ABSTRACT

Handling children with special needs can present unique challenges for Christian educators, who strive to provide inclusive and supportive environments while integrating faith-based teachings and values. This signifies assessment practices; therefore, the study was designed to investigate Christian educators’ competencies, teaching approaches, and the challenges and opportunities encountered in handling children with diverse needs. With this, Robert Katz's three-skill model provides a comprehensive framework for understanding the skills required for effective teachers. Christian educators can unlock their full potential and drive by focusing on developing management skills (technical, human, and conceptual skills). With this, examined the task roles effectively, and their importance varied depending on the level of proficiency and effectiveness in handling children with special needs. The researcher investigates Christian educators' teaching and management skills around Quezon City Philippines Annual Conferences East in the United Methodist Church. The research was a descriptive study using quantitative and qualitative approaches. Data were collected from 36 Pastors and 14 Deaconesses through a survey questionnaire and among them were selected for interview. The collected data were analyzed by descriptive statistics applying mean and std deviation. Primarily, this research has revealed findings regarding the level of competencies of Christian educators, who were proficiently evident in effectively addressing their teaching among students with diverse needs. The study's results illustrated that Christian educators implemented learning through play and music, learning and communication through technology, individualized learning plan, sensory integration techniques, collaboration with parents and professionals, advocacy for inclusion, and equal access of all children in their teaching. Major challenges were sustaining the interest of children, managing challenging behaviors, parental understanding of children’s condition, difficulty in navigating religious instruction, lack of awareness and training, and lack of church support for children with special needs. While opportunities for handling children with special needs assessment practices were recognized as; proficiently evident experienced teachers, use of flip teaching approach and development for Christian educators’ excellence may be utilized for the professional development of Christian education teachers in teaching practices.

Keywords: Christian Educators; Children with Special Needs; Management Skills; Teaching Approaches; Challenges

DOI 10.5281/zenodo.12605948 

Abstract

    This study assesses the capabilities of teachers at Francisco P. Felix Memorial National High School in information, media, and technology literacy. Utilizing a descriptive research method with a sample of 113 teachers, the research aimed to provide a basis for formulating an IMT Literacies Enhancement Program. Findings indicated that teachers are strongly capable in visual, information, media, and technological literacy, suggesting a uniform level of competence across these domains. Recommendations include integrating information and media technology into teaching, conducting seminars on social networking sites, and organizing an enhancement program for teachers.

Introduction

Background:The education system's role in equipping learners with necessary skills for global competitiveness underscores the need for educators to stay updated with technological advancements.

Problem Statement:The necessity to evaluate the literacy of Francisco P. Felix Memorial National High School teachers in information, media, and technology.

Objectives:Assess teachers' literacy levels to provide a basis for an IMT Literacies Enhancement Program.

Literature Review:The evolution of literacy to include digital competencies and the critical evaluation of information sources are essential for modern educators.

Scope:The study focuses on 113 teachers' capabilities in visual, information, media, and technological literacy during the first quarter of the 2022-2023 school year.

Methods

Study Design:Descriptive research method.

Participants/Sample:113 teachers from Francisco P. Felix Memorial National High School-Rosepack Annex.

Data Collection:Data collected via Google Forms, following approval from the school principal.

Procedure:Stratified random sampling from Grade 7 to Grade 10.

Data Analysis:Weighted Mean and One-Way ANOVA used to analyze data.

Results/Findings

  - Teachers exhibited strong capabilities in visual, information, media, and technological literacy, with visual literacy rated highest.

  - No significant difference in capabilities across the four domains, suggesting uniform literacy levels among teachers.

  - Teachers excel in interpreting visual information but face challenges with new applications and integrating technology into teaching.

Discussion

Interpretation:Teachers' high literacy levels indicate readiness for integrating advanced IMT skills into their teaching.

Comparison:Results align with literature emphasizing the role of technology in enhancing educational practices.

Implications:Enhancing teachers' IMT literacy can improve the quality of education and equip learners with necessary skills.

Limitations:Study limited to responses from a specific questionnaire and conducted at a single school.

Future Research: Further studies could explore longitudinal impacts of IMT literacy programs on teaching efficacy.

Conclusion

Summary:Francisco P. Felix Memorial National High School teachers are strongly capable in visual, information, media, and technological literacy.

Recommendations:

  1. Integrate information and media technology into teaching processes.

  2. Conduct seminars on the proper usage of social networking sites.

  3. Organize an enhancement program for teachers on information, media, and technology.

References

American University’s School of Education Online (2020) How Important Is Technology in Education? Benefits, Challenges, and Impact on Students. https://soeonline.american.edu/blog/technology-in-education

Critical links: Why is it important  to use technology in the classroom (2019) https://www.critical-links.com/wp-content/uploads/2019/09/Why-is-it-important-to-use-technology-in-the-classroom-1.pdf. Date Retrieved: September 16, 2022

Jain, Piyushi (2018) social media: Impact on human behavior. https://www.linkedin.com/pulse/social-media-impact-human-behavior-society-piyushi-jain

DOI 10.5281/zenodo.12607640 

The "paradox of thrift" is a controversial yet crucial concept in economics that challenges the conventional wisdom that saving money is always beneficial. While saving money is unquestionably a prudent practice for individuals, this theory posits that extensive saving during economic downturns can be counterproductive as it harms the very individuals it aims to protect. While the paradox of thrift might not always hold true in its purest form, it reveals an essential vulnerability in a consumption-driven economy and highlights the need for nuanced economic policies.

Proponents of the paradox, deeply rooted in the fundamental tenets of Keynesian economics, contend that a sudden, widespread increase in saving leads to a decline in aggregate demand. As consumers tighten their belts, businesses face reduced sales, forcing them to cut production, lay off workers, and reduce investments. This decrease in economic activity further perpetuates the cycle of decline, as unemployment and reduced incomes prompt even more savings, pushing the economy deeper into recession. This self-fulfilling prophecy highlights the potential risks of collective austerity.

However, critics argue that the paradox relies on an overly simplistic view of the economy. They assert that heightened saving doesn't disappear but rather funnels into investments, thereby stimulating economic growth. Furthermore, they claim that factors like technological advancements and entrepreneurial activity play a more significant role in driving economic cycles than fluctuations in consumer spending.

While these criticisms hold some merit, they fail to address the core issue highlighted by the paradox: the inherent instability of an economy overly reliant on consumption. When fear and uncertainty grip the market, even rational choices by individuals to save can together stifle economic growth. This vulnerability necessitates a more sophisticated approach to economic policy.

Governments play a significant role in mitigating the potential negative impacts of the paradox of thrift. During economic downturns, fiscal policies that encourage spending, such as infrastructure investments or tax cuts, can help offset the decline in private consumption. At the same time, monetary policies like lowering interest rates can incentivize borrowing and investment, and stimulate economic activity.

Moreover, addressing income inequality is crucial in alleviating the consequences of the paradox. When a large portion of the population lives paycheck to paycheck, even a minor economic shock can trigger a wave of panic saving, exacerbating the downturn. Policies that promote income equality, such as progressive taxation and social safety nets, can provide a buffer against economic shocks and encourage sustained consumer spending.

While the paradox of thrift might not always manifest in its most extreme form, it exposes a fundamental flaw in an economy overly dependent on consumer spending. While individual saving remains crucial for personal financial well-being, understanding the potential collective consequences of widespread frugality is vital. By acknowledging this paradox, policymakers can implement multifaceted economic policies that encourage both individual financial security and sustainable economic growth.

DOI 10.5281/zenodo.12682875 

As the idea of leadership changes, convex leadership shines as the way forward for change. While entering the world of 2024 and beyond, the overall hierarchical model does not meet the need. Convex leadership, a new approach incorporating flexibility, compassion, and anticipation of change, will undoubtedly redefine companies, motivate employees, and achieve remarkable results (4 Critical Leadership Competencies for 2024 and Beyond, 2024).

The Convex Mindset:

Convex leaders do not limit themselves and embrace a mindset that transcends binary thinking. It does not look at difficulties as threats to its growth but as agencies for its development. The concepts they tend to use are nonlinear; their thinking is curved. They realize that it is not a ladder that one climbs, but a set of curves, each of which ascends to a higher degree of success.

Empathy as the Core:

Indeed, empathy is the cornerstone of convex leadership. These leaders pay keen attention, comprehend the meaning of others, and seek ways of identifying with them. They understand that people are not ‘assets’ but complex individuals with their own abilities, weaknesses, goals, and phobias. Through this, they ensure that there is understanding between people and their physical or social surroundings, thereby promoting teamwork and creativity (Zivkovic, 2022).

Agility and Adaptability:

Convex leaders are great adapters. They adapt to floating change agents that are blowing. They do not reply to rock-solid strategies, which are more troublesome in a time of uncertainty; they adapt. These individuals can readily identify new trends, opportunities, and threats, articulate ways to manage change, and lead other people through unpredictable situations.

Visionary Decision-Making:

Convex leaders do not act in ways that only bring win-win solutions in the short term. These people wake up, look at the horizon, and dream of a future that is beyond it. When making these choices, they do not prioritize fortune, morality, or the effectiveness of their endeavors but the good they wish to bring in the long run. It vicariously resolves the conflict between self-fulfillment in the present and the establishment of a lasting legacy.

Amplifying Collective Intelligence:

Rather than relying solely on their brilliance and believing that leaders must possess exceptional intelligence, Convex leaders harness the employees’ collective wisdom. They bring in different ideas; they create a culture of openness where people don’t feel embarrassed to share ideas; and they bring ideas to interaction and transformation. Thus, they rely on synergy; that is, the properties of the whole are greater than the properties of each of the components that compose it.

Convex leadership is not a process; it is an attitude or approach, namely, bending the angles of orthodoxy, cherishing the manifold, and motivating others to succeed. Now, as we embark on the future, it is high time that this convex mindset be embraced so much into the future discovery and the reality of extraordinary excellence achieved one curve at a time.

References

Zivkovic, S. (2022). Empathy in Leadership: How it Enhances Effectiveness. ResearchGate. https://www.researchgate.net/publication/361952690_Empathy_in_Leadership_How_it_Enhances_Effectiveness

4 Critical leadership competencies for 2024 and beyond. (2024, February 26). 4 Critical Leadership Competencies for 2024 and Beyond. https://insights.transearch.com/2024/02/26/4-critical-leadership-competencies-for-2024-and-beyond/

Clark, L. (2018, December 19). Navigating Complexity: A new map for a new territory. Harvard Business Publishing. https://www.harvardbusiness.org/navigating-complexity-a-new-map-for-a-new-territory/

DOI 10.5281/zenodo.12682898 

Isang araw ng Sabado, nagpunta si Rosa at Ate Mila sa kalapit bayan ng Taal, ang bayan ng Lemery, upang bumili ng ilang gamit sa paaralan.

“Naku! Sobra naman ang trapiko pabalik sa Taal,” sabi ni Ate Mila.

“Paano na tayo makakauwi niyan?, tanong ni Rosa.

“Tara maglakad Ate Mila, Hayun oh! Tanaw naman mula dito ang  tulay ng Pansipit, hindi ba ate sa pag lagpas natin doon ay Taal na", wika ni Rosa habang nakangiti.

“Oo nga sige may dala naman tayong payong abutin man tayo ng ulan ay hindi tayo mababasa", wika ni Mila. 

Naglakad nang maingat ang dalawang magkapatid hanggang sa makatawid sila sa tulay ng Pansipit. Sa kanilang paglalakad ay natanaw nila ang bahay ni Marcella Agoncillo.

“Ate Mila, hindi ba iyan si Marcella Agoncillo ang isa sa mga tumahi ng watawat ng Pilipinas, sabi ni Rosa.

“Oo, Rosa, at iyan ang kanilang bahay kung saan niya mismo tinahi ang ating watawat", dagdag pa ni Mila.

“Naku, talaga palang makasaysayan ang ating bayan. Akalain mong ang sagisag ng ating bansa ay dito hinabi ni Marcela, na ating kababayan", nagmamanghang sambit ni Rosa. 

Nagpatuloy sa paglalakad si Ate Mila at Ate Rosa sa pataas na kalsada, at umagaw sa kanilang pansin ang isang pulang bahay, na tila isang mansyon. 

"Ate Mila, tingnan mo naman ang pulang bahay na  iyan. Makaluma ngunit sa aking palagay ay may mga pagbabago na ring isinagawa", sambit ni Rosa. 

"Aba'y oo naman sa tagal na ng bahay na iyan dito ay may mga pagbabago sadya, iyan naman ang bahay ni Leon Apacible. Isa iyan sa mga bahay na saksi sa kasaysayan ng ating bayan, at naging tagpuan din ng mga bayani gaya ni Dr. Jose Rizal", pagkuwento ni Ate Mila. Tumango si Rosa bilang pagsang-ayon at nagpatuloy na maglakad. 

Marami pang mga lumang bahay ang kanilang natanaw sa paglalakad nila. Isa na rito ang Villa Tortuga kung saan ang nakaraan ay nababalikan ng turista sa maraming paraan. 

"Galleria De Taal, ano po ba iyan Ate? Madalas natin iyang nadadaan at sadyang nakakataka kung ano ang nasa loob", tanong ni Rosa nang mapatigil ito sa paglalakad.

"Mahabang panahon at kasaysayan pa rin ang makikita sa loob niyan, napakayaman nga talaga ng Taal sa bagay na iyan. Ngunit sa Galleria De Taal ay makikita mo ang sinaunang kamera na gamit sa Pilipinas noon", sagot ni Ate Mila. 

Inilabas ni Rosa ang kaniyang mobile phone mula sa kanyang bulsa at tiningnan ang likod nito. "Oo nga ano, ano kaya ang itsura ng mga selfie at groufie noon. Nais kong pumasok diyan sa susunod", masayang sambit ni Rosa.

Walang iba kung hindi bakas ng pagkamangha at pagmamalaki ang naipinta sa kanilang mukha. Sa paglalakbay na iyon ay tila niyakap nila ang kanilang pagiging Taalenya. 

Mahaba haba na ang kanilang nalalakad ngunit hindi nila nararamdaman ang pagod dahil sa kanilang pagkukuwentuhan.

“Ate Mila andami palang lumang bahay dito sa ating bayan, halos lahat ay nasa tabing kalsada, ang ganda nilang pagmasdan “ ani ni Rosa

Malayo layo pa ay natatanaw na nila ang ganda ng Simbahan ng Taal, na kilala na Basilika ni San Martin ng Tours. Sa laki nitong estruktura ay sadyang agaw pansin, kahit sa malayo ay nakikita ang mga detalyeng hinubog na ng panahon. 

Nakarating na si Rosa at Ate Mila sa palengke ng Taal nang tawagin sila ng isang tindera. "Mila, Rosa, kumusta kayo?", tanong ng ale. "Ayos naman po kami, Aling Linda! Kamusta naman po ang benta?", sambit ni Ate Mila. 

" Sa awa ng Diyos, ay malakas ang benta ngayon. Patok na patok ang mga paninda kong suman at panutsa,  lalo na sa mga turista. Maliban doon ay hanap rin nila rito ang tapang Taal.", masayang sambit ni Aling Linda.

Pansin ni Rosa ang kung ano'y matatamis na pagkain na nakalatag sa lamesa ni Aling Linda. Mukha ngang masasarap ang mga ito.

"Ate, maari ba akong bumili ng ilan para iuwi sa amin? Salamat!", wika ni Rose inilagay niya sa kanyang dalang bag ang kaniyang mga ipinamili. 

Nagpatuloy sila sa paglalakad at papalaki na nang papalaki sa kanilang paningin ang Basilika,  ito nga yata ang puso ng Taal. Nakatayo itong mas mataas sa bayan, kaya naman kitang kita ang ganda nito sa maraming parte ng Taal. 

"Ate Mila, napapaisip ako, tila napakaganda nga ng Basilika ng Taal sapagkat pansin ko ay kahit sa malayo ay nakikita natin ito na parang napakaperpekto ng lokasyon nito", namamanghang sabi ni Rosa. 

" Tama ka diyan, isang simbolo rin iyan na nasa paligid lang natin palagi ang Diyos, at bakas rin ito ng ating pagka-Taaleño", pagpapaliwanag ni Ate Mila. Nakita rin nila ang Plasa ng Taal sa kanilang kung saan ginaganap ang mga pagdiriwang. 

Malapit na sina Rosa at Ate Mila sa kanilang bahay at naglalakad sila nang may ngiti sa kanilang mga labi. "Mabuti na lamang at napagdesisyunan nating maglakad, Ate Mila", sambit ni Rosa. "Kaya nga, ako'y nalulugod na masilayan ang Taal nang malapitan", sagot ni Ate Mila. 

"Sa susunod muli, Ate Mila. Sa ganitong simpleng paraan ay nakikita natin ang yaman ng ating bayan at mapapahalagahan natin ang mga bagay na mayroon tayo.", ani ni Rosa. Masaya silang naglakad muli habang pinagkukuwentuhan ang kanilang paglalakbay, itong biglaang pagmamasyal na hinding-hindi nila malilimutan.

DOI 10.5281/zenodo.12697457 

“Yeheey!!! Face to face classes na, makakapasok na ulit ako sa paaralan” sigaw ni Joy.

Eksayted na si Joy sa pagpasok sa paaralan, ihinanda na ni  Nanay Linda ang mga kailangan ni Joy sa pagpasok, notbuk, lapis, papel, bag, alcohol at facemask. Si Joy ay may facemask na bigay ng kanyang Lola Mareng, bago ito pumanaw dahil sa sakit, mahal na mahal ito ni Joy,   ipinatago niya ito sa kanyang nanay, gustong niya kasi itong gamitin sa pagpasok sa paaralan.

Kinabukasan, “Nanay papasok na po ako, isusuot ko na po ang facemask na bigay sa akin ni Lola Mareng para kahit wala na siya ay parang kasama  ko na rin po siya”, sambit ni Joy sa kaniyang Nanay.

“ Kapag suot mo yan para na rin akong nahalik sa iyo, alaala na sambit ng kanyang Lola.”

Masayang masaya si Joy sa pagpasok sa paaralan suot ang kanyang paboritong facemask.

“Wow Joy ang ganda naman ng facemask mo, sabi ni Karen na kaklase ni Joy,”

“Bigay ito sa aking ng aking Lola”, pagbibida ni Joy sa kanyang mga kaklase.

Dumating na ang kanilang guro na si Bb. Santos para sa kanilang unang klase.

“ Magandang umaga mga bata”, bati ng kanilang guro.

Masiglang binati ng mga bata ang kanilang guro ng magandang umaga din po.

Bago sinimulan ng guro ang aralin ay ipinaalala niya muna ang mga dapat gawin upang makaiwas sa mga virus. Una gumamit ng alcohol sa pagdisinpek ng kamay, magsuot ng facemask at ugaliin ang social distancing . Pag uwi sa bahay ay kailangan palitan ang facemask at itapon ng maayos sa basurahan. Kailangan palitan araw araw upang laging malinis ang ating facemask.

  Napansin ng kanyang guro ang magandang facemask ni Joy.

“Joy, napakaganda naman ng facemask na suot mo”, sambit ng kanyang guro”

Agad naming sumagot si Joy.“ Bigay po ito sa akin ng aking Lola Mareng”

Pag uwi sa bahay agad kinuwento ni Joy sa kanyang nanay na madaming nakakapansin na maganda ang facemask na bigay sa kanya ng kanyang Lola, ngunit naaala din niya ang sabi ng kanyang guro, na kailangan palitan ang facemask araw araw  bigla niyang naisip na mauubos ang facemask na bigay sa kanya ng kanyang Lola. At biglang nalungkot si Joy.

“ Joy anong iniisip mo at bakit bigla kang nalungkot?”, tanong ng kanyang nanay.

Iniisip ni Joy na sa araw araw niyang pagpasok ay isa isa din mauubos ang facemask na bigay sa kanya ng kanyang lola.

Isang araw sa kanyang paglalakad papasok sa paaralan ay nakita niyang umiiyak ang kanyang kaklase, nasira pala ang facemask na gamit niya kaya natatakot siya na baka hindi siya makapasok ng paaralan, naawa si Joy sa kanya, kaya  kahit paubos na ang paborito niyang facemask ay binigyan niya nito ang kanyang kaklase na si Brenda.

Laking pasasalamat at saya ni Brenda kay Joy dahil tinulungan siya nito at sabay na silang pumasok sa kanilang silid aralan.

Pag uwi sa bahay agad naman kinuwento ni Joy sa kanyang Nanay ang nangyari kay Brenda.

Tuwang tuwa ang nanay ni Joy sa kanya na kahit kaunti na lang ang kanyang paboritong  facemask ay nagawa pa niyang magbigay sa kanyang kaklse na umiiyak.

Habang nasa kuwarto si Joy ay nasilip ng kanyang nanay na binibibilang ni Joy ang kanyang facemask.

“Naku kaunti na lang pala ang facemask ko na bigay sa akin ng Lola ko” rinig ng nanay na sinambit ni Joy.

Malungkot na humiga sa kanyang kama si Joy, nalungkot din ang kanyang Nanay sa nakita.

Habang nagpapaantok ang Nanay ni Joy, binuksan niya ang kanyang Facebook at nakita niya sa kanyang wall na may nag oonline selling ng katulad ng facemask ni Joy na bigay ng kanyang Lola, dali dali umorder ang kanyang nanay dito.

Kinabukasan sinorpresa si Joy ng kanyang nanay. Agad niyang binigay ang facemask na kaparehong kapareho ng kanyang paboritong facemask

Tuwang tuwa si Joy sa bigay sa kanya ng Nanay niya.

“ Maraming salamat po nanay, mahal po kita” sambit ni Joy habang yakap niya ang kanyang nanay

DOI 10.5281/zenodo.12697609 

ABSTRACT

This paper explored the plight and experiences of Filipino expatriates as special needs teachers in Cambodia, anchored on Schlossberg’s Transition Theory, a concept that explains people’s reaction to any form of change, and their capacity to handle such modifications (1995). A qualitative research design used the phenomenology approach and the four S key factors from the Transition Theory that has proven to be useful in understanding the motivations, challenges, and adaptive measures administered by Filipino SPED educators in a foreign land, and what measures are deemed necessary to address these multicultural concerns as basis for the design of a psychosocial program.  Through the thematic analysis conducted, four emanant themes were determined with conclusive subthemes: (1) The Filipino Special Education Teachers’ Motivations for Moving In based on the four S of Transition, (2) Psychosocial Challenges and Adaptations, (3) Psychosocial Coping Strategies, and (4) Psychosocial Supports: Needs and Recommendations. .  Insights acquired from the study include motivations for moving, adaptive strategies and factors, support provided, perceptions and reality of migration, and coping mechanisms. The outcome of the study revealed the conditions, challenges, needs, inclinations, interests, and dreams of Filipino special education teachers in a foreign land and the fundamental psychosocial program that should be extended to them.  The study amplifies the continuing discourse on the provision of providing adequate professional developmental opportunities, support and reinforcement programs to overseas educators through empirical findings and imperative courses of action from policymakers, school proprietors, stakeholders, and support organizations.

Keywords:    Lived Experiences, Moving in, Moving through, Psychosocial Support, Strategy, Support, Transition, SPED Filipino teachers

DOI 10.5281/zenodo.12703196 

Abstract

The evolving holistic nursing practice that all aspects of care are being explored and discovered helps in the advancement of nursing science. The Theory of Caring Touch in Nursing was discussed in this paper with the philosophical and theoretical foundation. Caring touch aimed at improving the well-being of a person with an appropriate use by nurses or healthcare giver. The theory of caring touch has the potential to improve the health status of an individual significantly.

Through continuous research in nursing science, most literature supports the assumptions of the theory. But the field of caring touch in nursing reflects the complexity. New ideas and practices may emerge and help more in the practice of nursing. With the use of the theory of caring touch in nursing, health and wellness can be achieved if the nurse has a genuine care for patients.

Keywords: caring touch, nursing, nursing practice, sense of touch

 Introduction

In the past years, using the sense of touch in nursing practice has been recognized to promote holistic approach in assisting to heal sick individuals. Touch is one of the first senses to develop in a human being. It is through touch that we are able to interact directly with the world; it is our primary conduit of both pleasure and pain. Touch is our most immediate and powerful sense in the performance of quality nursing care – it is "the first sense" because of the essential role it plays in our experience in the performance of nursing care.

The special facets of touch raise many interesting philosophical and theoretical issues. According to Fulkerson (2014), human touch despite its functional diversity, is a single, unified sensory modality. He also stated the philosophical account of touch, reflecting the interests, methods, and approach that define contemporary philosophy; but his argument is informed throughout by the insights and constraints of empirical work on touch.

Moreover, Fulkerson (2014), also claimed that our intuitive conception of touch comprises a lot of sensory elements that differ so much from one another that it can be hard to make out the relations among them, or to determine whether they form any truly unitary mode of perception. 

Furthermore, the sense of touch is one of the central forms of perceptual experience, though it has often been overshadowed by vision in both philosophy and psychology. The sense of touch often combines the signals with feedback from the muscles and tendons as we actively move and explore the world, and with proprioceptive information about the position of our tactual surfaces. These unique features of touch raise many interesting philosophical issues (Stanford Encyclopedia of Philosophy, Touch, 2020).

In addition, the nursing theory of Lydia Hall which is the care, cure, core is the basis of this paper but focuses mainly on care because the care addresses the role of nurses, and is focused on performing the task of nurturing patients. This means the “motherly” care provided by nurses, which may include comfort measures.  

The nurse’s touch can provide comfort and warmth to sick individuals. They will experience comfort and relief from the pain they experience. A slight touch from the nurse’s hand can convey the care or compassion our patients needed for their immediate recuperation.

The sense of touch is really a collection of several senses, encompassing pressure, pain, cold, and warmth. The senses of itch and tickle are related to pressure, and burn injuries are related to pain.

The sense of touch is one of the central forms of perceptual experience, though it has often been overshadowed by vision in both philosophy and psychology. Thought to be one of the first senses to develop, touch occurs across the whole body using a variety of receptors in the skin.

The unique features of touch raise many interesting philosophical issues. In particular, it is a central topic of discussion in debates about the multisensory nature of perception, the relation between perception and action, and the connection between touch and bodily awareness (Fulkerson, 2020).

Philosophical Underpinning

This theory was anchored in the philosophy of Danijela Kambaskovic and Charles T. Wolfe “The Senses in Philosophy and Science: From the Nobility of Sight to the Materialism of Touch”. According to Kambaskovic and Wolfe (2014) touch is spread throughout the body and is the least abstract, and therefore basest. Touch may be spread throughout the body, but it is also located in the hand, the focus of worthy and noble human activities. Also, in The Allegory of Touch, one of five paintings representing each of the senses, Elizabeth Harvey (2011), has called attention to the hand’s crucial role as an organ of touch that bridges mind and body, showing how it oscillates in the image with a more diffuse somatic theme: the protective armor that shields the body from harm. She also quotes that the hand is the “Spokesman of the Body,” speaking a universal language that is understood by all. The hand defines the self, as it is impossible to touch without being touched. It takes on the role of a teacher of the mind, both through pleasure, and through the pain that it gives.

Theoretical Framework

Nursing is defined by caring. The Theory of Caring Touch in Nursing is anchored on Jean Watson theory, the Human Caring Theory, wherein the core of the Theory of Caring is that “humans cannot be treated as objects and that humans cannot be separated from self, other, nature, and the larger workforce.” The theory is focused on “the centrality of human caring and on the caring-to-caring transpersonal relationship and its healing potential for both the one who is caring and the one who is being cared for” (Watson, 2005).

Description of the Theory of Caring Touch

The Theory of Caring Touch in Nursing explores the holistic nursing practice of human touch approach to healing. In this theory, the act of touching, according to Watson (1975), is an ‘intentional physical contact between two or more individuals. The theory help defines what you must do and why you do it.

Theory is a dynamic organizing framework that supports knowledge development and application to practice based on the philosophies of holism, health orientation, person centeredness, and caring (Kim, 2015).

Theories designed to encompass a broad area of science that is Jean Watson’s Human Caring Theory is considered grand theory. Middle-range theory is less abstract and deal with a specific phenomenon of practice or research and establish relational statements between concepts that can be described or tested (Butts, 2017).

Assumptions of the Theory

In modern health care, touch – contact between a nurse’s hand and a patient – appears to be on its way out. The expanding role of technology in health care, touch as a way of making health assessment is decreasing. In my experience touch can aid the patient attain fast recovery. Despite the rise of robots and other new medical technologies, the nurse’s hand remains one of the most valuable nursing tools to aid the patient attain fast recovery. Touch creates a human bond that is particularly needed in this increasingly hands-off, impersonal age. Touch does more than any words to comfort and reassure a patient.

Theory of Caring Touch in Nursing is based on the following assumptions:

1. Nurse and the one being nursed that is the patient, sense of touch will make them in constant interaction with self, others, and the environment.

2. Caring touch enhance and preserve patients worth and dignity.  

3. Touch is one way to communicate the knowledge, values and caring actions of the nurse.

4. Caring touch from a nurse makes the practice of nursing unique from other field of profession.

Nursing Metaparadigms

The nursing metaparadigm according to the Theory of Caring Touch in Nursing.

Person

The giver of touch that projects care is the person in nursing metaparadigm of this theory. It can be a nurse, someone in the health care team, or it can be a mother that provides the caring touch needed by another person. According to the nursing metaparadigm the human factor or person refers to individuals in a definite culture, family, and society. The nursing metaparadigm of person focuses on the healthcare provider that gives care to patient who is the recipient of caring touch, the patient needed the warmth and tender touch from the healthcare individuals to relieve their pain and so they will feel that they are being cared for (Deliktas, Korukcu, & Aydin, 2019).

Health

The health in nursing metaparadigm of this theory is the degree of wellness of a person or individual. The health or wellness of a person is in constant state of motion, it covers the physical, emotional, intellectual, social and spiritual well-being of a person. Health changes instantaneously, by the mere sense of touch an individual feeling will be changed or improved. This health component of nursing metaparadigm is characterized with multiple dimensions and constantly changing. The theory is that some factors influence the patient’s state of well-being, the start of a progress of a good feeling that exudes in a better disposition processes of life.

Environment

The nursing metaparadigm of environment in this theory of caring touch is the space where a social experience happens, it is the setting or context of a person’s everyday life that is related to person’s health.  The environment of a person influences their beliefs that is why societal beliefs, values, mores, customs, and expectations is included in the nursing metaparadigm of environment (Deliktas, Korukcu, & Aydin, 2019).

Nursing

The nursing component of nursing metaparadigm in this theory of caring touch is the actionable side of the three other metaparadigm. In this part of nursing metaparadigm, the nurses i.e. the person in this theory, carry out the theory of caring touch, nursing an individual or a patient in an environment that gives comfort and wellness that emanates an overall feeling of health. The actual practice of nursing wherein everything a nurse does for their patient could be included in the nursing of a nursing metaparadigm. 

Conclusion

Nursing education, theory, research and clinical practice are the cornerstones of the nursing profession. The relationship of these four cornerstones are reciprocal and cyclical. Clinical practice generates research questions and nursing education guides to formulate knowledge for theory construction. Research guides our clinical practice and nursing education create information to develop theory. The theory guides research and improves clinical practice.

Caring gives nursing its uniqueness hence the reason for nurses to be directly involved in care giving. In this modern technological era, it is still imperative for the nurse to give care to their patients, including tactile massage as a caring tool may create a more holistic approach to caregiving, allowing nurses to act with compassion for both the patient and themselves (Airosa, 2015). The care addresses the role of nurses, and is focused on performing the task of nurturing patients (Gonzalo, 2019). According to Green (2017), touch is the first sense acquired and the last lost and our skin is our largest sensory organ. Touch is highly significant in our everyday encounters, relationships and emotional, social and even physical development 

The theory of caring touch in nursing is conceptualize based from the caring act of the nurse. A caring nurse exhibit a caring touch to aid their patients in faster recovery. The caring touch of the nurse will help make patient comfortable. As much as the action might seem small, its significance is great. Furthermore, the sense of touch is a form of non-verbal communication important to establish rapport between the two and changes the perceptions of the patient towards the nurse. Actions such as holding hands, gently stroking the hair are some of the actions that cement the relationship between the nurse and the patient.

Implications

A nurse plays a crucial role in creating a caring and healing environment essential for a patient's recovery. This environment, provided by nurses, significantly aids in the patient's healing process (Nikfarid, Hekmat, & Vedad, 2018). According to the World Health Organization, health is not just the absence of disease but a state of complete physical, mental, and social well-being. Health is dynamic and defined by the client's perception throughout their life (Martino, 2017). This paper argues that optimal health can be achieved through comfort and touch, as posited by Matthew Fulkerson, facilitated by a caring nurse.

Nursing is both an academic discipline and a practice profession, blending the art and science of holistic health care guided by human values such as freedom, choice, and responsibility. Nursing science is developed through theory, research, and analysis, guiding nursing practice through therapeutic interventions. Nurses use critical thinking and clinical judgment to provide evidence-based care across diverse settings, aiming for optimal client wellness (Deliktas, Korukcu, & Aydin, 2019).

Nurses respond professionally to patients' needs, treating them with respect and dignity. Physical care is the most obvious form of this care, including actions like giving back rubs, assisting with mobility, and helping with personal grooming. These actions help patients feel valued and maintain their self-esteem, showing them that their lives continue despite illness. This compassionate care reassures patients that someone is dedicated to their recovery and well-being, fostering a supportive and encouraging environment.

Nursing Education

Nursing theory serves as the foundation of nursing education. In this rationality, theory of caring touch in nursing is explored based on knowledge from nursing education. It is outlined in important ways from the information in nursing education that will help the nurses to understand its purpose and role in the healthcare setting.

Nursing Research

Research is integral to the theory of caring touch in nursing, this guides the development of many research questions and helps generate, support and strengthen the assumptions of the theory of caring touch in nursing, because all nursing care should be based on research-evidence. Research findings in the use of the theory of caring touch in nursing will be used to develop a protocol and the protocol is followed in daily nursing practice.

Nursing Practice

Holistic nursing practice and has been recognized as a uniquely human approach to healing. Effective nursing practice use critical thinking and current scientific research to facilitate translation or application of knowledge, skills and care to patients in an effective, efficient, and considerate way. Nursing practice with the use of theory of caring touch in nursing can be achieved if the nurse has a genuine care to patients.

References

Airosa, F. (2015, June 5). Nurses´ and patients´ experiences of caring touch interventions in an emergency context. Retrieved from Karolinska Institutet: https://openarchive.ki.se/xmlui/handle/10616/44619

Bahramnezhad, F., Shiri, M., Asgari, P., & Afshar, P. (2015). A Review of the Nursing Paradigm. Open Journal of Nursing, Vol.5 No. 1.

Butts, J.B. (2017). Components and levels of abstraction in nursing knowledge. In J.B. Butss & K.L. Rich (Eds.), Philosophies and theories for advanced practice nursing 3rd ed., pp. 91-112). Burlington. MA: Jones & Bartlett.

Danijela Kambaskovic-Sawers, Charles Wolfe. The Senses in Philosophy and Science: From the Nobility of Sight to the Materialism of Touch. A Cultural History of the Senses in the Renaissance, 2014. ffhal-02069998f

Deliktas, A., Korukcu, O., & Aydin, R. (2019). Nursing Students' Perceptions of Nursing Metaparadigms: A Phenomenological Study. The journal of nursing research, 27(5), e45.

Elizabeth D. Harvey, The Portal of Touch, The American Historical Review, Volume 116, Issue 2, April 2011, Pages 385–400, https://doi.org/10.1086/ahr.116.2.385

Fulkerson, M. (2014). The First Sense: A Philosophical Study of Human Touch. Research Gate, 1-222.

Gonzalo, A. (2019, September 12). Lydia Hall: Care, Cure, Core Nursing Theory. Retrieved from Nurseslabs: https://nurseslabs.com/lydia-e-halls-care-cure-core-theory/

Green, L. (2017). The Trouble with Touch? New Insights and Observations on Touch for Social Work and Social Care. The British Journal of Social Work, 773–792.

Kim, H.S. (2015). The essence of nursing practice, philosophy and perspective. New York, NY: Springer.

Kuhn, T. (2017). Structure of scientific revolutions. Retrieved from Microsoft Word: https://www.lri.fr/~mbl/Stanford/CS477/papers/Kuhn-SSR-2ndEd.pdf

Martino, L. (2017). Concepts of health and wellbeing. Retrieved from Health Knowledge: https://www.healthknowledge.org.uk/public-health-textbook/medical-sociology-policy-economics/4a-concepts-health-illness/section2/activity3

Nikfarid, L., Hekmat, N., & Vedad, A. (2018). The main nursing metaparadigm concepts in human caring theory and Persian mysticism: a comparative study. Journal of medical ethics and history of medicine, 11, 6.

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Stanford Encyclopedia of Philosophy. (2020, November 25). Touch. Retrieved from Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/entries/touch/

The College of New Jersey. (2020, August 5). Metaparadigm Concepts. Retrieved from The College of New Jersey: https://nursing.tcnj.edu/about/meta-concepts/

Watson, J. (2008). Nursing: The philosophy and science of caring (Revised ed.). Louisville, CO: University Press of Colorado.

Watson, J. (2005). Caring science as a sacred science. In McEwen, M. and Wills, E. (Ed.). Theoretical basis for nursing. USA: Lippincott Williams & Wilkins.

Watson, W.H. (1975) ‘The meanings of touch: geriatric nursing’, Journal of Communication, 25 104–10.

DOI 10.5281/zenodo.12730311 

Corruption is defined as the misuse of entrusted public power or function for private benefits (Tiana, September 2012). It has detrimental effects on society, impacting the economic domain, quality of governance, and social and political spheres. In the book "Education against Corruption: A Manual for Teachers" (2012), it is suggested that citizens must be given the opportunity to become aware of the effects of corruption on themselves and society as a whole. Education can play a pivotal role in teaching the young to act and think with integrity.

Corruption manifests in many forms, such as bribery and the mismanagement of state-owned property, and it has been widely practiced in every organization, implicitly or explicitly. This behavior has become habitual for many, as if conscience no longer exists, and this act is often mistakenly categorized as acceptable because it appears to benefit everyone involved. Once the mind becomes corrupted, the behavior tends to perpetuate. This behavior is not limited to the highly intellectual and wealthy; it also includes those living below the poverty line.

I have heard rumors, though unconfirmed, about cases of corruption in education. It is perplexing and disheartening to think that teachers, who embody great knowledge and ideal values, could engage in such vulgar acts. Instances of corruption in the education sector include falsifying documents, ghost deliveries of modules or textbooks, creating ghost students, accepting bribes, and abusing power.

How can we combat this when it seems so widespread and accepted? As a simple teacher and individual in society, I strive to uphold honesty and keep my integrity intact. If everyone commits to honesty and integrity, they may be less susceptible to corruption. Secondly, it is crucial to be a voice for truth. While this may be challenging due to fear, if everyone harbors goodness in their hearts and selflessly guides others towards integrity, it can lead to significant positive change.

Corruption must be addressed seriously and eradicated as soon as possible for the betterment of society and to preserve the goodness in human hearts. We must stand against the tide as long as it aligns with the truth.

DOI 10.5281/zenodo.12744290 

Title:             THE SCIENCE PYRAMID: AN INNOVATIVE STRATEGIC                                                   INTERVENTION MATERIAL IN PHYSICS 8

Main Author:   EDUARDO B. MA JR (jrmaeduardo@gmail.com)

Institution:    TARLAC STATE UNIVERSITY

Degree:       MASTER OF ARTS IN EDUCATION

Major:          PHYSICAL SCIENCE

Co-author:  RITA E. PULMANO, Ed.D.

Abstract

         This study developed and validated The Science Pyramid or The SciePy, an innovative strategic intervention material in least learned competencies in Physics 8. The researcher used the ADDIE model and the Department of Education’s LRMDS Evaluation Tool on Manipulative content, manipulative designs, and error-free factors, which were evaluated by six experts in science education. Thirty-one student-participants, who needed intervention, utilized it during learning sessions and validated its effectiveness based on their pre-test and post-test results.

         The findings revealed that The SciePy passed all factors, specifically 38.83 out of 40.00 in content, 16.00 out of 16.00 in error-free issues, and 23.83 out of 24.00 in manipulative designs. Therefore, it was found valid and recommended by validators to be utilized for learning sessions. Eventually, the paired t-test results showed that there was a significant difference in the participants’ scores with a significant p-value of <0.001. Thus, there was a remarkable improvement in the participants’ scores using The SciePy.

         The SciePy can be validated through bigger sample sizes with various backgrounds and academic levels, additional expert validators with the inclusion of educational technologists or instructional designers, and a comparison between the traditional teaching method and the one integrated with it. Secondly, reproducing it could be costly, but using indigenous or recyclable materials like polyvinyl chloride (PVC), bamboo, or any durable lumber could be cost-effective and improve dimensions and features. Finally, it may also be incorporated with different learning competencies from the DepEd’s MATATAG Curriculum to further test its efficacy.

Introduction

Science teachers are called for innovation to step up against the challenges of the teachers’ creativity and learners’ learning styles of today’s world (Contreras, 2018). While it is true that there is no perfect way of teaching science, teachers must constantly work to close the gap between their traditional methods of education and emerging innovations by seeking active use of practices that learners need today (Iwuanyanwu, 2019).

Innovation, the action of implementing new ideas and ways to produce new or better value, has existed throughout human history. Humans have always struggled to discover new methods to create value and improve the quality of life through innovation. (Lee, 2018).

Indeed, teachers play a critical role in providing students with the tools they need to rethink strategies for dealing with real-world problems by developing their skills in creativity, positive attitudes toward scientists, and science as a significant factor in the development of society, all of which can be addressed with an arsenal of practical knowledge and rational application. However, science teachers should have access to innovative classrooms, materials, and hands-on experiences, and both the public and private sectors should invest more resources in science education development (Yoldere, Adamu, & Inuwa, 2018).

Unfortunately, no matter how good or innovative a teacher may be, there are always students who need to catch up for various reasons. King’aru (2014) concludes that some schools lack equipment, classrooms are unfit for science lessons, and students have negative attitudes toward science, discouraging them from performing well in science. Nevertheless, they suggest teachers be more innovative in preparing teaching and learning materials and embrace interactive teaching.

Ban, Kim, and Shin (2022) recommend checking which students need to catch up and provide guidance that matches their levels. However, to genuinely enhance science literacy among Filipino students, Bernardo et al. (2023) propose comprehending the challenges faced by those falling short, as these indicate issues that should be resolved in the classroom.

In the Philippines, Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, paved the way for the development and implementation of the K to 12 curriculum. It aims to foster lifelong learners, provide students with enough time to understand ideas and skills and prepare them for postsecondary education, middle-level skill development, employment, and entrepreneurship (Official Gazette of the Philippines, n.d.). In the curriculum, science education strives to raise scientific literacy in students so that they can make informed judgments about how to use scientific information. It seeks to educate students on functional skills in the workplace and a knowledge-based society. Likewise, it aims to build scientifically, technologically, and ecologically literate and productive citizens who are critical problem solvers, responsible stewards of nature, inventive and creative citizens, educated decision-makers, and effective communicators (Department of Education, 2016).

However, despite such substantial educational reform, the Philippines still faced challenges in science education. International large-scale assessments like the Programme for International Student Assessment (PISA) revealed the education status and the quality of science education as 15-year-old students scored lower in science than those in most participating countries and economies with a score of 357 while the average is 487. Thus, for first-time participation, the Philippines ranked 78th out of 79 partaking nations (Organisation for Economic Cooperation and Development, 2019).

This time, the 2022 PISA results revealed that the average results were about the same as those in 2018, and there were no significant changes in the students’ scores in science. Nonetheless, Filipino students scored less than the OECD average. For context, the results were cautiously interpreted due to exceptional circumstances throughout this period of the Coronavirus Disease or COVID-19 pandemic (OECD, 2023).

Another international assessment of the International Association for the Evaluation of Education Achievement, the 2019 edition of Trends in International Mathematics and Science Study (TIMSS), divulged that the Philippines scored 297 in Mathematics and 249 in Science, placing lowest among 58 nations. Furthermore, according to this assessment in science, only 1% belong to the high benchmark (550 score), while about 6% belong to the intermediate benchmark (475 score), and 13% are in the low benchmark (400 score). Overall, this proposes that Filipino students need more understanding of scientific concepts and more knowledge of foundational science facts.

These reports are essential to reveal critical details in resolving the issues in the Philippines and the regional and local settings. Various factors contribute to these concerns, particularly in science education. These include the distribution of content topics and competencies in the K to 12 science curriculum compared to international standards, teachers' personalities, instructional methods, resources, and the overall learning environment. Insufficient instructional resources, mainly teaching aids and materials, cause significant challenges in teaching science effectively.

Many issues, notably the lack of educational resources and teaching methods in line with the learning goals outlined by the DepEd, impact scientific education today. Some science topics and principles are challenging for teachers since few pertinent, responsive, research-based resources are available (Rogoyan & Dollete, 2019).

In cases of learning loss, teachers are fully responsible for select students’ progress. A strategic intervention material (SIM) is used in remedial sessions to focus on developing the learner’s least learned competencies (LLCs). A SIM combined with teachers’ skills in technology, creativity, and resourcefulness helps students acquire competency-based skills that they would not have achieved in a regular classroom setting (Bundang & Parangat, 2022). Because of the COVID-19 pandemic, the widespread use and studies of SIMs increased to intervene with the learning gaps during distance learning.

In the Philippines, SIMs officially started when DepEd introduced them through DepEd Memorandum No. 117 s.2005 Training Workshop on Strategic Interventions for Successful Learning. The administration of adequate instructional interventions through extra lessons for learners below expected grades was further emphasized in DepEd Order 08 s.2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.

A SIM reduces the LLCs and improves students’ performance (Hulipas, 2019). It includes a variety of activities and resources and essential interactive discussions that allow students to study and explore independently while being designed to help students learn and master the material (Arpilleda, 2021; Zabala, 2023).

Dacumos (2016) studied that teachers’ perspectives on SIM integration vary, ranging from abridging complex concepts to using SIM as a reteaching tool. They take a dynamic approach to SIM, empowering students to construct their knowledge. Utilizing SIM encourages independent learning and memory improvement, sparks critical thinking, and allows students to comprehend scientific ideas actively. On another note, Gabucan and Sanchez (2021) suggested that SIM can be used in remedial and regular settings and that all competencies are covered in the curriculum.

Lastly, according to the study by Dumape (2022), SIMs can improve the process of teaching and learning. They have the potential to change conventional classroom procedures and address certain pedagogical difficulties that challenge instructors’ beliefs, practices, and tactics. However, there is no way to quantify the potential influence of SIM-assisted instruction on teaching and learning. Thus, they are truly significant for the education of learners in this generation, both now and in the future.

On the other hand, SIMs can be used in several subject areas as long as they purposefully accomplish their goal. Several studies have utilized SIMs in teaching science.

Samosa (2021) created a comic cum strategic intervention material (CoSIM) to teach biology concepts on photosynthesis. As a result, students exposed to the CoSIM got higher scores in the post-test, and their attitude towards it was highly positive. Likewise, students’ academic performance was linked with a significant positive relationship towards using CoSIM.

Additionally, Sumandal and De Gracia (2023) developed an electronic SIM (e-SIM) for teaching General Biology to Science, Technology, Engineering, and Mathematics (STEM) students and assessed its content, instructional, and technical quality through pre-test and post-test results. This study concluded that there had been a significant improvement in students’ performance using the e-SIM, which can be further evaluated and improved. One activity that helps students understand complex science concepts is manipulation. Therefore, teachers are urged to use their creativity to the fullest to create a successful SIM that will aid students in developing their scientific knowledge (Dandan, 2022).

Meanwhile, Alair (2020) conducted another experimental study on pre-test and post-test design using SIM in Grade 8 Science. The study showed that SIM is more effective than traditional teaching approaches in increasing students’ performance levels, particularly in LLCs.

Sinco (2020) developed and used a teacher-made SIM in the least concepts of Science 6 on circulatory, nervous, and respiratory systems and found that using SIMs is an effective intervention. Moreover, students positively perceived using SIMs and found it “enjoyable, interesting, and contributes positive attitude towards learning more concepts in Science.” Similar research was conducted to assess the SIM on the LLCs in Science 6 about homogeneous and heterogeneous mixtures, and it was found that the SIM effectively improves students’ performance. However, the researchers believe that through SIM, educators and school administrators should be able to preserve and enhance the activities offered, allowing students to pick up new concepts and develop their scientific abilities (Suarez & Casinillo, 2020).

In addition, Arevalo, Janer, and Ricafort’s (2023) research produced a contextualized SIM (CSIM) on Physics 8 as an innovative teaching practice during modular distance learning using the ADDIE Model. The CSIM was meant to adapt the lesson to the student’s learning needs and comprehension levels in a creative, relevant, meaningful, and flexible way. By the name itself, it applied contextualization, putting a lesson into a meaningful and applicable framework based on prior knowledge and actual circumstances.

         Meanwhile, Kirk (2015) asserts the use of manipulatives, or models for teaching abstract or challenging information, may be advantageous to students as it gives them an active manner to absorb the material and boosts their interest in science-related subjects. The researcher further concludes that there is a strong indication that the use of manipulatives did help students increase their understanding of difficult topics in chemistry. One thing that students would want to perform to understand the challenging ideas in scientific education is manipulation (Dacumos, 2016).

         On the contrary, SIMs can be overwhelming too. In the 2023 National Readership Survey (NRS) of the National Book Development Board of the Philippines, it was revealed that children aged 17 and below find reading tiring even when they believe it has positive effects and importance to play. Furthermore, Ismail (2022) too much text is information overload which results in academic stress and negatively impacts students’ psychological and physical well-being. Similarly, Satriani (2020) finds reading difficulties when there is no motivation to read, low reading skills, too much time to read, need to study complex words, too difficult material due to grammatical complexities, and lengthy texts and sentences.

         Moreover, SIMs lack differentiated instruction. Renzulli and Reis (2018) define differentiation as adapting to students’ learning styles, expressive styles, interests, and talents appropriate to the curriculum. Adding differentiation to SIMs satisfies different learning styles, allows learners to demonstrate learning ways, and creates flexible learning spaces and opportunities. Implementing differentiated instruction includes providing materials of varied difficulty, different types of assistance, and varied grouping methods.

         These narratives for reducing cognitive overload, and reading difficulties, and adding differentiated instruction are important to the development of an innovative SIM under this study.

         Meanwhile, aside from SIMs, learning intervention materials may come in different forms. Like Tagupa and Arnado’s (2023), Motivational Manipulative Learning Materials (MMLM) were developed for the least-learned competencies and concluded that they are ‘truly relevant and useful for teaching and learning purposes.

To address these challenges in learning gaps because of the COVID-19 pandemic and alternative learning delivery, DepEd released the nationwide implementation of Most Essential Learning Competencies (MELCs) starting School Year 2022-2023. It is also the national agency’s response to the call of SDG 4 for a more resilient education system and continuous mechanisms of educational continuity in times of emergency.

As a result, the purpose of this study was to address the learning gaps in Physics 8’s LLCs by developing an innovative SIM, The Science Pyramid, also known as The SciePy.

Statement of the Objectives

         This study developed and validated The SciePy, an innovative SIM for the LLCs in Physics 8. Specifically, it pursued the following objectives:

1. To develop the SIM according to the ADDIE Model:

1.1  Analysis;

1.2  Design;

1.3  Development;

1.4  Implementation; and

1.5  Evaluation.

2.     To validate the SIM by:

2.1  Experts:

2.1.1       Content;

2.1.2       Instructional Design;

2.1.3       Technical Design; and

2.1.4       Other Findings.

2.2  Student-users:

2.2.1       Effectiveness.

2.2.1.1   Pre-test and Post-test

3. To draw the implications of the study of using SIM for the LLCs in Physics 8.

Hypothesis of the Study

H0: There is no significant difference in the student participants’ scores on the pre-test and post-test using the developed SIM in Physics 8.

Methods

This study utilized research and development (R&D) as the educational research design. According to Gustiani (2019), the R&D Method has been widely applied and implemented in academic research at all levels of education because of its linearity in developing and validating educational materials. Bulaun (2023) defines an educational product as a response to an academic issue when the product’s viability is determined. If the product constructively solves the problem, it will be approved as a supplementary material. Otherwise, until its efficacy is demonstrated, it will be evaluated, adjusted, and enhanced. The product in this study was the innovative SIM, The Science Pyramid or The SciePy, which is developmental and helps realize the LLCs in Physics 8.

         Furthermore, R&D is the most suitable research design in this matter because the SIM was methodologically developed to enhance a pool of information in understanding the problem and finding new uses for that existing knowledge. OECD (2018) enumerated that an R&D material or activity should be novel, creative, uncertain, systematic, transferable, and/or reproducible. R&D encompasses three types such as basic research, applied research, and experimental development, to which this study was based on underlying foundations of phenomena and observable facts, directed objectives, and drawing knowledge to produce new products or processes.

Specifically, using the principles of R&D, this study utilized the ADDIE model. It is one of the most commonly used models in instructional design to help create a successful design (Aldoobie, 2015). It is also a method and framework for designing and developing educational learning materials (Luzano, 2020).

Locale of the Study

The study was conducted at Ayala High School, a public secondary school in Rice Village, Ayala, Magalang, in Pampanga, Philippines.

Sampling Design

         The study used a purposive sampling technique to select participants. To effectively address the study objective and questions, this strategic sampling strategy sought “information-rich cases” (Leavy, 2017). When using a purposive sample, the researcher deliberately chose participants based on their familiarity with the populace to obtain information that interests them and may or may not be intended to be representative (Mackey & Gass, 2017). It is also called purposeful sampling since it assumes that the researcher wishes to learn as much as possible and must choose a sample that will allow for the most significant amount of understanding and discovery (Merriam & Tisdell, 2017).

Participants of the Study

         The participants of this study were divided into two groups: experts and students:

Expert Validators

This study involved six experts who validated the developed innovative SIM and came from four different DepEd public secondary schools in Magalang, Pampanga namely Ayala High School (2), Dolores National High School (1), Tinajero National High School – Annex (2), and Rodolfo V. Feliciano Memorial High School (1). They are DepEd teachers having seven (2), nine (1), 12 (1), 16 (1), and 25 (1) years in service; bachelor degree graduate of Bachelor of Science in Biology (1), and Bachelor of Secondary Education major in General Science (5); master’s degree graduate of Master of Arts in Education major in General Science (3), Educational Management (2), and Physical Science (1); and holding current positions as Teacher III (3) and Master Teacher I (3). Meanwhile, the subjects they handle are Physical Science in SHS (2), and Science 8 (4) while three also handle Science 9 and one with Earth and Life Science at the same time.

Overall, the chosen experts were qualified because of having more than five years in service, having earned bachelor’s and master’s degrees relevant to science education, having handled science-related subjects, and having earned at least a Teacher III position. These criteria were set and met to prove the authenticity of their role in assessing the material.

The expert validators were selected regardless of age, sex, and socioeconomic status. A curriculum vitae was requested from them to prove their qualifications.

Student Participants

Thirty-one (31) student participants were purposively selected from Grade 8 Amber, Amethyst, Ametrine, and Azurite. They obtained grades of 75 to 79, which belonged to the “Fairly Satisfactory” passing mark in Science 8 of the 1st Quarter S. Y. 2023-2024. It is assumed that these students fit the criteria of having trouble grasping competencies, hence resulting in the least mastery. These participants took pre-tests, navigated and learned through the crafted innovative SIM, and took post-tests. They were chosen regardless of their age, sex, and socio-economic status.

Research Instruments

         The study utilized the following instruments:

1. The adopted LRMDS Evaluation Rating Sheet for Manipulatives from DepEd’s Guidelines and Processes for LRMDS Assessment & Evaluation in 2009 was used for the evaluation phase. This instrument was used for the sole intention of evaluating the SIM and was not meant for approval and reproduction. However, it is noteworthy that the material is said to have potentially qualified the DepEd criteria on instructional materials using this instrument.

2. Pre-test and post-test questionnaires were crafted by the researcher and validated by experts before administration. It contains a 50-item multiple choice type of test with four choices and follows the TOS with seven hours of teaching across the seven LLCs identified during the 1st Quarter of S. Y. 2023-2024 in Science 8.

Results and Discussions

Development of The SciePy

The SciePy’s Inspiration

The inspiration for The SciePy’s geometric shape was drawn from the researcher’s locale which is situated at the foothills of Mt. Arayat. A pyramid was used to resemble a mountain and to symbolize scientific knowledge to be drawn out of mystery and curiosity – just like how real-life pyramids are studied. Therefore, the SIM was named ‘The Science Pyramid’ or The SciePy.

The SciePy as an Innovative SIM

The design of The SciePy was based on a rotating three-dimensional square pyramid. It consisted of four lateral faces, a base, a stem, and an apex. Each lateral face has a sliding panel where Title or Teaser Cards can be inserted; can be opened to reveal the learning activities inside; and when opened, contains another panel where Guide Cards can be slid and a space for enclosed learning activities.

As a SIM, its parts were modified from the existing common formats of print and non-print SIMs. However, it retained the Title Card, Guide Card, and Activity Card yet removed the Enrichment Card, Answer Card, and Reference Card. Instead, the Title Card can also be turned into a Teaser Card to remove repetitiveness but add significant details to the content and competencies at hand. The Activity Card already involves all relative learning activities with varying difficulty, hence, the Enrichment Card was removed. Since it is meant to be used for face-to-face learning modality, the Answer Card was removed to pave the way for facilitator and learner interaction in giving feedback and assessing formative learning. Likewise, Assessment Card was removed but pre-tests and post-tests were given in the forms of a ZipGrade sheet and a test questionnaire before and after each session. The Reference Card also became insignificant since it does not matter to learners anyway. However, references can be found in the facilitator’s Lesson Exemplar. Lastly, the Summary Card was added to contain all concepts learned, their application, and their value to real life.

The SciePy’s Pedagogical Foundations

As for its pedagogical perspective, The SciePy’s mechanism was intended to support constructivism, cognitive theory, learning and development theory, and experiential learning. It was intended for the learners to dominate the construction of learning with their peers while guided by the facilitator. The design of instruction must be secured with educational theories that offer a framework for creating dependable, consistent, enticing, and successful training (Khalil & Elkhider, 2016).

The foundation of The SciePy is anchored in constructivism. With this paradigm, students actively create their view of the world by drawing from their past experiences and knowledge. Students can build an understanding of Physics concepts since the SIM promotes active involvement and participation through its interactive features and practical exercises. According to Golder (2018), constructivism makes learners enjoy learning when actively involved, concentrates on learning how to think and understand, stimulates and engages students through real-world contextual activities, and promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas, and develops students’ abilities to express knowledge.

Another foundational theory of The SciePy is the cognitive load theory. According to this theory, which focuses on how the human cognitive system processes information, learners’ capacity to process new knowledge is constrained (Asma & Dallel, 2020). Hence, The SciePy presents Physics ideas in an organized and scaffolded way to manage cognitive load efficiently. The progressively increasing complexity of each face of the pyramid enables students to build on their prior knowledge without using excessive cognitive capacity.

Thirdly, The SciePy supports the learning and development theory. According to the Medical College of Wisconsin (2022), Psychologist Lev Vygotsky’s theory proposes learning as a process of acquiring knowledge and problem-solving strategies through social interactions that further verifies gained knowledge. Furthermore, this theory involves the Zone of Proximal Development, which tells that learners can do some chores independently yet require assistance with things they cannot do. Hence, The SciePy contains activities that engage learners to collaborate with their peers with appropriate guidance from the researcher during the sessions.

In addition, experiential learning is strengthened in The SciePy. Bartle (2015) states that experiential learning allows participants to observe, examine, and reflect on what they have performed before, critically and consciously linking their experiences to theory or past experiences. Likewise, it is defined as a continual process in which theory and practice are conceptualized and reconceptualized, each spiral strengthening a student's understanding. In The SciePy, learners will experience hands-on learning and a personalized approach facilitated by the researcher.

Lastly, The SciePy is incorporated to give active and immediate feedback for effective learning. Feedback provides an opportunity to close a gap between present competency and the one required by the facilitator or activity (Ahea et al., 2016).

The SciePy’s Mechanisms

Each lateral face of the pyramid also represents four phases in the learning session anchored in the 7Es of Learning as reflected in the Lesson Exemplar. This cycle involves seven learning parts Elicit, Engage, Explore, Elaborate, Explain, Exend, and Evaluate.

Phase I covers the Elicit and Engage parts by taking the pre-test and pre-activity for 10 to 15 minutes. This phase invites learners to activate prior knowledge and their attention to the current session. Phase II is equal to the Explore portion where students perform an activity that builds and helps construct new knowledge and skills that may take at least 30 minutes. Phase III, which is anchored with Elaborate, solidifies learners’ acquired knowledge and skills by executing another activity. Lastly, Phase IV summarizes and conveys the application of the knowledge and skills in real-life scenarios which are embedded in the Explain and Extend parts. It also concludes their session by receiving a chest reward and partaking in the post-test as in the Evaluate part. The Extend and Evaluate parts were interchanged in this manner to accommodate the complete strategy of The SciePy.

Rahman and Chavhan (2022) outlined the advantages of using the 7Es model in an effective instructional approach for teaching-learning such as aiding in a deeper understanding of concepts, making the learning efficient, promoting transfer of learning, stimulating intrinsic motivation to learn, generating confidence and self-esteem, developing thinking skills, developing communication and social skills, and basis for developing instructional materials.

Nonetheless, the 7Es model is commonly used for science teaching strategy in the study’s locale which was necessary during the implementation.

Hence, in designing learning activities, The SciePy must support numeracy, literacy, and basic science process skills. This is because DepEd is keen to improve the numeracy and literacy of learners through its NLRP in the MATATAG Curriculum (DepEd, 2023).  Basic science process skills are observing, communicating, classifying, measuring metrically, inferring, and predicting. These are important because they can be used by students to study science independently, to easily understand complex concepts with them, to refute mistakes in new data, and to solve problems and communicate the solution to others (Maison et. al., 2019).

After the ideation relative to The SciePy’s design, all ideas were transcribed to a tangible object. Hence, the base SIM design was materialized using plywood panels supported by a sturdy metal tubular stem and solid wood circular base. All these were built together using wood glue, nails, and screws while the lateral faces were attached with hinges at the bottom and push lock on top. The entire wooden body was puttied to remove the risk of getting wood splinters. Meanwhile, the slide layouts were made through Canva and printed in specialty papers.

Colors were critically thought to continuously engage learning and help learners easily navigate the SIM. Thus, every lateral face of the pyramid was painted with solid colors to indicate specific phases accordingly: Phase I – green, Phase II – yellow, Phase III – blue, and Phase IV – red, Meanwhile, the apex was painted orange. Even the slide attachments were colored correspondingly with the lateral faces.

Amarin and Al-saleh (2020) recommend designing instructional aids with colors that promote comfort and inspire a good learning environment like bright ones to stimulate and motivate learning.

Finally, the researcher was able to produce seven The SciePy models and seven sets of learning activities. The cost for each model was estimated at around 1,750 Philippine pesos although this study does not explore its cost-effectiveness.

The researcher also produced The SciePy Handbook: A User’s Guide to help future users in utilizing the material. This contains similar development details from this study, detailed instructions on usage, intended audience and objectives, sample activities, safety precautions, and maintenance and care.

Validation of The SciePy

         In terms of Factor A: Content, the expert validators rated the SIM as ‘PASSED’ with an average score of 38.83 out of 40 points. Eight indicators were rated 4.00 while the other two were rated differently. Indicator 8 “Typographic layout/design facilitates understanding of concepts presented” was rated 3.00 or Satisfactory while Indicator 9 “The size of the material is appropriate for use in school” was rated 3.84 or Very Satisfactory. This suggests that improvements are needed in the layout, design, and size of the SIM. As for its typography, experts suggest further increasing the font size of the texts. While the SIM’s size is relatively big already, one expert suggested a much bigger size to be used by the facilitator in front of the class. However, the SIM is not meant to be presented in front of the class but to be used collaboratively by students within a small group. Table 1 summarizes the expert-validators’ evaluation in terms of content.

DOI 10.5281/zenodo.12753622 

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ABSTRACT 

This paper aims to evaluate the awareness of disciplinary policies and the attitudes of criminology students in higher education institutions in Tarlac province.  The study involved 473 student respondents from five private colleges and one university offering the Bachelor of Science in Criminology program. 

         A quantitative design employing an evaluative and descriptive-correlational approach was used to assess the students’ awareness of their institution’s disciplinary policies and their attitudes towards the school. The finding indecate that students have a high level of awareness and a positive attitude towards their schools, with a moderately positive relationship between the two. The study concludes that increased awareness of disciplinary policies is associated with more positive student attitudes toward s in their institutions.

1.       INTRODUCTION

The Problem and its Background

         Discipline is crucial for every student, particularly in the College of Criminal Justice Education. Students should always be aware of their respective school or university’s existing disciplinary policies, as they need to prepare for life after school. When students complete their chosen course, they will face the realities of real life. Their training and discipline in pursuing a career in criminal justice must start in college to ensure their success in the profession.

         While still in college, students must behave appropriately to avoid straying off course. No parents want their child to end up in jail after school. Even if they graduate, a lack of discipline could jeopardize their career prospects. This lack of discipline may lead to short-lived employment due to excessive pride or frequent conflicts with co-workers. It is crucial for them to learn how to get along, especially after completing the criminology course and entering the workforce. Upon finishing the criminology course, they will step into the professional field.

Educating young young people acts as a tool for crime control. As their level of educational rises, the chances of them engaging in criminal activities decline. However, there are situations where strict school discipline contributes to the “school-to-prison pipeline” or the pushout of students from school. Students’ minor misconduct should not immediately be referred to law enforcement or the court; instead, it should be initially addressed through guidance counseling.  This issue is particularly troubling nationwide as numerous school discipline policies cause children and youth to be pushed out of schools, discouraging them from seeking higher education. The “school-to-prison pipeline” is established by strict discipline policies and practices that direct youth from schools into the justice system through direct referrals to law enforcement and the courts, along with excessive punishments that can lead to students being expelled from school.

Graduates of the Bachelor of Science in Criminolgy program from various higher education institutions have become highly competitive in securing employment in both private and government sectors. To meet this goal, graduates need to pass the Board Examination for Criminologist, Civil Service Examination, and/or NAPOLCOM Entrance Examination (Soratos, et al., 2013).

The household or parents are typically the first institution an individual interacts with; they are initially responsible for socializing with youth, regulating their behavior, and takinf appropriate steps to manage them within a structured environment. Frequent family conflicts contribute to school difficulties, truancy, and neglect, as well as to deviant and irresponsible behavior. Juveniles who are rejected by their families often seek support from their peers. The becoming of juvenile gangs is an incarnation of young people’s need to be embraced and feel a sense of belonging (Soratos, et al., 2013).

Today, punitive disciplinary procedures are no longer in issue. The Anti-Bullying Act of 2013 illustrates this shift, as it does not specify any penalties for students who violate the law. The law only provides that all elementary and secondary schools are directed to adopt policies to address the existence of bullying in their respective institutions (Correlating Secs. 3 and 6 of Republic Act 10627) (L. dela Fuente, C. 2021)

Discipline also considers control gained by implementing obedience, and it pertains to the well-ordered behavior defined by codes of conduct or rules set forth by institutions for their fellowmen. It may also refer to as controlled behavior or the process of controlling behavior of an individual (Antonio, et al., 2012). Furthermore, discipline encopassess self-discipline and the development of skills that help individuals resist temptation, behave appropriately, and function both independently and cooperatively in ways that promote personal growth and community well-being. Discipline is often viewed narrowly as punishment or negative consequences, carrying a negative connotation. However, it is closely related to guidance, education, and skill development. Its primary objectives encompass promoting coordinated efforts, cultivating self- control and personal character, and fostering a sense of organization and effectiveness (Antonio, et al., 2012).

The Convention on the Rights of the Child (CRC) was established to protect children and students from all forms of physical or mental violence, harm, neglect, exploitation, and abuse, including sexual abuse. It also recognizes the child’s right to education and emphasizes the progressive realization of his right, ensuring equal opportunities for all. Therefore, governments are required to implement measures that encourage regular attendance and reduce dropout rates. Consequently, it is mandated that all necessary actions be taken to ensure that school disciplinary practices are administered in a manner that respects the child’s dignity and aligns with the principles outlined in the CRC and Deped Order No. 40, S. 2012 (Bayucca, S. (2020).

The saying “Prevention is better than ciure” can be likened to the purpose of discipline. It aims to prevent acts that violate the institution’s policies, rules, and regulations before they become widespread, much like a contagious disease that others might replicate. Discipline serves as a form of control that safeguards tha interests of the institution and its members. It entails correcting or penalizing individuals who fail to adhere to specified forms of behavior, conduct, or rules as outlined in institutional policies regulations. Through this, good human relations can be maintained.  Effective discipline of subordinates within the institutional policy framework. Educational institutions play a crucial role in preventing delinquency by socializing students while they are away from their parents and protecting them from delinquent influences. As mandated by tha Constitution, educational institutions must reinforce ethical and spiritual values, foster moral character, and promote personal discipline, among other responsibilities (Sec. 3 [2], Art. XIV of the 1987 Constitution (Desierto, D. (2010).

While parents provide socialization and exercise informal social controlover their children at home, youth in the nation spend a significant portion of their day at school. The commitment of adolescents to their schooling can serve as a buffer against delinquency. Teachers in school act as aseconadry sourse of socialization, supplementing the role of parents. The time spent by students in school can effectively protect them from interactions with delinquent individuals. Like parents, school plays a role in exerting informal social control over students by instilling moral norms and shaping their perceptions of crime and criminals. While schools are crucial institutions of social control during childhood and adolescene, poor attachment to school can lead to negative outcomes later in life. Schools are increasingly becoming an environment of strict discipline, as evidenced by the widespread use of metal detectors, surveillance cameras, school resource officers, and mandatory exclusionary in today’s school settings. If a student brought a gun to school, the policy mandated the automatic expulsion of that student (Gottfredson, M. R. (2017).

Currently, these policies have been broadened to encompass additional offenses such as possession of weapons or drugs on school grounds, physical alterartions, bullying, and persistent classroom disruptions. Especially, school suspensions are increasingly used to address disruptions in classrooms. One of the aims of these policies is to establish a safer environment within scholls for the entire student body.

Furthermore, mandatory policies are used to determine the individuals who violate the rules and inculcate the seriousness of their offense to other students, thus implicating specific and general deterrence (Scaggs, (2011).

Student’s options for a non-punitve approach that fosters positive behavior and promotes a positive school environment. Implementating positive reinforcement is preferable as it motivates students to excel in school, rather than using punishments like suspension or expulsion that hinder their personal growth.

It extends beyond prior studies on the Latino/a threat in schools by exploring potential contextual connections. It investigates whether the influence of schools’ Latino/a student composition is more pronounced in institutions where punitive discipline is not already more probable, and where school personnel and policy makers have greater discretion (Welch, K., & Payne, A. A. (2018).

 Distinct policies and rules governing the disciplinary process should reflect the overall goals and principles of the institution’s administration. These disciplinary policies, rules, and prescribed sanctions must be documented and made accessible to all members of the institution. These written policies and rules serve as a code of conduct for students and guide the school administration in maintaining effective leadership and making fair decisions.

Policies and rules should be disseminated thoroughly to all stakeholders to prevent inconsistencies in provision and implementation. When new rules are introduced, the school administration should ensure the students and staff are fully informed and understand the details of the new rules. Failure to do so may render the policies and rules ineffective.

The level of discipline within an institution is often reflected in the degree of orderliness in its operations. This orderliness is closely linked to student behavior, which is significantly influenced by the administration’s effectiveness in carrying out its responsibilities. The administration is responsible for ensuring compliance with organizational rules, regardless of personal preferences. Students are obligated to follow the rules and regulations, regardless of their personal opinions (Atonio, et al., 2012).

 The Constituton underscores the importance of the family by recognizing its sanctity and mandating the state to protect and strengthen it as a functional and independent social institution (Sec. 12, Art. XI of the 1987 Constitution). Additionally, the Constitution acknowledges the Filipino family as the foundation of the nation and commits to enhancing its unity and supporting its overall development (Sec. 1 Art. XV of the Constitution Lazo, R. S., 2009).

Cosequently, as an integral part of the community, the family must be shielded from crime and delinquency. In the field of criminal justice, the community must be fortified as it forms the core of the Criminal Justcie System, which is instrumental in addressing crimes. The criminology program’s mission is to graduates who possess both professional competence and moral integrity. These graduates can deliver efficient and effective services in various domains, including crime prevention, crime detection and investigation, law enforcement, and offender custoday and rehabilitation, among other related fields.

Higher Education Institutions (HEIs) offering criminology programs are viewed as crucial educational institutions actively involved in consistently producing graduates. These graduates are equipped with the necessary knowledge and skills to address criminality in the country, as well as the capability to navigate the challenges posed by globalization in the criminology field.

Therefore, the Commission in Higher Education adopts and issues these revised policies and standards for the Bachelor of Science in criminology degree. The Criminolgy program gained popularity in the country from 1987 until the early 2000’s shortly after its first Criminology board examination. Fourteen years later, Republic Act No. 6506 was enacted, originally passed into law in July 1973 by former Congressman Teudolo C. Natividad.

Due to the demand for Bachelor of Science in Criminology graduates, alumni from various tertiary institutions have become highly competitive in securing employment in both the private and government sectors. To achieve this, graduates must pass the Criminologist Board Examination, Civil Service examination, and/or NAPOLCOM Entrance Examination (Soratos, et al., 2013).

In addition to holding necessary qualifications, a criminologist must enhance their educational credentials to secure better positions or employment opportunities. For instabce, to become a dean or instructor in the Criminal Justice Department, a criminologist must have completed a Doctor of Philosophy in Criminal Justice or a Master of Science in Criminal Justice with a specialization, respectively (Sec. 10 & 11 of CMO 21, S. 2005) (Pacatang. D. H. Q., 2016). Similarly, for a policeman to be considered for the role of Case Manager is a police commissioned officer who has been previously certified as a police investigator (NAPOLCOM Memorandum Circular 2013-002).

Criminolgy students are trained to become police officers. Their education should encompass not only technical skills in areas such as firearms, ammunition, ballistics, and criminal tracking, but also aim to develop well-rounded personalities, emphasizing the importance of character alongside technical expertise. This principle is especially crucial in the 21st century, a time when law enforcement faces significant challenges, and police officers are sometimes implicated in the very crimes they are meant to prevent. Future law enforcers should be committed to protecting society from all forms of criminality, rather than becoming criminals themselves. Criminolgy students need to grow into well-rounded individuals without any traces of antisocial personality disorders (MH Burrows, 2017).

Disciplinary Awareness and Real-World Preparation: The introduction empahasizes the importance of discipline and awareness of school policies for students in criminal justice education. However, it lacks a detailed analysis of how current disciplinary policies specially preoare students for real-world scenariors in the criminal justice field. A deeper exploration of practical examples and case studies showing successful transition from college discipline to professional conduct could bridge this gap.

Based on these concepts, the researcher aims to assess the awareness of disciplinary policies and student’s attitudes among criminology students in higher education institutions in the province of Tarlac.

Statement of the Problem

This study assessed the students’ awareness of disciplinary policies and their attitude towards the school. This study was conducted among the students in the College of Criminology Department in various Higher Education Institutions in the province of Tarlac.

         Specifically, it answered the following questions:

1. What is the profile of the students in the College of Criminology in terms of:

         1.1   age,

         1.2   gender, and

         1.3   year level?

2. What is the profile of the HEI’s offering criminology program in the Province of Tarlac in terms of:

         2.1   enrollment size,

         2.2   number of years of existence of the criminology   program,

         2.3   number of faculty members in the program and their status (full time or part-                 time),   and

         2.4   accreditation status of the criminology program.

3. What is the assessment of the students on their awareness regarding the disciplinary policies in the College

of Criminology in terms of:

         3.1   types of disciplinary policies,

         3.2   suitability of disciplinary policies,

         3.3   mechanisms to ensure compliance to the discipline policies, and

         3.4   administration of discipline policies?

4. What is the assessment of the students on their attitude among the schools in terms of:

         4.1   attachment to school,

         4.2   commitment to school,

         4.3   involvement in school activities, and

         4.4   belief in school discipline?

5. Is there a significant difference in the assessment of the respondents on their awareness       

regarding the disciplinary policies in the College of Criminology when their profile is

considered?

6. Is there a significant difference in the assessment of the respondents regarding their

attitude among the schools when their profile is considered.

7. Is there a significant relationship between the respondent’s awareness of disciplinary

policies and their attitude among the schools?

8. Based on the results of the study, what recommendations may be formulated to enhance

the awareness of disciplinary policies and promote positive student attitudes among the    

College of Criminology program?

Hypothesis

Based on the data collected and analyzed, the researcher has drawn the following hypotheses:

         Ho1: There is no significant difference in the assessment of the students on their  awareness regarding the disciplinary policies in the College of Criminology when their profile is considered.

         Ho2: There is a no significant difference in the assessment of the students regarding

their attitude among the school when profile is considered.

         Ho3: There is no significant relationship between the students’ awareness of

disciplinary  policies and their attitude among the school.

Scope and Delimitation

This study examines the awareness of disciplinary policies and students’ attitudes among criminology students in Higher Education Institutions in the province of Tarlac. Students from colleges and schools outside of Tarlac were not included in the respondent pool. Additionally, the study was conducted from January to March 2023, during second semester of the 2022-2-23 school year, and only those students enrolled during yhis period were considered as respondens.

Significance of the Study

The researcher believed that the findings of the studywould be advantageous to the following groups:

For the School/HEI’s Administration: The study’s results could serve as a foundation for implementing disciplinary policies within the criminology program.

To the Deans of the College of Criminology Department that offers the BS Criminology program. Findings of the study may assist them in making decisions with regard to school discipline.

Educators in the field of Criminology. They may utilize the findings of the study by implementing and incorporating school discipline in their daily tasks which may improve the behavior of students.

The students of criminology program who are the recipients of this study. They will benefit from its results as they will be guaranteed to receive appropriate and beneficial school disciplinary policies.

For other researchers. The study’s findings and recommendations could be utilized to develop similar research projects.

DOI 10.5281/zenodo.12754065 

Updated version: DOI 10.5281/zenodo.12754403

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Assessment plays a crucial role in education, providing valuable insights into student learning and mastery of concepts. In the classroom setting, two main types of assessments are commonly utilized: formative assessment and summative assessment. Both types serve distinct purposes and contribute to the overall assessment of student progress and achievement.

Formative assessment is an ongoing process that takes place during instruction, providing feedback to both teachers and students on learning progress. This type of assessment is formative in nature, meaning it is designed to shape and inform future instruction. Formative assessments can take various forms, such as quizzes, discussions, observations, and homework assignments. By collecting data on student understanding and performance, teachers can make timely adjustments to their teaching strategies, lesson plans, and instructional methods to better meet the needs of their students.

Formative assessment serves several key purposes in the classroom. Firstly, it helps teachers gauge student understanding in real-time, allowing them to identify areas of confusion or difficulty. This enables teachers to provide targeted interventions and support to help students master challenging concepts. Additionally, formative assessment promotes student engagement and motivation by involving students actively in the learning process. By receiving feedback on their progress, students become more aware of their strengths and areas for improvement, leading to increased self-efficacy and confidence in their learning abilities.

On the other hand, summative assessment is used to evaluate student learning at the end of a unit, course, or instructional period. Unlike formative assessment, summative assessment is conducted after instruction has taken place and is typically used to assign grades or determine student mastery of specific learning objectives. Examples of summative assessments include final exams, standardized tests, and end-of-term projects. While formative assessment focuses on the process of learning, summative assessment emphasizes the outcomes and results of learning.

Summative assessment serves as a means of evaluating student achievement and performance against established standards or learning goals. It provides a comprehensive overview of what students have learned over a given period and informs decisions about student progress, placement, and academic achievement. While summative assessment tends to be more high-stakes than formative assessment, it is essential for providing accountability and measuring student proficiency in a standardized manner.

Analyzing the use of formative and summative assessment in the classroom provides valuable insights into their respective roles and impacts on student learning. Formative assessment, characterized by its continuous nature and focus on feedback during the instructional process, serves as a diagnostic tool to inform and adapt teaching practices. By assessing student understanding and progress in real-time, teachers can make timely adjustments to their instruction, address misconceptions, and provide targeted support to meet student needs. This proactive approach enhances student engagement, promotes a growth mindset, and fosters a collaborative learning environment where students are actively involved in their own learning journey.

On the other hand, summative assessment, conducted at the end of a unit or course to evaluate student learning outcomes, serves a different but equally important purpose in the educational landscape. Summative assessments, such as final exams or standardized tests, provide a comprehensive snapshot of student achievement and mastery of specific learning objectives. They are instrumental in determining student grades, academic progress, and overall proficiency in a standardized manner. While summative assessments are often high-stakes and carry significant weight in grading and academic evaluation, they play a critical role in accountability, measuring student performance against established standards, and informing educational decisions at a broader level.

Formative assessment, with its emphasis on ongoing feedback and student-centered approach, lays the groundwork for effective teaching and personalized learning experiences. By monitoring student progress and adapting instruction based on formative assessment data, teachers can create a supportive and responsive learning environment that meets the diverse needs of learners. In contrast, summative assessment provides a summative analysis of student achievement, offering a comprehensive overview of learning outcomes and proficiency levels. The combination of formative and summative assessments allows educators to strike a balance between continuous improvement and outcome evaluation, ultimately enhancing student learning, promoting academic growth, and driving overall educational excellence.

Through a holistic analysis of formative and summative assessment practices in the classroom, educators can harness the power of both assessment types to optimize teaching and learning experiences for students. By integrating formative assessment strategies to inform instructional decisions and leveraging summative assessments to evaluate student mastery and proficiency, educators can create a robust assessment framework that supports student growth, enhances teaching effectiveness, and fosters a culture of continuous improvement in the classroom.

DOI 10.5281/zenodo.12770144 

Text messages and chat platforms have become prevalent modes of communication, especially among younger generations. While these platforms offer convenience and efficiency in exchanging information, they can also have an impact on learners' writing composition and spelling skills.

1. Brevity and Informality: Text messages and chats often prioritize brevity and informality, leading to the use of abbreviations, acronyms, and emojis. This can influence learners to carry over these casual writing styles into formal writing tasks, affecting their composition quality.

The influence of the brevity and informality inherent in text messages and chat platforms on learners' writing extends beyond just the use of abbreviations, acronyms, and emojis. Here are some further points to consider in this context:

a. Lack of Elaboration: In text messages, individuals often aim to convey their message succinctly, leading to a lack of elaboration or detailed explanation. When learners transition to formal writing tasks, they may struggle to express complex ideas fully due to a habit of prioritizing brevity over depth.

b. Impact on Sentence Structure: The condensed nature of text messages can encourage fragmented sentences, run-on sentences, or a disregard for proper sentence structure. As a result, learners might find it challenging to construct grammatically correct and coherent sentences in academic compositions.

c. Tone and Formality: Text messages typically embrace a casual and conversational tone, which contrasts with the formality required in academic or professional writing. Learners accustomed to the laid-back tone of chats may struggle to adopt the appropriate level of formality when composing essays or reports.

d. Engagement with Academic Sources: Text messages often prioritize personal opinions, immediate responses, and colloquial language, whereas academic writing demands engagement with scholarly sources, critical analysis, and evidence-based arguments. Learners may find it challenging to transition from a conversational style to a more rigorous and evidence-supported approach.

e. Attention to Detail: Due to the fast-paced nature of digital conversations, individuals may overlook grammar, spelling, or punctuation errors in text messages. This lack of attention to detail can transfer to formal writing contexts, impacting the overall quality and professionalism of learners' compositions.

Educators can address these challenges by providing explicit instruction on the conventions of formal writing, offering opportunities for peer feedback and revision, and emphasizing the importance of clarity, coherence, and precision in written communication. By guiding learners to recognize and navigate the differences between various writing contexts, educators can help them develop versatile and adaptable writing skills for academic and professional success.

2. Spelling Errors: Due to autocorrect features and predictive text in messaging apps, learners may become reliant on these tools and overlook correct spelling. This overreliance can hinder their ability to spell words accurately in contexts where such assistance is unavailable.

The issue of spelling errors resulting from autocorrect features and predictive text goes beyond just the potential overreliance on these tools. Here are some further insights to consider:

a. Word Recognition: Over time, learners may become reliant on autocorrect to recognize and correct misspelled words for them. This reliance can lead to a lack of attention to the spelling of words, as individuals trust the technology to automatically correct any errors. Consequently, learners may struggle to recognize misspelled words on their own without relying on technology.

b. Vocabulary Expansion: Autocorrect tools often suggest the most common or probable words based on the initial input. While this can be helpful in casual conversations, it may limit learners' exposure to and exploration of a broader vocabulary. As a result, learners may miss out on opportunities to learn new words and expand their language proficiency.

c. Contextual Understanding: Autocorrect and predictive text functions may not always capture the intended meaning or context behind a word. In academic or professional writing, where precise language is crucial, learners need to develop the skills to select the most appropriate words based on context. Relying solely on autocorrect can compromise this critical thinking skill.

d. Proofreading Skills: When learners heavily depend on autocorrect for spelling accuracy, they may neglect the importance of proofreading their work. Effective proofreading involves not only checking for spelling errors but also verifying the overall coherence, grammar, and style of the written piece. Overreliance on autocorrect can hinder the development of these essential proofreading skills.

e. Spelling Consistency: Autocorrect tools may sometimes suggest different spellings for the same word, leading to inconsistency in spelling within a learner's writing. This inconsistency can detract from the overall professionalism and clarity of their work, especially in contexts that require a high level of precision and consistency.

To mitigate the negative effects of overreliance on autocorrect, educators can encourage learners to practice spelling independently, engage in vocabulary-building exercises, and prioritize manual proofreading techniques. By fostering a balanced approach that integrates technology as a helpful tool rather than a crutch, educators can empower learners to develop strong spelling skills and accurate written communication habits.

To mitigate these potential negative impacts, educators can incorporate lessons that emphasize the distinctions between informal and formal writing styles, encourage exposure to diverse reading materials, and provide opportunities for deliberate practice in writing conventions. By striking a balance between leveraging the efficiency of text-based communication and nurturing strong writing skills, learners can develop a versatile writing repertoire suited for various contexts.

DOI 10.5281/zenodo.12770196 

CHAPTER 1

INTRODUCTION

Background of the Study

         Standing up in public and giving a speech is one of the greatest fears for most people. However, this is the ultimate challenge for students, particularly language students, as having good public speaking skills is of utmost importance in the field of education. According to Art of Presentations (2023), public speaking is the art of conveying a message verbally to an audience of more than one individual. It is a vital skill, especially among students in senior high school who are expected to be articulate and well-versed in the clarity of presenting information in front of their classmates during group output reporting, discussion, or speech presentation.

         Public speaking skills help improve the communication skills and critical thinking skills of students. When writing a speech, one has to think carefully about the best framework, persuasive strategy, and diction to communicate your message to the audience. This type of thinking can help improve communication skills in other areas of life. Furthermore, public speaking is an excellent way to build critical thinking skills. Writing a speech requires a great deal of careful thought, from the audience analysis to the closing sentence (Barndard, D., 2017).

         Moreover, public speaking skill is a crucial factor in determining students’ success in learning. Research indicates that acquiring good communication skills in the public speaking course enabled students to get good grades in other courses (Dwyer, Carlson, & Kahre, 2002), and had a positive impact on the way students perceived their ‘behavioral competence’, ‘self-esteem’, and their ‘willingness to communicate’ (Morreale, Hackman, & Neer, 1995, 1998). Good communication skills are crucial to all students’ personal, academic, and professional success (Morreale & Pearson, 2008).

         Thus, the present study sheds light on the academic performance of senior high school students by investigating their public speaking skills. It attempts to determine whether there is a significant relationship between the public speaking skills and academic performance of the respondents.

Statement of the Problem

         In the context of education, it is often asked whether a student's ability to communicate well is an asset for achieving academic excellence. This study aims to investigate the correlation between the public speaking skills of senior high school students and their academic performance. Particularly the proponents of this study shall address the following questions:

1. What is the profile of senior high school learners in terms of their age and gender?

2. What is the average public speaking ability of senior high school learners?

3. What is the senior high school learners’ academic performance, in terms of their first quarterly grade?

4. Is there a significant relationship between gender and academic performance of senior high school learners?

5. Is there a significant relationship between age and academic performance of senior high school learners?

6. Is there a significant relationship between the public speaking skills and academic performance of senior high school learners?

Scope and Delimitation of the Study

         This study deals primarily with the following variables: public speaking skills in terms of non-verbal skills, verbal skills, and content; student profile in terms of age and gender; academic performance in the first quarter; and the relationship between these variables.

This study is also limited to senior high school respondents, who are currently enrolled in Nena National High School.

Significance of the Study

         This study points out the public speaking skills of senior high school students at Nena National High School and their academic performance. Awareness of the relationship between public speaking skills and academic performance would benefit the following groups:

1. English teachers will gain a better understanding of their students’ public speaking skills and academic performance. They will be able to examine their own teaching methods to improve students’ public speaking skills and academic performance.

2. Learners to identify their difficulties in public speaking and to ascertain what further learning strategies are necessary. Learners need to be aware of their difficulties in public speaking; when listeners know about their own difficulties, they will be able to improve their speaking skills and become good communicators.

3. Syllabus designers and materials writers to make further improvements in the teaching materials and help students develop their public speaking skills.

4. Researchers who are interested in using the findings as a basis for further study in the area to address the issue of bridging the gap between high and poor academic performers, in relation to public speaking skills.

DOI 10.5281/zenodo.12770257 

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For the longest time, it is my understanding that leaders are born meaning that there are those who are born with the ability to lead others. But later on, I realized, based on what I have seen and experienced, that leaders are made. Anyone has the potential to become a leader and that we only have to discover the leader in us.

There were so many times in the past that I avoided to take assignments of leadership because of fear and uncertainty. I was less sure if I can do justice to the position or job. Most of the time, I opted to be a follower for I felt that I was not a leader.

It took my job as a teacher to make me realize that leaders are made. It can be developed. Skills can be acquired and practiced. Leadership has nothing to do with personality. You just have to leave your comfort zone and learn to understand social situations and processes, and choose the right action at the right time. Just like anything else, you can achieve anything you set your heart to through hard work.

It is my childhood dream to become a teacher and this drove me to pursue a vocation in education. Later, I realized that teaching my students also entails being an inspiration to them to be the best they can be. Someone said, “The mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires,” I want to be a great teacher! To do this, I need to set an example for my students to follow which requires leadership. At first, I sort of drifted into the position because I have no choice but over time, as I was assigned leadership positions at school other than teaching, this helps developed skills and abilities that I did not know I have. The position prepared me to be more accepting of my leadership role in the lives of my students. Leadership now is a conscious and intentional choice as part of my life as a teacher. I am training future leaders, not only to be the best they can be but also do great things. I am leading them into a fulfilling destination of possibilities. It is clear to me that the benefit of leadership outweighs the cost. Teaching and leading future leaders, inspiring children that they can be what they set their minds and hearts to. Encouraging them to realize their potential at the same time helping them develop new skills and motivate them to get better at what they are doing. I can also be an influencer for good. I lead my students to become better persons who will make better decisions in life. I can lead them to become responsible persons and citizens. As a teacher who leads, I can be a channel of good not only in my school but in the society as well. I am an instrument in making the world a better place. 

DOI 10.5281/zenodo.12776648 

ABSTRACT 

This study assessed and validated the instructional material in the subject Theories of Crime Causation for criminology students and in response with the implementation of CMO No. 05, Series of 2018. This study employed the descriptive – survey method and employed the questionnaires as tools or techniques in gathering data. The respondents of this study composed the criminology police investigators, criminology students, and criminology educators in Tarlac City. The study focused on the evaluation and validation of the instructional material in the subject Theories of Crime Causation and this study was conducted within academic year 2021–2022 respectively. There are 150 respondents involved in the study. The research paper utilized Cronbach’s Alpha to test the reliability of the indicators in the research tool. To determine the reliability, internal consistency and validity of the questionnaires, the dry run was included with the content validation. In the evaluation of the topics and concepts of the proposed instructional material, the overall assessment of the respondents is Strongly Agree. In the test of significant difference between respondent’s evaluation on the topics and concepts of the proposed instructional material, the result shows that there is no significant difference in the evaluation of the group of the Police Investigators, Criminology Educators, and Criminology students. Based on the results of the study, the proposed instructional material is well developed to provide sufficient direction and guidance to the students and instructors. The proposed instructional material is valid as instructional tool as well as learning process and innovation in instruction. 

1.   INTRODUCTION

         The society in general has determined that there is scarcity in the education systems, and we are in a direction toward restructuring more importantly. However, instructional systems practitioners are setting new ideas in these efforts and are promoting systems view for the problems facing education. These problems were dictated by the implementation of CMO 05 effective academic year 2018–2019 have caused tremendous shifts in the teaching and learning delivery system since there were courses/subjects that were realigned, integrated with another courses. Another contributing condition was the emergence of the COVID-19 pandemic which brought unprecedented disruptions in educational institutions. The challenge then was how to continue teaching and learning beyond the usual face-to-face instruction. Thus, it has become an urgent need to explore other innovative learning modalities that will facilitate flexible teaching and learning methods.

         Today, all levels of instruction are moving to individual programs, making it essential for classroom teachers to learn to create their own self-teaching materials. A characteristic of teachers who have grown up in selected areas is the ability to organize and develop curriculum materials that match the level of preparation and understanding of the child (Salandanan 2009). Salandanan further emphasized that classroom materials are the best way for teachers to lead their students to a daily quest for better understanding and verification, especially using printed matter. Developing educational materials such as outcome-based curriculums will further help learners acquire the qualities, intellectual discipline, spirit, and values associated with liberal education. The teachers should be able to plan, organize and develop suitable instructional materials whether in a class or a student.

         In response to these challenges, educational institutions are now moving towards a more learner-centered approach in the academe sector. It is since the teacher-centered approach characterized by transmission of information is either insufficient or ineffective or both to learners with the above skills. To facilitate student-centered learning, many authors suggest the use of instructional material that promotes self-regulation and shall promote learning independence. Thus, will be used as primordial concerns of the researcher to develop a Syllabus Based instructional material in the subject Theories of Crime causation for Criminology Students.

         This study attempted to assess and validate the instructional material in the subject Theories of Crime Causation for criminology students and in response with the implementation of CMO No. 05, Series of 2018. Thus, the focus of the study was on the evaluation and validation of the instructional material in the Theories of Crime Causation.

Theoretical Framework

The study is anchored with the CHED Memorandum Order (CMO) No. 05, Series of 2018 – POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN CRIMINOLOGY (BS Criminology) PROGRAM. As per Section 5.2 of CMO 05, series of 2018 stated that, “The field of criminology is the study of crime and the various agencies as they operate and react to crime, criminals and victims. Also, under Section 15.4 Faculty - it is provided that the faculty members shall be encouraged by the school to undertake research and other related development activities for the purpose of professional growth. Furthermore, the researcher rationalize the following: as to the development of an instructional material: 1) State Universities and Colleges (SUCs) as mandated by the institution’s, vision, mission and objectives are required to conduct researches as one of the four functions alongside with instruction, extension and production; 2) academic personnel in all SUC’s must possess a masters’ degree in their field of specialization; 3) as one of the major requirements in the National Budget Circular 461 or (NBC 461), all faculty members in the SUCs will only be appointed as permanent plantilla item after finishing the masters’ research, published and produce.

2.   RESEARCH METHOD

                   This study employed the descriptive – survey method and utilized the questionnaires as tools in the gathering data to answer the subproblems of the study. Descriptive research is a purposive method of gathering, analyzing, classifying, and tabulating data about prevailing conditions and practices of evaluating and validating of a research study which is present investigation was conducted to ascertain the validity and reliability of the lessons, activities, and topics included in every chapter of the proposed instructional material in Criminology 2 – Theories of Crime Causation.

DOI 10.5281/zenodo.12776712 

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Abstract

This study aimed at determining the effect of Technology-Mediated (T-M) and Face-to-Face (F-t-F) as methods of teaching the English segmental phonemes to students in the tertiary level.  This study adopted the quasi-experimental pretest-posttest design and employed two treatment groups comprising T-M instruction class and F-t-F instruction class.  The Mann-Whitney U test revealed that there is no significant difference in the means of the pretest scores of students’ oral production of English segmental phonemes exposed to T-M and F-t-F instructional methods.  This indicates that the students in the T-M and F-t-F instructional classes did not differ significantly in their pretest performance.  Both classes had more or less the same ability at the start of the treatment period and, therefore, comparable in terms of their pretest proficiency.  However, there is a significant difference in the means of the posttest scores of the students’ oral production of English segmental phonemes when exposed to T-M and F-t-F instructional methods.  This shows that although both classes obtained “satisfactory” posttest performance from “moderately satisfactory,” the F-t-F class performed better than the T-M class.  The result apparently reveals that the real live teacher can still be considered more effective in the delivery instruction such as teaching the English segmental phonemes.  The investigation further aimed at determining whether or not there is a significant difference in the means of the pretest and posttest proficiency of students’ oral production of English segmental phonemes exposed to T-M and F-t-F.  The Wilxocon Signed Ranks test revealed that there is a positive and significant difference in the means of the pretest and posttest proficiency of students’ oral production of English segmental phonemes exposed to T-M and F-t-F instructional methods.  Therefore, the T-M and F-t-F instructional methods in teaching the English segmental phonemes were both effective for the students’ proficiency in their oral production of the English segmental phonemes.

Keywords: Technology-mediated, face-to-face teaching, pronunciation, teaching strategies,

      English segmental phonemes, teaching modes

DOI 10.5281/zenodo.12787220 

ABSTRACT

In the diverse and complex landscape of Lanao del Sur, Philippines, both distinct systems of governance—the traditional Kapamagidala system and the modern barangay election system—thrive in their characteristic ways of social cohesion and conflict resolution. This comparative study on the nuances of these systems sheds light on their respective impacts, challenges, and opportunities emerging from a running transition. Using mixed methods research design, it will explore the central mechanisms employed in the Kapamagidala that foster community harmony and how those compare to the conflict resolution methods used in barangay elections. Qualitative interviews and focus groups with residents, traditional leaders, and elected officials will enrich this understanding.

The results reveal that the Kapamagidala system, by way of consensus-building, familial ties, and customary practices, plays a fundamental role in ensuring social cohesion in communities in Lanao del Sur. In contrast, the barangay election system often appears less effective at bringing about togetherness due to political division and struggles over power. It also concurs that the transition between the two governance modes is not a walk in the park but brings with it some complicated problems and, at the same time, unique opportunities. That said, proper local governance should be an issue-based integrated and collaborative approach.

The research identifies recognition and capacity building of the traditional governance, enhancement of barangay election credibility and hybrid development of conflict resolution methods from both systems' strengths. Through this kind of understanding, policymakers and stakeholders, among others, could enhance social cohesion and conflict resolution toward raising general well-being for communities in Lanao del Sur.

Keywords: Kapamagidala system, barangay elections, social cohesion, conflict resolution, traditional governance, local governance, Lanao del Sur, Philippines

I. INTRODUCTION: The traditional Kapamagidala system in Lanao del Sur, Philippines, plays a crucial role in community governance and conflict resolution among the Maranao people, relying on the authority of traditional leaders. These leaders are appointed based on lineage, knowledge of customary laws, and community respect, acting as intermediaries between formal state institutions and the local population. In contrast, the modern barangay election system is the primary form of local governance in the Philippines, but it has faced challenges in Lanao del Sur, including frequent postponements and presidential appointments. The Mindanao conflict has also significantly impacted the region, with efforts for peace including the Tripoli Agreement and the creation of ARMM. Despite the strong influence of traditional and religious leaders, the increasing role of state institutions and local politicians in appointing Kapamagidala leaders has led to tensions regarding the system's autonomy. This study compares the impact of the Kapamagidala system and modern barangay elections on social cohesion and conflict resolution in Lanao del Sur, examining each system's mechanisms and community perceptions of their effectiveness.

Statement of the Problem

The coexistence of traditional Kapamagidala designations and contemporary barangay elections in Lanao del Sur raises a substantial question regarding their impact on social cohesion and conflict resolution within the communities. In a province struggling to protect its cultural heritage amidst contemporary political structures, it is essential to understand how these two election systems contribute to community cohesiveness and stability. A thorough analysis of each system is required to establish its unique role in supporting societal cohesion and effective dispute resolution. Precisely, the study was guided by these research questions:

1.     How does the Kapamagidala system in Lanao del Sur contribute to social cohesion within communities, and how does this compare to the impact of modern barangay elections on social unity?

2.     What are the key mechanisms employed within the Kapamagidala system that foster conflict

resolution and community harmony, and how these mechanisms differ from conflict

resolution methods in barangay elections?

3.     To what extent do community members in areas practicing the Kapamagidala system and

those experiencing modern barangay elections perceive the effectiveness of their respective

governance systems in promoting social cohesion and resolving conflicts?

RESEARCH METHODOLOGY: The study employed a qualitative research design to explore the comparative impact of the Kapamagidala system and modern barangay elections on social cohesion and conflict resolution in Lanao del Sur. This approach provided an in-depth understanding of the research problem by incorporating narrative data from the perspectives of key stakeholders. The qualitative component involved semi-structured interviews with key informants, including traditional Kapamagidala leaders, elected barangay officials, community members from areas practicing the Kapamagidala system and those experiencing modern barangay elections, as well as religious and civil society leaders. These interviews explored participants' perceptions, experiences, and perspectives on the Kapamagidala system and barangay elections and their impact on social cohesion and conflict resolution. Focus group discussions were also organized with community members to gain insights into collective views and experiences related to social cohesion and conflict resolution under the two governance systems. Additionally, observations of community gatherings, conflict resolution processes, and local governance practices were conducted to gain a deeper understanding of the dynamics at play. A purposive sampling technique was used to select participants for the qualitative component, ensuring a diverse range of perspectives and experiences. The qualitative data, including interview transcripts, focus group discussions, and observation notes, were analyzed using thematic analysis and content analysis to identify key themes and patterns. The study adhered to ethical research guidelines, including obtaining informed consent from all participants, ensuring confidentiality and anonymity, minimizing potential risks and harms, and providing participants with information about the study and its purpose.

RESULTS: The findings from the focus group discussions and interviews provide valuable insights into the comparative impact of the Kapamagidala system and modern barangay elections on social cohesion and conflict resolution in Lanao del Sur. Participants highlighted that the Kapamagidala system plays a significant role in promoting social cohesion within communities. Traditional leaders, Kapamagidala, are respected and seen as legitimate authorities capable of managing local affairs and preserving unity through consensus-building, familial relationships, and customary practices. Conversely, participants perceived the modern barangay election system as less effective in fostering social cohesion, often leading to increased division and conflict due to political struggles and power dynamics. The frequent postponement of elections and the appointment of officials by the President were also seen as undermining the legitimacy and effectiveness of this system. Transitioning from the Kapamagidala system to the modern barangay election system presents challenges, as people are not yet enthusiastic about new methods, but it also offers opportunities for more modern solutions to community problems. The Kapamagidala leaders are adapting to the changing governance landscape by providing opportunities for people to learn new methods and processes. The findings emphasize the importance of traditional governance systems like the Kapamagidala in promoting social cohesion and effective conflict resolution. Policymakers and stakeholders should consider leveraging the strengths of both systems to address the unique needs of local communities, potentially incorporating traditional conflict resolution practices into formal legal frameworks while ensuring the autonomy and legitimacy of traditional leaders.

FINDINGS & CONCLUSION: The study aimed to explore the comparative impact of the Kapamagidala system and modern barangay elections on social cohesion and conflict resolution in Lanao del Sur. The findings reveal that the Kapamagidala system plays a significant role in promoting social cohesion within communities, emphasizing consensus-building, familial relationships, and customary practices, which help preserve unity and cooperation among community members. The Kapamagidala are respected traditional leaders with the authority and legitimacy to manage local affairs, focusing on restoring social harmony and maintaining community ties, thus contributing to a strong sense of collective identity and mutual support. In contrast, the modern barangay election system is perceived as less effective in fostering social cohesion, often marked by political divisions and power struggles, leading to more conflict and fragmentation within the community. The frequent postponement of elections and the appointment of officials by the President undermine the legitimacy and effectiveness of this system, which relies on formal legal frameworks less effective in addressing local issues. The transition from the Kapamagidala system to the modern barangay election system presents both challenges and opportunities, including the need for community members to adapt to new methods and potential loss of traditional structures, but also the potential for modern solutions to community problems and increased access to resources. Kapamagidala leaders are adapting by providing opportunities for learning about new systems. The findings highlight the importance of traditional governance systems in promoting social cohesion and effective conflict resolution, suggesting that integrating traditional and modern approaches may enhance local governance effectiveness and social stability. Policymakers and stakeholders should leverage the strengths of both systems to address local community needs, underscoring the need for a nuanced understanding of their roles in fostering social cohesion and conflict resolution in Lanao del Sur.

RECOMMENDATIONS: The findings of this study on the comparative impact of the Kapamagidala system and modern barangay elections in Lanao del Sur underscore the need for a nuanced and integrated approach to local governance. To address challenges and leverage opportunities presented by the transition between these two systems, several recommendations are proposed. First, recognize and empower traditional governance structures by formally acknowledging the legitimacy and authority of Kapamagidala leaders and integrating their practices into the formal governance framework. Second, enhance the legitimacy and effectiveness of barangay elections by ensuring timely and transparent elections, strengthening local election bodies, improving voter education, and establishing mechanisms for addressing electoral disputes. Third, facilitate a collaborative transition process by involving traditional leaders, elected officials, civil society organizations, and community members in workshops, dialogues, and training programs. Fourth, develop integrated conflict resolution mechanisms that combine traditional practices with the rule of law to maintain social harmony and uphold fairness and accountability. Fifth, invest in community-driven development initiatives that empower residents to identify and address their priorities through community-based planning and project implementation. Lastly, foster continuous dialogue and collaboration between traditional leaders, elected officials, and community members through regular forums, consultations, and joint problem-solving efforts to build trust, mutual understanding, and innovative solutions.

BIBLIOGRAPHY

Adam, J., & Vanden Boer, D. (2015). Conflict mediation and traditional authority in the province of Lanao del Sur, Mindanao. Justice and Security Research Programme, International Development Department, London School of Economics. Retrieved from https://core.ac.uk/download/pdf/55889484.pdf

Adam, J., & Vanden Boer, D. (2015). Conflict mediation and traditional authority in the province of Lanao del Sur, Mindanao. Justice and Security Research Programme, International Development Department, London School of Economics. Retrieved from https://core.ac.uk/download/pdf/55889484.pdf

Bangsamoro Planning and Development Authority. (n.d.). Lanao del Sur. Retrieved from https://bcpch.bangsamoro.gov.ph/lanao-del-sur/

Barangay elections. (n.d.). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Barangay_elections

Freedom International Foundation. (2023). Local Elections: The Barangay Elections and the Presidency. Retrieved from https://www.freiheit.org/philippines/barangay-elections-and-presidency

International Labour Organization. (n.d.). Lanao del Sur launches biggest water system with ILO-Japan Mole. Retrieved from https://www.ilo.org/resource/news/lanao-del-sur-launches-biggest-water-system-ilo-japan-mole

Lanao Del Sur. (2017). Retrieved from https://www.scribd.com/document/333361496/Lanao-Del-Sur

Lanao del Sur. (n.d.). In PhilAtlas. Retrieved from https://www.philatlas.com/mindanao/barmm/lanao-del-sur.html

Lanao del Sur. (n.d.). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Lanao_del_Sur

Lara, F. J., & Schoofs, S. (2013). Conflict mediation and traditional authority in the province of Lanao del Sur. Conflict Research Group, University of Ghent.

League of Cities of the Philippines. (2022). On the Postponement of the Barangay Elections and Appointment of the Barangay Officials by the President. Retrieved from https://lcp.org.ph/UserFiles/League_of_Cities/file/62nd%20NEB_On%20the%20Postponement%20of%20the%20Barangay%20Elections%20and%20Appointment%20of%20the%20Barangay%20Officials%20by%20the%20President.pdf

PalayStat System. (n.d.). Lanao del Sur | Provincial Overview. Retrieved from https://palaystat.philrice.gov.ph/quick-facts/graph/36/Lanao_del_Sur

Supreme Court of the Philippines. (2022). Lanao del Sur Shariah Circuit Court. Retrieved from https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/13691

Supreme Court of the Philippines. (2023). SC issues amendments to rules of procedure in barangay and sangguniang kabataan election contests. Retrieved from https://sc.judiciary.gov.ph/sc-issues-amendments-to-rules-of-procedure-in-barangay-and-sangguniang-kabataan-election-contest

Supreme Court of the Philippines. (n.d.). Lanao del Sur Shariah Circuit Court. Retrieved from https://sc.judiciary.gov.ph/lanao-del-sur-shariah-circuit-court-sccmalabang-balabagan-kapatagan-sultan-gumander-marogong

Wikipedia. (n.d.). Lanao del Sur. Retrieved from https://en.wikipedia.org/wiki/Lanao_del_Sur

DOI 10.5281/zenodo.12787426 

ABSTRACT:

The knowledge, attitudes, and practices (KAP) of industrial engineers regarding their Code of Ethics are assessed in this study. The research, which used a descriptive research approach and a thorough survey of 100 industrial engineers, reveals high levels of awareness and compliance with ethical principles in many areas. Still, it also identifies essential gaps, especially with accepting deceptive behavior under certain conditions and the non-disclosure of unsafe processes. The findings highlight the necessity of improved ethical training and continuous professional development to address these gaps and develop a strong ethical culture within the industrial engineering profession.

Keywords: Knowledge, Attitude, and Practices (KAP), Code of Ethics, Industrial Engineers, Ethical standards

INTRODUCTION:

Industrial engineers focus on optimizing intricate systems and developing efficient processes that integrate labor, money, time, materials, and information to generate tangible goods or provide services. In their field, following the highest standards of accountability, honesty, and public safety is the main objective. Therefore, in order to maintain the credibility and trust of their profession, it is necessary to know how effectively industrial engineers follow these ethical standards. According to Davis and Parker (1997), professionals must have a solid ethical foundation to effectively resolve challenging ethical issues at work.

To provide insight into industrial engineers' awareness, impressions, and actual implementation of ethical standards in their line of work, this research aims to evaluate the Knowledge, Attitudes, and Practices (KAP) of industrial engineers regarding their code of ethics. Launiala (2009), described KAP analysis (Knowledge, Attitude and Practice) to identify the gaps and reveal misconceptions that may help to develop targeted interventions.

This study wants to identify any gaps in industrial engineers' awareness of their Code of Ethics. The way industrial engineers understand their ethical guidelines affects the significance that they think ethics are to their daily jobs. Therefore, their attitudes towards these principles are equally important. Understanding those viewpoints may help organizations and higher education institutions in modifying their educational programs to promote an enhanced moral culture in the industrial engineering community. Treviño and Nelson (2011) highlighted that perceptions about ethics have a significant impact on moral behavior and ethical choices.

This research aims to add to the ongoing efforts to improve ethical standards in the profession by offering a comprehensive assessment of industrial engineers' knowledge, attitudes, and practices (KAP) regarding their Code of Ethics. The results will help professional organizations, universities and colleges, and officials to create policies that encourage moral conduct in the field of industrial engineering.

OBJECTIVES

This study aims to determine the knowledge, attitudes, and practices of industrial engineers based on their code of ethics. Specifically, it sought to answer the following:

1. To identify the demographic profile of industrial engineers participating in the study, including the following:

1.1  Age

1.2 Gender

1.3 educational background

1.4 years of experience

1.5 current employment sector

1.6 CIE passer

2. To determine the respondents' level of knowledge regarding the Code of Ethics in Industrial Engineering, focusing on their understanding of specific principles, standards, and guidelines.

3. To assess the respondents' attitudes towards the Code of Ethics in Industrial Engineering, including their perceptions of its importance and relevance to their professional conduct.

4. To determine the respondents' level of practices in adhering to the Code of Ethics in Industrial Engineering, including how frequently and effectively they apply ethical principles in their work.

5. To analyze the significant differences in knowledge, attitudes, and practices (KAP) regarding the Code of Ethics among industrial engineers when grouped according to their demographic profiles.

6. To provide recommendations based on the research findings to enhance the awareness, understanding, and adherence to the Code of Ethics among industrial engineers, promoting ethical standards and practices within the profession.

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DOI 10.5281/zenodo.12815157 

The Mother Rita Barcelo Outreach Center (MRBOC) is an extension and outreach office of La Consolacion College-Bais City whose goal is to craft a developmental and community-based program within the framework of Laudato Si the Encyclical Letter of Pope Francis. MRBOC has launched three (3) programs comprising five (5) projects in Barangay San Isidro Bais City, Negros Oriental, namely, mangrove planting, clean-up drives, feeding, livelihood, and scholarship programs.

         Launched in 2019, the mission is to support and improve integrated coastal resource management and promote economically viable livelihood that would result in sustainable income generation for partner families, improved nutritional status of children, and access to basic education in the form of a scholarship program.

         After five (5) years of implementation, MRBOC through its head, requested the director of LCC Research Office to form a team to conduct an impact evaluation of the programs implemented in Barangay San Isidro, Bais City. The study was done through (1) a review of relevant program documents; (2) conducting preliminary visits and meetings; (3) field surveys using a structured interview questionnaire, sociodemographic profile, and knowledge, attitude, and practice test, to use group discussion and key information management.

         The respondents’ demographic profile revealed the following: (1) majority female, married and catholic; (2) 36.67 percent were 60 years old and above, and about 23.33 percent attended tertiary education; (3) 43.33 work in the government and 66.67 percent do not own the land where they build their houses and 53.33 percent own a house.

         The knowledge, attitude, and practice (KAP) test results were impressive. All of the respondents score 100% in knowledge, attitude, and practice about mangrove management.

         In the planting of mangrove seedlings, the joint effort between local partners and volunteers planted a total of 20,000 seedlings in the area site. However, there was high mortality of the seedling growth based on the actual counting of seedling survival. Many factors were attributed to the high mortality of seedlings: (1) unhealthy seedlings due to stemborer and fungus infestation; (2) typhoon Odette which affected the growth and development of the seedlings; (3) lack of monitoring process of the seedlings.

         The livelihood project was implemented by giving local partners start-up capital to open a small store for selling rice to members of the women's association. Initially, the association was able to earn ₱17,000.00 gross sale of its rice business. However, about ₱14,000.00 are still collectible from the members, leaving only a cash-on-hand of ₱3,000.00. This finding of low collection payment from members was due to low income, just enough to feed their family daily. Furthermore, offices need training in livelihood management.

         Another social intervention was the feeding program to nurture the nutritional status of poor children. Fifteen (15) feeding activities were implemented in the community targeting the malnourished children. Students, faculty, and personnel of LCC volunteered to serve the meals for children. More importantly, some parents of the student volunteers prepare the meals including cash to buy other materials. The parents of the children expressed that the program had a high impact in terms of the performance of their children in school and health improvement.

         In terms of the scholarship program, to date, two (2) children with poor parents were made scholars for the school year 2024-2025. This intervention was found to be a good strategy for poor children to finish basic education to become professionals and to be part of the manpower pool of the community in the years to come.

         Results in assessing the MRBOC management program and project indicated that program management meets its target objectives per project. Concerning institutionalization, the program has achieved high in (1) catalyzing support and facilitating resource mobilizing; (2) carrying activities aimed at strengthening the capacity and capability of partners and other stakeholders; (3) initiating the establishment of linkages at local, national, and international institutions. Overall, the above efforts got a high satisfaction rating at all levels of operation.

         In conclusion, the Mother Rita Barcelo Outreach Center (MRBOC) has implemented innovative and integrated community-based programs in coastal management. It has improved the socio-economic conditions of the family partners through livelihood, feeding, and scholarship programs. Through a participatory and interactive approach to the project activities, family partners, particularly the women's association had been transformed to be a core of local volunteers in assisting project activities in the community.

MRBOC projects have made an impressive milestone in enhancing partners’ knowledge, attitude, and practices in mangrove rehabilitation for biodiversity protection and ecological sound habitat for all living organisms. The result also made a partial improvement in the income generation of partners Similarly, it has attracted support from other institutions and groups. The success of the program is due to the effectiveness and efficiency of the leadership of MRBOC in the operation of projects at different levels of partners. Moreover, the positive values like teamwork, honesty, solidarity, hard work, and love of God as manifested in the student’s reflection paper are a good assurance for the continuity of the mangrove planting initiative in the area.

Some important general issues and recommendations, however, must be considered to improve the implementation of the program/projects such as (1) sustainability of project activities; (2) monitoring and evaluation scheme; (3) strengthening local management, leadership, and financial management; (4) networking and partnership; (5) local stewardship of programs/projects and technical training in mangrove management. Finally, specific issues should also be addressed such as (1) formal registration of the women's association and member education; (2) recruitment of more members; and (3) fund support from barangay and city government.

DOI 10.5281/zenodo.12818230 

Abstract

AI is considered to be very potent in the subject of healthcare and is gradually growing in popularity. But there are also many problems linked to the application of such solutions as AI in healthcare, for example, questions of the interaction between different systems or data protection. The purpose of this study is to report on the concerns and opportunities regarding AI in terms of the obstacles to, and implementation of successfully delivering healthcare in today’s society with significant attention being paid to the issue of data safety and security. It describes the sources of bias and considers literature describing different forms of algorithmic/AI bias in education and in the groups that are underrepresented in the development of EdTech software. To address this issue, in this paper, we put forward a Phase, Guarantee, and Utility (PGU) triad-based model to facilitate the evaluation of various PPML solutions in terms of their decomposed privacy-preserving functionalities. In this study, we reviewed available research on security, privacy, and defense mechanisms and policies to enhance the trustworthiness of ML. The study reveals various risks including the reluctance to adopt novel technologies by the care providers in the hospitals, the concern of patients’ confidentiality, technicalities as faced by the IT employees, limitation of access to broad health care data by the researchers, and the concern of the schools to update the existing material. Based on this, the advocacy of this study is on the academic issues and issues of AI in learning incorporated as AIED, the first entry points for the data center nodes; possible offerings that can enrich scholars’ learning and potentiality for data-driven learning, and future opportunities. This study’s surveys’ outcomes reveal that there was a demand for the guidelines’ development to enable the introduction of AI technologies across the units of the health systems and the necessity of possessing robust privacy provisions to safeguard patients’ information.

Introduction

         Artificial Intelligence’s (AI) application in today’s healthcare systems aims to enhance the advancement of accurate patient outcomes, diagnosis, and organization performance. Nevertheless, the use of technology in translation comes with some difficulties. Some of the most critical problems are associated with communication and safety. Interoperability is the extent to which the products and systems of one organization can work with those of other organizations. Within the application of healthcare, this capability is the key to transferring information between different platforms and improving the quality of work done as well as the utilization of data. In contrast, security issues are around the care that should be taken especially in handling patient’s data to avoid cases of leakage, unauthorized access, and other cyber crises.

The need to be certain that there are no issues with compatibility and safety increases as healthcare computerized its processes. In today’s society, growth and development of health care businesses call for the integration of advanced technologies and policies that ensure appropriate and safe sharing of data. In an enterprise setting, options for the exchange of data across multiple systems must be afforded the same degree of operational liberties as the data being exchanged; hence, security and vendor interoperability are intertwined concepts. This intersection brings about specific problems for both healthcare practitioners as well as developers. That is why it is essential to set a comprehensive strategy to solve these challenges with the help of legal regulations, technical support, and community involvement. The objective of this research is to identify the issues faced and strategies to address in improving Interoperability and security in Artificial Intelligence for healthcare. It becomes easier to plan how to harness the efficiency that accompanies AI use in the healthcare facilities without compromising the patients’ privacy or having dysfunctional systems dominating the organization.

Statement of the Problem

While AI offers a lot of advantages in the field of healthcare, a lot of significant problems that hinder its efficient implementation exist. These are the subjects of this paper with a focus on Key Challenges namely Interoperability and Data Security. The primary problems found are: The primary problems found are:

●      Stereotypes and Misconceptions: Such sentiments create doubts in the mind of the general public to think that AI technologies are designed to replicate the jobs of caregivers hence, rejection of these technologies.

●      Resistance to Adoption: Clinical practitioners often feel that AI would erode their responsibilities and therefore there is resistance among many practitioners to adopt artificial intelligence in practice.

●      Inadequate Training and Education: The participants noted a major shortfall in the teaching of proper use of these technologies to the health care professionals: This creates situations where the AI tools are used inappropriately or not effectively enough.

●      Challenges Facing Interoperability: AI applications have to interface with other medical equipment and applications. However, when it comes to the organization’s AI application’s implementation in medical facilities, these problems limit the application’s effectiveness making it less effective or completely ineffective.

●      Privacy and Security for Data: The privacy of these patients remains a paramount consideration because their data is in most cases sensitive. For this reason, AI systems should adhere to the rules related to data privacy and ensure data security to maintain patients’ anonymity.

●      Affordability and Resource Limitations: AI technologies require a big capital expenditure to be put in place before results can be realized. This is currently a cause for alarm given the fact that many healthcare organizations, especially the small ones, are grappling with extravagant costs of deploying as well as maintaining AI technologies.

●      Bias and Equity: It is discovered that the AI inherent biases that are there in the training data set, and therefore health care inequality may be promoted. The main idea of both concepts lies in the fact that AI applications should not be prejudiced and have to provide equal care for different patient populations.

Research Questions:

The study aims to address the following research questions:

●      What are the biggest challenges to the use of AI technologies in healthcare in terms of interoperability and data security?

●      What are the primary worries that healthcare professionals have about the incorporation of AI systems?

●      What techniques may be implemented to improve the interoperability of AI systems in healthcare settings?

●      What safeguards may be implemented to maintain the security and privacy of patient data when employing AI technologies?

The purpose of the study
        The goal of this study is to look into the interoperability and data security challenges that arise when integrating AI into healthcare. By recognizing these issues, the study hopes to make recommendations for resolving them and aiding the effective implementation of AI technologies in healthcare.

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DOI 10.5281/zenodo.12819007 

Being a public school teacher in the Philippines is a profession with significant challenges and difficulties. Despite the noble mission of educating the youth and shaping their future, public school teachers often face struggles that test their dedication and resolve.

One of the primary challenges is the workload. Public school teachers are tasked with teaching several subjects -often not their major of specialization, as well as handling large class sizes. This kind of situation makes it challenging to give individual attention to each student, hence affecting the quality of education.

Another significant struggle is the relatively low salary. Despite the increase over the past years, many teachers still find their wages insufficient to meet their basic needs and support their families. This forces them to seek additional sources of income or, worse, settle with bank loans to suffice their daily needs. Moreover, instead of using their income to pay their bills and buy their needs, they tend to spend it on the renovation of the classroom, purchasing instructional materials, cleaning materials in the school, and much more related to teaching. The low remuneration correlates or sometimes leads to a lack of motivation.

Despite these struggles, many teachers remain committed to their sworn profession. Their dedication to their students is commendable. However, teachers should not settle for these kinds of working conditions. The government's intervention is crucial in addressing these challenges and alleviating teachers’ struggles. By providing resources, offering continuous professional development opportunities, and health maintenance subsidies, the government can significantly improve the quality of education in the Philippines.

DOI 10.5281/zenodo.12903945 

ABSTRACT

Title:                       READINESS ON THE PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT IN GRADE 8 AT AMUCAO NATIONAL HIGH SCHOOL

Researcher:             BENDIA CATLEYA TABUGAN BAJANA

Degree:                    MASTER OF ARTS IN EDUCATION

Major:                     ADMINISTRATION AND SUPERVISION

Institution:               OSIAS COLLEGES, INC.

This study utilized descriptive research for this study to learn about a particular group of learners, known as a sample population. The study examined the Readiness on the Program for International Assessment in Grade 8 at Amucao National High School. The respondents were 36 learners in Grade 8. A questionnaire was administered to gather relevant information and data, to the Grade 8 learners. Checklists, stories, and questions are utilized to identify the readiness of the Program for International Student Assessment.

Findings revealed that most learners' critical thinking skills in reading single and multiple texts are at an instructional level, but these skills drop to a frustration level when engaging with complex texts. On the PISA in the Basic Reading Process assessment, learners demonstrated readiness in the basic reading process, fluent reading, and literal interpretation, but showed only a moderate level of readiness in inter-sentence integration, context theme extraction, and inference drawing. An intervention program was proposed to address these gaps to enhance learners' abilities in these critical areas.

To enhance learners' critical thinking skills with complex texts, educators should implement structured, scaffolded instruction by breaking texts into manageable sections and guiding analysis through targeted questions. Facilitating collaborative discussions and peer reviews can further refine understanding and deepen comprehension. Lastly, to improve learners' readiness in inter-sentence integration, context theme extraction, and inference drawing, educators should incorporate targeted practice activities such as summarizing, identifying themes, and engaging in exercises that prompt inference and draw conclusions.

Keywords: Critical

DOI 10.5281/zenodo.13132187 

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Ang paglulunsad ng Matatag Curriculum ng Department of Education (DepEd) ay isang makabuluhang hakbang tungo sa pagpapabuti ng kalidad ng edukasyon sa Pilipinas. Sa gitna ng mabilis na pag-usbong ng teknolohiya at pandaigdigang kompetisyon, mahalaga ang pagkakaroon ng isang edukasyong hindi lamang nakatuon sa teorya kundi pati na rin sa praktikal na aplikasyon. Ang mga mag-aaral ay kailangang matutunan hindi lamang ang mga konseptwal na kaalaman kundi pati na rin ang mga praktikal na kasanayan upang maging handa sa mga hamon ng makabagong panahon.

Isa sa mga positibong aspeto ng Matatag Curriculum ay ang pagtuon nito sa pagpapalakas ng mga pangunahing asignatura tulad ng Agham, Matematika, Ingles, at Filipino. Ang mga asignaturang ito ay pundasyon ng karunungan at kasanayan na kinakailangan ng mga mag-aaral upang magtagumpay sa anumang larangan. Sa pagbibigay halaga ng mga ito, mas nagiging handa ang mga kabataan sa mas mataas na antas ng pag-aaral at sa pagkatuto.

Mahalagang bahagi ng pagtamo ang pagsasama ng teknolohiya sa pagtuturo. Sa makabagong panahon, hindi na maikakaila ang kahalagahan ng teknolohiya sa iba't ibang aspeto ng buhay. Ang paggamit ng mga digital platform at online resources ay nagbibigay-daan sa mga mag-aaral na magkaroon ng mas malalim na pag-unawa sa mga aralin, mas maging interaktibo sa kanilang pag-aaral at napalilinang ang kritikal na pag-iisip at pagkamalikhain ng mga mag-aaral.

Sa pamamagitan ng mga bagong pamamaraan ng pagtuturo, mas hinihikayat ang mga kabataan na mag-isip nang malalim at maghanap ng mga solusyon sa mga suliraning kinakaharap. Kaya naman, mahalaga na mabigyan ng sapat na kagamitan at pagsasanay ang mga guro upang magamit nila nang epektibo ang mga teknolohiyang ito dahil ang tagumpay ng anumang kurikulum ay nakasalalay sa kahusayan ng mga guro. Mainam na sa kasalukuyang hakbang, bahagi ng Matatag Curriculum ang pagtuon sa patuloy na pagsasanay at pagpapahusay ng mga guro. Sa pamamagitan ng pagsasanay na ito, natututo ang mga guro ng mga makabagong pamamaraan ng pagtuturo na higit na angkop sa pangangailangan ng mga mag-aaral.

Sa kabuuan, ang Matatag Curriculum ay isang positibong hakbang tungo sa pagpapabuti ng sistema ng edukasyon sa Pilipinas. Isang mabuting hakbang na magbibigay ng mas matatag na pundasyon sa edukasyon ng mga kabataang Pilipino. Bagamat may mga hamon na kailangang harapin, naniniwala akong ang Matatag Curriculum ay isang mahalagang tugon sa pangangailangan ng makabagong panahon.

DOI 10.5281/zenodo.13147177 

DOI 10.5281/zenodo.13147232 

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ABSTRACT:

This paper presents an economic strategic frame that provides the local government executive heads of Quezon City a roadmap on how to achieve sustainable development for enhanced quality of life among their populace. In so doing, it recognizes the pivotal role of Local Government Units (LGUs) in governance and development while addressing the unique challenges and opportunities confronting Quezon City, a major center of business and commerce in the country. One cannot deny dynamism in the economy and competitiveness of Quezon City, but at the same time, it is swamped with huge challenges to achieve sustainability under a changed climate. This shall then direct efforts toward promoting carbon-neutral and climate-resilient growth, healthy and green urban spaces, and attaining social equity through the Enhanced Local Climate Change Action Plan 2012-2050. The strategic framework is underpinned by four major objectives: economic diversification, sustainable development, infrastructure development, and social inclusion. Economic diversification, by which these sectors are encouraged, includes technology, health, education, tourism, and the creative industry, among others, so that it can help reduce the dependency of a single industry.

Sustainable development is also where one puts into actions that will make everything work in ensuring long-term ecological balance and implementation of climate change mitigation. Infrastructure development involves the growth and renewal of transport and communication systems, social inclusion means that the city must grow and that all inhabitants are beneficiaries of the city's increase. Major programs under this action plan are the Green Public Procurement Program towards a Circular Economy and Sustainable Consumption and the GrowQC program on Food Security, which promotes urban agriculture. The major thrust of the city is investment to make the cities livable through public transportation, upgrading of infrastructure, and implementing smart technology in cities. Financially, there was a good performance for Quezon City. Local Revenues for domestically sourced products have always increased, and regular income per annum has always recorded an incline. Economic development is nowadays planned, and the city is one of the excellent illustrations of sustainable urban development. Always ranked as the Most Competitive City in the Philippines.

It also provides a full SWOT analysis showing the strengths related to data-driven decisions and stakeholder integration, and identifies weaknesses in resource needs and resistance to change. A set of practical guidelines in the document will be provided to LGU executives for the tailoring of local economic development plans and attraction of investments and for them to undertake appropriate training programs in support of strategic initiatives. The strategic economic framework should, therefore, be able to empower Quezon City to face up to challenges of development by harnessing any available opportunities for growth and embracing forward-looking practices that promote not only economic resilience but also improvement in general well-being.

Keywords: Economic Strategic Framework, Financial Performance, Local Government Executive, Local Government Units, Strategic Planning

DOI 10.5281/zenodo.13147916 

Online teaching was not that common during pre-pandemic, but it has been around since the early 1900s. Due to the pandemic in 2020, teachers and students were forced to adapt to this kind of learning setup. People were prohibited from leaving their homes for everyone's safety. That means activities that used to do outside, such as working and studying, should be done at home. People must learn to accept and adapt to some changes to survive and live.

Students shared their struggles on various social media platforms when online classes began. Majority of the complaints center around the lack of a mobile device and a dependable internet connection for studying. Some students could not afford to have the internet at home, especially in a middle of a crisis where food is more important than web access. The number of learners who dropped out did not decrease despite the Department of Education lending the students tablets they could use for distance learning.

         The Department of Education provided laptops for teachers to utilize for online instruction. The government provided them with almost everything they needed, but it did not change the fact that studying and teaching online remained difficult. In 2020, a large number of teachers in the Philippines chose to resign.  Carissa Nanagas Encarnacion, a former educator who resigned in 2020, shared in her blog the reason for her early retirement. Teachers were supposed to go to school and prepare the modules that students would use in their online classes. She noted that even if the school takes all necessary safety procedures, there is no assurance that the transportation from home to school will also be secure. For elderly teachers, the internet setup can be challenging. They must learn how to use the technology, which is tough for someone with no experience. Unfortunately, some students choose to neglect rather than assist these struggling professors, taking advantage of their cluelessness.

Teaching during the pandemic was difficult, but it was also distressing to think if the students were learning anything because no one knows what they do behind the screen. Some students have been caught by their teachers engaging in unnecessary activities like playing mobile games in class. It is frustrating to know that all of your efforts went to nothing because your students are not interested to learn. Lesson preparation takes some time to complete, and it is disheartening for them that the students do not recognize their efforts despite the trying times. But of course, teachers must not get undetermined with this. Some students are still willing to learn regardless of what the setup is. All the sacrifices of the teachers for the sake of teaching the future of this world will be worth it once they become the person they aspire to become.

DOI 10.5281/zenodo.13148049 

It is not surprising for teachers to come across a student with incredible brilliance. Many people believe that today's children are wiser than previous generations. But, when it comes to discipline, is the current generation better than the earlier ones?

Talking about discipline, children nowadays are difficult to please. People may perceive them to be arrogant, naughty, and mischievous, but there is always a reason behind their unruly behavior. These kids might be suffering from disorders such as ADHD, anxiety, autism, etc., that are too difficult for them to handle. Without proper medication and guidance, and assistance from the parents, these children might have trouble with their interpersonal relationships with other people. 

`The work of a teacher is challenging. Sometimes, the reason behind a child’s unruly behavior is not a disorder; it can be what they see in their environment that they only adapt and copy. A teacher's license may be revoked for abuse and harassment if they throw erasers at students, squeeze their ears, or humiliate them in front of the class. These practices did not help students in any way, and they only caused trauma to them. Some say this generation is pro-students, and having these limitations gave them a free pass to do what they want. Nevertheless, there are numerous ways of disciplining children without using violence and humiliating them.  

The first one could be informing the parents. Whatever behavior the student does in the class, the parents must be aware of it. Some teachers only report the positive ones. Teachers are expected to act as the second parents for students; thus, when it comes to discipline, parents and teachers should work together. Second, be a good role model. If the teacher is not a good example, the student is impossible to discipline. If a teacher says that everyone should be punctual, he should be punctual too. Lastly, and most important is to communicate with the child. Sometimes, they only wanted to be heard, something they did not usually get at home. Being a child is somehow frustrating because you are only allowed to listen and follow. That is why some children isolate themselves from other kids because adults make them feel unheard.

It could appear like things are in favor of the kids, but it should stay like that. Some practices needed to change to achieve a better outcome. Remember that children are the future of the world.  With proper communication with the students and the cooperation of parents, disciplining will not be as demanding as it seems. Teachers are not just responsible for transferring knowledge; they can also teach students value and respect. School should be a safe place for all students where they feel included and heard. Even if their home does not feel like a home to them, they at least have somewhere that makes them feel valued.

DOI 10.5281/zenodo.13148088 

A school should be where students can be comfortable showing their true identity. Having a different race, religion, culture, ethnicity, beliefs, sexual orientation, or social status from the majority is not a hindrance to striving for academic success. Diverse learning helps students learn how to respect each other’s differences, not only with their peers but also with everyone they meet. 

There are many ways in which schools can promote inclusion and diversity among students. In the Philippines, it became controversial for those students that are members of the LGBTQIA+ cutting their hair following school policy, even against their will. Many believe this policy would result in discrimination, and their haircut has nothing to do with how they will perform in class. Instead, forcing them to do this will only cause losing their confidence and may affect their academic performance. Because of that, the Department of Education has released a memorandum called Gender-Responsive Basic Education Policy, enforcing school officials to protect students from discrimination and gender-related violence in school. Another way to support diversity and inclusion in the classroom is by not making them feel different. Teachers must be the first ones to promote this. They can start by using teaching strategies that cover all social identities. Letting these students embrace their individuality can be the first step. By doing that, they can freely express their true self and view the school as a safe and welcoming environment.

Inclusive education reduces the chance of bullying and exclusion among students, giving them a sense of sympathy for their peers. Having group activities help share diverse perspectives and can make them critical thinkers. Being inside one classroom makes them understand and observe one another. However, despite these benefits, some challenges need to be addressed. One of them is lack of facilities, equipment, and learning tools for inclusive education. Students with special needs require extra accommodation and consideration from the school. Promoting an inclusive environment cannot be achieved if teachers lack awareness and sensitivity. Students finding the setting uncanny is a normal reaction, but if the teachers did not do anything to clear the confusions in their minds, they might do or say something that can make someone feel rejected. Therefore, having skilled teachers is significant. Discrimination inside classrooms can be avoided when the teacher knows how to act on these actions.

Healthy relationships between students can lead to academic success. When there is a positive environment inside the classroom, studying will be less demanding. Students will feel more motivated to go to school because they are accepted and respected. Support coming from the school officials play a vital role in achieving this. Above all, society is becoming more open to inclusivity. It can be taught not only inside the classroom but also at home. The world will soon be full of people who know how to respect each one’s differences.

DOI 10.5281/zenodo.13148119 

Former President Benigno Aquino III signed the K to 12 Bill into law in 2013. The program provides a 12-year basic education from Kindergarten to Grade 12. Prior to its implementation, the Philippines had only 10 years of basic education, which did not include Senior High School. The K to 12 Program aims to strengthen students’ competitiveness, not only in academics, but also in other tracks such as arts, sports, and technical vocational livelihood. Given that, students will have a clear idea of the path they will take in college. Furthermore, by improving their skills, they will be ready and qualified to work on the job they have mastered.

Since the announcement of the implementation of the K to 12 program in 2012, there have been numerous comments from the general public. Some students and parents are opposed to expanding the curriculum by two years because it will take students much longer to graduate. There were also petitions from concerned citizens and organizations saying that the program is not the solution to unemployment and low-quality education in the Philippines. Former President Benigno Aquino III answered all the concerns in a speech and pledged that “no one will be left behind on the straight and righteous path.”

At this time, Vice President Sara Duterte also stands as the Secretary of Education. The Education Secretary has been vocal about her plans for education to the public. However, numerous false reports have surfaced on social media claiming that the Vice President will abolish the K-12 program in order to implement the Reserve Officers' Training Corps (ROTC). During the campaign, she stated that if elected, she would push for mandatory military service for Filipinos over the age of 18. According to a survey done by Pulse Asia in June 2022, 69% of Filipinos agreed to the proposed implementation of ROTC in Senior High Schools. However, in September 2022, Duterte proposed that mandatory ROTC should be implemented instead of in college. Several student organizations, including The College Editors Guild of the Philippines (CEGP), immediately condemned the initiative.

         Many believe that there are many problems in education that the Department of Education should keep an eye on instead of ROTC. The K to 12 Program is a great initiative to meet students' needs both in education and as competent citizens.. They stated that four years in high school is not enough preparation for the task awaiting in college. Students in high school are not expected to be knowledgeable when conducting research, doing speeches, experiments, and many more. Senior High School is an excellent opportunity to teach them how to do this so that they do not get overwhelmed in college.  The two years that students spend in Senior High School should not go to waste, and they must ensure that students have attained the knowledge, skills, and competencies required to have a promising future ahead of them.

DOI 10.5281/zenodo.13148142 

Students have other obligations apart from doing assignments, projects, and paperwork. Some college students work part-time to help their families lessen the burden of paying tuition. A student’s life is not like the one in movies where they have everything they need; not everyone is fortunate to have that kind of life. In other words, each student has a story to tell. Asking these working students to choose between working and studying is not a simple decision for them to make. It is indeed challenging to study and work at the same time; balancing these two things requires time management. With that, students have no choice but to sacrifice their sleep to finish those activities. So how much more for working students who usually study in the morning and work at night? It is twice as hard for them to live with that schedule.

There are other reasons why students pull an all-nighter besides finishing a ton of schoolwork. One is because of social media. It is used to watch YouTube videos, browse recent news, and communicate with friends. There are many applications available to them that are addictive. One of them is TikTok, which provides funny videos shared by users from all around the world. A person can spend their entire day on TikTok without getting bored. Another is video games. Video games are designed to entertain people, which is why many kids become addicted to them. However, too much exposure to social media can lead to many health issues. Even though TikTok has many entertaining videos, some contents are not for children to see. Failure to protect kids from malicious content on social media may lead to serious behavioral problems. Bullying in video games frequently happens too. Speaking inappropriately and offensively to one another can lead to low self-esteem and, in the worst-case scenario, violence toward others. If parents limit their screen time, it will not only keep them away from these circumstances but also help them complete their sleep and improve their focus. Cramming is also one of the top reasons why students stay up late at night. To avoid too much workload on the plate, good time management is the key. Doing homework weeks before the deadline helps avoid cramming and stress. Skipping meals is not advisable too.  Doing all the things mentioned results in not having enough rest and being prone to sickness. High grades are useless if the body is too weak to move the next day.

Having a healthy mind and body contributes to academic success. Studying will surely take most of a student’s time in a day which gives more reasons to include health in the priorities. Healthy living is always part of attaining academic achievement. Every student must remember that nothing is more significant than ensuring the body is healthy.

DOI 10.5281/zenodo.13148192 

I believe that home ought to be referred as a place that offers safety, warmth, and solace. However, my mother was a violent, controlling, and abusive woman, and I was always afraid of her. I feel like I have to suffer from an abusive mother as it would help me to develop into the person I am today. No matter what the circumstance is, I always tell myself that I am human. I have to deal with this, and hope one day can have that “get out of jail free card” in life. Forgiveness does not require much time. Dealing with your sentiments or processing your emotions could take some time. But all it takes to forgive is a choice.

 It was on the twilight of the sixth of November (my birthday) when I asked permission to my mother to rub shoulders with my friends since I know that my birthday would be lonely and sad at home subsequent to no one’s preparing for it except them (my friends). I have always been blessed with good friends in my whole life. It hurts to notice that nobody in my family really cares enough to remember my birthday. ALWAYS. That is why I am very grateful to have this circle of friends. Despite of having heartless and strict mother, I’ve decided to go to my friends who’ve prepared a lot for my birthday. She got pretty upset. That was the time she kicked, beat, and cursed at me. Well, I know I am used to it but please not just on my birthday. It was only the two of us. I cried out for help as my mother shut the door. Nobody came to rescue me. As I attempted to escape, my mother kept kicking me and hitting my head. However, she stopped me and kept beating me in all over my body. She hits me extremely hard. I tried to shield my face, scream, and cry, but I was unable to remain upright. Next. I stumbled and fell. She cursed me, opened the door, and left me right away. I felt alone and hopeless at the time, and I wanted to die. My face and knees were bleeding.  There was a time I questioned God because of the things happening in my life. Everything took place on my birthday. I left home at that moment. I spent two (2) months staying at the residence of my closest friend. My birthday is permanently inked on my right arm since it holds special meaning for me. That was the first time that I wasn’t able to celebrate my Christmas and New Year together with my so called ‘family’. My heart was suddenly filled with wrath and hatred for them. I was traumatized by the experience because of that abuse. It hurt so bad.  As time passed, I was filled with hate, anger, and vengeance toward them. until I met a kind, compassionate, and understanding colleague.  She taught me through the bible the love of God, His mercies, His love and His forgiveness. Then it struck on me that if God had pardoned me of all my transgressions, then I must also learn to pardon my mother.

I've now managed to forgive and show compassion for my mother after years of struggle and unrelenting agony in my eyes. I firmly think that forgiveness heals families, has revitalized my spirit, restored my soul, granted me the serenity I deserve, and has blessed my biological mother as well. Some things aren’t meant to last forever. And although this person (my mother), I could never bring myself to say to them that I regret having her as my mom. Because I don’t. If I were given a chance to choose another mother, I would still choose my mom because I still owe her a lot. I will always choose to forgive and wish her well, regardless of what she decides to do—to choose forgiveness or resentment. If not, I would be trapped by unfavorable feelings and ideas and constrained by answers to questions that I might never receive.

DOI 10.5281/zenodo.13148431 

ABSTRACT

Blended learning, which integrates traditional face-to-face instruction with digital tools, is increasingly being adopted in educational settings to enhance student engagement and learning outcomes. Despite its potential benefits, there is limited research on the specific challenges and strategies employed by reading teachers in blended learning environments, particularly in private elementary schools in the Philippines. This study addresses this gap by exploring the experiences of reading teachers at Lord Jesus Learning Institute Inc. in Quezon City, Philippines, and aims to provide a basis for developing effective strategies in teaching reading. Using a qualitative descriptive research approach, data were collected through semi-structured interviews with 12 reading teachers and direct classroom observations. The findings reveal that teachers face significant challenges, including technological limitations, time constraints, maintaining student engagement, and ensuring equitable access to resources. Teachers employ various strategies to integrate traditional and digital resources effectively, such as using online videos to complement textbooks, creating engaging multimedia presentations, and employing interactive digital platforms to enhance reading instruction. Based on these findings, the study recommends comprehensive professional development programs focused on enhancing teachers' digital literacy and pedagogical skills. Additionally, there is a need for improved technological infrastructure and equitable access to digital resources to support effective blended learning implementation. These measures can help optimize reading instruction and improve student engagement and literacy outcomes in blended learning environments. The insights gained from this research provide a solid foundation for developing tailored strategies that address the unique challenges faced by reading teachers, ultimately enhancing the overall effectiveness of blended learning in reading education.

Keywords:  blended learning, reading instruction, teacher experiences, digital integration, student engagement

DOI 10.5281/zenodo.13149204 

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ABSTRACT

This study investigated the core behavioral and leadership competencies of the  MAPEH department heads in Region III, the challenges their encountered, the significant relationships between the  six core behavioral and  the thee leadership competencies of the   department heads;  proposed a training plan based on the findings; and identified the implications of the study to educational management. A descriptive-correlational design was utilized with the use of a questionnaire as  the primary instrument in gathering the data. Triangulation was used in the study by incorporating multiple data sources and methods to ensure a comprehensive and robust analysis. The findings revealed that: (1)  the core behavioral competencies of the MAPEH Department Heads in Region III demonstrated their Very Satisfactory levels across several key areas of  self-management, professionalism and ethics, result focus, teamwork, service orientation, and innovation; (2)  the overall data results of  Very Satisfactory   for the MAPEH department heads’ leadership competencies focusing on leading people,  people performance management, and  people development; (3)  the correlation matrix among the six core behavioral competencies of the MAPEH Department Heads in Region III and their relationship with the three leadership competencies (People Development, People Performance Management, and Leading People) reveals significant relationships; (4) The MAPEH (Music, Arts, Physical Education, and Health) Department Heads in Region III  Sometimes faced a myriad of challenges that test their leadership and management skills; (5)  a training plan was proposed based  on the findings; and (6) the study’s  implications to educational management  provided valuable insights into the qualities and skills that are essential for effective leadership in the MAPEH domain.  The study concluded that MAPEH Department Heads in Region III demonstrated strong competencies in self-management, professionalism, teamwork, service orientation, and innovation, with significant positive correlations between these competencies and leadership effectiveness, while also identifying challenges and proposing a comprehensive training plan to enhance their skills and address these challenges. Thus, it was recommended that educational authorities implement workshops, ethical training, goal-setting systems, team-building, customer service training, creative problem-solving, leadership development, performance management, coaching programs, and targeted support, while integrating core competencies like professionalism, ethics, teamwork, and service orientation into leadership training for MAPEH Department Heads to enhance educational outcomes.

Keywords:  Core Behavioral, Leadership competencies, MAPEH Department Heads, Training Enhancement Plan

DOI 10.5281/zenodo.13149616 

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Ang pananaliksik na ito ay sinuri ang pitong kuwentong pambata na isinulat ni Alice Tan Gonzales. Ang hamon sa pagtuturo ng makabagong mga paksa ay madalas na nasa mga materyales na ginagamit, at ang pag-aaral na ito ay nakatuon sa lokal na panitikang pambata na isinulat sa Hiligaynon ni Gonzales. Ang layunin ay suriin ang mga katutubong elemento sa mga kuwentong ito.

Ginamit ang Qualitative Grounded Theory na nagsisimula sa pangangalap ng datos upang makabuo ng konklusyon o teorya, sinuri ng mananaliksik ang pitong kuwentong pambata. Ang pagsusuri ay nagpakita ng positibo at negatibong kultural na asal, kabilang ang mga pang-araw-araw na gawain. Ang mga pangunahing natuklasan ay kasama ang mga ugnayan ng pamilya na batay sa pagmamahal at payo, kwentuhan na nagbibigay ng saya, paglalaro ng mga bata, nurturing nature ng mga Ilonggo, karanasan ng mga nakatatanda, mga pakikipagsapalaran sa ibang bansa, at diyalogo. Ang mga negatibong asal ay kinabibilangan ng pagsuway ng mga bata, mapanlinlang na asal, pag-iyak dahil sa pagkabigo, pagwawasto ng maling asal ng mga bata, at negatibong mga katangian ng pamumuno sa sensitibong mga usapan. Ang mga kultural na paniniwala na nabanggit ay paggalang sa mga nakatatanda, kaayusan sa pagtutulungan, mga ritwal na may kaugnayan sa pagbubuntis, sakripisyo, kapatawaran, at gabay ng mga magulang sa moral na pag-uugali. Ang mga praktikal na bagay na natukoy ay ang paggamit ng "lata" bilang laruan, "bandehado at pinggan" sa pagkain, at kultura ng paghahanda ng pagkain ng mga Ilonggo. Ang mga katutubong katangian ay nakikita rin sa patuloy na presensya ng mga kalabaw sa pagsasaka at ang magalang na tawag na "Manong."

Sa kabuuan, ang mga teksto ay nagpapahayag ng mga moral na naaangkop sa pang-araw-araw na buhay, pag-uulit para sa pagbibigay-diin, at pagbanggit, lalo na sa "Ang Pagsimpalad ni Chikitiki sa Ibabaw kang Lamesa" at "Si Shuboy Subay kag ang Binlud." Ang mga kuwentong ito ay nagpapakita ng mga katutubong elemento sa pamamagitan ng mga ibinahaging aral, pag-uulit, at pagbanggit, na nagpapakita ng natatanging estilo ng pagkukuwento ni Gonzales. Ang pag-aaral ay nagrerekomenda ng pagsuporta sa panitikang rehiyonal, pagpapanatili at pangongolekta nito para sa Mother Tongue-Based Multilingual Education, pagpapayaman ng mga talakayan sa panitikan, at paghikayat sa pagkamalikhain at kasiglahan ng mga lokal na manunulat sa pagtuturo.

DOI 10.5281/zenodo.13167125 

A good school leader goes beyond administrative duties to establish deep personal relationships with faculty. Compassionate leaders understand and address the multifaceted needs of teachers, fostering a positive and collaborative environment. Empathy is crucial, treating each teacher as a unique individual with their own passions and challenges. This empathetic approach builds mutual respect and a shared commitment to education.

Empathy means recognizing and celebrating teachers' successes, offering support during failures, and engaging in their personal and professional struggles. Leaders who appreciate the diverse strengths and needs of each teacher can build a supportive community where educators feel valued and respected. This, in turn, strengthens trust, openness, and collaboration in problem-solving.

Investing in the professional development of teachers is another essential aspect of effective school leadership. Providing growth opportunities and continuous learning demonstrates a commitment to teachers' success, empowering them to excel. Professional development can include workshops, courses, conferences, collaborative projects, or research studies. These opportunities help teachers stay updated on the latest educational techniques and technologies, enhancing their teaching skills and improving student achievement.

Maintaining a positive work environment and supporting staff in balancing work and personal life are also crucial for empathetic leadership. Leaders who care about their staff understand that teachers' health is vital for any operation. Improving working conditions, raising job satisfaction, and reducing burnout are key. This can be achieved through practices like flexible working hours, mental health support, and opportunities for teachers to voice concerns and suggestions. When teachers feel supported and valued, they are more satisfied and committed, leading to better educational outcomes.

Sensitive school leaders play a crucial role in mitigating pressures and challenges faced by teachers. Being approachable and responsive, they create a culture where teachers feel comfortable seeking guidance and help. By identifying and solving problems early, these leaders foster a stable and harmonious school environment.

This empathetic approach builds strong support and loyalty, central to effective school leadership. It leads to better expectations in the teaching profession and contributes to a successful and thriving school community. School leaders who engage personally in professional development and focus on the work environment ignite their teachers' passion for excellence. Such leadership creates a vibrant educational ecosystem that benefits both teachers and students.

In essence, good school leadership is not just about administrative tasks but about building and nurturing a community where everyone respects, supports, and sustains each other.

DOI 10.5281/zenodo.13170464 

Student assessment plays a critical role in the educational process, significantly influencing the learning outcomes of students. As an essential component of teaching, assessments provide valuable insights into student progress, identify areas for improvement, and guide instructional strategies.

One of the primary impacts of student assessment on learning is the feedback it provides. When students receive constructive feedback, they gain a clearer understanding of their strengths and weaknesses. This knowledge enables them to focus on areas that need improvement and helps them build on their existing skills. For example, in mathematics, timely feedback on problem-solving techniques can help students correct errors and refine their approaches, leading to a better grasp of the subject.

Moreover, assessments can motivate students to engage more deeply with their studies. Knowing that their performance will be evaluated can encourage students to invest more effort in their work. This sense of accountability often leads to higher levels of preparation and participation. In turn, this increased engagement can enhance comprehension and retention of the material, ultimately leading to better academic performance.

Another significant impact of student assessment is its ability to inform teaching practices. By analyzing assessment results, teachers can identify trends and patterns in student performance. This data allows educators to tailor their instruction to meet the diverse needs of their students. For instance, if a large portion of the class struggles with a particular concept in science, the teacher can adjust the lesson plan to provide additional explanations and practice opportunities. This targeted approach helps ensure that all students have the support they need to succeed.

Assessments also play a vital role in promoting equity in education. Standardized assessments, for instance, provide a consistent measure of student performance across different schools and regions. This consistency helps identify disparities in educational outcomes and can guide resource allocation to address these gaps. In the Philippines, where educational resources can vary significantly, standardized assessments are crucial in highlighting areas that require additional support and intervention.

Furthermore, assessments can encourage the development of critical thinking and problem-solving skills. Performance-based assessments, such as projects and presentations, require students to apply their knowledge in practical situations. These types of assessments challenge students to think critically, analyze information, and develop creative solutions. By engaging in these activities, students not only deepen their understanding of the subject matter but also acquire valuable skills that are essential for their future success.

However, it is important to recognize that the impact of student assessment on learning is not universally positive. Excessive testing and high-stakes assessments can lead to increased stress and anxiety among students. This stress can negatively affect their well-being and academic performance. Therefore, it is crucial to strike a balance between assessment and other aspects of learning. Assessments should be used as a tool for enhancing learning, not as an end in themselves.

DOI 10.5281/zenodo.13188400 

ABSTRACT

The study used descriptive-correlational study to assess the demographic profile, competency goals and performance of the SEAMEO-ICEXeL (Instructional and Curriculum Excellence) Completers in Region III-Central Luzon; demographic profile of the respondents in terms of their age, sex, civil status, number of years in the position, their position and educational attainment. The competency goals are in the five core competencies, included here are (a) strategic thinking and innovation; (b) managerial leadership; (c) instructional leadership; (d) personal excellence and (e) stakeholders’ engagement.  The 16 general competencies or domains were also included in the paper. 

As correlational study the researcher investigated the relationship of the demographic profile and the competency goals, the profile of the respondents and their performances and lastly between the competency goals and performance.

The findings revealed that many respondents were at the age of 31- 40 years old and 41-50 years old, majority of them are female, most of them were married, majority of them serve in the present school for 1-2 years, majority were school heads and the most of them were doctoral graduates. It was also found out that the completers were distinguish in Strategic thinking and Innovation, distinguish in Managerial Leadership, as well as in Instructional Leadership, they were also distinguished in Personal Excellence and in Stakeholder’s engagement; and the completers were distinguished in all domains of their performance. The results also concluded that there was a negatively strong significant correlation between civil status and strategic thinking and innovation, and negatively significant relationship between position and Instructional Leadership, there was no significant relationship between the respondents’ demographic profile and their performance and a positive significant relationship between the completers’ personal excellence and performance.

Keywords: Demographic Profile, Strategic thinking and innovation, managerial leadership, instructional leadership, personal excellence, stakeholders’ engagement, Performance of Completers

DOI DOI 10.5281/zenodo.13267993

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