in the Implementation of School Priority Improvement Areas: Restauro Model
type: item
description: This study examined how school-community collaborative engagement influences the implementation of Priority Improvement Areas (PIAs) in 12 public elementary schools in Toledo City Division, Philippines for SY 2025-2026. Anchored on Community Engagement Theory and Distributed Leadership Theory (Spillane, 2006; Harris, 2008), and guided by DepEd Order No. 44, s. 2015 on Enhanced School Improvement Planning, the study employed an embedded mixed-methods design. Quantitative data were collected from 52 stakeholders (PTA presidents, faculty presidents, teachers, parents, community leaders) using two validated instruments: Perceived Community Engagement Survey (PCES, α=.959, Rivera, 2016) and Researcher-made PIA Implementation Questionnaire (α=.936). Qualitative data were obtained through semi-structured interviews with eight school heads (4 big, 4 small schools). Mean, SD, Pearson r, and thematic narrative integration (Fetters et al., 2013) were used. Findings revealed very high levels of both community engagement (M=4.99, SD=0.31, 6-point scale) and PIA implementation (M=4.39, SD=0.22, 5-point scale). Support for Students and Families ranked highest (M=4.46), followed by Communication and Engagement (M=4.41). A moderate positive significant correlation was found between engagement and implementation (r=0.455, p=.0009). Qualitative themes confirmed that collaboration became community-wide missions but was constrained by limited funding, parental availability, and communication gaps. The study proposes the RESTAURO Model—Responsive Leadership, Engaged Stakeholders, Shared Governance, Targeted PIAs, Active Implementation, Understanding Context, Reinforced Partnerships, Outcomes—as a sustainable framework for school improvement.
subject: Articles
  topic: section
subject: school-community collaboration, stakeholder engagement, priority improvement areas, school improvement, RESTAURO Model
  topic: keywords
creator: GERTHIE RESTAURO
rights: Copyright (c) 2026 GERTHIE P. RESTAURO (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-08-19
publication date: 2026-08-19
starting page: 64
ending page: 78

Hotel Managers’ Perceptions of the Soft Skills of Gen Z Employees: A Qualitative Case Study in Bacolod City
type: item
description: 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.
subject: Articles
  topic: section
subject: Generation Z
  topic: keywords
subject: soft skills
  topic: keywords
subject: hotel employees
  topic: keywords
subject: hotel managers
  topic: keywords
subject: hospitality industry
  topic: keywords
subject: qualitative case study
  topic: keywords
creator: Corinth Jamelo
rights: Copyright (c) 2026 Corinth C. Jamelo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-08-05
publication date: 2026-08-05
starting page: 54
ending page: 63

Teacher-Perceived Implementation, Outcomes, and Support Conditions of a School-Based Remedial Program: A Mixed-Methods Institutional Evaluation
type: item
description: 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.
subject: Articles
  topic: section
subject: remedial instruction
  topic: keywords
subject: program evaluation
  topic: keywords
subject: teacher perceptions
  topic: keywords
subject: mixed methods
  topic: keywords
subject: secondary data
  topic: keywords
subject: institutional research
  topic: keywords
creator: Rodjhun Navarro
creator: Rejay Alvarado
creator: Mikhail Ivan Muchuelas
creator: Allan Joseph Dela Torre
rights: 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
date: 2026-08-04
publication date: 2026-08-04
starting page: 42
ending page: 53

Stakeholder-Reported Implementation Conditions, Perceived Benefits, and Improvement Priorities of a School-Based Sustained Silent Reading Program: A Secondary Mixed-Methods Evaluation
type: item
description: 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 con…
subject: Articles
  topic: section
subject: sustained silent reading
  topic: keywords
subject: reading engagement
  topic: keywords
subject: program evaluation
  topic: keywords
subject: implementation conditions
  topic: keywords
subject: secondary data analysis
  topic: keywords
subject: mixed-methods research
  topic: keywords
subject: institutional research
  topic: keywords
creator: Rodjhun Navarro
creator: Rejay Alvarado
creator: Mikhail Ivan Muchuelas
creator: Kevin Jon Ciano
creator: Roseny Valiao
rights: 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
date: 2026-08-02
publication date: 2026-08-02
starting page: 23
ending page: 41

Evaluating a Basic Education Tutorial Support Program: Implementation, Perceived Outcomes, and Institutional Improvement Priorities
type: item
description: 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 …
subject: Articles
  topic: section
subject: tutorial support
  topic: keywords
subject: program evaluation
  topic: keywords
subject: mixed methods
  topic: keywords
subject: academic support
  topic: keywords
subject: basic education
  topic: keywords
subject: institutional research
  topic: keywords
creator: Rodjhun Navarro
creator: Rejay Alvarado
creator: Mikhail Ivan Muchuelas
creator: Minnette Gela
creator: Jennifer Divinagracia
rights: 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
date: 2026-07-30
publication date: 2026-07-30
starting page: 1
ending page: 22

Sustaining an Interdisciplinary Curriculum Innovation: A Secondary Mixed-Methods Evaluation of Implementation Experience, Collaborative Practice, and Logistical Conditions
type: item
description: 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 implementat…
subject: Articles
  topic: section
subject: interdisciplinary curriculum
  topic: keywords
subject: schematic webbing
  topic: keywords
subject: implementation evaluation
  topic: keywords
subject: implementation experience
  topic: keywords
subject: teacher collaboration
  topic: keywords
subject: logistical conditions
  topic: keywords
subject: secondary data analysis
  topic: keywords
subject: mixed methods
  topic: keywords
creator: Rodjhun Navarro
creator: Rejay Alvarado
creator: Mikhail Ivan Muchuelas
creator: Ernie Mallorca
creator: Kevin Jon Ciano
rights: 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
date: 2026-07-29
publication date: 2026-07-29
starting page: 128
ending page: 146

A TPACK-Informed Assessment of Faculty Competencies and Professional Development Priorities
type: item
description: 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…
subject: Articles
  topic: section
subject: faculty development
  topic: keywords
subject: institutional needs assessment
  topic: keywords
subject: self-reported competence
  topic: keywords
subject: TPACK
  topic: keywords
subject: technology integration
  topic: keywords
subject: basic education teachers
  topic: keywords
creator: Rodjhun Navarro
creator: Rejay Alvarado
creator: Mikhail Ivan Muchuelas
creator: Jomil Villanueva
rights: 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
date: 2026-07-28
publication date: 2026-07-28
starting page: 106
ending page: 127

Challenges and Inclusive Practices in United States Special Education: A Meta-Analytic Research Protocol
type: item
description: 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.
subject: Articles
  topic: section
subject: inclusive education, special education, teacher attitudes, professional development, meta-analysis, United States
  topic: keywords
creator: ARE-PEE CASTALONE
creator: ALOHA CAPACITE BARRIENTOS
creator: AMELIA ROMERO
rights: Copyright (c) 2026 ARE-PEE M. CASTALONE, ALOHA CAPACITE BARRIENTOS, AMELIA S. ROMERO (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-26
publication date: 2026-07-26
starting page: 94
ending page: 105

STAGING TECHNIQUE IN ACTION RESEARCH WRITING, ANALYSIS, REPORTING, AND SOLUTIONS (STARWARS) AMONG MASTER TEACHERS
type: item
description: 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 technic…
subject: Articles
  topic: section
subject: action research; Learning Action Cell; master teachers; research competence; mixed methods
  topic: keywords
creator: Ria Vertulfo
rights: Copyright (c) 2026 Ria Vertulfo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-23
publication date: 2026-07-23
starting page: 85
ending page: 93

Inquiry-Based and Integrated Instruction: A Meta-Analysis of Experimental and Quasi-Experimental Effects on Student Achievement and Attitudes
type: item
description: 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.
subject: Articles
  topic: section
subject: inquiry-based learning, STEM integration, meta-analysis, student achievement, science attitudes, professional development
  topic: keywords
creator: Maria Luralyn Rodulfo
creator: Leda Tancio-Baluyot
rights: Copyright (c) 2026 Maria Luralyn G. Rodulfo, Leda Tancio-Baluyot (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-23
publication date: 2026-07-23
starting page: 55
ending page: 67

From Modules to Multimedia: A Meta-Analysis on the Effectiveness of Innovative Instructional Strategies on Students’ Academic Achievement in Chemistry
type: item
description: 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.
subject: Articles
  topic: section
subject: chemistry education, meta-analysis, instructional strategies, academic achievement, effect size, innovative pedagogy
  topic: keywords
creator: Aileen Pascua Valete
rights: Copyright (c) 2026 Aileen Pascua Valete (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-23
publication date: 2026-07-23
starting page: 68
ending page: 84

Mind-Body Co-Healing: Mental Health Service Practices in the Community-Based Chronic Disease Rehabilitation System in Hongkou District, Shanghai
type: item
description: 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.
subject: Articles
  topic: section
subject: mental health; chronic disease; community rehabilitation; integrated service system; mind-body integration; Hongkou District
  topic: keywords
creator: Ji SUN
creator: Ke ZHANG
creator: Xiaojian SHI
creator: Qingrong XU
rights: Copyright (c) 2026 SUN Ji, ZHANG Ke, SHI Xiaojian, XU Qingrong (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-22
publication date: 2026-07-22
starting page: 48
ending page: 54

The Effectiveness of the Reading Remedial Program among Grades 1 and 2
type: item
description: 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.
subject: Articles
  topic: section
subject: Reading remedial program, reading performance, reading fluency, reading comprehension, CEM Achievement Test, program effectiveness, Grade 1 and Grade 2 learners, focus group discussion
  topic: keywords
creator: Lournivi Marie Singco
rights: Copyright (c) 2026 Lournivi Marie A. Singco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-21
publication date: 2026-07-21
starting page: 35
ending page: 47

Improving Kindergarten Students’ Letter-Sound Recognition Through Multi-Sensory Learning Activities
type: item
description: 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.
subject: Articles
  topic: section
subject: kindergarten education, letter-sound recognition, multisensory learning, phonemic awareness, early literacy, systematic literature review
  topic: keywords
creator: Crezel Concepcion
rights: Copyright (c) 2026 Crezel R. Concepcion (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-21
publication date: 2026-07-21
starting page: 21
ending page: 34

Opportunities and Challenges of Contract of Service in the Government: A Study in the Caraga Region
type: item
description: 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.
subject: Articles
  topic: section
subject: Contract of Service, Job Satisfaction, Work Compensation, Perceived Challenges, Career Advancement
  topic: keywords
creator: Florlyn Aventura
rights: Copyright (c) 2026 Florlyn V. Aventura (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 148
ending page: 162

Organizational Innovation and Performance: The Mediating Role of Faculty Affective Commitment in a Philippine Public Higher Education Institution
type: item
description: 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.
subject: Articles
  topic: section
subject: organizational innovation, affective commitment, organizational performance, PLS-SEM, HEI.
  topic: keywords
creator: Jerson Caotivo
rights: Copyright (c) 2026 Jerson M. Caotivo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 134
ending page: 147

TEACHERS’ PREPAREDNESS FOR MANAGING STUDENTS’ MENTAL HEALTH: A SCHOOL-BASED WELLNESS PROGRAM APPROACH
type: item
description: 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 findi…
subject: Articles
  topic: section
subject: teachers’ preparedness, mental health literacy, school-based wellness program, descriptive-correlational study, elementary education, Moalboal Cebu
  topic: keywords
creator: Elezabeth Domugho
creator: Ma. Crispy Velasco
rights: Copyright (c) 2026 Elezabeth D. Domugho, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-19
publication date: 2026-07-19
starting page: 115
ending page: 133

EVALUATING HIGH SCHOOL GUIDANCE PROGRAM: TOWARD AN IMPROVED INTERVENTION PLAN
type: item
description: 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 …
subject: Articles
  topic: section
subject:
  topic: keywords
  value: 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
creator: William Buquia
creator: Ma. Crispy Velasco
rights: Copyright (c) 2026 William A. Buquia, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-19
publication date: 2026-07-19
starting page: 94
ending page: 114

DEVELOPMENT AND IMPLEMENTATION OF PROFESSIONAL GUIDANCE AND COUNSELING ENHANCEMENT PROGRAM
type: item
description: 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, s…
subject: Articles
  topic: section
subject:
  topic: keywords
  value: Teachers’ knowledge, attitudes, guidance and counselling, counselling strategies, professional commitment, engagement, intention, roles and responsibilities, correlation, school guidance programs, teacher development
creator: Anelito Bongcawil
creator: Ma. Crispy Velasco
rights: Copyright (c) 2026 Anelito A. Bongcawil, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-18
publication date: 2026-07-18
starting page: 73
ending page: 93

DETERMINANTS OF EFFECTIVE GUIDANCE AND COUNSELLING SERVICE IMPLEMENTATION IN A HIGHER EDUCATION
type: item
description: 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.
subject: Articles
  topic: section
subject:
  topic: keywords
  value: 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
creator: Ethel Grace Abendan
creator: Ma. Crispy Velasco
rights: Copyright (c) 2026 Ethel Grace B. Abendan, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-18
publication date: 2026-07-18
starting page: 56
ending page: 72

Senior High School Teachers' TPACK Competency
type: item
description: 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 poss…
subject: Articles
  topic: section
subject: TPACK, Senior High School teachers, professional development, student-centered learning, teaching effectiveness
  topic: keywords
creator: Karel Klein Enad
rights: Copyright (c) 2026 Karel Klein Medequillo Enad (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-18
publication date: 2026-07-18
starting page: 42
ending page: 55

Teachers' Perceptions, Challenges, and Perceived Limitations of Artificial Intelligence in Mathematics Instruction
type: item
description: 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.
subject: Articles
  topic: section
subject: artificial intelligence
  topic: keywords
subject: mathematics education
  topic: keywords
subject: mathematics teachers
  topic: keywords
subject: teacher perceptions
  topic: keywords
subject: educational technology
  topic: keywords
subject: generative artificial intelligence
  topic: keywords
creator: Chillou C. Buenavista
rights: Copyright (c) 2026 Chillou C. Buenavista (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-17
publication date: 2026-07-17
starting page: 28
ending page: 41

The Influence of School Leadership on Change Adoption and Sustainability: A Systematic Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: school leadership, educational change, reform adoption, sustainability, systematic literature review, PRISMA
  topic: keywords
creator: Benjie Medina
creator: Michael Estremera
rights: Copyright (c) 2026 Benjie F. Medina, Michael L. Estremera (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-17
publication date: 2026-07-17
starting page: 13
ending page: 27

The Impact of Change Management on Teachers Morale and Professional Development in Schools: A Systematic Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Change management, organizational change, educational change, school change, educational reform, school reform, teacher morale, professional development, PRISMA
  topic: keywords
creator: Joel Magalang
creator: Michael Estremera
rights: Copyright (c) 2026 Joel L. Magalang, Michael L. Estremera (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-17
publication date: 2026-07-17
starting page: 1
ending page: 12

The Challenges and Coping Mechanisms of Hospitality Management Working Students
type: item
description: 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 co…
subject: Articles
  topic: section
subject: working students
  topic: keywords
subject: challenges
  topic: keywords
subject: coping mechanisms
  topic: keywords
creator: Leo Carl Gayapa,
creator: Juliet Bureros
creator: Mary Jane Fiel
creator: Danika Richardson
creator: Karl Nhor Anthony Apilan
rights: 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
date: 2026-07-15
publication date: 2026-07-15

REINFORCEMENT AND DISCIPLINE IN LEARNERS WITH SPECIAL EDUCATIONAL NEEDS (LSENS) CLASSROOM: TOWARDS APPROPRIATE WAYS OF CHECKING APPROPRIATE BEHAVIOR
type: item
description: 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…
subject: Articles
  topic: section
subject: reinforcement
  topic: keywords
subject: discipline
  topic: keywords
subject: Learners with Special Educational Needs (LSEN)
  topic: keywords
subject: checking
  topic: keywords
subject: appropriate behavior
  topic: keywords
creator: Joshuan Ramos
creator: Archie Manalo
rights: Copyright (c) 2026 Joshuan M. Ramos, Dr. Archie T. Manalo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-10
publication date: 2026-07-10
starting page: 122
ending page: 141