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
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
HEALTH HABITS AND WORK-RELATED STRESS OF SNED TEACHERS
Special Needs Education (SNED) teachers perform complex responsibilities that include individualized instruction, behavioral support, parent coordination, and extensive documentation. These professional demands may affect their health habits, increase work-related stress, and influence their overall well-being. This study investigated the health habits, stress level, and well-being of SNED teachers in the Division of Mandaue City for School Year 2025–2026 as basis for a Teacher Wellness Enhancement Plan. This study employed a quantitative descriptive-correlational design. The participants were 31 SNED teachers from selected SPED centers in the Mandaue City Division, chosen through complete enumeration. Data were collected using a researcher-made demographic checklist and three standardized instruments: the Health Promoting Lifestyle Profile II (HPLP II), the Teacher Stress Inventory (TSI), and the WHO-5 Well-Being Index. Frequency, percentage, mean, and standard deviation were used to describe the variables, while Pearson r and mediation analysis through Jamovi were applied to determine their relationships. Findings revealed that the respondents generally manifested good health habits especially in spirituality and interpersonal relations. While physical activity and health responsibility were relatively lower. Their stress level was overall barely noticeable, although time management and workload were moderately noticeable. The respondents also showed moderately positive well-being. Correlation analysis showed a significant positive relationship between health habits and well-being and a significant negative relationship between stress and well-being. However, health habits and stress were not significantly related. Mediation analysis further showed that stress did not significantly mediate the relationship between health habits and well-being. The study concluded that positive health habits directly contribute to teachers’ well-being. Hence, a Teacher Wellness Enhancement Plan was proposed.
SNED teachers, health habits, stress, well-being, wellness enhancement plan
Copyright (c) 2026 EMELYN S. CONJURADO (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Physiological Perspectives on Reading Comprehension Difficulties: Instructional Strategies of Teachers and School–Family Partnership Practices
This qualitative descriptive study investigated reading comprehension difficulties among elementary learners in the United States, focusing on the role of physiological factors and school–family collaboration. While reading comprehension is a key academic skill, many students continue to struggle beyond basic decoding issues. The study highlights emerging evidence that physiological conditions such as sleep quality, nutrition, physical activity, visual health, attention regulation, and screen exposure significantly influence students’ readiness for reading and overall comprehension performance. Conducted in three public elementary schools in the United States, the study involved twelve fourth-grade teachers, three literacy coaches, and eighteen parents. Data were gathered through interviews, classroom observations, document analysis, and field notes, and analyzed using the Interactive Model of Miles, Huberman, and Saldaña. Findings showed that reading difficulties are shaped by interconnected physiological, cognitive, environmental, and socio-emotional factors. Teachers responded with strategies such as explicit comprehension instruction, activation of prior knowledge, multimodal activities, movement breaks, flexible learning environments, and differentiated instruction. Schools also strengthened partnerships with families through literacy workshops, home reading programs, and ongoing communication. The study emphasizes a holistic framework integrating health, instruction, and family engagement to improve literacy outcomes.
Copyright (c) 2026 Christine Joy O. De Los Santos (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Previewing and Pre-Teaching Strategies in a Classroom of Learners with Special Educational Needs (LSENS): Towards Strategies for Building Background Information
Effective instructional strategies in special education ensure that learners with special educational needs receive instruction designed to meet their learning needs. This study aimed to examine how teachers implement previewing and pre-teaching strategies in a classroom of learners with special educational needs (LSEN), to build their background information. The respondents were 30 teachers of Manggahan Elementary School. A quantitative descriptive-correlational design was utilized. Statistical tools used included frequency, percentage, weighted mean, T-test and Pearson Correlation Coefficient. Based on the results of the study, the respondents are predominantly experienced, female, mid-career educators with graduate-level training. The findings revealed that the teachers consistently structure and scaffold content but underutilize reinforcement and interdisciplinary collaboration. Teacher demographics significantly influence how previewing strategies are implemented in LSEN classrooms. Furthermore, teachers rely on visual support and IEPs but need stronger emphasis on explicit communication and vocabulary reinforcement. Their demographics significantly shape pre-teaching practices in LSEN classrooms. The study indicated that teachers' use of previewing strategies does not predict their use of pre-teaching strategies; the two are implemented independently. The findings highlight the need to strengthen LSEN teaching practices.
Copyright (c) 2026 Christine Joy O. De Los Santos, Dr. Arsenio T. Manalo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Talasalinktaan: Pangnilalamang Pang-Unawa sa Piling Kabanata ng Florante at Laura
Ang pag-aaral na ito ay naglalayong suriin ang bisa ng Talasalinktaan, isang dihital na glosaryong talasalitaan, sa pagpapabuti ng pangnilalamang pag-unawa ng mga mag-aaral sa piling kabanata ng Florante at Laura sa Filipino 8. Ang mga kalahok ay tatlumpung (30) mag-aaral mula sa Baitang 8 ng General Climaco National High School sa taong panuruan 2024–2025. Ginamit ang deskriptibo-eksperimental na disenyo sa pamamagitan ng pre-test at post-test upang masukat ang antas ng pag-unawa sa literal, inferensyal, at proposisyunal na antas. Kabilang sa mga ginamit na instrumento ang pre-test, post-test, survey questionnaire, at mga dihital na materyales na binuo ng mananaliksik. Batay sa resulta, tumaas ang mean score mula 16.17 sa pre-test tungo sa 23.67 sa post-test na may gain ratio na 46.39%, na nagpapakita ng pag-unlad sa pag-unawa ng mga mag-aaral, bagaman ipinakita ng pagsusuring estadistikal na walang makabuluhang pagkakaiba sa ilang kompetensi batay sa t-test. Sa kabuuan, natuklasan na ang paggamit ng Talasalinktaan ay nakatulong sa pagpapabuti ng pag-unawa ng mga mag-aaral sa tekstong pampanitikan, kaya inirerekomenda ang patuloy na paggamit at pagpapahusay nito bilang makabagong kagamitang pampagtuturo.
Copyright (c) 2026 Hazel R. Abalde (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
SUBJECTIVE WELL-BEING AS PREDICTOR TO EXTRACURRICULAR BASKETBALL EXERCISE AMONG UNIVERSITY STUDENTS
In this research, the link between participation in extracurricular basketball activities and subjective well-being was analyzed among college students from Guangxi Agricultural Engineering Vocational and Technical College. Altogether, 200 participants responded to the questionnaires assessing frequency of participation in basketball activities and five PERMA well-being dimensions, which included positive emotions, engagement, positive relationships, meaning, and accomplishment. The results indicated moderate to fairly often frequency of basketball participation in the studied sample, whereas personal achievement was shown to be the strongest predictor. The level of overall well-being of the students was rather high, with meaning and accomplishment being rated as very high. According to the results of the Pearson correlation analysis, there was a strong positive correlation between frequency of participation in basketball activities and each of the PERMA dimensions; engagement demonstrated the strongest correlation (r = .744). Each of the dimensions was found to have significantly predicted frequency of participation in extracurricular basketball activities. The conclusions made were that participation in extracurricular basketball was associated with higher levels of well-being through the engagement and meaning dimensions.
Copyright (c) 2026 Jinhong, Wang (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
PHYSICAL ACTIVITY OF THE ONCE YOUNG AND THE YOUNG ONES: A SUSTAINABILITY MODEL
Physical activity (PA) was a key element for the attainment and maintenance of a healthy life throughout all ages, and its life course persistence was a significant public health problem, particularly in the rapidly aging context of China. We aimed to identify factors determining the life course persistence of PA, develop an intergenerational model of PA persistence and teaching intervention through research on two intertwined groups—young adult university students (18 y o) of Nanchang University, and middle-aged adults (40–50 y o) living in nearby communities. We used an innovative "retrospective synthesis plus teaching intervention" mixed methods design and integrated the theoretical frameworks of social cognitive theory (SCT), life course development theory (LCDT), and habit formation theory (HFT). 100 young adults and 100 middle-aged adults were included in the study. Quantitative data were obtained by questionnaires, and qualitative data were obtained by semi-structured interviews with the middle-aged adults. Results showed a medium positive correlation (r=.487, p<.001) between adolescent PA habits and midlife PA levels, defined life stage transitions (e.g., student to working professional; life with child) as the critical vulnerability windows where PA discontinuity was more likely, and concluded that social support was more strongly associated with PA persistence than physical environment infrastructure. Building upon these findings, we proposed a four-component life course PA persistence model including adaptive habit structure, intergenerational teaching and learning of physical activity, socio-environmental support structure, and evidence-based intervention approaches. Teaching intervention targeting PA continuity risk in young students based on middle-aged adults' adaptive strategies proved to be effective. This paper contributed in three major areas: theoretically, it tested the combined validity of three theories in an urban Chinese setting; methodologically, it provided an effective time-saving method to explore life course health through a retrospective-prospective design; practically, it proposed a feasible strategy to optimize PE curriculum and community physical activity programs to support the Health China 2030 plan. Limitations included a small sample size and a relatively restricted scope of research and further longitudinal study was needed to confirm the model's long-term effects.
Copyright (c) 2026 DANG JIANAN (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Comparing the Effectiveness of Guided Reading and Targeted Small-Group Instruction on Reading Proficiency Among Upper Elementary Students
This study investigates the comparative conceptual and pedagogical effectiveness of Guided Reading (GR) and Targeted Small-Group Instruction (TSGI) for upper elementary students (Grades 2–5) within inclusive and special education environments in the United States. Utilizing a Meta-Interpretation qualitative methodology, this research synthesizes primary qualitative data across 14 peer-reviewed studies published between 2010 and 2025. Meta-interpretation allows for an iterative, reflexive synthesis of diverse qualitative research designs to generate an overarching conceptual framework. The findings indicate that while both interventions significantly support neurodivergent and struggling readers, they operate via distinct pedagogical mechanisms. Guided Reading fosters a holistic, meaning-making orientation that enhances metacognitive awareness and strategic comprehension. Conversely, Targeted Small-Group Instruction serves as a high-precision, sub-lexical and lexical scaffold that directly mitigates specific phonological and decoding deficits. In inclusive classrooms, the integration of these two approaches within a multi-tiered system of support (MTSS) maximizes reading proficiency by balancing explicit skill acquisition with autonomous comprehension practices.
Copyright (c) 2026 Christine Gunay (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
EFFECTS OF SHORT-BURST MODERATE-INTENSITY AEROBIC EXERCISE ON SLEEP QUALITY OF COLLEGE FRESHMEN: A MEDIATION ANALYSIS
The subjects chosen for this study included freshmen of Gongqing College of Nanchang University. It aimed at investigating the effect of aerobic exercise intervention on improving the sleep quality of freshmen and further analyzing the partial mediating role of academic stress in this process. The pretest-posttest quasi-experiment method was used in the research, with 180 freshmen, whose characteristics were the deficiency in sleep quality and no habit of doing regular exercise, being chosen to participate in an aerobic exercise intervention lasting 8 weeks (time spent per session: 30–45 minutes, times per week: 3–5). In addition, PSQI and Academic Stress Scale were chosen for data measurement while SPSS 26.0 was used for descriptive statistics, paired t-test, correlation analysis, and mediation effect test. According to the results, it could be concluded that: (1) after intervention, the sleep quality, sleep latency, sleep efficiency, sleep disturbance, and daytime dysfunction of freshmen all showed a significant improvement (P<0.05); (2) there was a significant positive correlation between the exercise time, exercise intensity, exercise frequency, and the sleep quality of freshmen (P<0.05); (3) the academic stress served as a partial mediator between aerobic exercise and sleep quality.
Short-Burst Moderate-Intensity Aerobic Exercise
Copyright (c) 2026 Chen Guijuan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Impact of Integrated Science and Mathematics Instruction on Secondary Student Achievement: A Thematic Synthesis of Evidence-Based Practices
This study examined the impact of integrated science and mathematics instruction on secondary student achievement through a thematic synthesis of evidence-based practices. The research aimed to identify high-impact instructional approaches that effectively bridge science and mathematics learning within integrated STEM education contexts. A systematic thematic synthesis of existing meta-analytic studies was conducted using established selection heuristics commonly employed in educational psychology research. Eligible studies included meta-analyses involving secondary school students, integrated science and mathematics interventions, and student-level cognitive or academic outcomes. Findings revealed three major themes of effective instructional practice: Inquiry-Based and Problem-Based Learning (PBL), cognitively stimulating strategies, and digital or technology-enhanced learning. Inquiry-oriented approaches demonstrated measurable positive effects on student achievement by promoting problem-solving and interdisciplinary reasoning. Cognitively stimulating strategies such as scaffolding, self-explanation, and comparative analysis enhanced conceptual understanding and higher-order thinking skills. Technology-enhanced learning environments, including simulations and virtual tools, further supported interdisciplinary engagement and scientific literacy. However, methodological heterogeneity across studies complicated direct comparisons of instructional effectiveness. The study concludes that integrated STEM instruction can significantly improve secondary student achievement when implemented through evidence-based, student-centered, and contextually appropriate practices.
Copyright (c) 2026 Gilda N. Salvo,PhD, Rabia Abdulrahim EdD (Cand), Crisel A. Cardona, EdD, Gina Lapinig, PhD. SPEd, Cherryl P. Torres, PhD. SPEd, MAT- Science (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Math 360 Vertical Learning in a Fourth-Grade Inclusive Classroom: A Qualitative Case Study of Teacher and Student Experiences
This qualitative case study explored the implementation of Math 360 Vertical Learning in a fourth-grade inclusive classroom at Vail Pittman Elementary School in the Clark County School District. The study addressed the need to better understand how classroom-based mathematics interventions support differentiated instruction, student engagement, and mathematical learning in inclusive elementary settings. Specifically, it examined the experiences and perceptions of participants regarding the use of Math 360 Vertical Learning in mathematics instruction. Participants included one fourth-grade teacher and ten fourth-grade students from one inclusive classroom, selected through criterion-based purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings revealed four major themes: (1) differentiated and data-driven instructional practices, (2) enhanced student engagement and participation, (3) improved mathematical understanding through scaffolded learning, and (4) responsive support for learners with varied mathematical needs in an inclusive classroom. The results suggest that Math 360 Vertical Learning supported the teacher in adjusting instruction based on student readiness, promoted active participation in mathematics activities, and helped students develop mathematical understanding through guided and structured learning experiences. The study contributes to the growing literature on inclusive mathematics instruction by highlighting how Math 360 Vertical Learning may serve as a responsive instructional approach for supporting diverse learners in elementary classroom settings.
Copyright (c) 2026 Jerome Balicario Rosalejos (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
A SYSTEMATIC REVIEW ON DIGITAL TOOLS TO ENHANCE NUMERACY SKILLS FOR KEY STAGE 2 LEARNERS
This systematic review examines the utilization of digital tools in enhancing numeracy skills among Key Stage 2 learners. With the rapid advancements in digital technology, the integration of digital tools into education has emerged as a significant approach to improving student engagement and learning outcomes in mathematics. This study synthesizes findings from various research articles and studies conducted over the past decade, focusing on the impact of educational apps, interactive games, and technology-supported learning environments on the numeracy skills of learners in Grades 4 to 6. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 92 studies were selected, analyzed, and coded to determine the effectiveness of digital interventions in fostering a student-centered approach to mathematics instruction. The review identifies key digital strategies that promote active learning, provide immediate feedback, and cater to diverse learning needs, thereby significantly reducing math anxiety and improving overall numeracy performance. Findings reveal that, despite the proven benefits of digital tools, there remains a gap in the consistent adoption of these methods by educators, with many still relying on traditional teaching practices. The study concludes with recommendations on best practices for implementing digital tools in classroom settings, emphasizing their potential to create an engaging, supportive, and effective learning environment for Key Stage 2 learners. This review provides valuable insights for teachers, school administrators, and policymakers in strategically integrating digital resources into the curriculum to maximize numeracy skills development among learners.
Copyright (c) 2026 Maida A. Paňares, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
THE SCHOOL-BASED MENTAL HEALTH PROGRAM OF PAJO NATIONAL HIGH SCHOOL: A QUALITATIVE EVALUATION
This study examined the implementation and effectiveness of the School-Based Mental Health Program (SBMHP), particularly the Teachers’ Emotional Assessment, Monitoring, and Support (T.E.A.M.S.) Program at Pajo National High School during School Year 2025–2026. Grounded in the interpretivist–constructivist paradigm, it explored the lived experiences and perceptions of teacher-participants. The study was guided by the CIPP Evaluation Model and Swarbrick’s Eight Dimensions of Wellness. Using a qualitative descriptive design, data were collected through semi-structured interviews with twelve purposively selected teachers. Analysis followed Braun and Clarke’s reflexive thematic approach to identify recurring patterns and insights. Findings revealed that prior to the program, teachers experienced emotional strain, stress, and limited coping strategies. The program was generally perceived as effective in enhancing mental health awareness, emotional regulation, resilience, and psychological safety. It also strengthened collegial relationships, openness, and peer support. However, challenges were noted, including scheduling conflicts, limited session duration, insufficient materials, and the need for sustained engagement with mental health professionals. Despite these constraints, the program positively contributed to teachers’ emotional, occupational, and social wellness, improving coping strategies and fostering a supportive organizational climate. The study underscores the importance of sustaining and enhancing mental health initiatives through structured follow-up activities, improved scheduling, accessible resources, expert involvement, and continuous monitoring. An enhanced SBMHP is proposed to ensure long-term effectiveness and teacher well-being.
Copyright (c) 2026 Joan F. Mondala, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE OF HIGHER EDUCATION STUDENTS: A PSYCHOLOGICAL INTERVENTION PLAN
This paper examines the relationship between emotional intelligence (EI) and academic performance among 203 fourth-year College of Business and Accountancy students at Holy Name University during the 2025-2026 academic year. Grounded in Goleman's EI framework, the descriptive-correlational study assessed five domains, self-awareness, self-regulation, self-motivation, empathy, and social skills, via a validated questionnaire alongside demographic profiles and General Weighted Average (GWA). High overall EI levels emerged (grand mean 3.96, "high"), led by empathy (4.17) and trailed by self-regulation (3.63), with 64% of respondents in the high EI category. Academic performance proved Very Good to Good for 70% (GWA 1.50-1.75), predominantly among females aged 20-22 in hospitality programs. Significant differences appeared by sex (females superior across domains, p<0.05) and program (self-regulation/empathy, p<0.05), but not age or extracurriculars; EI showed no direct GWA correlation (ρ=0.066, p=0.348). Demographic influences highlight needs for targeted interventions like self-regulation workshops for males and team building for social skills. A proposed psychological program, mandatory CBA sessions fostering resilience, aims to enhance emotional competencies despite absent GPA links, supporting holistic student success.
Copyright (c) 2026 Cathyrine M. Munalem, Ma. Crispy B. Velasco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
TACTILE TEACHING STRATEGIES: CONCEPTUAL UNDERSTANDING IN GRADE 10 SCIENCE
This study investigated the effectiveness of tactile teaching strategies in enhancing the conceptual understanding of Grade 10 Science learners. As it was anchored in Kolb’s Experiential Learning Theory, Bruner’s Discovery Learning and Theory of Instruction, and Constructivist principles, this study used a quantitative quasi-experimental one-group pretest and posttest design involving five intact classes consisting of 210 learners of Bitoon National Vocational High School, Dumanjug, Cebu. All data were collected using a validated assessment instrument and analyzed through descriptive and inferential statistics. The results confirmed that learners showed various perceptual learning styles, with auditory and visual preferences being the most preferred. The pretest findings showed that all participants were at the Beginning Proficiency Level, indicating limited background information and prior knowledge about the concept. After the implementation of the intervention, posttest scores significantly improved, with a statistically significant difference (p < 0.001) and a large effect size observed (Cohen’s d = 2.90). However, no significant differences were found in posttest performance when grouped according to their perceptual learning styles, suggesting that learning preferences did not significantly influence learners’ academic learning outcomes. These findings indicated that tactile teaching strategies effectively enhance conceptual understanding regardless of learners’ preferred learning modalities. The study also emphasized the value of multimodal, scaffolded, and experiential instructional approaches incorporating tactile teaching strategies in Science education and designing an enhanced lesson exemplar to guide teachers in creating meaningful learning experiences that support conceptual development.
Copyright (c) 2026 Armando L. Marsan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Reading Readiness and Performance among Kindergarten Learners
The study determined the reading readiness and performance among Kindergarten learners. It explored the significant relationship between reading readiness and reading performance and the Kindergarten teachers’ and parents’ challenges and coping mechanisms in teaching reading. The findings served as the basis for a proposed reading enhancement program that can remedy reading skill deficiencies. The study was anchored on Dr. Arnold Gesell’s Maturational Theory and McGinnis & Smith. It employed descriptive-correlational design. It was conducted at the University of San Carlos-North Campus. The 42 Kindergarten learners, Kindergarten teachers, and parents were the research respondents. The learners’ reading readiness test, their average grade of the first two quarters in Reading and the results of the interview of the respondents were the research instruments. Results revealed that some children, despite not being ready during the admission, performed better in reading than expected. Others performed lower than expected. The teachers’ challenges were high learning expectations in Kindergarten, teaching learners with mixed abilities and giving an emphasis on a standardized test. Parents’ challenges were high learning expectations and instilling good study habits and interest in reading. Teachers and parents were able to cope with these challenges through collaborative efforts. The findings suggested that Reading readiness is not the sole determinant in the reading performance of a child. In conclusion, reading readiness is not a sole predictor of reading performance. Teachers’ commitment to teaching, the instructional approaches used, learners’ attitude and interest to learn, providing remediation and parents’ support can improve reading performance.
Reading Readiness and Reading Performance
Copyright (c) 2026 LOURNIVI MARIE A. SINGCO (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Mediating Role of Implementation Barriers in Translating Awareness of SPED Laws into Practice
The transition from exclusion to inclusive education in the Philippines faces significant challenges despite the existence of robust legal frameworks. This study investigated the relationship between Special Education (SPED) teachers' awareness of legal mandates and their perceptions of how these laws are implemented, specifically examining whether systemic barriers mediate this dynamic. Using a quantitative-descriptive correlational design, the research surveyed educators in Cebu to assess their familiarity with laws such as the Magna Carta for Disabled Persons and the K-12 Law, alongside their daily operational realities. The results indicated that while teachers possess a high level of legal awareness, their perception of actual implementation remains neutral, heavily dampened by persistent obstacles such as overcrowded classrooms, insufficient funding, and a critical shortage of qualified personnel. Statistical analysis revealed a significant but weak positive correlation between awareness and perception. Crucially, the study determined that implementation barriers do not mediate this relationship; rather, they exist as independent, structural impediments that legal literacy alone cannot overcome. These findings suggest that the current policy-practice gap is not a result of teacher ignorance but of systemic resource deficits. Consequently, the study recommends that educational authorities move beyond information dissemination and focus on tangible investments in infrastructure and human resources to truly actualize inclusive education.
Copyright (c) 2026 Regina E. Sitoy, Dev.Ed.D., Lilibeth C. Pinili, Dev.Ed.D., Janine Joy L. Tenerife-Cañete, Dev.Ed.D., Reylan G. Capuno, Ph.D., Dev.Ed.D., Honorio C. Añora, Dev.Ed.D., Emerson D. Peteros, Dev.Ed.D., Raymond C. Espina, Ph.D., Dev.Ed.D., Marjorie B. Añero, PhD. (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
UTILIZATION OF AI AMONG SCIENCE HIGH SCHOOL TEACHERS: A COMPARATIVE ANALYSIS
This research study explores the use of artificial intelligence (AI) by high school science instructors and attempts to determine how various instructor-related factors are used to differentiate levels of AI usage in terms of instructional practices. The study uses a quantitative-comparative methodology, in which a survey was completed by science instructors from publicly funded secondary schools in Dumanjug, Cebu in order to gather information regarding science instructors' experiences related to AI integration. The responses were analyzed through a comparative analysis to identify the significant variables that differentiate between instructors by their level of AI usage. The findings indicate that technological expertise, years of teaching experience, instructors' perception of the usefulness of AI and instructors' attitudes toward innovation are all significant factors of differentiation between instructors who have high levels of AI usage and those who have low levels of AI usage. More specifically, science instructors who have high technological proficiency levels and positive perceptions of AI integration into their practice are more likely to use AI tools in their lesson plans, classroom instruction, and assessment effectively. The study also identifies several barriers to the complete use of AI in science instruction, including a lack of resources and a lack of training. In a more general sense, the results from this study indicate that in order to provide increased professional development and support services at the school-level to provide science instructors with confidence to increase the level of use of AI in their instructional practices, these will ultimately improve instructional outcomes and increase student engagement in science instruction. The study also provides three areas of contribution to the literature; (a) demonstrates that teacher characteristics influence AI usage; (b) investigates AI usage in the specific context of science instruction among secondary education; and (c) creates an empirically based model that can assist educators, policymakers and administrators with the integration of AI into classroom instructions. The understanding of these relationships will help schools utilize AI based educational tools to improve teacher practice and student outcomes in science education.
Copyright (c) 2026 JANET MARIE D. BILLOAN (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
THE EVOLUTION OF LOYALTY: A THEMATIC LITERATURE REVIEW OF GEN'ZS ORGANIZATIONAL COMMITMENT AND RETENTION
Generation Z is a significant workforce population whose perceptions on organizational loyalty and commitment differ from the traditional expectations of long-term organizational employment. Existing studies suggest that Gen Z employees prioritize meaningful work, career growth, work-life balance, well-being, and value alignment, resulting in a more conditional and reciprocal form of organizational commitment (Ozkan & Solmaz, 2022; Gajda, 2024). As organizations continue to experience challenges in retaining young talent, understanding the evolving nature of Gen Z loyalty has become increasingly important. This thematic literature review aims to synthesize existing research on Generation Z’s organizational commitment and retention and to identify the factors shaping their workplace loyalty. Relevant literature published between 2020 and 2026 was gathered from databases and repositories including Google Scholar, ResearchGate, ProQuest, MDPI, Sage Journals, and other peer-reviewed sources. Studies were selected based on their relevance to Generation Z workplace behavior, organizational commitment, employee retention, and related workplace factors. The review identified three major themes: (1) the evolving nature of loyalty and organizational commitment, (2) job mobility and retention behavior, and (3) organizational factors shaping commitment, particularly leadership, culture, and well-being. Findings indicate that Gen Z’s loyalty is increasingly conditional, experience-based, and influenced by reciprocal employer–employee relationships. However, significant gaps remain regarding integrated theoretical frameworks, longitudinal research, and context-specific studies, particularly within the Philippine workplace setting. Future research should address these gaps to develop more effective retention strategies for the emerging workforce.
Copyright (c) 2026 Christin F. Camacho, Junesa M. Lucilla, Maguinda R. Malones, Christie E. Ronda (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Pre-Conditions of Solo Parents of the Kindergarten Learners
The study was intended to examine the conditions necessary for solo parenting and the effects such preconditions bring on kindergarten learners' development and welfare. It revealed the demographic profile of solo parents and explored their relationship with their children's academic performance, behavioral status, and self-help skills. The findings demonstrated that parents' welfare and children's growth were influenced heavily by financial strain, low educational attainment, and unstable income. Whereas parental financial assistance and family support received a little assistance, there was an evident need for a broader social support program in the way of educational empowerment, vocational training, and mental service provision. Increased parental education and better financial status correlated with the learners’ improved academic performance, while the home environment and family size were of lesser influence. In contrast to the minimal effect of ICT tools employed in education on behavior and self-help skills, their positive influence on academic performance was considerable. The proposed Solo Parents' Guide Packet was in response to these issues and aimed to help foster early literacy skill development in kindergarten learners while facilitating solo parents in their personal and parenting challenges. The packet consisted of tips on finance management, emotional and mental wellbeing, and the Early Literacy Foundations for Kindergarten Workbook, which contained structured literacy activities in English and Cebuano. Its recommendations included a multidimensional support system revolving around educational, financial, community, and mental health resources. Implementing this system would have significantly benefited solo parents, and when integrated with the Solo Parents' Guide Packet, would have offered an overview of any welfare services delivered on a program that could empower solo parents to support their children's holistic growth and development.
Copyright (c) 2026 Lournivi Marie A. Singco (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
ANG PENOMENON NG “LANGUAGE ATTRITION”: ISANG PAGSUSURI SA PAGHINA NG BOKABULARYONG FILIPINO BUNSOD NG CODE-SWITCHING SA SOCIAL MEDIA
Ang pag-aaral na ito ay naglayong suriin ang penomenon ng language attrition o ang paghina ng bokabularyong Filipino bunsod ng code-switching sa social media. Ginamit sa pananaliksik ang kwalitatibong pamamaraan na may disenyong penomenolohikal. Sa pamamagitan ng purposive sampling, apat (4) na guro at dalawang (2) mag-aaral ang naging kalahok sa mga digital na panayam. Ginamit ang HyperRESEARCH software sa pagsusuri at pagbuo ng mga tema mula sa mga nakalap na datos. Mula sa pagsusuri, limang pangunahing tema ang lumitaw: (1) Pagpapakita ng Paghina ng Bokabularyo sa Pasulat na Awtput at Akademikong Pangangailangan sa Asignaturang Filipino, na makikita sa limitadong salita at kawalan ng pormalidad sa mga sanaysay; (2) Pagbabago ng Code-Switching sa Social Media sa Pagtuturo sa Loob ng Silid-Aralan, kung saan ginagamit ng guro ang Taglish bilang tulay sa pagtalakay; (3) Pagbabago ng Code-Switching sa Social Media sa Pagkatuto sa Loob ng Silid-Aralan, na nagpapabilis sa pag-unawa at nagbibigay ng kumpas sa pagpapahayag ng mga mag-aaral; (4) Mga Balakid na Kinakaharap ng Paaralan sa Pagpapanatili ng Mataas na Antas ng Kasanayan sa Filipino, dala ng labis na exposure sa digital media at kawalan ng interes sa pagbabasa; at (5) Mga Estratehiya na Ginagamit ng Guro upang Tugunan ang mga Kinakaharap na Balakid, sa pamamagitan ng mga performatibong gawain tulad ng talumpati, debati, at pagwawasto ng talasalitaan. Batay sa resulta, napatunayan na ang language attrition ay isang pansamantalang paghina lamang sa mabilis na pag-alala ng pormal na wika na maaari pang masagip sa pamamagitan ng interaktibong paggabay. Inirerekumenda sa pag-aaral ang patuloy na pagpapatupad ng mga makabagong estratehiya sa pagtuturo at mga aktibidad sa paaralan na magpapanatili sa pormal at mataas na antas ng kasanayan sa wikang Filipino.
Copyright (c) 2026 Faith S. Abe, Wiljane Love Marquez (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Climate And Classroom Behavior on the Mental Health of Special Needs Education Teachers
Teacher mental health has become an important concern in educational settings, particularly among Special Needs Education (SNED) teachers who work with learners with diverse academic, behavioral, and emotional needs. This study examined the relationship among classroom climate, student behavior, stress levels, effects of stress, and coping strategies of SNED teachers in the Division of Mandaue City for School Year 2025–2026. Specifically, the study determined the level of stress experienced by teachers, the effects of stress, coping strategies utilized, classroom climate, perceived student behavior, and the relationships among the identified variables. The findings served as the basis for developing an Intervention and Support System Framework for SNED teachers. The study utilized a descriptive-correlational research design. Complete enumeration was employed involving 37 SPED teachers from selected public schools in the Division of Mandaue City. Standardized and adapted questionnaires were used to gather data on stress, coping strategies, classroom climate, and student behavior. Data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Results revealed that teachers experienced a moderate level of stress, primarily associated with difficulties in addressing diverse learner needs, heavy workload, and instructional demands. However, the effects of stress were generally seldom experienced, indicating that severe psychological symptoms were not strongly manifested among the respondents. Teachers demonstrated highly effective coping strategies characterized by adaptability, optimism, innovation, perseverance, and continuous professional learning. Student behavior was generally evident, with prosocial behavior emerging as the most prominent characteristic. Teachers also exhibited good instructional practices that contributed to a generally positive classroom climate. Correlation analysis showed that coping strategies had a significant negative relationship with stress level and a significant positive relationship with classroom climate. The study concludes that effective coping mechanisms play a significant role in reducing teacher stress and promoting positive classroom environments. Based on the findings, the CARE Framework (Coping, Assistance, Resilience, and Engagement Framework) was developed as a sustainable intervention and support system aimed at enhancing the mental health and well-being of SPED teachers.
classroom climate, coping strategies, mental health, SPED teachers, stress level
Copyright (c) 2026 Maria Aniline F. Mapeso, Ria M. Vertulfo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Generational Differences In The Workplace: A Thematic Literature Review
The increasing representation of Baby Boomers, Generation X, Millennials, and Generation Z in contemporary organizations has heightened scholarly interest in generational differences within the workplace. This thematic literature review synthesizes studies on generational diversity in organizational contexts published between 2015 and 2025. The review focuses on work values, motivation, communication, leadership, work-life balance, workplace interaction, and organizational outcomes associated with multigenerational workforces. Peer-reviewed studies were identified primarily through Google Scholar using keywords related to generational differences, workplace behavior, multigenerational workforce, leadership, communication, and organizational outcomes. Studies were selected according to predefined inclusion and exclusion criteria, with an emphasis on workplace and organizational contexts. The literature was subsequently analyzed and categorized thematically. The review indicates that although some studies support the existence of generational differences in workplace attitudes and behaviors, findings are inconsistent and are significantly influenced by organizational, developmental, and socio-economic factors. Major themes include variations in work values and communication preferences, the impact of workplace interaction and leadership, and the influence of organizational culture on employee outcomes. Notably, the review highlights substantial methodological and contextual gaps, particularly the scarcity of longitudinal, Philippine-based research on multigenerational workplaces.
Copyright (c) 2026 GEMJOY L. CONTIVEROS, MA. SHARA M. LOMERIO, GIELYN MAE Y. ABELADA, SOPHIA A. TRONO (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
MAHALAGA BA ANG INGLES BILANG MIDYUM NG PAGTUTURO SA PATHFIT?ISANG PAGSUSURI NG EPEKTO NITO SA KONSEPTWAL NA PAG-UNAWA,PAKIKIPAG-UGNAYAN NG MAG-AARAL, AT AKADEMIKONG PAGGANAP SA MGA PROGRAMANG BACHELOR’S DEGREE
The role of English as a medium of instruction (EMI) in Physical Activity Towards Health and Fitness (PATHFIT) courses remains underexplored in Philippine higher education research, despite the subject’s mandatory status across all bachelor’s degree programs under CHED Memorandum Order No. 25, s. 2018. This mixed-methods quasi-experimental study investigated whether the language of instruction—English, Filipino, or bilingual code-switching—significantly affects the conceptual understanding, student engagement, and academic performance of first-year college students enrolled in PATHFIT 1 and PATHFIT 2 in three state universities in Cebu City. A total of 192 students were assigned to three instructional groups: English-medium (n = 64), Filipino-medium (n = 64), and bilingual code-switching (n = 64). Data were gathered across one academic semester through validated pre-tests and post-tests measuring PATHFIT conceptual understanding, a validated Student Engagement in Physical Education Scale (SEPES), classroom observation protocols, and focus group discussions. Results indicated that the Filipino-medium group registered significantly higher post-test conceptual understanding scores (M = 82.47, SD = 6.34) than the English-medium group (M = 74.18, SD = 8.21) and the code-switching group (M = 79.35, SD = 7.10), with ANOVA yielding F(2, 189) = 21.63, p < .001, η² = .19. Student engagement scores followed a similar pattern, with Filipino-medium students reporting significantly higher behavioral and cognitive engagement. Qualitative findings revealed that English-medium instruction created comprehension barriers for fitness terminology, reduced student willingness to participate in guided movement activities, and generated anxiety among students with limited English proficiency. These findings challenge the de facto dominance of English in PATHFIT instruction and underscore the need for language-responsive pedagogical approaches in Philippine physical education at the tertiary level. Ang papel ng Ingles bilang midyum ng pagtuturo (EMI) sa mga kursong Physical Activity Towards Health and Fitness (PATHFIT) ay nananatiling hindi sapat na sinaliksik sa pananaliksik sa mataas na edukasyon ng Pilipinas, sa kabila ng mandatoryong katayuan ng paksa sa lahat ng mga programang bachelor’s degree sa ilalim ng CHED Memorandum Order No. 25, s. 2018. Ang mixed-methods quasi-experimental na pag-aaral na ito ay siniyasat kung ang midyum ng pagtuturo—Ingles, Filipino, o bilinggwal na code-switching—ay makabuluhang nakakaapekto sa konseptwal na pag-unawa, pakikipag-ugnayan ng mag-aaral, at akademikong pagganap ng mga unang-taon na kolehiyong mag-aaral na naka-enrol sa PATHFIT 1 at PATHFIT 2 sa tatlong state university sa Lungsod ng Cebu. Kabuuang 192 na mag-aaral ang itinalaga sa tatlong pangkat ng pagtuturo: Ingles (n = 64), Filipino (n = 64), at bilinggwal na code-switching (n = 64). Ang datos ay nakalap sa loob ng isang akademikong semestre sa pamamagitan ng mga validated na pre-test at post-test na sumusukat ng konseptwal na pag-unawa sa PATHFIT, isang validated na Student Engagement in Physical Education Scale (SEPES), mga protokol sa obserbasyon sa silid-aralan, at mga focus group discussion. Ipinakita ng mga resulta na ang pangkat na Filipino ay nakakuha ng mas mataas na marka sa konseptwal na pag-unawa sa post-test (M = 82.47, SD = 6.34) kaysa sa pangkat na Ingles (M = 74.18, SD = 8.21) at sa pangkat ng code-switching (M = 79.35, SD = 7.10), na may ANOVA na nagbunga ng F(2, 189) = 21.63, p < .001, η² = .19. Ang mga marka ng pakikipag-ugnayan ng mag-aaral ay sumusunod sa katulad na pattern. Ipinakita ng mga kwalitatibong natuklasan na ang pagtuturo sa Ingles ay lumikha ng mga hadlang sa pag-unawa para sa terminolohiya ng fitness, binawasan ang pagpayag ng mga mag-aaral na lumahok sa mga guided na aktibidad sa galaw, at nagbigay ng pagkabalisa sa mga mag-aaral na may limitadong kasanayan sa Ingles. Ang mga natuklasang ito ay nagtatanong sa de facto na dominasyon ng Ingles sa pagtuturo ng PATHFIT.
Copyright (c) 2026 Mariane Batiquin (Author) https://creativecommons.org/licenses/by-nc-nd/4.0