ABSTRACT

Title:             DEVELOPMENT AND VALIDATION OF A LOCALIZED LEARNING MODULES IN GENERAL CHEMISTRY 2

Name:         Joan A. Riparip                   

Degree:       Master of Arts in Education

                     Major in Physical Science

Institution:    Tarlac State University

The study aimed to develop and validate localized learning modules that contain the least learned competencies of students in General Chemistry 2. The least learned topics were under the four Chapters - Intermolecular Forces and Solids and Liquids, Physical Properties of Solutions, Thermochemistry, and Chemical Kinetics. The learning modules were carefully designed and followed the principles of localization and contextualization. 106 Grade 11 students used the learning modules as an attempt to improve their competencies in General Chemistry 2. Findings showed that experts rated the content very satisfactory, with means ranging from 3.25 to 4.0. The format, including print, illustration, design, layout, paper quality, and size, was also rated very satisfactory. The total score of 18.40 for presentation and organization, and 24 for overall evaluation, indicated that the learning modules meet the Department of Education standards. In addition, the t-test value to compare the pretest and posttest scores is 36. 58 and the p-value is <0.05, leading to the rejection of the null hypothesis. There is a significant difference between the pretest and posttest scores. The study concludes that the localized learning modules were effective in enhancing the competencies of the students. The study recommends the development of localized learning modules in other Chemistry topics. Additionally, teachers should be trained on how to effectively integrate these localized and contextualized modules into their teaching strategies, ensuring that they can fully leverage the familiarity and relevance of the content to boost student comprehension and engagement.

Key Words: development, validation, localized learning modules, General Chemistry 2, pretest, posttest, experts

DOI 10.5281/zenodo.13680479

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ABSTRACT

The study aimed to determine the reading difficulties of grade one pupils in Lagadlarin/ Olo-Olo Elementary School. It is intended to contribute in the body of knowledge about how to practice reading for children. Specifically, it targeted to determine the reading performance of the children and to identify their reading ability. The study used the quantitative method of research. The subject of this study was the 60 grade one pupils from Lagadlarin/ Olo-Olo Elementary School. The technique in analyzing data of this research was the descriptive technique.

Specifically, it sought answer to the following questions:

1. What are the reading performance of grade one pupils in the following skills:

1.1           recognition of c-v-c words

1.2           recognition of Dolch Basic Sight Words

1.3           understanding words, phrases, and sentences?

2. How may the grade one pupils be characterized in terms of their reading ability, such as;

2.1           word reader

2.2           syllable reader

2.3           non- reader

3. Is there significant relationship between the reading skills and reading ability of grade one pupils?

4. What learning activities may be proposed to enhance pupils’ reading abilities?

In the context of the foregoing findings, the following conclusions are hereby drawn by the researcher.

1. The reading performance of grade one pupils is in the fair level.

2. The reading ability of the grade one pupils in English is syllable reader.

3. There is a significant relationship between the reading skills and reading ability of grade one pupils.

4. Proposed learning activities may help improve the reading skills and reading ability of the grade one pupils.

         After going through the conclusions supported by the findings on the study, the researcher hereby presents the following recommendations.

1. Reading performance skills may stimulate pupils to join in a repeated reading of a book with memorable phrases or sound effects and added gestures.

2. The proposed learning activities may be employed to allow pupils exhibit their understanding of readings in many ways. These activities will reassure them to make connections between reading passages and their knowledge.

3. The results of this study may be presented to the Public Schools District Supervisors and to the school heads for further comments before implementing the proposed learning activities by the Grade 1 teachers.

4. Similar studies may be recommended based on the results after the implementation of the proposed learning activities to enhance pupils’ reading abilities.

DOI 10.5281/zenodo.13683387 

Abstract

This study aims to optimize and construct team cooperation mechanisms in teacher management, with a focus on teachers at Jinan Vocational College. Utilizing both qualitative and quantitative research methods, the study employed surveys, in-depth interviews, and case analyses, surveying 100 teachers to explore the impact of team cooperation on work efficiency, teaching effectiveness, and job satisfaction.

Initially, a survey was conducted to gather data on teachers' satisfaction with existing management mechanisms and their needs for team cooperation. This was followed by in-depth interviews with 20 teachers to gain insights into their experiences and challenges related to team cooperation in practice. Finally, successful case studies were analyzed to examine the effects of various team cooperation mechanisms on optimizing teacher management.

The results indicate that constructing effective team cooperation mechanisms can significantly enhance teachers' collaborative abilities, innovation capacity, and teaching quality. Based on these findings, the study proposes a framework for optimizing team cooperation mechanisms, including aspects such as role allocation, communication strategies, and incentive systems. This framework provides theoretical support and practical recommendations for teacher management in vocational institutions.

Keywords: Team Cooperation Mechanisms, Teacher Management, Vocational Education, Teaching Effectiveness, Mechanism Optimization

DOI 10.5281/zenodo.13683807 

ABSTRACT

Title:                         SOCIOECONOMIC STATUS AND PSYCHOLOGICAL WELLBEING OF SCHOOL NURSES IN CENTRAL LUZON, PHILIPPINES

Researcher:             ARTHUR G. SOTTO

Institution:                TARLAC STATE UNIVERSITY

                                 COLLEGE OF PUBLIC ADMINISTRATIONAND GOVERNANCE

                                 TARLAC, CITY

Degree:                   DOCTOR OF PUBLIC ADMINISTRATION

MAJOR IN ADMINISTRATION FOR SOCIOECONOMIC DEVELOPEMT

The concept of socioeconomic status and psychological wellbeing is essentially complex considering it covers a person's assessment of the social, economic, psychological, and physical resources necessitate to conquer a social, psychological, or physical obstacle. The delineation of psychological wellbeing, which is an integrative notion that describes quality of life with respect to an individual's health and work-related environmental, organizational, and psychosocial factors.

The study determined the socioeconomic status and psychological wellbeing of school nurses of Central Luzon in the Department of Education. The descriptive-correlational method utilized in the study. This study assessed school nurses on decision-making and coping mechanisms considering the demands of the profession. It analyzed a variety of circumstances, some of which they can control, affecting their physical and mental health.

The study conducted in the 20 schools’ division of the Department of Education in Central Luzon namely, Aurora, Bataan, Bulacan, Nueva Ecija, Pampanga, Tarlac, Zambales, Angeles City, Balanga City, Cabanatuan City, Gapan City, Mabalacat City, Malolos City, Meycauayan City, Olangapo City, San Fernando City, San Jose City, San Jose del Monte, Science City of Munos and Tarlac City. Hence, the researcher came up with 166 samples out of 291 total populations.

The researcher adapted survey instrument of Standford SPARQ Tools and the respondents rated each item using the five-point Likert-type scale. Thus, permission to carry out the research was obtained from the DepEd Central Luzon Regional Director along with to the superintendent of each school’s division. A Google Form was sent via Messenger to each medical director of each division to forward to the division nurses for them to answer the questions. To maintain the confidentiality of all the concerns, the retrieval of questionnaire tool for each division was secured. After all the documents had been collected, totaled, and tabulated.

The respondent’s psychological wellbeing was ranked for the analysis of the data between the six categories. Autonomy got the highest grand mean with 4.19, and positive relations, on the other hand, was the lowest among them all with a grand mean of 3.11. Trust issues among others and peers were the number one problem that occurred. 

The study examined into the vulnerabilities faced by school nurses, emphasizing their socioeconomic status and psychological wellbeing. It stresses the significance of improving working conditions and wellbeing to retain and recruit nurses, indirectly enhancing healthcare services for students. Insights from the study can guide strategies to prevent burnout and promote health equity, informing policy development and advocacy efforts. Overall, the research offers valuable insights for bolstering the school health workforce, fostering health and wellbeing among students and communities in Central Luzon.

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DOI 10.5281/zenodo.13702714 

Driven by the wave of globalization, brand internationalization has become a key strategy for enterprises to expand their markets, enhance competitiveness, and achieve sustainable development. Especially in the mobile phone industry, the trend of brand internationalization is particularly significant. As the world's largest producer and consumer of mobile phones, China has emerged as a group of emerging brands in the international market, such as Huawei, Xiaomi, OPPO, and Vivo. These enterprises not only dominate the domestic market, but also demonstrate strong competitiveness in the global market. However, facing the complex and ever-changing international market environment, these brands have encountered many challenges and opportunities in the process of internationalization. Firstly, brand internationalization requires companies to have a deep understanding of local consumer needs, cultural differences, and market structure when entering new markets, in order to develop effective market entry and marketing strategies. Secondly, the balance between globalization and localization of brand positioning and brand image is an important issue that must be addressed in the process of brand internationalization. Chinese mobile phone brands generally adopt differentiation strategies in brand positioning, attracting consumers from different markets through technological innovation, cost-effectiveness advantages, and unique brand culture. In addition, product localization strategy is also the key to the success of brand internationalization. In order to meet the needs of consumers in different countries and regions, Chinese mobile phone brands have made large-scale localization adjustments in product design, functional configuration, and after-sales service. For example, when entering the European market, Huawei pays special attention to cooperation with local telecommunications operators to ensure that its products can smoothly enter the market and gain consumer recognition. Xiaomi, on the other hand, quickly established a loyal overseas user base through its online marketing and community interaction strategies. Finally, distribution and supply chain management also play a crucial role in the process of brand internationalization. 

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DOI 10.5281/zenodo.13740919 

The declining quality of education in the Philippines is a deeply concerning issue, as it affects not only the future of individual students but also the nation’s overall development. Education is the foundation for economic progress, social mobility, and national competitiveness, and the apparent decline undermines these critical pillars.

One of the key factors contributing to this decline is the lack of resources, especially in public schools. Many schools face shortages of classrooms, learning materials, and adequately trained teachers. These deficits create a challenging environment for both educators and students, making it difficult to deliver quality education. The gaps in digital infrastructure, especially highlighted during the COVID-19 pandemic, have further exacerbated these inequalities.

Another factor is the curriculum, which many argue has become outdated or too overloaded, leaving students underprepared for real-world challenges. The rapid evolution of global standards in education demands more emphasis on critical thinking, technology, and communication skills. However, the current system often leans heavily on rote memorization, which limits the development of problem-solving and creative abilities that are essential in today’s fast-paced world.

The quality of teacher training and professional development is also a concern. Many teachers enter the profession without sufficient pedagogical training, while those already in the system may lack opportunities for continuous learning and improvement. This stagnation in teacher quality directly impacts student performance, as effective teaching is central to educational success.

Additionally, socioeconomic factors, such as poverty and lack of parental involvement, play a role in the declining quality of education. Many students struggle to focus on their studies due to financial difficulties, while others drop out to help their families earn a living. This, in turn, contributes to the increasing dropout rates and lower academic achievement.

In my view, addressing these challenges requires systematic reform, starting with increased investment in education infrastructure and teacher development. Policymakers need to prioritize education funding to ensure that schools are equipped with the necessary resources, technology, and trained personnel. Revisiting and modernizing the curriculum to make it relevant to the current and future needs of students is also critical.

In conclusion, the decline in the quality of education in the Philippines is a multifaceted issue that calls for urgent and holistic intervention. Without significant changes, the country risks widening the gap in global competitiveness and limiting opportunities for its youth to thrive n a fast-changing world. 

DOI 10.5281/zenodo.13744267 

ABSTRACT

Title:         GUIDED READING PROGRAM IN KEY STAGE 2 LEARNERS AT STA.MARIA   

                     ELEMENTARY SCHOOL

Name:        Jennalyn G. Torres

Degree:      Master of Arts in Education

                     Major in Guidance and Counseling

Institution:   Osias Colleges, Inc.

The study employed the quasi-experimental research design in gathering data and information, using the pretest-posttest evaluation which allows immediate assessment of the intervention on guided reading. The participants of the study are the 26 learners from key stage 2 of Sta. Maria Elementary School, who are in the frustration level and non- decoders based on the pretest Phil IRI reading assessment. Oral reading passages were used as the research instruments for the pretest and posttests like the Great Runner, a text from the Philippine Informal Reading Inventory (Phil IRI) Manual.

It was revealed that there is an increase in the word recognition of the learners. There is a significant increase between the reading performance of the key stage 2 from pre -test to post test. The researcher has marked the following challenges encountered by the learners. Under the areas of word recognition, disregard punctuation ranked first as it was a committed error by the learners, followed by mispronunciation, lack of expression, refusal to pronounce and voice is hardly audible. An action plan was proposed to address the challenges. The school administration should support their teachers to equip themselves through trainings, seminars an

workshops to enhance their knowledge for better implementation of Guided Reading Program.

Keywords: word recognition, Phil IRI, mispronunciation, lack of expressions

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DOI 10.5281/zenodo.13765045 

ABSTRACT

Title:             LITERACY ADVENTURES: FUSING TRADITIONAL FILIPINO GAMES WITH LETTER ACTIVITIES FOR IMPROVING KINDERGARTEN LITERACY SKILLS.

Researcher: CATTLEYA G. OGUES

Degree:       MASTER OF ARTS IN EDUCATION

Major:          EARLY CHILDHOOD EDUCATION

Institution:    OSIAS COLLEGES, INC.

         This study investigated the impact of integrating traditional Filipino games with letter activities on the literacy skills of kindergarten learners at Mamonit Elementary School. The research addressed the pressing need to enhance literacy skills among kindergarten learners by employing culturally relevant and engaging instructional strategies. A quasi-experimental design was utilized, with pretest and posttests administered to assess the effects of the intervention.

The study revealed that most of the kindergarten learners’ level of literacy skills before fusing traditional Filipino games is beginning. After fusing the traditional Filipino games, several codes were derived like enhanced motor skills and letter J recognition through the interactive play of Piko; teamwork and strategic thinking with letter H activities in Tumbang Preso; coordination and creativity through letter K in Chinese Garter; letter Y recognition and cultural appreciation through Nanay-tatay game; spatial awareness with letter V activities in Langit Lupa and improved fine motor skills and letter Q in Pitik Bulag. The theme therefore: Enhanced Kindergarten Literacy Skills through games resulted to consistent level. Hence, there is a significant difference on the literacy skills of the kindergarten learners before and after fusing traditional Filipino games with letter activities.

The study recommends conducting baseline literacy assessments and creating individualized learning plans that incorporate traditional Filipino games to increase interest and skills. Additionally, combine these games with letter activities to create dynamic and engaging learning experiences. Lastly, implement the proposed action plan using the traditional Filipino games with letter activities, as they have shown significant improvement in kindergarten literacy skills.

Keywords: game-based, letter activities, culturally relevant instruction.

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DOI 10.5281/zenodo.13765145 

Title                          :       Work Immersion Experiences and Challenges       Encountered

of Tech-voc Senior High School Students

Researcher              :       Chary S. Monis

Degree                                :       Doctor of Education, Major in Educational Management

Institution                 :       Tarlac State University

ABSTRACT

One of the course requirements for senior high school students to graduate is the work immersion program, which aims to better prepare the students to pursue higher education, manage a business, and find employment.

This study was intended to identify the first-hand experiences in the implementation of work immersion and the challenges encountered by the tech-voc students, which served as the basis for the proposed contextualized TVL work immersion program for senior high school.

The researcher used a qualitative approach to research—case analysis. An interview was conducted among the tech-voc senior high school graduates among the selected TVL schools.

The researcher found that the research participants experienced a warm welcome from the partner industry, positive interaction among co-workers and superiors, good and constructive feedback, and exemplary work ethics. In addition, they have shared the personal impact of work immersion, such as in employment, higher education, entrepreneurship, and middle-level skill development. However, different challenges were encountered by the participants, specifically work immersion duration, punctuality issues, and skills misalignment.

Keywords: Work Immersion, Experiences, Challenges, and Senior High School Students

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DOI 1 10.5281/zenodo.13765199 

Title:                     RESEARCH CHARACTERISTICS AND CHALLENGES OF DEPED:

TOWARDS A PROPOSED PROGRAM

Researcher:             Joana Rose M. Espiritu

Degree:                   Doctor of Education

Major:                      Educational Management

Institution:                Tarlac State University

ABSTRACT

This study examined the research characteristics and challenges of mega national high schools with SBM Level III status of practice in the region. Particularly, it attempted to (1) describe DepEd – Region III’s research characteristics along the areas of institutional, individual and leadership; (2) determine the challenges encountered by school heads in facilitating research; (3) propose a research program to address these challenges; and (4) draw implications from the proposed program to educational management. The descriptive research design was employed to address these. Using the Cochran’s formula and through stratified and chain-referral system of snowball sampling, 53 school heads and 385 secondary school teachers were considered adequate representatives of the participants. Confirmations of existing research characteristics were recorded using a modified checklist-questionnaire based on the tools of Iqbal, Jalal and Mahmood (2018) and Adekunle and Madukoma (2022) while challenges encountered were determined through a self-structured checklist-questionnaire.

These research characteristics were all evident in DepEd secondary schools; whereas, challenges encountered stemmed from limited research orientation and prioritization; hence, the proposal of a program which decentralizes research management through a school research committee tasked to structure and supervise activities meant to further enhance research expertise, experience and motivations; utilization shall be achieved through research presentations and expansion of reach shall be attained through publication of relevant findings.

         Keywords: Research Characteristics, Challenges, Research Program

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DOI 10.5281/zenodo.13765265 

Sa Barangay Pook sa bayan ng Taal, nakatira ang masayahing si Rondina, isang batang kilala sa kanilang lugar dahil sa kanyang masiglang personalidad. Siya'y anak nina Aling Ansing at Mang Mando, at madalas magdala ng saya sa paligid. Gayunpaman, may mga pagkakataong ang kanyang ingay ay nagiging labis, lalo na sa mga oras na hindi ito naaangkop.

Isang umaga, habang tahimik na nagpapahinga ang mga kapitbahay, umalingawngaw ang malalakas na tawa ni Rondina mula sa kanilang bakuran. “Rondina! Bakit ang aga-aga, sobrang lakas ng tawa mo? Natutulog pa ang mga tao!” sabi ni Aling Ansing, medyo iritado. “Rondina, hinay-hinay sa ingay, anak. Maging maingat ka sa oras!” dagdag ni Mang Mando mula sa sala. Ngunit tila walang narinig si Rondina at nagpatuloy sa kanyang tawanan, kumakaripas ng takbo patungo sa hardin. Natuwa si Rondina sa mga bulaklak na nakita niya. “Wow, ang gaganda ng mga bulaklak dito! Kay saya namang pumitas!” sabi niya habang namimitas at inaamoy ang mga ito. Dahil sa labis na pagkaaliw, hindi niya napansin ang mabilis na paglipas ng oras. Naamoy niya ang masarap na niluluto ni Aling Ansing at dali-daling pumasok sa bahay.

“Nay, gutom na ako! May pagkain ba tayo?” tanong ni Rondina. Kumuha siya ng pancit. “Kain ka nang mabuti, anak,” sabi ni Aling Ansing, habang si Mang Mando ay nakamasid, nagtataka kung bakit tila nagbago ang dating masipag nilang anak.

Kinabukasan, maagang nagpunta si Rondina sa palaruan upang makipaglaro. Napadaan si Aling Maring, isang matandang nagtitinda ng tsinelas, na madalas kantiyawan ng mga bata dahil sa kanyang pananamit. Napansin ni Rondina na magkaiba ang suot nitong tsinelas at hindi niya napigilan ang kanyang tawa.

“Hahaha! Aling Maring, bakit magkaiba ang tsinelas mo?” tawa ni Rondina, Nagtawanan din ang kanyang mga kaibigan. Sa kabila ng kahihiyan, ngumiti lamang si Aling Maring at hinugot mula sa kanyang kariton ang isang pares ng bagong tsinelas. “Heto, iha, isang magandang tsinelas para sa iyo,” sabi ni Aling Maring, iniabot ito kay Rondina.

Nabigla si Rondina. “Bakit po ninyo ako binigyan ng tsinelas, Aling Maring?” tanong niya habang masayang isinusuot ang tsinelas. Ngumiti si Aling Maring at hinaplos ang ulo ni Rondina. “Anak, bawat bata ay nararapat na mahalin at bigyan ng halaga, kahit minsan ay nakakalimot tayo sa ating mga salita. Ang pagmamahal at respeto ay nanggagaling sa puso, hindi sa itsura.”

Biglang natahimik si Rondina at napagtanto ang kanyang pagkakamali. “Mahal ako ni Aling Maring kahit na tinawanan ko siya,” naisip niya. Pagdating sa bahay, ipinakita niya ang bagong tsinelas sa kanyang mga magulang. “Nanay, Tatay, tingnan n’yo! Binigay ito ni Aling Maring kahit tinawanan ko siya kanina,” sabi ni Rondina na nahihiya.

Ngumiti si Aling Ansing. “Anak, mahalaga ang tsinelas, pero mas mahalaga ang respeto sa kapwa. Sana natutunan mo ang leksyon,” sabi ni Aling Ansing.

Simula noon, naging maingat si Rondina sa kanyang mga salita at kilos. Napagtanto niya na ang tunay na kagandahan ay hindi nakikita sa panlabas na anyo kundi sa paggalang at pagmamahal sa iba.

DOI 10.5281/zenodo.13766071 

Sa bawat pagsikat ng araw, sa aming tahanan,
Ang mga ngiti ng pag-asa ay sumisilang.
Beneficium Caeli, kayo ang nagbibigay buhay,
Bawat araw na kasama kayo, tagumpay ay tunay.

Musika sa pandinig ko ang inyong tinig,
Halakhak ninyo, tamis na di malilimutan,
Unang mga salita, kahit musmos pa lamang,
Kahit lumaki kayo, alaala’y mananatiling mahalaga.

Sa inyong unang hakbang, mga agam-agam ay bumabalik,
Takot na masaktan, mabalian o masugatan.
Kaya’t bawat minuto, bawat sandali’y pinahahalagahan,
Pagmamahal ko sa inyo, wala nang hihigit pa.

Bawat araw na kapiling kayo,
Damang-dama ko ang biyaya sa aking hiling.
Beneficium Caeli, ang dalawa kong supling,
Sa kahit anong kayamanan, di ko maipagpapalit.

Sa mga unos at suliranin na dumarating,
Ngiti ninyo ang nagpapagaan ng aking pakiramdam.
Puso ko’y nagagalak sa bawat yakap ninyo,
Pagod ko’y nawawala, sa pagmamahal ninyo’y tunay.

Sa bawat dasal ko’y walang ibang hiling,
Kayo’y lumaki na may mabuting asal,
May takot sa Diyos, kababaang-loob, malasakit,
Sa inyong puso’t isipan, huwag nyong iwawaglit.

Kayo ang gabay ko sa bawat landas na tinatahak,
Lakas ko sa oras ng pangungulila.
Beneficium Caeli, napakaswerte kong kayo’y aking mga anak,
Papuri sa Diyos, walang hanggan ang pasasalamat.

Sa inyong paglaki, wala akong ibang hiling,
Maging mabuting tao, wag sarili ang iisipin.
Maglaan ng oras sa pananalangin,
Upang magpasalamat sa biyayang kusang dumarating.

Aking mga anak, palagi ninyong tatandaan,
Pagmamahal ko sa inyo’y walang hanggan.
Sa paglipas ng panahon, sa paglaki ninyo,
Wagas na pagmamahal ko, sa bawat dasal ko’y kayo ang laman.

DOI 10.5281/zenodo.13766073 

Si Lana ay isang simple at napakabait na babae. Masayahin siya at hindi alintana ang mga problemang dumarating, kaya naman marami ang humahanga sa kanya. Madali rin siyang magtiwala sa mga taong mabuti ang hangarin, tulad ng kanyang nobyong si Kent. Nagsimula ang kanilang relasyon noong kolehiyo pa lamang sila, at magkasama nilang binuo ang kanilang mga pangarap. Si Kent ay nag-abroad upang magtrabaho sa isang malaking kumpanya, habang si Lana naman ay nagpakadalubhasa sa pagtuturo dito sa Pilipinas.

Lumipas ang mga buwan, ngunit hindi nagtagal, naging abala si Kent sa kanyang trabaho, at si Lana naman ay tutok sa kanyang pagiging guro. Unti-unti, nagkahiwalay ang kanilang landas. Isang araw, bigla na lamang nawala si Kent sa buhay ni Lana. Nabalitaan pa niyang may iba na palang nililigawan ang kanyang nobyo. Nasaktan si Lana nang husto ngunit itinuloy niya ang kanyang buhay. Tinanggap niya na may mga plano ang Diyos para sa kanya, kaya itinutuon na lamang niya ang kanyang atensyon sa mga estudyante.

Lumipas ang mga taon, unti-unti nang bumalik ang sigla ni Lana. Isang araw, habang abala siya sa pamimili ng mga dekorasyon para sa pagdiriwang ng “Buwan ng Pagbasa” sa eskuwelahan, naramdaman niyang may humawak sa kanyang bag. Napalingon siya at laking gulat niya nang makita si Clark, ang kanyang kababata.

“Clark! Ikaw ba ‘yan?” gulat na tanong ni Lana.

“Oo, ako nga! Kumusta ka na, Lana?” masayang sagot ni Clark habang nakangiti.

Hindi maitago ni Lana ang tuwa. Matagal na rin simula nang huli silang magkita. “Ayos lang naman! Matagal ka na bang nandito?”

“Oo, ilang buwan na rin. Naka-bakasyon ako ngayon mula sa barko,” paliwanag ni Clark.

Nagsimula silang mag-usap, nagkuwentuhan tungkol sa kanilang mga buhay mula nang maghiwalay ng landas. Sa mga sumunod na araw, madalas na silang magkasama—kumakain, namamasyal, at nagtatawanan. Unti-unti, naramdaman ni Lana ang saya na matagal na niyang hindi naramdaman.

Isang gabi, habang magkasama sila sa isang parke, nagsalita si Clark. “Lana, matagal ko nang gustong sabihin ito. Simula pa noong kolehiyo, may nararamdaman na ako para sa’yo. Pangarap lang kita noon, Lana. Pero kahit noon, pinangarap ko na sana balang araw mapansin mo rin ako.”

Namula si Lana at hindi agad nakasagot. “Clark… totoo ba ‘yan? Bakit hindi mo sinabi noon?”

“Ipinagdasal ko na lang na balang araw, makikita mo rin ako. Siguro, hindi pa ito ang tamang panahon noon. Pero ngayong nandito na ako, gusto kong malaman mo, mahal kita.”

Nagulat si Lana, ngunit sa kanyang puso, alam niyang matagal na rin niyang inaasam ang ganitong pagkakataon. "Clark, hindi ko alam na ganito pala ang nararamdaman mo. Pero ngayon, nararamdaman ko na tama ang lahat. Siguro nga, may mga taong umaalis sa buhay natin para bigyang daan ang mas magagandang pagkakataon.”

Ngumiti si Clark at hinawakan ang kamay ni Lana. "Salamat, Lana. Ikaw ang inspirasyon ko para magpatuloy sa buhay. Naghintay ako, at ngayon, narito ka."

Ngayon, buo na ang kanilang mga pangarap—hindi na lamang pangarap, kundi isang tunay na pagmamahalan.

DOI 10.5281/zenodo.13766080 

Biyayang maituturing ang makatagpo at magkaroon ng isang tunay na kaibigan—isang kaibigang nariyan hindi lamang sa oras ng kasiyahan kundi pati sa mga sandali ng pangungulila at pagsubok. Sa napakagulong mundo na ating ginagalawan, napakahirap makahanap ng taong may pusong busilak—isang kaibigan na handang tumulong nang walang hinihintay na kapalit, na hindi kailanman manunumbat. Kaya’t masasabi kong ako’y napakapalad sapagkat biniyayaan ako ng mga Soror Ex Alia Matre—mga kaibigang hindi ko man kadugo, ngunit tunay na kapatid ang turingan.

Ang pagkakaroon ng isang kaibigan mula pa sa unang baitang ay isang alamat. Hindi man kami madalas magkita o magkausap, nandoon pa rin ang respeto at tiwala na kami ay magkaibigan na itinaga sa panahon. Ilang dekada na ang aming samahan, at kahit ilang unos ang dumaan, nananatili kaming matatag. Hindi nasusukat ang isang pagkakaibigan sa dami ng oras na kayo’y magkasama, kundi sa kakayahang manatili sa isa’t isa, anuman ang pagdaanan.

Iba’t iba ang uri ng mga kaibigan. Napatunayan kong hindi mahalaga ang bilang o dami ng mga kaibigan. Mas mahalaga ang mga nananatili, kahit anuman ang mangyari. Ang mga tunay na kaibigan ay walang bahid ng inggit at hindi naghahangad ng anumang kapalit. Sila’y naroon para sa’yo sa oras ng iyong pangangailangan, at hindi kailanman ka lilisanin. Dahil sa kanila, marami akong laban na hindi ko kayang harapin nang mag-isa. Ang kanilang presensya ang nagbibigay lakas sa akin upang magpatuloy.

Sa paglipas ng panahon, natutunan ko rin ang kahalagahan ng pagpili ng kaibigan. Totoo ang kasabihang hindi lahat ng itinuturing mong kaibigan ay may tunay na malasakit. Maaaring para sa’yo, sila’y mahalaga, ngunit para sa kanila, ikaw ay isa lamang pakinabang. Sa ganitong mga karanasan ko natutunan ang tunay na kahulugan ng pagkakaibigan—ang samahang busilak, walang bahid ng pansariling interes, kundi may malasakit at pagmamahal. Ang mga kaibigan na naroon, hindi upang itulak ka sa kapahamakan, kundi upang gabayan ka sa tamang landas.

Masuwerte ako sapagkat mayroon akong mga kaibigan na laging naroroon upang itama ang aking pagkakamali at alalayan ako sa oras ng panghihina. Hindi sila nagbubulag-bulagan sa mga pagkakamali ko; bagkus, naroroon upang ipakita ang tamang daan. Ang kanilang pagiging tapat at tunay ay patunay ng kanilang pagmamahal sa akin. Sa kanila ako sumasalalay sa oras ng pangangailangan, at alam kong sa kanila ako laging may matatakbuhan.

Ang pagkakaroon ng mga kaibigang may Diyos sa kanilang puso ay isang pagpapala. Ang kanilang pananampalataya at malasakit ang nagsisilbing ilaw sa aking landas. Sa pamamagitan nila, natutunan ko ang kahalagahan ng pagkakaibigang may pundasyon ng pananampalataya. Sa mga oras ng pagsubok, sila ang aking sandalan, at ang kanilang presensya ay biyaya mula sa langit.

Sa aking mga Soror Ex Alia Matre, kayo ang aking biyaya mula sa langit. Nawa’y magtagal pa ang ating pagkakaibigan, at salamat sa inyong patuloy na pagmamahal. Sa inyo ko napatunayan na ang tunay na kayamanan sa buhay ay hindi materyal, kundi pagkakaroon ng mga tunay na kaibigan.

DOI 10.5281/zenodo.13766083

Biyayang maituturing ang makatagpo at magkaroon ng isang tunay na kaibigan—isang kaibigang nariyan hindi lamang sa oras ng kasiyahan kundi pati sa mga sandali ng pangungulila at pagsubok. Sa napakagulong mundo na ating ginagalawan, napakahirap makahanap ng taong may pusong busilak—isang kaibigan na handang tumulong nang walang hinihintay na kapalit, na hindi kailanman manunumbat. Kaya’t masasabi kong ako’y napakapalad sapagkat biniyayaan ako ng mga Soror Ex Alia Matre—mga kaibigang hindi ko man kadugo, ngunit tunay na kapatid ang turingan.

Ang pagkakaroon ng isang kaibigan mula pa sa unang baitang ay isang alamat. Hindi man kami madalas magkita o magkausap, nandoon pa rin ang respeto at tiwala na kami ay magkaibigan na itinaga sa panahon. Ilang dekada na ang aming samahan, at kahit ilang unos ang dumaan, nananatili kaming matatag. Hindi nasusukat ang isang pagkakaibigan sa dami ng oras na kayo’y magkasama, kundi sa kakayahang manatili sa isa’t isa, anuman ang pagdaanan.

Iba’t iba ang uri ng mga kaibigan. Napatunayan kong hindi mahalaga ang bilang o dami ng mga kaibigan. Mas mahalaga ang mga nananatili, kahit anuman ang mangyari. Ang mga tunay na kaibigan ay walang bahid ng inggit at hindi naghahangad ng anumang kapalit. Sila’y naroon para sa’yo sa oras ng iyong pangangailangan, at hindi kailanman ka lilisanin. Dahil sa kanila, marami akong laban na hindi ko kayang harapin nang mag-isa. Ang kanilang presensya ang nagbibigay lakas sa akin upang magpatuloy.

Sa paglipas ng panahon, natutunan ko rin ang kahalagahan ng pagpili ng kaibigan. Totoo ang kasabihang hindi lahat ng itinuturing mong kaibigan ay may tunay na malasakit. Maaaring para sa’yo, sila’y mahalaga, ngunit para sa kanila, ikaw ay isa lamang pakinabang. Sa ganitong mga karanasan ko natutunan ang tunay na kahulugan ng pagkakaibigan—ang samahang busilak, walang bahid ng pansariling interes, kundi may malasakit at pagmamahal. Ang mga kaibigan na naroon, hindi upang itulak ka sa kapahamakan, kundi upang gabayan ka sa tamang landas.

Masuwerte ako sapagkat mayroon akong mga kaibigan na laging naroroon upang itama ang aking pagkakamali at alalayan ako sa oras ng panghihina. Hindi sila nagbubulag-bulagan sa mga pagkakamali ko; bagkus, naroroon upang ipakita ang tamang daan. Ang kanilang pagiging tapat at tunay ay patunay ng kanilang pagmamahal sa akin. Sa kanila ako sumasalalay sa oras ng pangangailangan, at alam kong sa kanila ako laging may matatakbuhan.

Ang pagkakaroon ng mga kaibigang may Diyos sa kanilang puso ay isang pagpapala. Ang kanilang pananampalataya at malasakit ang nagsisilbing ilaw sa aking landas. Sa pamamagitan nila, natutunan ko ang kahalagahan ng pagkakaibigang may pundasyon ng pananampalataya. Sa mga oras ng pagsubok, sila ang aking sandalan, at ang kanilang presensya ay biyaya mula sa langit.

Sa aking mga Soror Ex Alia Matre, kayo ang aking biyaya mula sa langit. Nawa’y magtagal pa ang ating pagkakaibigan, at salamat sa inyong patuloy na pagmamahal. Sa inyo ko napatunayan na ang tunay na kayamanan sa buhay ay hindi materyal, kundi pagkakaroon ng mga tunay na kaibigan.

DOI 10.5281/zenodo.13766083

Ikaw ay alamat, sa puso’y tumitimo,
Pag-ibig mong wagas, sagot sa hiling ko.
Noong una’y akala ko, biro lamang ang lahat,
Ngunit pagtingin mo’y tunay, walang pasubali’t sapat.

Sa bawat bulaklak, tsokolate’t simpleng alay,
Oras mo’y ginugol, damdamin ko’y iyong sinakop ng husay.
Walang katumbas ang iyong pagmamahal,
Naramdaman ko ang init ng yakap, sa puso’y walang kapantay.

Kaibigan kang laging nandiyan sa bawat pagsubok,
Sa mga luhang bumabalong, ako’y iyong dinudulutan ng yakap at alok.
Anumang unos o bagyong dumaan,
Sa tabi mo’y natatagpuan ko ang lakas ng kalooban.

Kahit ilang ulit kitang itinaboy, pag-ibig mo’y nagtagumpay,
Hindi ka sumuko, bagkus ay lalo pang nagpursigi’t sumikap.
Ang tapat mong damdamin, unti-unting bumalot,
Sa puso kong nag-aalangan, ito’y natunaw at bumigay sa pag-ibig mong wagas.

Ikaw ang kaloob ng langit sa akin,
Sa lahat ng pagsubok, ikaw pa rin ang nagmamahal ng taimtim.
Tu et Ego—magkasama sa hirap at ginhawa,
Buhos man ng ulan o arawin, hanggang dulo tayo’y magkasama.

Ikaw ang gabay ko, saan man magpunta,
Ngiti mo pa lang, nadarama ko na ang ligaya.
Ang kasipagan mo’y walang kapantay,
Isang pangakong buhay prinsesa’y tunay na tinutupad.

Tu et Ego, ang mithiin natin ay iisa—
Pagmamahalan, respeto’t walang pag-aalinlangan.
Bawat sandaling kapiling ka’y tila ginto,
Kapit-kamay tayong haharap, mahal ko, sa anumang hamon ng mundo.

DOI 10.5281/zenodo.13766085 

Over the years, professionals across academic and clinical domains have articulated various interpretations of the concept of health. However, the World Health Organization (WHO) has imparted a crucial lesson that health transcends mere absence of disease; rather, it hinges on a multifaceted framework encompassing physical, emotional, mental, and social dimensions. These constituent facets of health carry equal significance, and the deterioration of any one aspect compromises an individual's overall well-being. Consequently, individuals bear the responsibility of nurturing their holistic health, necessitating the cultivation of healthy lifestyle habits. It is evident that lifestyle choices are substantially influenced by a multitude of factors, which pose particular challenges to college students living independently, away from the familial comfort.

One of the primary challenges for Filipino college students engage in self-direct living is financial management. According to the Philippine Statistics Authority (PSA), the average family income in the Philippines in 2021 was approximately PHP 313,000 annually, with many families struggling to support their children's higher education expenses. The rising cost of tuition, coupled with living expenses such as rent, food, and transportation, imposes a significant burden on students. Apart from the economic pressure and academic demand they faced, students thriving independent living are tasked with sole management of their time, logistical resources, nutrition, stress, sleep patterns, independence, responsibility, psychological and emotional equilibrium, social interactions, and physical activities. In this context, a simple lifestyle survey questionnaire was administered to 86 education college students at State University of Norther Negros who were residing away from their parental homes. This survey shed light on the prevailing lifestyle practices among the respondents. The findings underscored those issues such as poor sleep patterns, dietary choices, financial support and cultural adaptation emerged as the top three challenges faced by students living away from home. Conversely, the impact of academic and school-related activities was notably higher among these students compared to their counterparts living with their families

In conclusion, a healthy lifestyle is the cornerstone of a thriving existence. The cultivation of health-conscious habits, engagement in physical activities, and the avoidance of a sedentary lifestyle are pivotal factors in the success and well-being of college students living independently. While this phase offers opportunities for independence and self-discovery, it also brings forth formidable responsibilities that must be surmounted. It is imperative for students to navigate this juncture adeptly, harnessing the potential for personal growth and fostering a productive and health-oriented way of life.

DOI 10.5281/zenodo.13766145 

The indigenous Bukidnon people of Pamplona, Negros Oriental, are part of a larger ethnic group primarily found in Mindanao, Philippines. While their original homeland is in the highlands of Mindanao, a smaller community has settled in the mountainous areas of Negros Island, particularly in Pamplona. The term "Bukidnon" translates to "people of the mountains" in Cebuano. Migration to the Visayas region, including Negros Oriental, likely occurred over centuries due to factors such as inter-tribal conflicts, land pressures, and colonial influences.

The objective of this research is to explore the current condition of the Indigenous Languages of the IP Bukidnon Tribe in Pamplona, Negros Oriental; identify the challenges faced in preserving these languages; and propose strategies to enrich them for future generations.

This study will utilize a descriptive-quantitative research design to assess the enrichment and preservation of the Indigenous Language of the IP Tribe Bukidnon in Pamplona, Negros Oriental. Descriptive research is employed to describe, evaluate, and record data related to the current status and practices concerning language preservation (Best, 2004). It interprets the natural characteristics of the community, including existing conditions, practices, and beliefs.

The quantitative aspect of the study will be used to determine and assess the level of awareness and language abilities of the respondents in Pamplona, Negros Oriental. Quantitative research focuses on the calculation of numerical data, and in this study, numerical data will be gathered through the use of questionnaires and surveys designed to measure the respondents’ awareness and language skills. 

The level of awareness among the residents of Pamplona, both overall and when categorized by gender, age, and location, has a descriptive interpretation of "high." This is likely because the language in question is their Mother Tongue. The level of proficiency in using the local dialect among the IPs (Indigenous Peoples) in Pamplona, both overall and when categorized by gender and age, has a descriptive interpretation of "very high." This indicates that the respondents use this dialect in their daily communication.

The level of awareness among men is higher than that of women, suggesting that men tend to think more deeply than women. However, in terms of proficiency in using the dialect, women score higher than men, indicating that women are more inclined to engage in conversation or speak compared to men. When categorized by age, the results show that older individuals have a better understanding and usage of their first language compared to the younger generation, who tend to adapt to modernization. This is often due to the prevalence of informal communication, such as the use of slang.

There is a significant relationship between awareness and proficiency, as an increase in the level of awareness corresponds to an increase in the level of proficiency. This suggests that when you understand a word, you are more likely to use it in any form of communication or conversation, leading to greater learning.

DOI 10.5281/zenodo.13770646 

Abstract

                                  This study is being conducted to find out the use of Self-instructed activity sheet in Araling Panlipunan in Modular Distance Learning. Furthermore, the research is interested in knowing the usefulness of self-instructed activity sheet in this new normal during the school year 2020-2021.

         Specifically, it sought answers to the following questions:

1. What are the factors that affect the use of self-instructed activity sheets in modular distance learning?

2. How useful the Self-Instructed Activity sheet in learning Araling Panlipunan in a new normal?

        3. What are the designed program to improve the utilization of self-instructed activity sheets in the modular distance learning?

         This study was limited to the seventeen (17) grade five learners. Data was gathered utilizing the research tool survey. The study was delimited to one hundred sixteen (116) learners who have Araling Panlipunan subject.

         The study used the descriptive method. The questionnaire was the main instrument used in data gathering. The responses of the study were treated and analyzed using the Frequency and Percentage and Weighted Mean.

         Based on the findings, the study revealed that the factors that affect the use of self-instructed activity sheets in modular distance learning demonstrated that majority of the students chose Student’s attitude which is ranked 1 at 29.9 %. It was followed by learning environment ranked 2 at 23.5 %, Ranked 3 or 17.6% in Academic disciplines, followed by Learning history and Parents attitude both ranked 4.5 at 11.8%. It was also evident from the table that Cultural differences was ranked 6 at 5.9%.

         As to the usefulness of self-instructed activity sheet in learning Araling Panlipunan in a new normal. Among the ten items, eight of them showed a very useful verbal interpretation and only two showed a useful verbal interpretation. This means the learners see the importance of self-instructed activity sheet in this new normal.

         To improve the utilization of self-instructed activity sheets in the modular distance learning. The researcher designed a program entitled Project SAMBISIG (Sama-samang Pagkakapit-bisig sa Pagpapaunlad ng mga mag-aaral sa Araling Panlipunan sa panahon ng pandemya).

DOI 10.5281/zenodo.13788473 

In an increasingly complex and information-saturated world, critical thinking stands out as an essential skill for students. This cognitive process involves the ability to analyze information, evaluate evidence, draw conclusions, and make informed decisions. As students prepare for their futures in academia, the workforce, and their personal lives, developing strong critical thinking skills is crucial. Not only does it empower them to successfully navigate challenges, but it also equips them to engage thoughtfully with the diverse array of perspectives and opinions they will encounter throughout their lives.

One of the primary reasons critical thinking is essential for students is the sheer volume of information they are exposed to. The digital age has transformed the way information is produced and consumed. With countless sources available online, from academic journals to social media platforms, students face the daunting task of discerning credible information from misinformation. Critical thinking provides them the tools to evaluate sources, understand biases, and question the validity of what they consume. This skill extends beyond academics; in personal and professional contexts, being able to assess the credibility of information is paramount, especially in an era where misinformation can easily spread.

Moreover, critical thinking fosters problem-solving skills. Students are often confronted with complex problems that require more than rote memorization or easy answers. By engaging in critical thinking, they learn to approach these challenges methodically. They can break down problems into smaller parts, analyze the components, consider various solutions, and ultimately choose the best course of action. This not only enhances academic success but also prepares students for real-world scenarios where they must think on their feet, make decisions under pressure, and devise innovative solutions to unforeseen challenges.

Additionally, critical thinking enhances communication skills. When students learn to articulate their thoughts and reason through arguments, they become better communicators. They can present their ideas clearly and persuasively while also being receptive to opposing viewpoints. This skill is especially vital in collaborative environments, where teamwork and effective communication are essential for success. Students who can critically evaluate their arguments and those of others contribute more meaningfully to discussions, fostering a culture of respect and openness.

To cultivate critical thinking skills, educators must intentionally integrate these practices into the curriculum. Traditional teaching methods often rely on memorization and repetition, which do not promote deep engagement with the material. Instead, educators can adopt strategies that encourage inquiry and exploration. For instance, project-based learning allows students to delve into real-world problems, conduct research, and present their findings. This active learning environment naturally cultivates critical thinking as students assess information, make connections, and draw conclusions based on their investigations.

Another effective strategy is Socratic questioning, which encourages students to engage in dialogue and reflect on their thought processes. Through open-ended questions that challenge assumptions and require justification, educators can foster an atmosphere where students feel comfortable exploring complex ideas. Additionally, integrating debates into the classroom helps students practice articulating their viewpoints while defending them against counterarguments, further honing their critical thinking skills.

Assessment methods also play a crucial role in promoting critical thinking. Rather than relying solely on standardized tests, which often prioritize factual recall, educators can incorporate assessments that require analysis, synthesis, and evaluation. Essays, presentations, and group projects can provide a more comprehensive picture of a student's critical thinking abilities and encourage deeper engagement with the subject matter.

Critically, developing these skills will significantly benefit students in their academic and career paths. Employers consistently cite critical thinking and problem-solving as top competencies sought in prospective employees. In a world characterized by rapid changes and uncertainties, individuals who can think critically will be better equipped to adapt and thrive.

In conclusion, critical thinking is an essential skill that students must develop to succeed in today’s diverse and dynamic world. By fostering critical thinking, we empower students to navigate information, solve complex problems, communicate effectively, and contribute to society thoughtfully. As they cultivate these skills in the classroom, we prepare them not just for academic success but also for meaningful and engaged lives as informed citizens. In an age where the ability to think critically is more important than ever, educators must prioritize and nurture this vital skill in their students, ensuring they are prepared for the challenges and opportunities that lie ahead.

DOI 10.5281/zenodo.13788683 

In today's dynamic educational landscape, the role of a teacher extends far beyond the conventional boundaries of instruction. An effective modern teacher embodies a diverse set of qualities that enable them to engage students, foster learning, and prepare them for success in an increasingly complex world. As classrooms evolve to incorporate technology, diverse student populations, and innovative pedagogical approaches, the qualities of effective teachers have adapted to meet these new demands. This article explores the essential qualities that define an effective modern teacher.

1. Adaptability and Flexibility

One of the most vital qualities of an effective modern teacher is adaptability. The educational environment is constantly changing, influenced by technological advancements, shifts in societal values, and new research on how students learn. An effective teacher must be willing to embrace change, adjust their teaching methods, and implement new strategies to meet the evolving needs of their students. This flexibility also extends to differentiating instruction, recognizing that students have varied learning styles, strengths, and challenges. By being adaptable, teachers can create a more inclusive learning environment that caters to the diverse needs of their students.

2. Strong Communication Skills

Communication is at the heart of effective teaching. Modern teachers must possess strong verbal and non-verbal communication skills to convey complex concepts clearly and effectively. They should be able to articulate ideas, provide constructive feedback, and foster open discussions in the classroom. Additionally, effective communication extends beyond the classroom to include interaction with parents, colleagues, and the wider community. By establishing strong communication channels, teachers can build relationships that enhance student learning and engagement.

3. Passion for Lifelong Learning

An effective modern teacher cultivates a passion for lifelong learning. They understand that education is not a destination but an ongoing journey of discovery. This passion is often evident in their continuous professional development—attending workshops, pursuing advanced degrees, or seeking out new teaching methodologies. By modeling a commitment to learning, teachers inspire their students to adopt a similar mindset, encouraging curiosity and a desire to explore new ideas throughout their lives.

4. Empathy and Emotional Intelligence

Empathy and emotional intelligence are critical qualities for modern teachers. Understanding students’ emotional and social needs allows teachers to create a supportive classroom environment. An effective teacher recognizes that students may face various challenges outside the classroom that can impact their academic performance and overall well-being. By being empathetic, teachers can build trusting relationships, making students feel valued and understood. This supportive atmosphere not only enhances learning but also nurtures students’ social and emotional development.

5. Strong Classroom Management Skills

Another hallmark of an effective modern teacher is exemplary classroom management. A well-managed class lays the foundation for a conducive learning environment. Teachers must be skilled in establishing clear expectations, fostering respect, and managing behaviors effectively. This requires a balance of authority and approachability, as teachers create an environment where students feel safe to express themselves while understanding the boundaries of acceptable behavior. Strong classroom management also involves utilizing technology and collaborative learning strategies to keep students engaged and focused.

6. Technological Proficiency

In the digital age, effective teachers must be proficient in using various technologies to enhance their teaching practices. This includes integrating digital tools into the curriculum, utilizing online resources for research, and leveraging educational software to facilitate learning. Technology can also aid in differentiation, providing personalized learning experiences that cater to each student's unique needs. An effective modern teacher not only uses technology but also teaches students to navigate and critically evaluate digital information, promoting digital literacy—a critical skill for the 21st century.

7. Collaborative Spirit

Finally, an effective modern teacher embodies a collaborative spirit. They recognize the importance of working with colleagues, parents, and the community to create a comprehensive support system for students. Collaboration encourages the sharing of best practices, innovative ideas, and resources that can enhance the educational experience. By fostering a sense of teamwork, teachers can create enriching learning experiences that extend beyond their classrooms.

In conclusion, the landscape of education continues to evolve, necessitating a shift in the qualities that define effective teachers. Modern educators must be adaptable, strong communicators, lifelong learners, empathetic, skilled in classroom management, technologically proficient, and collaborative. By embracing these qualities, teachers can better engage their students, foster a love of learning, and prepare them for success in an increasingly complex world. As we look to the future of education, investing in the professional growth of teachers will remain essential in nurturing the next generation of learners.

DOI 10.5281/zenodo.13788694 

In an increasingly diverse classroom environment, educators are continuously seeking innovative methods to engage students with varied learning styles and strengths. Howard Gardner’s theory of multiple intelligences, introduced in 1983, revolutionized the understanding of human intelligence by proposing that individuals possess different kinds of intelligences. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. Applying Gardner’s theory in the classroom enables teachers to create new learning approaches that cater to the unique needs of each learner, fostering a more inclusive and effective educational experience.

Understanding Multiple Intelligences

Gardner's theory distinguishes eight types of intelligences that individuals may excel in, highlighting the importance of recognizing diverse abilities beyond traditional academic performance. For instance, a student might show remarkable spatial intelligence, excelling in visualizing and manipulating objects, while another may possess strong interpersonal intelligence, thriving in group interactions and collaborative tasks. By acknowledging these distinct intelligences, educators can design learning experiences that harness each student’s strengths, leading to greater engagement and success.

Personalized Learning Approaches

One of the most significant implications of Gardner’s theory is the shift toward personalized learning. Instead of adopting a one-size-fits-all teaching model, educators can tailor their approaches to accommodate various intelligences within the classroom. For example, when introducing a complex science concept, a teacher could provide multiple pathways for students to engage with the material. Students with logical-mathematical intelligence might analyze data and conduct experiments, while those with linguistic intelligence might create a narrative or essay explaining the concept.

Creating differentiated assignments allows students to choose how they demonstrate their understanding, thereby boosting their motivation and ownership of their learning. This personalized approach not only caters to diverse intelligences but also promotes a culture of respect for different ways of learning.

Interactive and Collaborative Learning

Incorporating interactive and collaborative learning experiences aligns seamlessly with Gardner’s theory. Group projects can be designed to highlight and utilize various intelligences, ensuring that all students contribute in meaningful ways. For instance, a project on environmental science could allow students to engage in multiple activities: those with naturalistic intelligence could conduct field research, while those with musical intelligence might compose a song about environmental conservation as a means of raising awareness.

Leveraging collaborative learning encourages students to work together, appreciate each other’s strengths, and learn from one another. Such environments foster interpersonal intelligence, as students navigate group dynamics, communicate effectively, and develop conflict resolution skills—all vital for their social and emotional development.

Integrating Technology

The digital age offers unique opportunities to implement Gardner’s multiple intelligences in the classroom through technology. Educational platforms and tools facilitate personalized learning experiences that cater to different learning styles. For example, interactive simulations and visual presentations can appeal to students with spatial intelligence, while digital storytelling tools allow those with linguistic intelligence to create rich narratives.

Moreover, online collaboration tools enable students to engage with peers beyond the confines of the classroom, facilitating interactions that can enhance interpersonal intelligence. Educators can harness technology to create blended learning environments, combining traditional face-to-face teaching with online resources that cater to individual learning preferences and intelligences.

Emphasizing the Arts and Creativity

Gardner’s inclusion of musical, spatial, and bodily-kinesthetic intelligences underscores the importance of incorporating creative arts into learning approaches. Integrating art, music, and movement into lessons can enhance engagement and facilitate deeper understanding. For example, teaching historical events through drama can resonate with bodily-kinesthetic learners, while artistic projects can help spatial learners visualize key concepts.

Encouraging creativity allows students to express their understanding in various forms, promoting a deeper connection to the material. This approach not only nurtures specific intelligences but also cultivates critical thinking, problem-solving, and innovation—skills essential in today’s rapidly changing world.

By applying Howard Gardner’s theory of multiple intelligences, educators can create new learning approaches that are inclusive, engaging, and effective. Recognizing that students possess unique strengths and intelligences encourages personalized learning experiences tailored to their diverse needs. Through interactive and collaborative activities, integration of technology, and an emphasis on creativity and the arts, educators can foster an environment where all students can thrive. Ultimately, embracing multiple intelligences enriches the educational experience, preparing students for success in an increasingly diverse and interdependent world. As we continue to evolve our teaching practices, leveraging Gardner’s insights will be integral in cultivating a generation of well-rounded, capable learners.

DOI 10.5281/zenodo.13788706 

Educational psychology is a field that studies how people learn in educational settings, the effectiveness of educational interventions, and the psychology of teaching. It provides valuable insights into the cognitive, emotional, and social factors that influence student learning and behavior. For teachers, understanding educational psychology is essential, as it equips them with the knowledge and skills needed to create effective learning environments and to support student development. This article explores the importance of educational psychology for teachers and how it impacts their teaching practices, student interactions, and overall educational outcomes.

Understanding Student Learning

At the core of educational psychology is the understanding of how students learn. Different students have varied learning styles, preferences, and abilities, influenced by numerous factors such as age, culture, and socio-economic background. By studying theories of learning, such as constructivism, behavioral theories, and cognitive development, teachers can better comprehend how students process information and what strategies work best for different learners.

This understanding allows teachers to create differentiated instructional approaches tailored to individual needs. For example, a teacher who recognizes that some students benefit from hands-on, experiential learning may incorporate more activities that allow students to manipulate materials, while others who excel in verbal reasoning may engage in discussions and debates. By applying psychological principles to their teaching methods, educators can enhance student engagement and facilitate deeper learning.

Promoting Motivation and Engagement

Educational psychology also delves into the factors that drive student motivation. Understanding theories of motivation, such as intrinsic and extrinsic motivation, helps teachers devise strategies to foster a positive learning atmosphere. For instance, teachers can encourage intrinsic motivation by providing students with meaningful choices in their tasks, setting achievable goals, and promoting self-efficacy—the belief in one’s ability to succeed.

Creating a motivating classroom environment is essential for promoting student engagement. When students feel motivated, they are more likely to participate in class discussions, complete assignments, and invest effort in their learning. Educational psychology equips teachers with techniques to inspire students, leading to improved educational outcomes and a more vibrant classroom culture.

Effective Classroom Management

Classroom management is a critical aspect of teaching, and educational psychology offers valuable insights into how to create a conducive learning environment. Understanding behavioral theories, such as reinforcement and consequences, can help teachers develop effective management strategies. By applying positive reinforcement, teachers can encourage desired behaviors and discourage negative ones.

Additionally, educational psychology helps teachers identify the underlying causes of disruptive behaviors. Recognizing that misbehavior may stem from unmet needs, environmental factors, or learning difficulties allows teachers to respond with empathy rather than frustration. This understanding fosters a supportive classroom atmosphere where all students can thrive.

Supporting Diverse Learners

Today’s classrooms are more diverse than ever, encompassing students from various cultural, linguistic, and socio-economic backgrounds. Educational psychology emphasizes the importance of inclusivity and the need to adapt teaching practices to meet the needs of all learners. For teachers, this means recognizing and addressing the unique challenges faced by students with disabilities, English language learners, and those from marginalized communities.

Teachers can utilize psychological principles to implement culturally responsive teaching, ensuring that lessons reflect students’ diverse experiences and perspectives. By affirming students’ identities and integrating their backgrounds into the curriculum, educators can foster a sense of belonging and connection, ultimately enhancing academic success and emotional well-being.

Enhancing Teacher-Student Relationships

The quality of the teacher-student relationship plays a crucial role in student learning and development. Educational psychology emphasizes the importance of building positive relationships, characterized by trust, respect, and effective communication. Understanding attachment theory and its implications for educational settings aids teachers in creating safe, nurturing environments where students feel comfortable expressing themselves and seeking help.

Strong relationships between teachers and students encourage a supportive learning atmosphere, leading to higher levels of student motivation, engagement, and achievement. By applying principles from educational psychology, teachers can establish rapport with their students, fostering a sense of community in the classroom.

In summary, educational psychology is a vital field for teachers, providing essential insights into the processes of learning, motivation, classroom management, diversity, and relationship building. By understanding the psychological principles that underpin student behavior and learning, educators can tailor their teaching practices to create effective and inclusive learning environments. In doing so, they not only enhance academic outcomes but also contribute to the emotional and social development of their students. As education continues to evolve, integrating the principles of educational psychology into teaching practices will remain crucial for fostering engaging and supportive classrooms where all students can thrive.

DOI 10.5281/zenodo.13788717 

The No Child Left Behind (NCLB) Act, implemented in the United States in 2002, aimed to improve education through increased accountability, standardized testing, and a focus on closing achievement gaps among diverse student populations. While the policies stemmed from a distinctly American framework, their implications and discussions around them have resonated in various contexts worldwide, including the Philippines. As the Philippine education system has sought to improve student outcomes and equity, the principles espoused by NCLB have influenced local educational reforms and practices, albeit with distinct challenges and adaptations unique to the Philippine setting.

Influence on Philippine Educational Policies

The Philippines has long faced challenges in its education system, characterized by issues such as high dropout rates, lack of access to quality education, and significant disparities in educational outcomes between urban and rural areas. In response to these challenges, the Department of Education (DepEd) adopted policies reflecting some objectives of NCLB, particularly in enhancing accountability and transparency in schools.

The K-12 reform, which was implemented in 2013, aimed to add two years to the primary education cycle, thereby aligning the Philippine education system with international standards. Like NCLB, K-12 placed an emphasis on measurable outcomes and the expectation that all students would achieve a certain level of proficiency in key subjects. This alignment with NCLB principles highlights the increasing awareness of the importance of accountability in education while also addressing systemic gaps in the learning process.

Emphasis on Standardized Testing

One of the most direct impacts akin to NCLB in the Philippines has been the stress on standardized testing as a metric for student achievement. The Philippine government instituted the National Achievement Test (NAT) for Grade 6 and Grade 10 students to assess learning outcomes and determine school performance. Much like NCLB's focus on standardized assessments, the NAT results, which reflect school performance and student learning, have become significant in the evaluation and policy decisions regarding educational institutions.

While periodic assessments provide valuable data that can guide educational initiatives, excessive emphasis on standardized testing has drawn criticism from educators and stakeholders. Critics argue that this focus can encourage teaching to the test, undermining holistic education and creativity. Teachers may feel pressured to concentrate on test-related content at the expense of broader learning objectives. This situation mirrors concerns expressed in the U.S. regarding NCLB’s impact on teaching practices, where the richness of the curriculum can be sacrificed for test preparation.

Addressing Equity and Access

Another important aspect of NCLB was its goal to address the achievement gap among diverse populations. In the Philippines, educational disparities persist across socio-economic, geographic, and cultural lines. Students from low-income families or remote areas frequently encounter barriers to accessing quality education. By adopting policies aimed at improving educational equity, the Philippines has sought to create interventions similar to those envisioned by NCLB.

Programs such as the Conditional Cash Transfer (CCT) under the Pantawid Pamilyang Pilipino Program (4Ps) seek to provide financial assistance to families, contingent upon their children’s regular attendance in school and participation in health programs. This initiative aligns with the NCLB ethos of ensuring that disadvantaged students have access to educational opportunities. However, implementing these policies remains challenging due to inconsistent funding, insufficient infrastructure, and cultural factors affecting school attendance.

Professional Development and Training

Much like NCLB emphasized teacher training and accountability, the Philippine education system has recognized the importance of continuous professional development for teachers. The Department of Education has initiated training programs aimed at equipping teachers with modern pedagogical practices and assessment methodologies to foster better learning outcomes. Nevertheless, the effectiveness of these training programs often varies based on local contexts and resources.

The principles of the No Child Left Behind Act have had a notable influence on the Philippine education landscape, driving reforms aimed at improving accountability, equity, and access within the system. While the K-12 reform and standardized testing have paved the way for enhanced student outcomes, the challenges of teaching to the test and addressing disparities remain prevalent. As the Philippines continues to navigate its educational journey, learning from both the successes and failures of NCLB can inform local policy development and implementation.

Ultimately, fostering an education system that prioritizes holistic development, creativity, and genuine engagement with students will be crucial. By leveraging insights from both domestic experiences and global practices, the Philippine education system can evolve towards a more equitable, inclusive, and effective framework that meets the diverse needs of its learners. The goal must always remain clear: to provide every child the opportunity to thrive academically and personally, without leaving anyone behind.

DOI 10.5281/zenodo.13788731 

In today’s increasingly interconnected and multicultural world, the ability to understand and share the feelings of others—what we call empathy—has never been more critical. Teaching empathy to students forms an essential aspect of their emotional and social development, fostering a climate of respect, kindness, and understanding. As educators and society as a whole grapple with issues such as bullying, mental health concerns, and social injustice, prioritizing empathy in the classroom can lead to profound benefits for individual students, the school community, and society at large.

Understanding Empathy

Empathy is the capacity to perceive and understand the feelings, thoughts, and perspectives of others. It involves not only recognizing the emotional states of others but also responding to those feelings with care and compassion. There are two primary types of empathy: cognitive empathy, which pertains to understanding another's perspective or situation, and emotional empathy, which refers to the capacity to share and respond to the emotional experience of another person. By fostering both types of empathy, we prepare students to become not just sympathetic individuals but also active participants in creating a supportive and inclusive community.

Benefits of Teaching Empathy

Promotes Positive Relationships: Teaching empathy helps students develop healthier, more compassionate relationships. When students cultivate empathetic skills, they are better equipped to navigate the complexities of social interactions. They learn how to listen actively, communicate effectively, and resolve conflicts peacefully. Empathetic students are more likely to embrace diversity, respecting differences in culture, beliefs, and backgrounds.

Reduces Bullying and Violent Behavior: Schools that actively promote empathy often see a decrease in bullying and aggressive behavior among students. By understanding the feelings of others, students are less likely to engage in hurtful actions. Empathy helps create a culture of care, where students are encouraged to step in and support peers who may be experiencing mistreatment. Programs that focus on developing empathy have been shown to contribute to improved school climate and student well-being.

Enhances Academic Performance: Research indicates that social-emotional learning (SEL), which includes empathy training, can lead to improved academic performance. When students feel emotionally supported and connected to their peers, they are more engaged in the learning process. An empathetic classroom fosters collaboration and teamwork, which are conducive to meaningful learning experiences. Studies suggest that SEL programs can lead to higher student achievement and lower dropout rates.

Prepares Students for Real-World Challenges: In a globalized society, the ability to empathize with diverse groups is crucial. Teaching empathy equips students with the skills they need to navigate complex social issues, such as inequality, discrimination, and environmental challenges. Empathetic individuals are more likely to engage in community service and activism, recognizing their moral responsibility to contribute positively to society.

Supports Mental Health and Emotional Well-Being: Developing empathy can have a positive impact on mental health for both the giver and receiver of empathy. When students learn to express care for others and recognize emotional cues, they enhance their emotional intelligence. This, in turn, fosters self-awareness and resilience, crucial components for coping with stress and navigating life’s challenges. Empathy can also provide students with a support system; when they feel understood and valued, their overall well-being improves.

Strategies for Teaching Empathy

To effectively instill empathy in students, educators can utilize various teaching strategies and activities:

Modeling Empathy: Teachers can create a culture of empathy by modeling empathetic behavior in their interactions with students and colleagues. Demonstrating active listening, validating emotions, and showing kindness sets a powerful example for students to follow.

Literature and Storytelling: Integrating literature that explores diverse experiences allows students to step into the shoes of characters from different backgrounds. Discussing these narratives enhances students’ understanding of emotions and perspectives, encouraging rich classroom discussions.

Role-Playing and Simulations: Providing students with opportunities to role-play different social situations fosters empathy through experiential learning. By acting out scenarios, students can better grasp the feelings of others and the impact of their words and actions.

Community Service Projects: Engaging students in community service initiatives enables them to connect with individuals in need. Experiencing the challenges faced by others firsthand can significantly deepen students’ empathetic understanding.

Mindfulness Practices: Incorporating mindfulness exercises teaches students to tune into their own emotions and those of others. Mindfulness practices such as meditation, breathing exercises, and reflective journaling can enhance self-awareness and emotional regulation.

Teaching empathy to students is not just an educational imperative but a necessity in fostering a compassionate and just society. As we face complex global challenges, nurturing empathy in the next generation equips them with the skills needed to engage constructively with one another, address social injustices, and develop meaningful relationships. The benefits of teaching empathy extend far beyond the classroom, preparing students not only to succeed academically but also to thrive emotionally and socially. By prioritizing empathy, educators can cultivate a generation of compassionate individuals who contribute positively to the world around them, ensuring a better future for all. As we continue to advocate for social-emotional learning, let us recognize empathy as a foundational skill, vital for both personal growth and the flourishing of our communities.

10.5281/zenodo.13788738 

ABSTRACT

Title:                         MADRASAH EDUCATION PROGRAM IN TARLAC, CITY PHILIPPINES

Researcher:             ALMAIRA H. MOUMEN

Degree:                   MASTER OF ARTS IN EDUCATION

Major:                      ADMINISTRATION AND SUPERVISION

Institution:                OSIAS COLLEGES, INC.

The study examined the Madrasah Elementary Education Curriculum in Tarlac City, Philippines using the quantitative research approach. The respondents were the Division Supervisor, Alive Coordinators in Sto. Cristo Integrated School, San Isidro, Tibag, Northern Hill Elementary School Annex and twenty-nine (29) pupils as participants whose performance was determined. A validated survey questionnaire was used to evaluate the MADRASAH Curriculum.

The Arabic Language had an average of Very Satisfactory while for the Islamic Values, 3 schools had Outstanding pupils and the rest were rated very satisfactory.  The current study found out that the MADRASAH Curriculum in Tarlac City was described as EXCELLENT in all aspect; Curriculum Relevance and Responsiveness, Quality of Educational Content, Teacher Preparedness and Training, Inclusivity and Diversity, Student Engagement and Support, Integration with National Educational Framework and Assessment and Evaluation Process. Enhanced Opportunities for improvement were proposed to promote continuous growth allowing all stakeholders to explore new experiences and learn new skills for better outcomes.

In view of the conclusions, it is recommended that the proposed enhancement opportunity plan should be implemented. The said plan will not only help teachers (Asatidz) but also stakeholders of the school. It is also recommended that all stakeholders be aware in the changes and updates in madrasah Curriculum Implementation. This Proposed enhancement Opportunity Plan will be a good start in  strengthening the curriculum implementation.

Keywords:    Asatidz, Madrasah Curriculum, Islamic Values

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DOI 10.5281/zenodo.13801403 

Abstract

       This study is being conducted to investigate the impact of clean up drives and community gardens as avenues for fostering community engagement that allows to understand the intricate connections between environmental, social and personal dimensions. The outcome of the study may be a great help to all teachers who wanted to extend their work in the community. The action plan included will be equipped with confidence and proper attitudes. It is conducted during the school year 2022-2023.

         Specifically, it sought answers to the following questions:

1. What are the key factors that influence individual’s motivation to participate in clean up drives and community gardens?

2. To what extent do clean up drives and community gardens contribute to the development of the community?

        3. What is the designed program to improve the implementation of the project?

         This study was limited to twenty (20) parents. Data was gathered utilizing the research tool survey. The study was limited in the sense that it only involved participants in one community where the researcher lives.

         The study used the descriptive method. The questionnaire was the main instrument used in data gathering. The responses of the study were treated and analyzed using the Frequency and Percentage and Weighted Mean.

         Based on the findings, the study revealed that the factors that influence individual’s motivation to participate in the activity demonstrated that majority of the parents chose environmental concern which ranked 1 at 30%. It was by health and well being ranked 2 at 25%, Ranked 3 or 20% in community improvement. It was also evident that social interaction and civic engagement were both ranked 4.5 at 10. Stakeholders collaboration was ranked 6.

         As to the extent that clean up drives and community gardens contribute to the development of the community demonstrated that was truly effective in the development of the community. Among ten items, seven of them showed a very effective verbal interpretation and only three showed an effective verbal interpretation. This means that community see the importance of the project.

         To improve the implementation of the project. The researcher designed a program entitled Project SAMBISIG (Samahan ng mga Mamamayang bukas ang isip sa pagkakapitbisib sa pagbangon sa Pandemya). Through this project 100% of the residents enhance and promote their health and quality of life.

DOI 10.5281/zenodo.13803243 

1. INTRODUCTION

Extensive research has been devoted to the notion of inclusion, which requires educational systems to integrate the structure into their programs, curricula, and other means of capacity development (UNESCO, 2019). States implement inclusive education (IE) in response to the increasing diversity that is being witnessed within educational communities. The principle of ensuring equitable classroom experiences for all students is profoundly embedded within it, and it additionally eliminates prejudiced and exclusive attitudes and values.

Inclusive education which is based on distinct ideologies from special education, may provide an alternative education for children with special educational needs and impairments. The primary objective is to provide a comprehensive framework and criteria for regulations, procedures, and pedagogical approaches that will facilitate the provision of a high-quality education to all children with special needs and disabilities (Hornby, 2018).

In recent years, inclusive education has gained increasing recognition worldwide as a fundamental principle of education, aiming to ensure equitable access to quality education for all learners, including those with special educational needs (SEN). However, despite significant progress, the implementation of inclusive education remains fraught with challenges, particularly in addressing the diverse needs of learners with disabilities or other exceptionalities. Understanding these challenges on a global scale is essential for developing effective strategies and policies to promote inclusive practices in educational settings worldwide.

Policies established in the framework were implemented in the schools. Therefore, inclusion in an inclusive classroom entails more than the sole physical presence of students with special education needs (SEN). Despite the possibility that a student will flourish in an inclusive setting, exclusion may result from the attitudes of those in the vicinity. De Silva (2018) states that a successful inclusion fosters an atmosphere in which the student with SEN is regarded as an equal and complete member or citizen of the school community.

Although, inclusive education may appear idealistic and unattainable at times, it is accomplished by implementing systems that value the presence, acceptance, participation, and accomplishments of every student in the classroom. In spite of this, governments encounter numerous obstacles in their pursuit of a just inclusive practice due to divergent interpretations and implementations of inclusion across nations. An illustration of this can be seen in the lack of research concerning strategies to engage children with special needs (CSN) in general education within the Southeast Asian region (Hosshan et al., 2019). Similarly, the type of setting in which Filipino children with special needs are situated is not addressed explicitly in the relevant literature.

In answer to the needs of various learners, inclusive education was created as an educational goal, focusing on those who are seen as different (UNESCO, 2017). The school community should focus on making sure that the students are present, involved, and willing to work together (Sharma & Sokal, 2015). Baglieri and Shapiro (2017) said that IE gives students power by recognizing their worth, encouraging them to be a part of learning, and getting them involved in the classroom. Because of this, the government agreed to the action plan and used inclusive education in their own unique situation. When inclusive education was put into place, schools across the whole state had to make big changes to their physical facilities, organizational methods, and the lessons they taught (UNESCO, 2017).

In their extensive manual, Friend and Bursuck (2018) lay the groundwork for inclusive education methods, calling for the recognition of unique characteristics and the establishment of nurturing environments in classrooms around the world.  Florian (2019) offers valuable insights on inclusive education practices on a worldwide scale, emphasizing the significance of acknowledging and appreciating the unique qualities of each student.

Booth and Ainscow developed the Index for Inclusion in 2019, providing a comprehensive framework for creating inclusive settings in schools globally. It aims to foster participation and embrace variety.

Furthermore, Smith et al. (2019) emphasizes the importance of recognizing and celebrating the diverse backgrounds, abilities, and learning styles of students in inclusive classrooms. Teachers play a critical role in creating an environment where each child feels accepted and appreciated for who they are, regardless of their differences.

Johnson and Lee (2021) underscore the significance of positive relationships between teachers, students, and their peers in fostering a welcoming environment. Building strong rapport and trust helps create a sense of belonging and encourages students to actively participate in classroom activities without fear of judgment or exclusion.

Also, the qualitative studies by Garcia and Patel (2022) emphasize the need for individualized instruction and support tailored to each child's unique strengths, needs, and interests. Differentiated instruction allows teachers to accommodate diverse learning styles and abilities, ensuring that every student can fully engage with the curriculum and achieve their full potential.

Clark and Wong (2018) highlight the benefits of peer support and collaboration in fostering a welcoming environment. Pairing students with diverse abilities allows them to learn from each other, build empathy, and develop valuable social skills while fostering a sense of teamwork and camaraderie. Hence, Rodriguez and Nguyen (2019) suggest that supporting students' emotional well-being is crucial for creating a welcoming environment. Teachers can implement strategies such as mindfulness exercises, emotional check-ins, and conflict resolution techniques to help students manage their emotions, build resilience, and develop positive coping skills.

Therefore, fostering a welcoming environment in inclusive education classes requires a holistic approach that recognizes each child inclusion, diversity, and equity. By acknowledging diversity, promoting positive relationships, creating physical and emotional safety, providing individualized support, and fostering a sense of belonging, teachers can create a supportive learning environment where every child feels valued, respected, and empowered to reach their full potential.

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DOI 10.5281/zenodo.13819703 

ABSTRACT

Title:             SCHOOLS EDUCATIONAL PROVISION AND LEARNERS’

                          PERFORMANCE IN ELEMENTARY MATHEMATICS

Name:         CATHERINE M. SAMSON

Degree:                   MASTER OF ARTS IN EDUCATION MAJOR IN

                     ADMINISTRATION AND SUPERVISION

Institution:    OSIAS COLLEGES, INC.

The study employed descriptive-correlational research design to investigate the significant relationship between school educational provision and learner’s performance in Mathematics among 11 teachers and administrator and 24 pupils in grades 4,5, and 6 at Blessed Hope Christian School of Tarlac, Inc. Diagnostics assessment in Mathematics and self-made questionnaire in school education provisions with four (4) dimensions namely: teacher’s content knowledge, instructional delivery, learning resources, and facilities were used.

It has been found out that Blessed Hope Christian School of Tarlac, Inc. is good across the dimensions of school educational provisions. Furthermore, most of the pupils are nearly numerates and achieved very satisfactory ratings in Mathematics. Additionally, it was found out that there is no significant relationship between school educational provisions and learner’s performance in Mathematics. Nonetheless, customized interventions for grades 4,5, and 6 are proposed.

The study highlighted to implement continuous professional development workshops for teachers, focusing on advanced instructional strategies and integrating new educational technologies to enhance both teacher knowledge and instructional delivery, establish a Math Resource Center equipped with up-to-date materials, interactive tools, and technology to support diverse learning styles and enhance student engagement in mathematical concepts, implement a targeted tutoring program that provides additional support and practice for intermediate learners, focusing on areas identified as weak in the diagnostic assessment and adopt the proposed customized interventions.

Keywords: teacher’s content knowledge, instructional delivery, nearly numerates, continuous professional development, Math Resource Center

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DOI 10.5281/zenodo.13819843 

ABTRACT

Title:                         BLENDED TECHNIQUES IN TEACHING READING TO KEY STAGE 1 LEARNERS

Researcher:             MARLON Y. DELOS REYES

Degree:                   MASTER OF ARTS IN EDUCATION

Major:                      EARLY CHILDHOOD EDUCATION

Institution:                OSIAS COLLEGE, INC., TARLAC CITY

This study aimed to bridge the gap in reading proficiency among Key Stage 1 learners at Sierra Elementary School by implementing a blended approach. The research employed a quasi-experimental design, utilizing the Comprehensive Rapid Literacy Assessment (CRLA) tool adopted from DepEd to assess reading performance among 22 Key Stage 1 learners. Data collection involved administering a pre-test using CRLA, followed by the implementation of the blended techniques, which integrated ICT integration, re-reading using Marungko, and play-based strategies. A post-test using CRLA then measured the effectiveness of the intervention.

The findings revealed that the majority of Key Stage 1 learners exhibited "full refresher" reading performance in the pre-test. However, post-test results demonstrated significant progress, with learners achieving "grade ready" status, indicating they were now prepared to meet grade-level reading standards. This significant difference between pre-test and post-test scores highlights the effectiveness of the blended approach in enhancing reading proficiency. The study further emphasized the positive impact of targeted interventions for rhymes and letters, enhanced phonological awareness, differentiated instruction, and ongoing assessment, which collectively contributed to a holistic and engaging learning environment for Key Stage 1 learners.

The study recommends focusing on phonics and letter recognition for Key Stage 1 students.  Teachers should be trained to use blended techniques, including digital tools, to make learning engaging. Regular assessments and feedback will help monitor student progress and tailor instruction for individual needs.

Keywords: Blended Techniques, Reading Instruction, Key 1Stage Learners, Early Literacy

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DOI 10.5281/zenodo.13819945 

Abstract

Metadiscourse markers enhance the clarity, coherence, and persuasiveness of research papers, improving their effectiveness in knowledge dissemination and professional development. This study employed a descriptive-quantitative research design to examine the use of metadiscourse markers in unpublished research papers of elementary and high school teachers in the Schools Division of Ilocos Sur, Philippines. A total of 112 research papers were analyzed, selected through purposive sampling. The analysis was conducted using Antconc concordance and Text Inspector tools, guided by Hyland’s Metadiscourse Checklist. The findings revealed that high school teachers used more interactive markers, such as code glosses, evidential markers, frame markers, and transitions, compared to their elementary counterparts. The study also identified inappropriate, overused, and underused markers in the papers. To address these issues, a special training session was developed to help teachers integrate appropriate metadiscourse markers in their basic and action research writing.

Keywords: Basic Education Teachers, Interactional markers, Interactive markers, Metadiscourse markers, Unpublished research papers

DOI 10.5281/zenodo.13826537 

ABSTRACT

Title:                          PARENTAL ENGAGEMENT PRACTICES IN EARLY CHILDHOOD LEARNING AT KINDERGARTEN

Researcher:         RHONALYN R. LICUP

Degree:                   MASTER OF ARTS IN EEDUCATION

Major:                      EARLY CHILDHOOD EDUCATION

Institution:                OSIAS COLLEGES, INC.

The study identified the parental engagement practices in early childhood learning at Balik Barangay Manibaug Pasig Elementary School for the school year 2023 - 2024. This study used quantitative descriptive research design employing a questionnaire adapted from the research study conducted by Lawson (2017).  Part I of the survey instruments deals with the demographic profile of the respondents; Part II on the various dimensions of parental engagement in kindergarten education, such as parenting, communicating, volunteering, facilitating learning at home, participating in decision-making processes, and collaborating with the community; and Part III on the reasons that hinder parental engagement.

Majority of the respondents fall within the age bracket of 41 to 45 years old indicating a predominantly female participant, with low-income bracket, and attained a high school education or below. Parents of the kindergarten pupils in Balik Barangay Manibaug Pasig Elementary School were enagaged in decision-making. Additionally, they were moderately engaged in Parenting, Communicating, Volunteering, Learning at Home, and Collaborating with the Community. Time Constraints and Socio-Economic Factors were the leading factors that hinder parental engagement.

The schools are advised to prioritize clear communication between parents and teachers offer flexible teacher-parent conferences and create welcoming environment regardless of socio-economic status of parents. Similarly, implement the proposed action plan.

Keywords: engagement practice, time-constraints, volunteering

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DOI 10.5281/zenodo.13826675 

ABSTRAK

Ang pag-aaral na ito ay upang tuklasin ang makrong kasanayang panonood tungo sa pagsasalita ng mga mag-aaral sa Calatrava National High School sa Taong Pasukan 2016-2017. Sa paglikom ng mga datos, ang mananaliksik ay gumawa ng aktuwal na pagtatalumpati ng mga respondente. Binubuo ito at naisasagawa sa dalawang pagkakataon. May kabuuang 83 na respondenteng mag-aaral na nasa Ikawalong Baitang sa Mataas na Paaralan. Ang Weighted Mean, at Analysis of Variance (ANOVA), ay estadistikang ginamit sa pag-aaral. Ang mamanaliksik ay gumamit ng rubric sa pagtatalumpati, samantalang sa sosyodemograpikong datos ng mga respondente ay sa pamamagitan ng pagkuha ng sekondaryang datos ng mga respondente sa Taong Panuruan 2016-2017. Ang panukatan sa pagsasalita ay batay sa: 91 at Pataas ay Pinakamahusay; 86-90 ay Mahusyay; at ang 80-85 ay Katamtaman. Bago pa ng Unang Pagtatalumpati ng mga respondente, binigyan sila ng mga pamantayan sa isinasaulong pagtatalumpati. Pagkatapos ng unang pagtatalumpati ay pinapanood sila ng mga piling video clip ukol sa isinasaulong pagtatalumpati. Ang unang video clip ay ang pagtatalumpati ni Bb. Reyshanne Joy Marquez, kampeon sa Talumpati, UPLB, Buklod-Lahi, Agosto 30, 2014; ang ikalawang video clip ay ang pagtatalumpati ni Raymond Wally Pabalan, CAPRISAA Grand Champion, 2013; at ang ikatlong video clip ay ang pagtatalumpati ni Eunice, kampeon, mula sa St. Jerome Integrated School of Cabuyao, CAPRISAA Talumpati, 2013. Pagkatapos ng panonood ng mga video clips, nagtalumpating muli ang mga respondente sa ikalawang pagkakataon.

Ang pag-aaral na ito ay isinagawa ayon sa Quasi-experimental. Sa pag-I-eksperimento, ang mananaliksik ay sinubukang magpakita ng variable A na nakaaapekto o nagiging sanhi sa variable B. Ipinakita rito ang sanhi at bunga. Ang mananaliksik ay gumamit ng mataas at kompleks na estadistikang pamamaraan sa bawat suliranin. Sa unang suliranin tungkol sa Sosyo-Demograpikong datos ng mga mag-aaral, frequency counts ang ginamit. Sa ikalawang suliranin,tungkol sa kasanayang pagsasalita ng mga respondenta bago pa ang panonood ng mga video clips, mean ang ginamit. Tungkol sa ikatlong suliranin, ang kasanayang pagsasalita ng mga respondente pagkatapos ng panonood ng mga video clips, mean pa rin ang ginamit. Sa ikaapat na suliranin, ang pagkakaiba na kasanayan sa pagsasalita ng mga respondente, bago at pagkatapos ng panonood ng mga video clips, ANOVA ang ginamit.

Natuklasan na karamihan sa mga respondente ay mga babae. May malaking prekwensi na nakuha ang nasa 13-14 taong gulang na mga respondente. Isinasaad batay sa isinagawang pagsusuri tungkol sa kasanayan sa pagsasalita ng mga respondente na nasa unang resulta, ito ay nakakuha ng katamtamang kasanayan sa pagsasalita. Samantalang batay sa isinasagawang pagsusuri tungkol sa kasanayan sa pagsasalita ng mga respondente na sa huling resulta, ito ay nakakuha ng mahusay na kasanayan sa pagsasalita ang mga respondente. Ipinakita rin na batay sa pagkakaiba-ibang una at huling kasanayan sa pagsasalita, ito ay lumalabas na may pagkakaiba-iba ang resulta. 

         Batay sa resulta ng pag-aaral at sa nabuong kongklusyon, ang mananaliksik ay nakabuo ng mga sumusunod na rekomendasyon:

1. Sanayin ang mga mag-aaral sa larangan ng pagsasalita;

2. Gabayan ang mga mag-aaral sa pagtuklas ng kanilang mga potensyal at kakayahan;

3. Gumamit ng audio-visual na kagamitan sa pagtuturo;

4. Palawakin ang kakayahan at kaalaman ng mga mag-aaral sa pamamagitan ng mga kaugnayang palabas at pelikula;

5. Ang mga sumusunod na paksa ay maaaring maging gabay sa pagsasagawa ng pananaliksik:

a)     Kasanayan sa pagkatuto at ang makrong kasanayang pangwika;

b)     Kasanayan sa pagkatuto at ang kaugnayan nito sa paggamit ng makabagong teknolohiya;

c)     Pamamaraan sa pagtuturo at kasanayan sa pagkatuto.

SIBLAG, CHARMY C., Gradwadong Pag-aaral, Central Philippines State University, Lungsod ng Kabankalan, Negros Occidental, Pilipinas, Abril 2017.

DOI 10.5281/zenodo.13826704 

Abstract

The study aims to enhance the reading comprehension skills of Grade 4 frustrated readers by integrating passages from Araling Panlipunan competencies. Addressing the specific challenges faced by these students is crucial, as improving reading comprehension is foundational for their academic success across all subjects. By utilizing content from Araling Panlipunan, the study provides a dual-focus approach, allowing students to improve their reading skills while deepening their understanding of important historical, cultural, and social concepts. This initiative aims to develop and implement effective, evidence-based interventions tailored to the needs of frustrated readers, which can be integrated into regular teaching practices. Enhancing these skills at an early age not only boosts academic performance but also fosters a love for reading and lifelong learning, promoting long-term educational and personal growth. The participants of the study are the Grade 4 learners who were identified as frustrated readers based on the September 2023 Phil-IRI assessment in Filipino. The study was conducted on the 2nd quarter of school year 2023-2024 at Karangalan Elementary School in Cainta, Rizal. Based on the findings of the study, the data from multiple assessments and interventions indicates a substantial improvement in student performance across various metrics. The positive trend in average grades, observed through consistent increases, suggests that the teaching methods or interventions applied were highly effective in enhancing student understanding and performance. Specifically, the transition from 100% of students being at the Non-Mastery Level to all students achieving either Nearing Mastery or Mastery Levels demonstrates the profound impact of targeted educational strategies on learning outcomes. The results from these interventions highlight the potential of well-implemented educational approaches to dramatically improve academic performance. The significant rise in mean grades between quarters, coupled with strong statistical evidence, confirms the effectiveness of these strategies. Such findings advocate for the continuation and possible expansion of these interventions to maintain and further enhance student success. Reflecting on these findings, the interventions were not only successful in raising student performance but also in providing a model for future educational practices. The consistent improvement across different assessments underscores the importance of targeted, well-designed teaching methods. These results suggest that similar strategies could be applied in various educational contexts to achieve significant improvements, emphasizing the critical role of effective interventions in fostering academic excellence and mastery of subject matter.

  DOI 10.5281/zenodo.13826724 

1. INTRODUCTION

Reading plays an important role to high school  students.  At this level students are exposed to different texts that challenge their cognitive capacity. Reading as process reflects how the students decode the texts. It is one of the important tools to acquire learning. We can’t deny the pertinence and the significance of reading in the learning process.

Reading has  a  vital  role  in  the  learning  process.  It is one  of  the  macro  skills  of communication that can be correlated to the academic performance of the students. Most of the activities and tasks in all the content areas require the students to read. It is mandatory skill that will  help  the  students  to  connect  with  their  lessons.  In  the  actual  learning  context,  these struggling  readers  will  not  be  able  to  understand  the  concepts  and  they  will  fail  to  attain  the learning competencies expected to them because of lack of skill in Reading. In connection with the Education for All Agenda, it aims to achieve the following objectives that can also be linked in the Reading Laboratory:

First is expanding   and   improving  comprehensive   early   childhood   care   and   education, especially  for  the  most  vulnerable  and  disadvantaged  children;  Second, ensuring  that  by  2015  all children,  particularly  girls,  children  in  difficult  circumstances  and  those  belonging  to  ethnic minorities, have access to a complete free and compulsory primary education of good quality; The third is esuring  that  the  learning  needs  of  all  young  people  and  adults  are  met  through  equitable access  to  appropriate  learning  and  life   skills  programmes;  Fourth, achieving  a  50  per  cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic  and continuing  education  for all adults; The fifth is eliminating  gender disparities  in  primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality; Last is improving  all  aspects  of  the  quality  of  education,  and  ensuring  excellence  of  all  so  that recognized  and  measurable  learning  outcomes  are  achieved  by  all  especially  in  literacy, numeracy, and essential life skills.

Then  the  aforementioned  perspectives  are  also  linked  to  the  initiative  of  putting  up  a Reading Laboratory. Further, the baseline of this problem is rooted from the result of the Philippine Informal Reading Inventory Report. Based from the collated report last school year 2016-2017, it  was  revealed  that  20%  of  the  junior  high  school  students  got  a  failing  score  in  Reading Comprehension. It was averred that 25% of the total population of the students were classified as struggling readers. The stratification of the term “struggling reader” falls under the frustration level. Technically, frustration level reflects the incapacity of the students to read and understand texts.  Non-readers  as  a  level  are  classified  as  another  important  issue.  In  this  study,  those students in the frustration level are the focus.  This term is used to students who got low scores both in oral reading and reading comprehension test.   For grade 7 alone, 33% are classified as struggling  readers  which  seems  alarming  for  the  reading  teachers  especially  to  Filipino teachers. This may lead to the increase of non-readers. We can infer from the data that these students need special attention. If they are not performing well in Filipino, these students will have a hard time to understand the pragmatic stance of English as their second language  as well.(Eskey D.E.(2005).

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DOI 10.5281/zenodo.13826834 

Abstract

In this era where learning gaps are prevalent, it is imperative to implement programs that will help learners be competent in all aspects, especially in reading. Research also indicates that individuals who engage in regular reading are more likely to excel in academics and other areas of life compared to those who do not prioritize literacy. The lack of reading can hinder academic success and impede the development of new skills, extending beyond educational boundaries.  

It is then important to consider crafting interventions through reading programs. The proposed program, following a 6-step Cycled Framework, was a supplemental reading program that focused on enhancing the comprehension of the selected grade 10 learners of Don Eufemio F. Eriguel Memorial National High School for the school year 2023-2024. The objective of this study was to ascertain how the intervention would affect the learner's reading comprehension before and after its implementation.

Moreover, the researchers used one-group pretest and post test research designs. The Phil-Iri Assessment Tool determined who were struggling readers during pretest. The researchers conducted a post-test to determine the significant difference in the reading comprehension of the learners after the intervention. Also, researchers collected the data from the respondents based on the objectives of the study. The study then employed descriptive statistics, such as frequency counts, the mean, and percentages. Furthermore, they utilized a t-test to significantly assess the difference in the mean scores of the respondents in pretest and post test. Consequently, it found out that the majority of the learners’ reading comprehension significantly improved, therefore, the research concluded that the intervention was effective and contributed to improving the reading comprehension of the respondents. Thus, the study recommended that the teachers record the progress of learners through evaluation meetings along with the implementation of the intervention strategy.

Keywords: Reading Comprehension, Assessment, Post reading, Reading Interventions, Intervention Materials, 6-step Cycled Framework

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DOI 10.5281/zenodo.13841138 

In morning light where the sun shines bright.                                                                                  

A man of courage takes its flight,
with vision so bold, he takes his  daring quest,
To carve a path, to be the best.

Through winding roads and skies unknown,
The seeds of courage, deeply sown.
With every step, a lesson learned,
Through trial, failure, progress earned.

No fear of risk, no chains of doubt,
The spirit roars, it reaches out.
For strength is found in facing fear,
And courage grows when risk is near.

The world may scoff, the winds may fight,
But still, he rise with endless might.
With trembling hands, yet steady will,
He climb the heights, defying still.

For in his leap, the unknown calls,
A leap of faith, where many fall.
Yet in the daring lies the gain,
The prize that makes the fleeting pain.

An entrepreneur, fierce and free,
The architect of destiny.
With passion’s fire and purpose clear,
The path of greatness, always near.

DOI 10.5281/zenodo.13842236 

ABSTRACT

This action research aims to determine the common teaching techniques/approaches of Grade 4 Science teachers of Bagong Nayon I Elementary School during the SY 2021-2022. The researchers used the qualitative method. There were 9 teacher participants who will served as participants of the study. Since this is a basic research, no statistical treatment of data was used. Based on the recent findings, the following conclusions can be made: (1) Teachers are flexible in carrying out and utilizing approaches in their daily teaching, (2) One teacher may utilize one, two or more approaches in teaching for the welfare of the learners, (3) First-hand experience is still the best teacher among the learners, (4) Utilizing manipulatives and concrete objects in the new normal is also important, and (5) Parents and teachers should have regular communication to direct the learners. Below are the following: Teaching approaches should be shared to all teachers for the welfare of the students, One-day demonstration should be scheduled as Demo festival in Science. Encourage all Science teachers to utilize varied approaches in teaching for the welfare and interests of all learners.

Keywords: teaching techniques, Science teachers, new normal

DOI 10.5281/zenodo.13860595 

Abstract

This study aimed to describe approaches employed by teachers and instructors to enhance students’ reading and writing skills, as well as the learning difficulties faced by the students, the challenges encountered by the teachers and instructors during instruction. Based on these identified difficulties and challenges, the researcher proposed an action plan that offered valuable insights for teachers, instructors and administrators. The study’s implications primarily focus on enhancing professional development of English teachers and instructors, encouraging them to explore innovative teaching approaches. Additionally, schools are encouraged to strategically arrange writing class schedules and optimize institutional facilities.

Keywords: English Teachers, English Instructors, Learning Approaches, Instructional Plan

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

As globalization continues to advance, cooperation and exchanges among countries and regions are increasingly frequent. This trend puts forward higher requirements for education departments to train foreign language talents. It is clear that people with diverse skills and a global perspective are crucial in coping with fierce international competition, fostering close economic ties and facilitating multicultural exchanges. In addition, English education in China is taking on a new mission: to make a better China story and amplify its voice globally. English is not just a language but also a medium for cultural exchange. Proficiency in English reading and writing enables Chinese people to appreciate and integrate into diverse cultures.

The senior high school English curriculum further expands the breadth and depth of vocabulary and grammar knowledge and significantly focuses on the training of students’ critical thinking and the cultivation of independent learning ability. The objectives of course for high school English have been changed into the core literacy. The newly revised National English Curriculum Standard for Senior High School (2020) proposed core literacy. Core literacy emphasizes the language ability, learning competence, thinking capacity, cultural awareness, which are characterized by the integration of communication tools and humanities values.    

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DOI 10.5281/zenodo.13860888 

Abstract

This study analyzes the implementation of College English for General Purposes (EGP) + English for Specific Purposes (ESP) curriculum at Guilin Tourism University, addressing five key research questions related to curriculum description, curriculum implementation, challenges encountered in the implementation, proposed curriculum enhancement plans, and implications for educational management. The survey findings revealed: 1) the curriculum satisfactorily integrates English proficiency with industry relevance through a balanced EGP and ESP content, and is supported by sufficient facilities and practical teaching materials. 2) Instructors and students are generally satisfied with the implementation of the curriculum. Instructors consider assessment the most satisfactory component (M=3.06), and students feel the teaching-learning process the most satisfactory component (M=3.23). 3) Instructors, students, and alumni all agree that challenges exist in the implementation of the curriculum. Instructors (M=2.93) and alumni (M=2.91) agree that lack of institutional support is the most prominent challenge, while students consider teachers’ lack of subject knowledge and heterogeneous class as the greatest challenge (M=2.73). The research proposed five (5) curriculum enhancement plans including EGP+ESP Collaborative Teaching Plan, Immersive Learning Plan, ESP Material Collaborative Compiling Plan, Differentiated Instruction Plan, and ESP Elective Course Plan, which can serve as a basis for the EGP+ESP College English curriculum enhancement at Guilin Tourism University and contribute to the development of educational management policies and practices.

Keyword: College English EGP+ESP Curriculum; Implementation; Challenges; Curriculum Enhancement; Education Management

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DOI 10.5281/zenodo.13861095 

In the room where laughter fills the air,
I stand with joy, with utmost care.
But age has whispered in my ear,
Can I still reach those far, so near?

I'm 43, my heart still young,
Yet feel the gap, where songs are sung.
The words I speak, the lessons shared,
At times, I wonder if they're spared.

But still, I smile, through every day,
In hopes my light will guide their way.
The cheerful banter, jokes we trade,
Are bridges built, though they might fade.

They see me now with different eyes,
But deep within, I still surprise.
For every smile that lights their face,
I find my place, I find my grace.

Though years have passed, and trends have flown,
I hold their dreams as if my own.
I bend, I sway, to match their pace,
Still time is keeping me in this wild race.

And while the world spins fast and loud,
I stand my ground, both soft and proud.
For every heart that I lift up high,
I trade a piece, but still I fly.

Though doubt may knock, I carry on,
In every laugh, my strength reborn.
The years are numbers, nothing more—
My heart’s the bridge from shore to shore.

DOI 10.5281/zenodo.13861296 

In employment’s grind, you rise each day,
To climb a ladder, slow and gray.
You give your sweat, you give your time,
For fleeting praise, a moment's climb.

Success will come, a title earned,
With years of toil, the lessons learned.
But when you rest, and close the door,
The climb you made is yours no more.
No heir can walk the path you tread,
For when you leave, the work is dead.

But in the heart of enterprise,
A different path begins to rise.
From scratch you build, through storm and strife,
A legacy carved from your life.

Each struggle faced, each risk you take,
A stronger future you can make.
And when the heights of success you find,
The fruits endure, the ties that bind.

Your heirs will walk the path you've laid,
In the shade of the trees your hands have made.
For in entrepreneurship's steady climb,
The rewards can echo through all time.

DOI 10.5281/zenodo.13862038 

Introduction

         Glossophobia, also commonly known as “fear of public speaking,” is the feeling of fear while speaking in front of the public.  Humans normally experience fear of speaking starting at an early age, and as we grow older, we develop resources to manage and overcome this feeling. It is common for most adults and children to feel nervous about speaking in public at some time in their lives. Some children fear speaking publicly in all situations, including reading aloud or answering questions in class. All children can experience low performance because of fear of speaking, teachers need to be mindful that children's temperaments vary teacher attitude/strategies can play an important part in supporting children to build confidence.

         Glossophobia or fear of public speaking is a very common phobia among children and adults. In fact, research suggested that approximately 75% of the global population is affected by some level of fear of public speaking whether mild or extreme (Black & Rosemary, 2019). An individual who has a bad experience during public speaking may fear a repeat of that prior experience when attempting to speak again and glossophobia is treatable in general, exposure-based treatments and exercises are the most helpful (Strawn, 2019).

         In Pakistan, Nazir and Bashir (2014), discovered that most Pakistans pupils have a high level of fear in speaking. Another study found that Pakistani pupils are afraid to speak because their teachers politicize them (Dar & Kham, 2014). In addition, in the study conducted by Sulastiana (2017), she found out that 82.5% of pupils in a medium level of fear when they speak in class. Therefore, they cannot actively share their ideas/answer loudly due to factors such fear of making mistakes and negative evaluation by their teacher. According to Sugiyati and Indriani (2021), they recommended measuring pupils in fear of public speaking to help them overcome it.

         In the Philippines, according to Del-Villar (2023), several factors influence this glossophobia, including prior painful experience and educational basis. However, with the right strategy and direction from teachers, the fear felt by Filipino learners might be diminished. In Camarines Sur, the teacher conducted a small group discussion to get the reason why pupils experienced glossophobia. It was discovered that the pupils had not been exposed in speaking events (Pontillas, 2020). The Department Oder No. 8, s. 2013, the Philippine Pedagological Institute (PPI) conducted its 2017 National seminar-workshop at Baguio City. National Seminar-Workshop on Best Practices in Teaching Oral Communication to K-12 Learners. The objective is to help the participants conquer their fear in public speaking and discover their self-confidence for communicating in front of a big audience. Their target participants were teachers, head teachers and school principals from both public and private elementary and secondary schools.

         In the Bangsamoro Autonomous Region in Muslim Mindanao, Koronadal City, South Cotabato, the study of Faciolan (2023), he found out that majority of the pupils experienced fear in speaking in front of the class during recitations.

         In elementary schools in Matanog Municipality, teachers observed that there are pupils who are glossophobic and are afraid of speaking in front of many people. Thus, the researchers found out that there is a need to conduct this study to determine the teaching strategies used by the teachers to address pupils’ glossophobia.

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DOI 10.5281/zenodo.13889822 

Abstrak

Ang pag-aaral na ito ay naglalayong matukoy ang kahalagahang sosyal at moral sa mga piling awiting bayang Hiligaynon. Ang mga kinakailangang datos ay tinipon sa pamamagitan ng pagbibigay sa mga mag-aaral ng talatanungan sa kanilang personal na datos, kahalagahang sosyal at kahalagahang moral nito. Ang mga tagatugon sa pag-aaral na ito ay binubuo ng 68 mag-aaral ng Junior High School sa Capiz State University Burias Campus na nakapagtala sa taong panuruan 2020-2021 ngunit pumili lamang ang mananaliksik ng 58 sa pamamagitan ng Stratified Random Sampling. Ang mga datos at kinakailangang impormasyon na kinalap sa pananaliksik na ito ay dumaan ng frequency count, percentage, mean, at standard deviation. Ang mga natuklasan ay nagpapakita na  sa kabuuan, ang Kahalagahang Sosyal sa  mga Awiting Bayang Hiligaynon ay “Napakahalaga” kapag sila ay pinangkat ayon sa kasarian, tirahan, hanapbuhay ng mga magulang at edukasyong natamo ng mga magulang. Sa kabuuan, ang Kahalagahang Moral sa  mga awiting bayang Hiligaynon ay “Napakataas” kapag sila ay pinangkat ayon sa kasarian, tirahan, hanapbuhay ng mga magulang at edukasyong natamo ng mga magulang. Samakatwid ang mga awiting bayang Hiligaynon ay maraming tinataglay na kabisaan kung saan makakatulong sa mga mag-aaral upang maging mabuting mag-aaral hindi lamang sa paaralan ngunit maging sa kanilang mga magulang, kumunidad at sa kapwa.

Susing Salita: Kahalagahang Sosyal, Kahalagahang Moral, Awiting Bayan, Hiligaynon

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DOI 10.5281/zenodo.13892431