Teacher should spread his presence far outside of the classroom setting who create a positive learning environment to leaners for him to accommodate the academic needs of learners in learning. A teacher of the new normal should emphasize more on the learning activities that address learners’ individual differences and learning styles to achieve effective learning that leads to higher academic performance of the learners in the school. An effective teacher’s view of his learners should be holistic, compassionate, and seeks what works better in the classroom in developing learners’ potentials.

The most effective and efficient teacher of today is the one who can execute different best practices that provide meaningful learnings for all learners, because this teacher knows how to motivate learners’ learning by combining intellectual teaching techniques and strategies to meet the academic needs of different learners. A teacher also develops and improves the skills of the learners that produce the best learning outcomes.  Teacher who is a facilitator of learning do not act as the keeper of knowledge but as the source and the imparter of knowledge who pass on learnings to learners.

There are learners who do better in some classes than others, but then, it may depend on the individual learning styles and differences of the learners. Their learning styles have high impact on how they comprehend information and how they solve problems. Learners learn most based on their own learning styles. These learning styles may be visual, auditory, or kinaesthetic. Teachers who vary their instructional teaching techniques and methods to address all the major learning styles and mark-up the importance of learner’s learning styles tend to have greater success in reaching all learners’ needs and may help their learners from reaching their maximum possible learning potentials.

Many teachers know that each learner has individual differences and have different learning styles in learning, but only few teachers execute differentiated instructions, use varied learning activities, and heterogeneous tasks that may cater their learners’ learning. Every learner has a mix of learning styles therefore, by recognizing and understanding their different learning styles, the teacher can use techniques better suited to them. This improves the speed and quality of their learnings.

According to Dunn and Dunn Learning Styles Model, learners tend to perform patterns in the way they prefer to deal with new and challenging information and ideas. Learners are more assertive and successful when they solve difficult tasks by means of their strengths and by means of their forte. The Dunn and Dunn Learning Style Model show a range of varied instructions that demonstrated positive influence to the achievements of every learner from young age to adulthood. It involves learners’ learning experiences in terms of environmental, emotional, sociological, physiological, and psychological.

Therefore, schools and teachers should have collaborative efforts to modify and enhance different learning activities that cater individual learners’ learning styles and focus upon developing learners’ independence in learning and problem solving. Learners should also be given challenging tasks that suit to their learning styles which enhance their critical-thinking and problem-solving skills which in turn leads to better academic outcomes.

DOI 10.5281/zenodo.13268268 

The COVID-19 pandemic continuously affects the Department of Education. It caused a lot of changes in the educational system of the country - from the extraction of the curriculum guide into the Most Essential Learning Competencies in each grade level, the grading system, the assessment of learning, the schedule of classes, and most especially the mode of learning delivery from face to face classes into the distance learning delivery mode (LDLDM) which includes online classes, modular-printed, and modular-digital. Now, face-to-face classes have been implemented again, this set-up is now called the new normal.

In the new normal teaching and learning, the role of teachers is very essential in the implementation of the new educational system of the Philippines, because teachers are the conduit of teaching and learning processes to learners. For three years of battling from the virus, teachers are obliged to use different technological platforms like Google Meet, Google Classroom, MS Teams, Zoom, Wikispaces Classroom, Edmodo, DOST Coursewares, PHET Simulations, video clips, etc. for effective teaching and learning happens since there is a great learning gap to learners during the lock down.

During the distance learning delivery mode (LDLDM), the teacher’s technological literacy has been developed and becoming the strength of the effective teaching in the new normal. The more technologically literate the teacher is the more effective and efficient he is in teaching, because he has different means that he may use in teaching that will be aligned to the learning styles of the students. As stated by Jamon, et. al., (2021), technologically literate 21st-century teacher is the main resilient point in the new normal in Philippine public education where teachers can apply ICT in teaching the new normal students, do well in learning innovative conferencing using virtual meeting, can use virtual means of communication well, and know how to explore the different use of social media communications and social applications to communicate with the students.

Technological literacy skill of teachers is one of the most important skills that teachers must possess. Without this skill, it is hard for them to sustain effective teaching and learning processes in these new normal days. Teachers who use technology in teaching increase their students’ achievement making them motivated and critical thinkers, as well as, their metacognition where they learn how to learn and affective domains. Moreover, technological literacy also influences how teachers perceive paper works and lesson planning. Teachers who are not knowledgeable on how to use the technology cannot be fully efficient and effective if they will just rely alone in the printed teaching and learning materials, worst consequence is both teachers and students will suffer and that is where graduating without learning happens.

Therefore, teachers should have proper and enough training and seminar-workshops about the use of different technologies in the teaching and learning process in the new normal. The use of technology during in-service training improves the technological literacy of teachers. Meanwhile, the incorporation of technology in education is really recommended and educational technology must be introduced during the pre-service education because teachers will be better prepared for teaching and learning.

DOI 10.5281/zenodo.13268292 

Teaching and learning processes in the new normal is quite more challenging and need more efforts because it greatly affect the learning outcomes of the learners since there are lots of changes happened in the Philippine educational system. Teachers used their expertise to plan and execute different teaching techniques and strategies to help learners equip their skills, knowledge, and abilities despite of the pandemic. Different distance learning modalities were implemented during the COVID-19 lockdown like modular, online classes, and blended learning modalities as new mode of learning. With these types of teaching and learning modalities, learners’ scientific literacy skills and academic performance are quite questionable if the learners really learned.

Skills are one of the most meaningful learnings a 21st century learner should have achieved, because the quality of education primarily is contingent on the learned skills and abilities of the learners. Scientific literacy skill is one of the skills required in the golden era teaching and learning. It is the skill in understanding of the scientific ideas and processes for personal decision-making, involvement in the community and cultural relationships, economic competence, and application of learnings in real-life situations. Scientific literacy skill plays crucial role in our modern society since there are many issues related to science and technology.

Philippines is one of the countries participated in the Program for International Student Assessment (PISA) of the Organization for Economic Co-Operation and Development (OECD) in 2018. In the PISA 2018, Filipino learners scored an average of 357 points in Science Literacy, which is significantly lower than the OECD average of 489 points (OECD, 2019). This result showed that the scientific literacy skill of the Filipino learners is far lower than the OECD average score and has not yet reached the OECD standard. In 2022, the Department of Education - Region III issued Regional Memorandum number 504, s. 2022 about the guidelines on the conduct of the 2022 Regional Diagnostic Assessment (RDA) in all learning areas from Grades 1-10 and core learning areas in Grades 11-12. The results of the RDA in the Division of Nueva Ecija showed that Junior High School learners’ scientific literacy skill is somehow low due to the low percentage of Minimum Proficiency Level (MPL) of the learners in Science.

The results of the scientific literacy skills of the learners from the different assessments conducted are very alarming and reflect the urgency of improving the quality of education in the Philippines since scientific literacy skills play important role on learner’s lifelong learning. These also may become opportunities for teachers to innovate and improve teaching strategies and assessment tools to enhance learners’ scientific literacy skills and performance in Science. This time, teachers may utilize appropriate assessment tool relevant to scientific literacy skills and ensure authentic learning.  As stated by Cordon, et, al. (2020) learners’ Science literacy is important in the development of education. Effective and efficient Science educators are the ones who are able to improve learners’ skills in finding answers to questions about materials and phenomena in the environment, and those who teach learners to become knowledgeable decision-makers.

To overcome the challenges of the twenty first century learners in terms of scientific literacy skills, learners need to be equipped with the 21st century skills to ensure their competitiveness in the globalization era. They are expected to be inculcated with the 21st century skills apart of just being performing academically excellent.

DOI 10.5281/zenodo.13268317 

In the bustling classrooms and vibrant communities of the Philippines, teachers face the formidable challenge of balancing the demands of education with the need for a fulfilling personal life. Balancing the work and life of teachers in the Philippines is crucial in maintaining their well-being and effectiveness in the classroom.

         There are several ways to help them achieve a harmonious work-life balance. The first is to have an effective time management system. The teachers should prioritize tasks based on importance and urgency. Planners, digital notes, and tools like Google Calendar can help schedule time for teaching, lesson planning, grading, and personal activities. If they avoid multitasking and focus on a single task at a time, they can increase their productivity and reduce stress. This kind of approach will help them complete tasks more efficiently.

         Moreover, teachers can leverage their support systems. Sharing resources and collaborating with their fellow teachers can reduce individual workloads and foster a supportive teaching environment. They can also communicate with their family members and loved ones about work commitments and seek their understanding and support in balancing responsibilities.

         Additionally, they should prioritize self-care and wellness. There is nothing better than having a healthy body and mind. Adequate sleep, consistent exercise, and a nutritious diet are essential for maintaining physical health. Teachers can manage stress and improve mental well-being by practicing mindfulness, meditation, and relaxation techniques. Recreational activities like engaging in hobbies and interests beyond work can bring a sense of fulfillment and relaxation.

         Achieving a work-life balance is crucial for teachers to maintain their health, happiness, and effectiveness. Educators in the Philippines can create a sustainable and fulfilling career by employing effective time management, leveraging support systems, and prioritizing self-care. These are the things that further enhance work-life balance for teachers.

DOI 10.5281/zenodo.13283683 

It was still dark outside when Pina, a giant, woke up excitedly to get out of the cave. She ran to the coast to watch the astonishing scene of the sunrise. What makes this morning unique? It was the day that his father let her accompany him in his travels to the seas. She was always looking forward to this day. She can meet new children like her, while her father, who is a farmer, trades seeds of plants and crops.

Pina rushed back to the cave and excitedly woke up her father. Her father got up from his sleep and greeted her good morning. "Prepare your things, it’s going to be a long and tiring travel”, her father commanded. Pina immediately picked up her basket and started packing her things. Her father reminded her that the basket of seeds, most importantly, should not be forgotten. “Pina, it will take days to go to the southeast. It’s a magnificent place with the bluest waters, however, it can be dangerous. I’ll be the happiest when we both go home safe.” her father said in a serious tone followed by a kiss on her forehead. Pina’s mind was stuck on the thought of the blue waters, she wondered how beautiful it might be when they got there. She snapped out of her daydream when her father said “Pina, don’t forget the seeds. Can you please help me carry them?”. With all the excitement, Pina replied “No problem, Papa. I carry one, and you carry three. I’m your princess anyway”. They laughed as they started their journey on foot.

One day, two days, three and a half days had passed, and Pina was still enthusiastically crossing waters. Until finally, her father stopped walking and uttered, “We are here. This is the southeast waters, Pina”. Those were the words she has been waiting to hear. Her father was right. It was the bluest waters she had seen. She got mesmerized by the beauty and what seemed a colorful life of fishes and corals it had underneath, but the moment ended when he heard her father scream, “Pina, hurry up!”. She looked behind her and there were dark clouds and a heavy storm ready to come. She ran as fast as she could towards her father, running out of breath and strength, but it was all too late when she slipped and all the seed, she was carrying scattered at the sea. 

That was the last time Pina's father saw her princess, so he prayed and cried to Bathala, "Ang buhay ko ay may katuturan lamang sa piling ni Pina, sa piling ni Pina!" Many years later, sprinkles of land appeared on the southeast waters, and is later called Pilipinas.

DOI 10.5281/zenodo.13285265 

The learning and application of scientific approaches in teaching is not only significant in science teaching but in all academic endeavors. Teachers of any subject must be aware that scientific approaches must be in line with attitudes and other mental alignment as in open mindedness and objectivity through appropriate understanding of Visual, Auditory and Kinesthetic learning. This leads to a more relevant and quality instruction that caters to all types of learners especially if the learning experience is research-based as in science. Teaching after all, is not just a simple presentation/enumeration of facts but involves new ways of thinking and organizing facts. The first step to be undertaken is the development of a habit of the mind and mental exercises that lead to the skills of being open and objective.

         Open mindedness is receptiveness to new ideas; a way in which people appreciate the views and knowledge of others and incorporate the beliefs of others should be free to be expressed and respected. Open mindedness is also the willingness to try new things and ventures and acquire new experiences. When research or experiments are done, the results or findings may be discussed, brain-stormed and synergized.

         Objectivity, on the other hand, is related to truth and reality. Being objective in teaching and learning excludes all pre-judgements and all biases of views and opinions.

         Applying these two views can lead to effective visual, auditory and kinesthetic learning. Students of science who are visual learners must deal with graphs, charts, maps and diagrams. Visual learners learn best with what they see, they understand 75 percent of things that they see. This kind of learning is also called “spatial learning” where every concept is learned best with image and object presentations. Learning and retention of learning are best achieved when these are presented to the visual learners. For example, one of the difficult lessons in science is the cell. Many students can hardly understand cell concepts without seeing and observing them through the microscope.

         Auditory learning is done by listening. Auditory learners appreciate music, voice, hymns and chants. They learn better in varied voices and tones. They want to listen to their voice and that of others. They enjoy oral reading and reporting.

         Kinesthetic learning is also called “tactile” or “touch” learning. Kinesthetic learners enjoy physical activities; they better understand materials by touching. Even the body movements of the kinesthetic learners are sources of learning. Some of the most common physical manifestations are knees that buckle, hands and fingers that constantly move. The kinesthetic people move a lot. They are very mobile.

         Applying the concepts of open mindedness and objectivity in situations of different kinds of learners can lead to effective understanding of science concepts, their essence and their retentive sustainability.

         All the three kinds of learners – the visual, auditory and kinesthetic can explore and learn more by using their eyes, hand and ears. They can develop their senses of sight, hearing and touching. Learners can develop their multi-sense learning by being open and objective.

DOI 10.5281/zenodo.13285426 

Students usually think that they cannot use all their learnings in school in real life. They thought that Equation in Math is useless but actually, it’s a form of practicing their critical and logical thinking, proving their view points and make decisions on what they actually want to justify. Science concepts are the one that helps environment to progress, develop, and grow, but for students it’s useless and did not see the big picture of it in the near future.

Today’s current issue is a big problem to all of us. Big adjustments happened and transition is roughly made. In this matter, we can ask help from Science. Increasingly, development of science had made a huge help on how we currently survived Covid-19 pandemic. Data gathering, electronic devices, fast communication, and disseminating information are examples of progress of Science.  This is very important for us, especially in this time of crisis, that we are using this Sciences to prevail the pandemic. By using it, everything is smoothly happening, on temperature testing, vaccines, hospital electronic devices, and especially communication. Human and non-human existence were altered as a result of these development and actions.

We should expand science in the modern education, for this will succour basic and hard problems that everyone may encounter. Many of these issues are intertwined with scientific and technological endeavors. Students must take this subjects seriously from basic unit of life to saving future’s life. It should focus more to a realistic situation and scenario, which is advancement to technologically and scientifically devices to produce some high quality products that tend to help face different environmental problems. Moreover, the heavy emphasis on researches puts the cutting edge of changes in knowledge, and in values as well.

Science Education is compacted with social and natural science that are designed to promote future generations’ awareness and participation on global concerns while also addressing the social elements of these issues. Science’s vital role is to develop global changes, not only in human but also to non-human. New generations are fully equipped with knowledge in growing diversity and equity in science that give importance in progress globally.

In globalization, it is not simply the ties of economic and political exchange but also the shared knowledge, awareness, and consciousness. That awareness leads to a bigger picture of movements of people and an array of different sciences to have formal education on current situation. Despite of the increase of modern sciences, it has also advancement in challenges that threaten the environment, examples of these are Covid and Delta Variant.

For this such, Science must link in these issues and focus more on the competencies that help solve social and environmental problems. Quality education must have emphasize more on all aspects and disciplines to enhance more future researchers, scientists, and professionals. The role of education is to help the society to work out social issues and problems with the help of nature of Science. More comprehensive data gathering and researches must teach students in order for them to explore things. Teachers should tell students who study Science that they may help future’s conflict, that they can be the answer, they can be future’s solution.

DOI 10.5281/zenodo.13285447 

Considering the pace at which emerging technologies are evolving, it is crucial that students start to build practical and necessary skills by utilizing adequate tools and resources. Personalized teaching and learning approaches for knowledge acquisition and self-directed learning are facilitated by new pedagogies in which technological advancements are involved. In various educational institutions, the transition from conventional to contemporary methodologies has been able to change their policies, structures, and educational philosophies. The pedagogical experiences of educators and students can be revolutionized through the effective harnessing of emerging technologies. Principles and various teaching methodologies, effective classroom participation and collaboration, deep lesson comprehension, and significant knowledge acquisition can be achieved by integrating and embracing the emerging technologies of this modern era.

This article focuses on the significance and vital roles of various emerging technologies in education. First, Augmented Reality and Virtual Reality foster deep interaction and immersion of learning experiences.   Another technology that accommodates educators in providing personalized learning experiences to their learners in order to gain meaningful learning experiences is artificial intelligence. This powerful tool offers data-driven instructional improvement for teachers by automating administrative tasks and giving real-time insights into students’ progress. Also, gamification techniques and game-based learning make education more engaging and motivating. Skills such as critical thinking, collaboration, creativity, and problem solving are offered by these kinds of techniques. Blended learning was also introduced, especially when the health crisis started. The benefits of face-to-face instruction and technology-driven tools were optimized by blended learning, which also led to a holistic approach to education. Reshaping the landscape in education is significantly facilitated by blockchain technology.

Additionally, the Internet of Things (IoT) enables institutions to create inclusive, secure, and interactive learning environments, which allows them to prepare for success in this digital age. Robotics and automation in educational institutions cultivate the creativity, problem-solving, and computational skills of learners. These skills equip learners to become more successful in the advancement of this technology-driven world. The significant impact of the Bring Your Own Device approach allows learners to engage themselves with pedagogical contents and collaborate on various activities anytime and anywhere. Through this integration, learners will have continuous, meaningful learnings. More so, Educational Technology, data analytics, and assistive technologies create powerful impacts in the pedagogical process, facilitate personalized learning effectively, provide diverse and equal opportunities, address and hurdle barriers among learners, and equip learners to gain the necessary skills and knowledge while ensuring the curriculum is effective and relevant.

In conclusion, the various emerging technologies have valuable roles for making teaching and learning experiences more meaningful. The students can provide relevant insights and deeper understanding about the lessons. Harnessing and integrating these technologies in education, we are able to create well-crafted, inclusive, personalized, and learner-centered teaching and learning experiences. Adapting and embracing all the provided digital-based tools and resources will make the educational system more powerful, and learners will be able to succeed in their future endeavors in this digital world.

DOI 10.5281/zenodo.13285585 

In this new era of pedagogy, Artificial Intelligence has been emerging across interdisciplinary fields in education which promotes and transforms teaching methodologies, learning process, designs and assessments. Artificial Intelligence has an array on its potential in improving student learning experiences through various tools and resources that help the students to meet their learning objectives and providing effective engagement and experiences. Owing to its increased efficiency, it makes related tasks for teachers simpler to perform. Using various artificial intelligence features make it possible for every student to have equal access to as well as opportunities in education.  Being able to use Artificial Intelligence in science education, both learners and teachers, may come up on much better understanding and knowledge acquisition. The utilization of artificial intelligence promotes self-directed leaning among the students and it helps the teachers to identify their individual differences; thus, enhancing the quality of teaching and learning. The benefits of artificial intelligence in teaching, learning, and assessments in science education, the use of various simulations, tools and resources that includes immersive and experiential learning is often resulted to more engaging, interactive and effective learning experiences.

Artificial intelligence has numerous advantages, but there are still barriers to putting it into practice. The most apparent challenges in employing artificial intelligence includes the lack of infrastructure and resources that hinders the enough utilization and application in education. Certain places lack the essential digital equipment and high-speed internet connections. Concerns with student security and data privacy are also seen as difficulties arising from the gathering and processing of a substantial quantity of students' data while utilizing the digital tools and resources made available to them. Socioeconomic differences result in unequal access to technology and digital literacy, they put people at disadvantages in education driven by artificial intelligence. Further, problems of educators are to become well-equipped to integrate artificial intelligence into their teaching approaches. This demands more time and effort on their behalf. Another is the continual professional development and assistance relating to artificial intelligence. The difficulties in collaborating with stakeholders, legislators, administrators, and students; ethical considerations including accountability, fairness, and transparency; ongoing assessment; and the provision of thorough contextual resources.

In conclusion, numerous artificial intelligence tools and resources have been included into the education sector as part of the technological breakthroughs of the 21st century. This allows teachers and students to develop and employ important instructional resources, materials, as well as well-crafted outputs. Educators have been able to provide novel approaches to the traditional teaching and learning process by utilizing these artificial intelligence tools and resources.  More so, the integration of artificial intelligence into the Philippine educational system especially in science disciplines offers an immense number of potential ways of enhancing the learning experiences. Using digital tools and resources give more accurate and up-to-date leaning assessments. The potential advantages of integrating AI-driven tools and resources into education, deeper comprehension of students' development can be achieved by anchoring teaching and learning methodologies appropriately.

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DOI 10.5281/zenodo.13290381 

Teaching and learning about evolution have enormous practical significance that extends beyond a better understanding on how the world works. Learners can acquire great ways about the methodology of scientific investigation through the study of evolution. Countless and varied occurrences of how scientists eventually reach conclusions regarding the causes of natural phenomena are provided by evolution. Evolution as part of Biology subject serves as an overarching biological concept and is essential to the teaching and learning process in Biology. The theory of evolution is generally regarded as the most significant theory to explain generally biodiversity within the scientific community.

In the recent study of Weisberg et al., (2018) great levels of knowledge about evolution were correlated with greater acceptance. Learners’ acceptance of evolution may be influenced by their lack of understanding, but it may also be influenced by their religious beliefs or the beliefs of their community. However, deeper understanding of evolutionary Biology does not necessarily result in acceptance of evolution as a scientific truth. Teachers that have a firm grasp of the fundamental ideas exhibit good acceptance and may even love to teach evolution. More so, the understanding of evolution was influenced by the family and community of students, it is because teachers can provide positive or negative influence on the understanding of the students about evolution by providing and using enough knowledge and teaching approaches, teachers can positively influence the students on evolution. Thus, learners more probably accept evolution when they are taught by teachers who have religious and cultural beliefs. Utilization of diverse pedagogical styles during instruction can increase the levels of acceptance on biological evolution. Furthermore, religion is a huge obstacle when it comes to the acceptance on evolution. Studies have shown a connection between religious convictions, levels of religious practice, and acceptance of evolution (Silva and Montimer, 2020). Many people find it difficult to embrace evolution because they have misperceptions or do not understand it. Others hold opposing worldviews or religious convictions, and these justifications are typically more significant for people who reject human evolution.

Teachers with a solid base of the basic concepts show a good acceptance and even a preference to teach evolution. This suggests that evolution teaching should consider strategies to improve further understanding through acceptance, and the other way around. Understanding and acceptance have a huge connection. Teachers can focus on the teaching approaches that might increase the acceptance of evolution and help in developing a clear and precise understanding about it. Teachers and students share a relationship in this regard as well. In this positive link, teachers who teach about evolution think about ways in increasing the acceptance through better understanding of their learners. Furthermore, through suitable curriculum, professional development, and societal support, teachers can collaborate and contribute to the conceptualization about evolution curriculum. Teachers' positive attitudes about evolution have influenced the acceptance of evolution by the learners as well as their acceptance, knowledge and understanding about it.

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DOI 10.5281/zenodo.13291248 

Science education is regarded as a remnant of substance and fact-based knowledge in today's educational system. It improves learners scientific and analytical abilities as well as their ethical values and attitudes. To properly address the learning demands of the learners, adequate and appropriate teaching methods should be utilized. Teaching is not just about imparting knowledge from textbooks or curricula; it also includes effective lesson delivery that fosters learners’ participation. In order to help the learners to learn effectively and creatively in the new era of pedagogical change, teachers must employ the right approaches and concepts. A useful educational institution depends on its teachers, who are effectively transfer knowledge to learners. The ability of teachers to innovate teaching strategies is an essential aspect in determining the learning experiences’ quality.

Through engaging and observing activities, students actively and effectively learn. The learning process is significantly accelerated when an actual application is incorporated and the learner benefits from the applied knowledge and skills. When the unique characteristics of students in this age range are taken into account, developing practical skills in learners may seem like a challenging task. They are extremely inquisitive, enthusiastic, and restless, and they make use of all of their senses to interpret their surroundings. The K–12 science curriculum has begun modifying the Philippine educational system. The present curriculum encourages science teachers to assist learning using various methods and to create a learner-centered, inquiry-based environment in each classroom (K-12 Science Curriculum Guide, 2013). In the context of recent scientific and technological breakthroughs, science education is crucial. According to the Ministry of National Education of Turkey (2013), the goal of science education is to aid students in strengthening their scientific literacy. More so, students need to develop scientific inquiry skills while learning scientific facts and principles. In inquiry-based learning environments, students are more active and they are guiding their own learning processes.

Students learn new information, apply the concepts they have been taught, and may come up with a workable solution to a problem through practical exercises. Hands-on activities motivate an interest of lifelong learning and drive students to explore and learn new things. Learners are more likely to understand and retain the material being taught when they are actively involved in hands-on activities. In addition, the most useful solutions are to trigger students’ interest and optimize their active involvement and, therefore, their engagement in the learning process. Utilizing instruments and tools that can help make abstract knowledge more real and understandable, activity-based learning strategies have been promoted as a way to improve learners' understanding of scientific process. Further, hands-on approach is the best way to teach since it allows students to learn through experiential learning. Meaningful information can be regarded as experiential if it somehow links to the learner's previous experiences, whether directly or indirectly. Therefore, meaningful experiences can be ensured when the principles of learning by doing are applied to the spontaneous actions of learners' experiences.

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DOI 10.5281/zenodo.13291349 

Abstract:

 This paper explores the strategic positioning of investments by identifying market leaders and leveraging their strengths to create long-term value. Through a detailed analysis of market dynamics, competitive advantages, and financial performance, the paper aims to provide investors with a framework for selecting companies poised for sustained growth and profitability.

Introduction:

Investing in the stock market requires not only a sound understanding of financial principles but also a strategic approach to identifying companies that have the potential to provide long-term value. This paper delves into the concept of strategic positioning in investment, emphasizing the importance of identifying market leaders—companies that dominate their respective industries through innovation, strong financial performance, and competitive advantages. By focusing on these market leaders, investors can create portfolios that are positioned for sustained growth and profitability.

Market leaders are characterized by their significant market share, robust financial health, and ability to innovate and adapt in a dynamic economic environment. This paper aims to provide a comprehensive framework for identifying these leaders by examining both quantitative metrics and qualitative factors. Through detailed case studies and practical applications, the paper will illustrate how strategic positioning can lead to successful long-term investments.

Thesis Statement:

When constructing the theoretical framework, this article integrates theories and concepts from multiple disciplines to provide a comprehensive analytical perspective for identifying market leaders and evaluating their long-term investment value. The following are detailed extensions of each theory:

(1) Market Leader Theory

The concept of market leader originates from market structure theory, which holds that in any given market, there are always some enterprises that occupy a leading position due to their size, resources, brand, or other competitive advantages. Porter's market leadership theory further emphasizes the influence of market leaders in pricing, innovation, and market trend setting (Porter, 1996). This article will delve into how market leaders influence the development direction and competitive landscape of the entire industry through their market position. In addition, it will analyze how market leaders utilize their scale advantage and resource control to maintain their leadership position, and make strategic adjustments as necessary to cope with market competition.

(2) Brand positioning theory

Trout's positioning theory provides a foundation for understanding the position of brands in consumers' minds. According to this theory, brand positioning is achieved by creating a unique brand image that enables consumers to associate the brand with specific attributes or interests (Trout&Rivkin, 2013). This article will explore how brands can establish a strong positioning in the minds of consumers and analyze how this positioning can be transformed into a competitive advantage for market leaders. Specifically, we will analyze how brands shape their image through advertising, public relations activities, and customer experience, and evaluate the impact of these strategies on brand awareness and loyalty.

(3) Differentiation strategy

Differentiation is a core component of corporate strategy, which involves providing unique products or services to differentiate oneself from competitors. Differentiation can be based on multiple factors, including technology, quality, service, or brand image. This article will draw on Porter's differentiation strategy to analyze how companies can establish and maintain market leadership through differentiation strategies (Porter, 1996). Specifically, we will explore how companies can achieve differentiation through innovation, product design, and customer service, and evaluate the impact of these strategies on their market position.

(4) Defense Advantage Theory

The theory of defensive advantage suggests that companies can protect their market position and profitability by building market barriers. These barriers may include patents, brand loyalty, economies of scale, or network effects. This article will explore how companies can leverage these defensive advantages to resist attacks from competitors and maintain their position as market leaders. Specifically, we will analyze how companies construct market barriers through patent protection, brand building, and economies of scale, and evaluate the impact of these barriers on their defense capabilities.

(5) Safety margin principle

The safety margin principle originated from Benjamin Graham's value investing theory. It emphasizes that in investment decisions, stocks with market prices lower than their intrinsic value should be selected to provide investors with a certain level of protection to reduce potential loss risks (Graham&Dodd, 1934). This article will delve into the application of the safety margin principle in investment decision-making and analyze how to determine the intrinsic value and safety margin of stocks through financial analysis and market evaluation.

(6) Principle of concentrated investment

The principle of concentrated investment is borrowed from military strategy, advocating for the concentration of resources and forces at critical moments to achieve strategic goals. In the investment field, this principle is used to guide investors to focus their funds and attention on the most promising investment opportunities, in order to improve investment efficiency and returns. This article will explore the application of the principle of concentrated investment in investment decision-making and analyze how to identify the most promising investment opportunities through market analysis and financial evaluation.

(7) Fund Management Strategy

Effective fund management is the key to successful investment. This article will explore how to allocate funds reasonably based on different market conditions and personal risk preferences, including building defensive and offensive investment portfolios, as well as risk speculation strategies. Specifically, we will analyze how investors optimize their investment portfolios through asset allocation, diversification, and risk management, and evaluate the impact of these strategies on investment performance.

By integrating these theories, this article constructs a theoretical framework to guide investors in identifying market leaders and evaluating their value as long-term investments. This framework not only considers the market performance and financial indicators of the enterprise, but also includes multidimensional factors such as brand strength, differentiation ability, defense advantage, and safety margin. Through this framework, investors can have a more comprehensive understanding and evaluation of the long-term investment value of market leaders.

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DOI 10.5281/zenodo.13291543 

Higher-order thinking skills are of the biggest value in the area of education since they go beyond the ability for memory and the acquisition of basic knowledge. Both of these abilities are essential for learning. Students are given the chance to engage in activities such as critical thinking, information analysis, the resolution of difficult issues, and decision making via the participation in these activities. Educators have the potential to better prepare students for the problems that they will confront in the modern world by providing them with the tools required to become learners for life and by incorporating higher thinking skills into the curriculum. This gives educators the opportunity to equip students with the resources necessary to become learners for life.

Teaching students how to ask and react to higher-order questions that encourage critical thinking and a more in-depth investigation of the subject matter is something that has to be part of their education. In our capacity as teachers, it is our responsibility to impart this knowledge to them. In the second place, we need to get children engaged in activities that require them to collaborate with one another and communicate effectively in order to find solutions to problems or complete assignments. Essay questions, open-ended problem-solving tasks, and performance-based evaluations are some examples of the sorts of assessments that should be taken into account when constructing tests that examine higher-order thinking skills. Other types of assessments include performance-based evaluations. In addition, let us provide assistance to pupils in examining their cognitive processes, identifying their strengths and limits, and devising strategies for making development.

Higher-order thinking abilities, according to research, are associated with increased student performance and accomplishment, as well as the acquisition of a wide range of transferable skills. As the questioning strategies that instructors use to assist learning, it is often recorded and assessed in sessions that are watched.

Despite this, questions are only one of the numerous ways that higher-order abilities may be developed. Other methods include engaging in discussion, learning via problem-based activities, and generating meaning from the materials that are offered.

The development of higher-order thinking abilities is a method that may be used in educational settings to facilitate the learning of students. It is possible for instructors and teachers to construct instructional activities that compel students to engage in problem-solving, critical thinking, decision-making, and assessment in order to acquire knowledge of a topic in a more efficient manner.

By doing so, teachers are able to foster higher-order thinking abilities, which allow students to go beyond the fundamentals and apply what they have learned in ways that are more relevant. This might help students acquire abilities that are relevant to the 21st century and that they can take with them throughout their careers.

The majority of research on higher-order thinking skills is carried out via cross-sectional studies. These studies compare a certain group of students at several times in time in order to follow the evolution of their cognitive ability. According to the findings of these research, kids exhibit remarkable improvement in a very short amount of time when they are provided with the appropriate opportunities and tools to enhance their thinking abilities.

The last step that we should take is to cultivate an environment in the classroom that is marked by curiosity and inquiry. We should encourage students to question about and examine things that go outside the bounds of the curriculum. A dynamic learning environment that encourages higher thinking skills and equips students with the capabilities they need to achieve academically and in their future endeavors may be established by educators via the use of a variety of strategies that can be utilized to develop such an environment. Educational institutions can employ these strategies to create such an environment.

The purpose of this article is to investigate the ways in which fluid thinking abilities may be used to facilitate the acquisition of information that is necessary for comprehending abstract ideas that are included in our curriculum.

DOI 10.5281/zenodo.13292252 

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

         Records Management is a concept that is relatively new to history, dating back only 200 or 300 years. However, the truth is that the history of Records Management begins almost 6,000 years ago with the invention of the first archive.  In about 4,000 B.C. the first archive was created by the Sumerians and they use cuneiform writing on clay tablets to record property ownership and commercial activities.

         Thomas Bodley of England was known and considered as the Records Management Rockstar.  He opened the library which created the first general catalog to ever be printed in Europe.  His library made the first alphabetical author-title catalog in the year 1620.  The final contribution of his library to the world of Records Management was in the form of the first detailed catalog guidelines. In the 1970’s the United States began to store cataloged material in a machine-readable format and this discovery started the age of digital record keeping, which continues to evolve to this day (Heim, 2020).

         Organizational management of records is a critical component of governance and compliance worldwide, extensively covered in literature across various themes. Key areas include international standards such as ISO 15489, which outlines various principles and frameworks for effective records management and the ISO 30300 series that focuses on managing records in electronic environments. There are numerous books, such as Laura A. Millar's "Records Management: A Practical Guide for Information Professionals" and Anne Thurston and Caroline Williams' "Records Management: Principles and Practice," provide practical insights and strategies. Records management journals like the "Records Management Journal" and "Archives and Records" publish research about best practices, case studies, and emerging trends in the field of records keeping. Government bodies and regulatory agencies worldwide issue guidelines, protocols, while digital records management, including topics like digital preservation and metadata standards, is increasingly prominent. Researches and case studies highlight successful implementations, and academic application contributes theoretical frameworks and empirical studies, ensuring a robust discourse on records management globally.

Good records management programs, are created and built on defined policies and procedures wherein the area of records management enable employees, particularly those who handle records, to avoid losing important records or documents. Documented policy standards and procedures, such as best practices, can serve as an orientation for new employees, ensuring that even during periods of significant employee turnover, important information is not lost. As a result of the foregoing, every organization must have a specific policy governing the creation, use, preservation, ultimate storage and disposition of records. Thus, the policies and procedures relative to records is a top priority for organizations that understand the importance of good records management. Media deterioration will lead to the loss of information if records and information are not properly preserved. A well planned and organized records management program can be achieved by the use of written records policies and procedures, which can be part of a records management policy in an organization (Wright, 2018).

In the Philippines, records management literature reflects a growing emphasis on effective information governance and compliance within both public and private sectors. Key publications and resources often focus on adapting international standards to local contexts, such as ISO 15489, which outlines principles for records management. Books like "Records and Archives Management" by Nenita Pambid Domingo and "Records Management: Principles and Practice" by Aileen L. Sison provide practical guidance tailored to Philippine settings. Journals such as the "Philippine Journal of Public Administration" and "Records Management Journal Philippines" feature articles on local case studies, best practices, and regulatory updates. Government agencies like the National Archives of the Philippines (NAP) play a crucial role in setting standards and guidelines for records management across the country. Digital records management is also gaining attention, addressing issues like digital preservation and electronic records management. Overall, the literature in the Philippines underscores the importance of efficient records management systems in enhancing transparency, accountability, and efficiency in both public and private organizations.

         Records management in the Philippines involves creating a level of efficient and systematic control over the creation, use, storage, disposition of records and includes setting policies for maintaining different types of records. Records management system is essential to any government organization as it enables them to comply with federal records management law. Government records must be filed and maintained correctly, and has document records management system that enables government agencies to reduce the costs associated with compliance and easily manage the lifestyle of their documents to preserve record integrity. Implementing a document records management system helps organizations achieve a higher level of efficiency (GovOS, 2023).

In addition,  records management is integral to the Department of Education, it is crucial for maintaining operational efficiency, regulatory compliance, and informed decision-making. The agency handles extensive information concerning educational policies, student records, documentation of employees, financial transactions, and processes of the administration. Following and complying to international standards such as ISO 15489, which outlines principles for records management, is combined with local regulations to tailor practices to DepEd's specific needs. Oversight from the National Archives of the Philippines (NAP) to ensure alignment with national guidelines for records management across government agencies, reinforcing the agency's commitment to just, transparency and accountability. DepEd implements robust systems for creating, maintaining, retaining, and disposing of records, including comprehensive policies for managing electronic records and conducting regular audits to uphold compliance. Adopting digital records management is also prioritized, addressing challenges like digital preservation and metadata management to safeguard the security and accessibility of electronic records. In essence, effective records management within DepEd supports its core mission of delivering quality education by ensuring reliable information availability for strategic decision-making and operational efficiency.

         Documents either personal or public is very important to an individual and organization. It includes all the data, details and information of an employee, school activities, projects, action plans and others transactions within and outside the division. Good and proper implementation of records management and processes of Records Unit in DepEd Tarlac Province will yield excellent service to its customers.

         Effective records management program depends on how the policies and processes are implemented in an organization. Thus, the agenda of complete orientation, training and awareness of Records unit personnel is to provide exceptional service to the stakeholders. Policies and processes are made to attain the unit’s objective of continuous improvement and success in records management. Additionally, other Records unit actions are regulated based in records management standard to provide opportunities for improvement and as preventive action for potential risks that may arise.

         DepEd Tarlac Province personnel involved in the records management processes and programs such as receiving, encoding, sorting, filing, retrieving, releasing and disposition are oriented and aware of the processes in accessing, retrieving and locating documents. Though most of the documents are prepared in schools and other offices, first hand transactions are done at the Records unit before processing at the division. In this study, the main duty of records unit is receiving, safekeeping and releasing of documents.

         Based on researches one of the best-practice in records management is proper safekeeping, documents should be discoverable, accessible, and usable when needed but it must also be secured so that they cannot be tampered or inappropriately altered, deleted or misplaced and especially it shouldn’t be accessed by unauthorized personnel. Security of the information is essential to good record keeping. Also, maintaining confidentiality, availability and integrity of the details and information is vital to ensure that the stakeholders can be confident that the division is looking after their data and documents.

         Good practice and implementation of the records management process supports the delivery of high-quality public service. It prevents confusion and ensures records status are accurate and up to date. It also minimizes the time consumed in tracking, tracing and locating of documents.

         Excellent records management in DepEd Division of Tarlac Province can be maintained if the Records unit of the division provides outstanding service. Ensuring that all the policies and procedures are properly followed and implemented.

With the experience as a records unit staff in the division, the researcher handles and provides service particularly in receiving, encoding, filing, retrieving, releasing and disposition of documents. Hence, the researcher has the capacity and authority in conducting the study. 

         To wit, this study was conducted to evaluate the compliance on records management of the division, determine the level of satisfaction and identify if there is a significant relationship between the compliance and satisfaction on records management at the Department of Education Tarlac Province. It also determined the problems encountered by the respondents in the different records unit actions, to wit measures are formulated to prevent discrepancy and better delivery of the records unit actions. Lastly, the implications of the study in records management to Public Administration.

Statement of the Problem

         The study evaluated the compliance and level of satisfaction on Records Management at the Department of Education Tarlac Province.

         Specifically, it sought to answer the following questions:

1.     How is the compliance on Records Management at the Department of Education Tarlac Province be described and evaluated along with:

1.1  receiving,

1.2  encoding,

1.3  filing,

1.4  retrieving, and

1.5  releasing

1.6   disposition?

2.     How is the level of satisfaction on Records Management at the Department of Education Tarlac Province be evaluated?

3.     Is there a significant relationship between the compliance and Satisfaction on Records Management at the Department of Education Tarlac Province?

4.     What are the problems encountered by the respondents in the Compliance on Records Management?

5.     What measures can be proposed to solve the prevailing problems experienced by the respondents?

6. What are the implications of the study to Public Administration?

DOI 10.5281/zenodo.13309373 

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According to the Board of Investments, one of the Philippines' greatest advantages is the availability of high-caliber human resources. "Our people have an excellent education. We are one of the largest English-speaking countries in the world since 94 percent of the population is literate.

Based on several assessments, the Philippines has the largest English-speaking population in the world, ranking anywhere from third to sixth. Even at a basic level, our talent pool is capable of speaking, reading, and writing in this language.

         English proficiency is a competitive advantage that prior generations of Filipinos used to have, according to the Department of Education. According to Butch Hernandez, executive director of the Eggie Apostol Foundation, many recent high school or college graduates struggle to speak English, and occasionally even their native language, clearly and fluently.

Since teachers are regarded as the key factor in delivering education to pupils, the success or failure of students learning English depends greatly on them. Therefore, numerous studies demonstrating the worrying fall in English proficiency of the majority of pupils in both public and private schools have shown that it is related to the type of instruction being provided to them and, undoubtedly, the proficiency of the teachers in the language being taught.

The ability of teachers to communicate with and impart knowledge to their pupils may be constrained by their lack of confidence in their level of language proficiency. The process of learning a language is not linear; the four language skills of hearing, speaking, reading, and writing can be picked up at varying rates, with peaks and valleys along the way.

In this regard, administering the English Proficiency Test (EPT) to instructors is generally a desirable action for the reasons listed below:

1. It would assess the degree of English literacy and teaching abilities of the educators who play a crucial role in creating Filipinos who are globally competitive.

2. It will test the instructor's proficiency with both spoken and written American English.

3. It will help to clarify the difficulties involved in learning the English language.

4. It will establish how the assessment can aid in efficient instruction.

5. It will create genuine and trustworthy assessments that are most likely to produce crucial information about the acquisition of the English language.

6. It will assist the Department of Education's (DepED) test developers and testing program administrators in developing additional training and/or refresher courses aimed at bettering the English proficiency of both elementary and secondary school teachers and further preparing them with the necessary knowledge and skills.

Dr. Alonzo asserts that our future educators should ensure that English is taught as a tool for communication rather than as a body of knowledge to be absorbed. Similarly, the K–12 basic education frameworks are followed by the Department of Education, which places a priority on student needs and ensures that pupils acquire the English language holistically.

There are a number of suggestions to help Filipinos further their English language proficiency, though: 1) constant use and practice of the language could help to further solidify our economy; 2) there is still much room for improvement in terms of grammar, which could also help learners feel less anxious; and 3) there is a need to strike a balance between honing English language education and preserving our regional and cultural languages.

 In educational institutions that seek to elevate the quality of English language teaching, teachers' proficiency in planning and implementing English classes to improve students' English proficiency, and curriculum developers' proficiency in creating cutting-edge English proficiency learning materials, must both be improved.

DOI 10.5281/zenodo.13318066 

The days when people were evaluated based on their degrees and the number of medals, titles, and accolades they wore on their person are long gone. Then, they are evaluated based on how well they can fit into a "one size fits all" group. But standards also evolve along with people.  Metamorphosis occurs in all living things, including those who are still and breathing. Over time, nothing remains constant.

People's ability and capacity to survive in the workplace are now assessed differently. Age has brought about a new norm. a criterion that rejects the outdated, constrictive, and limited notion of humanity at work. The interpersonal skills that are often referred to as "emotional competencies" are even more important in the workplace than intellectual ability. It's not enough for people to be intelligent, well-educated, and knowledgeable in a certain profession; they also need to be capable at managing themselves and other people.

People have had to learn this truth the hard way. Someone who graduated with honors from a prestigious or top-tier university would believe that everything was perfect for him because the distinction had already given him an advantage over others. As one immerses himself in the world of work, he or she will quickly come to the realization that intelligence is not everything; what matters most is that they have a positive and productive working connection with their coworkers.

According to research, intelligence alone is insufficient. Not everyone in the world is happy and successful, even the most intelligent ones. Surprisingly, they frequently aren't the ones who bring about major international changes. Emotional quotient (EQ) is a topic of rising discussion among psychologists and neuroscientists. They contend that EQ is a must for successfully utilizing IQ. People with high EQs are able to properly manage their own emotions while also interacting and relating to others. Human relations afterwards developed.

As Daniel Goleman demonstrated convincingly and correctly than two decades ago, Emotional Intelligence (EQ) is more important to leadership effectiveness and success than IQ.  The majority of attempts, meanwhile, have only led to momentary advances.  The lack of a deeper, core intellect—which comes before having a high EQ—is the root of the problem.  In my Stanford University lectures, I use the term Positive Intelligence (PQ) to describe this.  Without a solid PQ basis, many of our attempts to better ourselves end in failure because of self-sabotage.

Personal traits like initiative, empathy, adaptability, persuasion, flexibility, cooperation, teamwork skills in resolving conflict, creativity in handling setbacks and obstacles, and self-motivation to learn, grow, and collaborate with others are all examples of personal qualities. 

Additionally, the word "EQ" is used to describe additional elements that may promote good relationships and the capacity to react correctly and favorably to daily challenges. It involves identifying feelings and controlling them. Without a tangible manifestation, emotions are simply collections of thoughts. In order to talk about emotions, we first need to understand them, develop a language for them, and then be able to express them. EQ deals with knowing who we are, how we relate to others, and how other people see us. Additionally, EQ enables us to build richer, more rewarding connections by assisting us in comprehending how others are feeling. All of this is necessary if we want to be able to manage conflicts as they emerge and work cooperatively and jointly in daily situations.

The ability to interact with others is significantly more vital than mental faculties. In the society we live in, having a wide range of interpersonal skills is quite valuable. No man is an island, after all. Isn't it true that people exist for others, serving as their primary reason for existing? People must look beyond what is immediately apparent, particularly in the workplace, in business, and in trade.

DOI 10.5281/zenodo.13318240 

Chapter I

INTRODUCTION AND ITS BACKGROUND

Introduction

In recent years, AI and social media have changed our daily lives in a big way. They've shaken up how we talk to each other, hang out, and get our info. This shift matters a lot to young people, who depend on these tools for school and pretty much everything else they do. Despite their importance, the combined effect of AI and social media on academic performance and mental health remains insufficiently studied and requires further investigation. Generative AI, exemplified by tools like Chat GPT, has emerged as a noteworthy development in AI applications, serving as a vital virtual assistant in higher education. The diverse benefits offered by these AI systems make it crucial to evaluate their influence on university students' academic performance and mental health (Shahzad et al., 2024).

Artificial intelligence positively affects student behavior and academic performance. AI hardware is used for data mining and modeling techniques to analyze and predict student behavior and performance. If large data are analyzed, AI can help teachers understand students' learning styles and specific states, leading to more personalized teaching approaches AI tools can also be used by students themselves to improve their academic performance, with a majority of college students expressing a desire to actively use AI tools for this purpose The implementation of AI and computational The inclusion of life sciences within the classroom pedagogical procedure was found to increase student achievement, attitude, and motivation toward learning.. Accurate performance prediction for students making use of AI shall not only avoid dropouts but also give the future student an idea of the fields in which they can build successful profiles. This, in terms of its grand scope, can allow AI to enhance both student behavior and academic achievement by making use of individualized approaches and predictive analytics.

AI and social media have revolutionized educational models and reshaped how students engage with digital content and their social circles. Prior research highlights AI's ability to facilitate information access, peer connection, and participation in online communities. However, continuous exposure to algorithm-driven content and the allure of social platforms could have significant effects on both academic performance and mental well-being. Previous studies have shown that incorporating Generative AI like Chat GPT into higher education can lead to improved academic outcomes. These AI systems provide personalized support, instant feedback, and extensive information resources, enabling students to understand complex subjects, enhance problem-solving skills, and enrich their learning experiences (Shahzad et al., 2024).

Enormous data sets can be analyzed by AI and Machine Learning technologies, which can to uncover designs and produce until now unimaginable estimates. These instruments can be utilized within the instructive setting to track and upgrade understudy execution, spot and near learning holes, and indeed estimate future academic success. Through the utilize of assorted information sources, counting participation records, grades, and behavioral signs, fake insights (AI)-powered frameworks can outfit teachers with personalized suggestions and bits of knowledge that are relevant to each student's needs. One of the key benefits of integrating AI and Machine Learning into education is the potential for personalized learning. By leveraging these technologies, teachers can make customized learning experiences that adjust to person students' qualities and weaknesses. This personalized approach not as it were making a difference in closing learning gaps but moreover cultivates a more locks in and compelling learning environment. For occasion, AI can prescribe particular learning assets or works out based on a student's advance and regions of difficulty, in this manner improving their overall academic performance.

In a related study from 2023, Inmaculada García-Martínez, José María Fernández-Batanero, José Fernández-Cerero, and Samuel P. León analyzed the effect of AI components and computational sciences on student performance. Through a systematic review and meta-analysis of 25 articles from WOS and Scopus databases, they found that AI positively impacts student performance, particularly enhancing attitudes towards learning and motivation in STEM (Science, Technology, Engineering, and Mathematics) areas. They also highlighted the educational and ethical challenges of implementing these technologies, calling for further research into their design and application (García-Martínez et al., 2023).

Similarly, Mircea Mureșan (2023) delves into the significant impact AI has had on education over recent decades. Muresan illustrated that AI replicate the intelligence of human such as discipline, behavior, solving problems using various types of algorithms and mathematical formulation made by AI developers. Schools bringing in AI-powered learning tools have caused a big change in how we teach and learn. This research aims at this is to test how these AI learning helpers have affected the way students do in school and how much they understand. These have become prominent instruments in this digital age, characterized by the rapid development of technology. By so doing, the impact of these instruments is an imperative that ought to be understood for informing education practices and policies. A lot of talk has been sparked by AI in education because it may improve learning altogether. But to make use of AI's good points and deal with the bad ones, we need to know how both of these things affect schools. This paper looks into what AI tools mean for education and why they matter in today's schools. We're doing this study to fill in what we don't know yet.

Statement of the Problem

The main purpose of this study is to gather information from the College Students of AMA Computer College Tarlac on the role of artificial intelligence in student's performance and behavior especially, the researcher's objectives in conducting this research are:

[1] To find out what is the role of artificial intelligence in student's performance and behavior.

[2] To find out how artificial intelligence improves the performance and behavior of students.

[3] To find out why Artificial Intelligence is important in optimizing student’s performance and behavior.

DOI 10.5281/zenodo.13318308 

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The study assessed the technical competencies among faculty members within Teacher Education Institutions (TEIs) with the purpose of proposing a technical report towards academic excellence. Specifically, it described the profile of the respondents, determined the extent of manifestation of competencies in instruction, research, and extension. Further, the study ascertained the initiatives toward successful academic offering which contributed to the proposed technical report as input to TEIs’ academic excellence.

The study utilized a descriptive type of research with 199 college professors in the selected TEIs in the province. The study made use of questionnaire, interview and focused group discussion as the data gathering instruments. The study is limited to the responses of the target respondents. Weighted mean, and composite mean are the statistical treatment used.

Based on the findings, majority of the professors are within the age range of 30 to 39 years old, predominantly female, with relevant Master's degree, and are Assistant and Associate Professors, had been in the service for 6 to 10 years. Moreover, they manifest technical competencies in instruction, research and extension to a moderate extent. Meanwhile, the study identified promoting a safe and positive environment in which student are responsible self-motivated and self-evaluating, and fulfilling the career of the college students to master a specific industry specialization as the initiatives to successful academic offering. The proposed technical report is substantial to the enhancement in terms of professors’ performance.

Keywords: Technical Competencies, TEIs, Instruction, Research, Extension

DOI 10.5281/zenodo.13324907 

The study utilized the qualitative case study research approach. The study assessed the cause of  inappropriate behaviors of the students who have multiple records in guidance office of Villa Aglipay National High School. The participants  were grade 11 and grade 12 students of Villa Aglipay National High School  for the A.Y. 2023-2024. The data collection instrument was a self- made questionnaire and interview guide where the answers were categorized using the coding method and interpreted using the thematic analysis by Mortensen D. (2020).

The common themes that emerged from the participants demographic profile are: extended family, conditionally separated, and nuclear family, their parents are employed and they have irregular income. The common themes that emerged from the causes of the specific behavior of the participants are influence of the environment at a young age, curiosity and behavioral issues and they are aware of the consequences on health.

School should conduct an individual inventory  for each students when it comes to the demographic profile of the students. School should have also contact number of the parents of the learners. Peer  facilitator must be trained to whom they can talk or seek guidance. Peer facilitator can come from a variety of sources, including students leaders in various groups. Peer education can be useful supplement to a comprehensive school-based training and seminar program. Implement  the proposed or developed behavioral contract to instill discipline of the  Senior High school students.

Keywords: Behavioral Issues, influence of environment at young age, consequences on health, individual inventory

DOI 10.5281/zenodo.13329345 

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THESIS ABSTRACT

The primary purpose of this study is to determine the relationship between the academic performance of the commuting and boarding islet students. To do this, the periodical test results of 30 commuting and 30 boarding islet adolescent high school students of the Bantayan National High School (Bantayan Island, Province of Cebu) were analyzed. To guide the analysis, the following research questions and hypothesis were drawn: What is the economic status of the parents of commuting students? and What is the economic status of the parents of boarding students? Hypothesis revealed that there is no significant difference between the means of the academic performance of commuting and boarding students at 5% significant level. With regards to the issues raised in the research questions, it has been found out that the parents of the commuting students are generally fishermen (96.67%) with an average monthly income of only P 3, 736.67. Whereas, for the parents of the boarding students, eighty-three point thirty-three (83.33%) percent are fishermen with a monthly income of P 3, 948.28. The average monthly income of the islet parent is P 3, 842.48. With regards to the null hypothesis of no difference between their academic mean performance, the t-test shows that the null hypothesis is rejected. This means that there is a difference between their mean academic performances in favor of the boarding students, that is 26.48 for boarding students and 24.34 for commuting students. The percentage difference is 8.79% based on the mean of the commuting students. The conclusions can be drawn from this study (1) the overall average monthly income of P 3, 842.43 is beyond imagination for them to be able to live decently. They need livelihood assistance to improve their living conditions (2) the fact that even with their meager monthly income they were still able to send their children to school, shows their strong belief of what good education can do to change their economic situation in life and (3) the islet students staying in boarding houses generally show a significantly higher academic performance than those students commuting daily to school.

Keywords:  students’ academic performance, adolescent, islet, commuting islet student, boarding islet student

DOI 10.5281/zenodo.13331495 

The I DO, WE DO, YOU DO is also known as the Gradual Release of Responsibility is a teaching method that incorporates modeling, prompting, and practice. According to Pearson and Gallagher's (1983) gradual release of responsibility model of instruction, cognitive work should gradually and purposefully shift from instructor modeling to collaborative accountability between teachers and learners, to independent working and practice by the learner.

This paradigm gives teachers a framework to transition away from taking "all the responsibility for carrying out a task.  This model is based on a number of theories, including those put forth by Jean Piaget in 1952 regarding cognitive structures and schema, Lev Vygotsky in 1962 and 1978 regarding zones of proximal development, Albert Bandura in 1965 regarding attention, retention, reproduction, and motivation, and David Wood, Jerome Bruner, and Gail Ross in 1976 regarding scaffolded instruction.

Together, these theories argue that learning happens through interactions with other people, and that specialized learning happens when these interactions are intentional.

The instructional framework I DO, WE DO, YOU DO contain four elements (Fisher) & Frey, 2008a):

1. Lessons in Focus. Here, the instructor sets the lesson's goal and exhibits her mental state. The goal should be determined by the anticipated learning results, including standards, and be made known to students in a clear manner. The teacher's example should give students examples of the language and thought needed for success.

2. Directed Instruction. The instructor strategically uses inquiries, prompts, and cues to aid with learner comprehension. This is possible with large student groupings but is most likely more successful in small groups that are organized according to educational needs. While providing educational scaffolds to ensure student success, the teacher emphasizes on handing over responsibility to the class during guided instruction.

3. Effective Teamwork. Students collaborate to create anything in groups pertinent to the subject at hand. The group work must involve pupils using academic skills for it to be effective. Pupils can develop relationships with their classmates through teamwork, which can provide a productive and encouraging learning environment. Pupils can build trust, respect, and a feeling of community with their peers by collaborating effectively on a project.This section should give pupils a chance to solidify their comprehension throughout instruction before they use it on their own.

4. Independent Study. Students then put what they've learned in class and outside of class into practice. Many self-directed learning exercises are used as formative evaluations to make sure for comprehension and to determine the need for redoing the lesson. Naturally, autonomous learning exercises should not be introduced too early in the learning process since kids need practice before they can use knowledge in unusual circumstances.

The elements can be utilized in any sequence, as long as each lesson includes all four of them, even if we provide them in this particular order. It's important to note that the GRR Framework need not be linear.  Education professionals may appropriately start in any area of the framework depending on the learning objectives. As they acquire the skills, methods, and standards, students alternate between each of the components.

After all, the I DO, WE DO, YOU DO instructional framework's objective is to give pupils the right instruction as they progress toward independence. 

DOI 10.5281/zenodo.13332020 

The K–10 curriculum will shortly be released by the Department of Education (DepED), although it will not take the place of the K–12 curriculum. So, what exactly is this K to 10 all about? DepED has conducted a thorough study of the Kindergarten through Grade 10 (K-10) curriculum, which will possibly be implemented in the 2024–2025 academic year according to Undersecretary and Spokesperson Poa. The revised curriculum attempts to temporarily "decongest" the school system to improve the overall standard of the country's fundamental education by giving more time to important topics like mathematics. instruction in values, science, reading, and English.

In a similar vein, DepED intends to use online or hybrid education or learning to simplify schools more quickly and effectively without sacrificing educational quality. Additionally, the DepEd made the draft curriculum available for scrutiny by the public in April and May, and it generated a lot of feedback from professionals, academics, and members of the general public.

A task group to investigate the SHS program and current policies was established by DepEd last May this year, in order to ensure uniformity, responsiveness, and adaptability to the circumstances of the learners and stakeholders. Bringas claims that the task force would also look at how the program is addressing market demands while considering worries regarding the employability of SHS graduates. The task team was told to deliver its findings and recommendations the following year.

The K–10 curriculum will include the following suggestions, according to Assistant Secretary Bringas.

Reduction of learning areas

Sibika, Kultura, Kasaysayan, at Kagalingang Pangkatawan (SIKaP), a new subject that incorporates Araling Panlipunan and the music, arts, physical education, and health, will be offered to learners in grades 1 to 3. Likewise, the separate mother tongue topic will also be dropped, but the primary grades will still use it as the primary language of instruction. The number of learning areas in the foundation years or from Grades 1 to 3 will be reduced. Additionally, DepEd has been urged by a number of organizations to bring back the separate Philippine history course in junior high school, but the group has not stated whether the recommendation will be included in the final version of the redesigned curriculum. DepEd is also recommending a separate reading and language subject for Grade 1 that will also be taught in the student's mother tongue.

Opening of classes

The start of the academic year 2023–2024 will still be in August. Concerning the review of the K–12 curriculum, according to Poa, is still in progress. DepEd established a public task group in May to examine how the senior high school curriculum was being implemented.

Promotion of Peace Education

The integration of peace competences into the new K–10 curriculum will place special emphasis on the encouragement of nonviolent activities and the development of students' conflict-resolution skills. The promise of K–12 education is that students would be employable, but we must confess that this is not the case now.  Officials from DepEd are examining strategies to match market demands, improve employability, and increase our students' desire to find employment.

The K–12 curriculum will be updated, according to Vice President and Education Secretary Sara Duterte, in order to generate graduates who are better qualified, prepared for the workforce, active, and responsible.

DOI 10.5281/zenodo.13332317 

INTRODUCTION

Employees are the foundation of every organization, providing the framework for a long-lasting and profitable enterprise. Their abilities, skills, life experiences, and expertise are essential for a business to fulfill its objectives and stay competitive in the marketplace. Seek Capital's founder and CEO, Roy Ferman, stresses the value of investing in staff members equally to other parts of an organization. This investment greatly impacts a company's success by providing specialized training modules and developing a positive, employee-focused work environment with competitive pay and benefits. As observed by Tung-Chun (2001), a workforce with a strong educational and training foundation has a distinct competitive advantage over competitors.

According to Sharma (2018), training programs are crucial for improving the knowledge, skills, and capacities of employees, which in turn results in better performance. According to Armstrong (2006), training is a set of well-planned activities to promote learning. In addition to increasing a person's market value, earning potential, and job security, effective training strengthens organizational sub-departments. Adding value to the workforce is the main goal of training and development, which will ultimately give the business a competitive advantage (Michael, 2008). However, as noted by Bartram and Gibson (2000), for training to be truly effective, it needs to be in line with the demands of the company and its personnel, as it is both time-consuming and expensive.

Thus, this research will use the Training Needs Analysis to determine the training and support required for Engineering instructors at a university in Quezon City, which, for the sake of confidentiality, is referred to as University X.

STATEMENT OF THE PROBLEM

This study aims to assess the training needs of the Engineering Instructor at University X. Specifically, it seeks to answer the following questions:

1.     What is the demographic profile of the Engineering Instructor  in relation to:

1.1.   Age

1.2.   Department

1.3.   Length of service at University X

1.4.   Educational attainment

2.     What core subjects do the Engineering Instructor at University X currently teach?

3.     What additional core subjects do the Engineering Instructor at University X wish to teach, aside from those taught in previous semesters?

4.     What is the level of technical knowledge of the Engineering Instructor in the following core courses:

4.1.   Industrial Materials and Processes

4.2.   Industrial Organization and Management

4.3.   Statistical Analysis for Industrial Engineering

4.4.   Work Study and Measurement

4.5.   Operations Research

4.6.   Quality Management System

4.7.   Research (Feasibility & Capstone)

4.8.   Ergonomics

4.9.   Operations Management

4.10 Supply Chain Management

4.11 Information Systems

  4.12. Systems Engineering

5.     What is the level of interest of the Engineering Instructor in core courses and soft skills for their preferred training?

6.     What are the preferences of the Engineering Instructor regarding the delivery of training:

6.1.   Delivery format

6.2.   Location preference

6.3.   Facilitator

METHODOLOGY

This study used a descriptive survey approach to evaluate the training needs of University X permanent engineering faculty members. A standardized questionnaire that includes demographics, core subjects' knowledge, technical expertise, and training preferences is used to collect data. Based on their university status, all permanent engineering instructors are surveyed. Descriptive statistics, such as frequency, weighted mean, and standard deviation, are used to analyze the data. By maintaining respondent anonymity, obtaining informed consent, and placing a strong emphasis on voluntary participation, the study assures ethical compliance.

DOI 10.5281/zenodo.13340736 

READ MORE

Teaching always takes place more effectively over empirical instances.  This further explains that when there is an actual immersion during the process, the more meaningful learning is.   Learning happens much well in an environment where there is localization. Through this specific way, one can have a more thorough understanding of what is being taught or imparted. Proximity should never be a problem as long as the teacher is creative and resourceful enough in making adjustments to make the actual venue of learning suited or corresponding to what is being taught.

  If there is really no connectivity of what is being taught to what is really prevalent, then the teacher can find ways on how to have real life applications for such. “The Victory of Lapu-Lapu over Magellan along the coastal premise of Mactan” can be depicted in a landlocked locality by means of presenting the victorious scenario by means of a tableau, a walking diorama or even a travelogue.  Such strategies engage the students of putting themselves to the period of history which the event has happened. This enables students to experience how was it to be there in doing the process without bringing an entire class to the nearest coastal premise to make them “feel”  the event.  This is one sample of contextualization.

   Why is it important to contextualize?  It is indeed very essential to contextualize because learners can better assimilate knowledge if they can actually relate to what they are learning.  They need to experience what they are being taught.  Contextualization might help to amplify Filipino culture. The creative juice of a learner's vibrant and inventive cognitive faculties may be likened to the usage of instructional resources in contextualizing. Young generations, who will carry the torch of freedom and unrivaled Filipino idealism, need to be taught these principles, which are beautifully and richly embedded in the backdrop of moral wisdom and amazingly astounding Filipino values. Therefore contextualized teaching is synonymous with empirical or experiential learning.  Learning also becomes strong and lasting when exemplifications are part of the learners’ daily ways of living.  Contextualization therefore makes learning easier to absorb and retain.

    How can a teacher best contextualize?  Contextualization could be best done by a teacher through intensive and in-depth walk-through with what he/she is about to teach his / her students.  Having this so called “walk-through”  will not only mean a rigorous preparation and a rich prior knowledge but also a realization of what is to be taught.  Realizing what are to be taught will certainly demand time and dedication for the teacher has to consume both time and effort getting through the so named “walk-through” process.

“Araling Panlipunan” as a subject needs not be a boring and tedious one.  It should even be considered as an exciting and fulfilling subject because it provides an empirical re-enactment of the past with the utilization of today’s possibilities and essentials for a productive and beneficial tomorrow.

DOI 10.5281/zenodo.13346286 

            For some if not for many students, especially among the millennial, the subject, “Araling Panlipunan” may not belong to their line of favorites.  What could be the reasons why?  This question is now answered in this article and every answer is actually based on the actual experiences of the teacher with his/her students.

            Among the many reasons why not most students love the subject, “Araling Panlipunan” are:  (1) so many items require memorization; (2) the ideas involved are very broad that they become not too easy to understand; (3) there are too many involved; etc.  These few reasons do not include the fact that the subject does not only deal with local matters but as well as foreign ones.  The study of the subject is some sort of global in coverage. Aside from being global in coverage, the study of the subject is still divided into different eras or epochs.

             It seems to the majority the subject is only intended for the intelligent ones.

           It is high time that all “Araling Panlipunan” teachers do something about this reality.  This subject is actually an easy subject only if students will start appreciating its value.  To know one’s self, he/she has to look back to his/her roots or origins.  This can happen with the massive interest and the unceasing curiosity towards learning from the subject.  It should therefore be instilled in students’ mind that if they want to appreciate themselves and other people as well, they should in fact love the subject, “Araling Panlipunan”.

           How do I make my students love the subject, “Araling Panlipunan”?  I do this by making them explore while they are learning or while I teach them. How do I make them explore?  I allow them to venture first before I introduce to them the subject matter.  I make them venture by pre-assigning to them the topics or the learning areas.  By venturing, I let them do a self-discovery method in which they will be doing some readings, viewings, listening, interviewing, internet-searching, etc.   Allowing my students to answer performance task in various ways could bring out their multiple intelligence such as writing a poem about the topic discussed, editorial cartooning for those who are good at drawing and sketching, essay writing for those who loves writing, composing “hugot” lines of what attracts them for the lesson of the day and other means of gauging their understanding of what I taught them. With these varied methods, they are certainly going to be not just interested but also properly equipped for the next day’s class discussion.  Of course, this is only one among the many things that I employ in order to make my students love the subject, “Araling Panlipunan”.

           “Teachers are role models; so before we can make our students love the subject we are teaching to them, we ourselves should love it first, and there should be manifestations of this love for the subject.”

DOI 10.5281/zenodo.13346296 

                                      Sa bawat ngiti at titig  mo ay sobrang nabighani ako.

                                 Masdan mo ang mata ko at tila gugunaw ang mundong ito,

                                 Dahil pag nariyan ka nagkaroon ng saysay ang bawat araw ko.

                                 Mahal kong Antonio, sana’y ako lang ang aalagaan at mamahalin,

                             Susuyuin at yayakapin pag lugmok na ang aking damdamin.

                                 Na sa bawat pagtulog sa gabi ay ikaw lamang ang yayakapin,

                                 At pagising ko sa umaga nama’y  hahalikan at  kakanlungin.

                                 Kahit minsan inuulan ng problema at hindi tayo masaya

                                 May lungkot at pighati na kadalalasa’y nadarama ng bawat isa,

                                 Away man o tampo, sa bandang huli ay magkakabati din tayo.

                                 Sa hamon at unos na darating ,mananatiling tayo parin hanggang dulo.

                                 Ikaw ang dahilan kung ba’t ako lumalakas at lumalaban,

                                 Na kahit minsan puso at isip ay bigo at sugatan.

                                 Naging imahe mo ang inspirasyon,sandalan at gabay ko,

                                 Na siyang dahilan kung bakit nagtagal at nagmahalan tayo.

                                 Ang tanging hiling ko lamang ay mahalin mo ako hanggang dulo,

                               Ipaglalaban, kahit magunaw man ang mundong ito.

                                 Ikaw at ako pa rin sa huli, Antonio ko!

                                 Mahalin mo lang din ako ng dalisay at puro.

DOI 10.5281/zenodo.13349258 

The Philippines, aspiring to be an upper middle-income country, still grapples with the complexities of poverty amidst a changing climate. While progress has been made in poverty reduction, the country continues to face significant challenges, both in urban and rural areas. The overarching goal of eradicating extreme poverty by 2030, as outlined in the Sustainable Development Goals, remains elusive.

Climate change, as with other countries has emerged as a formidable threat, exacerbating poverty and inequality. The Philippines, already facing a lot of natural disasters and environmental degradation is now also experiencing extreme weather events, and they not only disrupt lives but also erode development gains. The rising sea levels and saltwater intrusion threaten coastal communities, agriculture, and fisheries, undermining food security and livelihoods. To address these intertwined crises, a comprehensive approach is needed that integrates climate resilience into poverty reduction strategies. This involves investing in early warning systems, disaster preparedness, and climate-smart agriculture while promoting renewable energy and sustainable livelihoods.

Poverty, our old wound, exacerbated by inequalities in income and opportunities, persists as a pressing issue. Addressing this requires a multifaceted approach that considers urban and rural development, agricultural productivity, and access to basic services. To accelerate progress, it is essential to monitor the impact of programs on vulnerable households, ensuring they are protected from both poverty and climate-related risks. Disaster preparedness and response are critical components of poverty reduction. Real-time data, life-saving aid, and livelihood support are essential for building resilience. Gender equality is also a crucial factor, as women are disproportionately affected by poverty and climate change. Empowering women through economic opportunities and political participation is essential for sustainable development.    

Given the persistent challenges of poverty and inequality, what specific, measurable targets and timelines have been set by both national and local governments to significantly reduce poverty rates in both urban and rural areas? How will each administration ensure that social protection programs are effectively targeted to the most vulnerable populations, particularly those affected by both poverty and climate change? What strategies were implemented to empower women and marginalized groups to participate fully in the economy and decision-making processes, thereby contributing to poverty reduction and gender equality? How did the different sectors invest in building the resilience of communities to climate-related disasters, ensuring that poverty reduction efforts are sustainable in the long term? What specific measures have been taken so far to improve data collection and analysis on poverty and inequality to inform evidence-based policymaking and program implementation?

Sadly, these questions are repeated over and over and most have only given birth to further questions. Let us go back perhaps to hoping and asking for active citizenship and participation as they are vital too for driving positive change. Marginalized groups, including women and youth, must have a voice in decision-making processes that affect their lives. Sharing best practices and assessing policy implementation is essential for continuous improvement. While the country has made strides, the challenges of poverty and climate change persist. To achieve lasting progress, strategies must focus on both short-term relief and long-term sustainability. A robust database is crucial for effective program implementation, monitoring, and evaluation. The long-term impacts of the COVID-19 pandemic has further compounded these challenges. By addressing the interconnected issues of poverty and climate change, the Philippines can build a more resilient and equitable future for all its citizens. Again, good luck!

DOI 10.5281/zenodo.13353051 

In our busy community, where every street and person have a unique story, schools are very important. They are more than just buildings; they are places where future leaders and caring individuals grow up. "Teaching with Heart" means understanding and caring for each learner, not just in their studies but also in their feelings. According to Smith (2023), when teachers focus on students' emotions and involve the community, it has a positive and lasting effect on their lives.

In our local schools, teachers who "Teach with Heart" build strong relationships with their learners. They make sure every child feels important and understood. This approach helps learners do better in school and teaches them to be kind and strong, which are important skills for life (Johnson, 2022). By focusing on these values, our teachers inspire and support learners, helping them to make positive contributions to our community and beyond.

"Teaching with Heart" also means that teachers are part of the community. They are not just teaching from a book but also connecting with learners on a personal level. This helps students feel safe and valued in the classroom. When learners know their teachers care about them, they are more excited to learn. They enjoy learning more and take their lessons seriously. This positive environment helps students become better learners and better people.

The benefits of "Teaching with Heart" go beyond the classroom. Students bring what they learn into their homes and the community. They learn to be kind, understanding, and to work well with others. This makes our community a better place for everyone. Students who feel cared for are more likely to help others and be good citizens. They develop a sense of responsibility and a desire to make the world a better place.

Emotional intelligence is a big part of "Teaching with Heart." Teachers who understand their students' feelings can better meet their needs and create a good learning environment. By recognizing and supporting students' emotions, teachers help build their confidence and self-esteem. This support encourages students to try new things, explore new ideas, and engage more fully in their education.

A classroom where "Teaching with Heart" is practiced is one where students feel empowered to express themselves and take charge of their learning. Teachers who adopt this approach create a positive and inclusive learning environment. They use teaching methods that cater to different learning styles and encourage active participation. This inclusivity ensures that all students, no matter their background or abilities, have the chance to succeed.

The long-term benefits of "Teaching with Heart" are significant. Students who feel supported and valued are more likely to develop a lifelong love of learning. They are also more likely to pursue higher education and reach their full potential. Moreover, the skills and values taught by caring teachers prepare students to handle the challenges of adult life. They learn to communicate effectively, solve problems creatively, and work well with others.

Several examples show the power of "Teaching with Heart." For instance, a middle school in our community started a program focused on building strong teacher-student relationships. The results were amazing: students' grades improved, fewer students missed school, and there was a big increase in positive behavior. Teachers felt more connected to their students and more satisfied with their jobs. This example shows how compassionate teaching can bring about positive change.

In conclusion, "Teaching with Heart" is about more than just teaching. It is about creating strong, supportive relationships and making our community stronger. By understanding and caring for each student, our teachers are helping to build a brighter future for everyone. The impact of this approach extends beyond the classroom, leading to a more caring and connected society. As more educators embrace "Teaching with Heart," they shape not only the minds but also the hearts of the next generation, building a world where empathy, understanding, and cooperation are key.

DOI 10.5281/zenodo.13353176 

Understanding the interplay between socioeconomic status and psychological wellbeing is crucial for grasping how individuals manage various life challenges. This complexity is especially pertinent for school nurses, whose roles demand balancing professional and personal demands. A recent study delves into these factors, focusing on school nurses in Central Luzon, Philippines, under the Department of Education.

The study explored the socioeconomic status and psychological wellbeing of school nurses across 20 divisions in Central Luzon, including Aurora, Bataan, Bulacan, Nueva Ecija, Pampanga, Tarlac, Zambales, and several cities such as Angeles City and San Fernando City. By using a descriptive-correlational method, researchers aimed to assess how these nurses make decisions and cope with the demands of their profession.

The study utilized a survey instrument adapted from the Stanford SPARQ Tools, with responses measured on a five-point Likert scale. The sample comprised 166 nurses from an initial population of 291, selected after gaining permission from the Department of Education's Central Luzon Regional Director and the superintendents of each school division. Data collection involved sending a Google Form to medical directors, who then distributed it to the division nurses. The confidentiality of responses was ensured, and completed questionnaires were carefully retrieved and analyzed.

The results revealed significant insights into the psychological wellbeing of school nurses. The study categorized psychological wellbeing into six areas. Among these, "autonomy" received the highest average rating of 4.19, indicating that nurses felt relatively confident in their ability to make independent decisions. Conversely, "positive relations" scored the lowest, with a grand mean of 3.11, highlighting issues with trust and relationships among peers.

The study underscores the vulnerabilities faced by school nurses, emphasizing the need for improved working conditions and support systems. Enhancing the wellbeing of school nurses is crucial not only for their own health but also for maintaining high-quality healthcare services for students. Addressing the identified issues can help in reducing burnout, improving job satisfaction, and promoting health equity.

Insights from this research are valuable for informing policy development and advocacy efforts. By focusing on the socioeconomic and psychological challenges faced by school nurses, stakeholders can develop strategies to support these essential professionals better. This, in turn, can positively impact the health and wellbeing of both students and the broader community in Central Luzon.

Overall, the study provides a thorough understanding of the factors influencing the psychological wellbeing of school nurses, offering a foundation for future improvements in the field.

DOI 10.5281/zenodo.13354670 

educational and manipulative materials to the diverse needs of students in special needs education. A descriptive research design was employed in this study. Participants were chosen using purposive sampling strategy with four SNED Teachers from public schools within Laurel Sub-Office in SDO-Batangas Province, namely; Bugaan Integrated School, Laurel Central School, Molinete Elementary School and Wenceslao Trinidad Memorial National High School. The research instruments used in this study were the self-made online questionnaire through google form and one-on-one follow-up interviews. Findings of this study revealed that all SNED teacher respondents agreed that reinforcing manipulative and educational materials is a huge help to develop, acquire, assist and facilitate SNED Teachers in transmitting, organizing knowledge, skills, and attitude to the learners with disabilities within an instructional situation. On one hand, most SNED teachers also agreed that providing specialized resources and materials to support SNED teachers not only improved their ability to meet the unique requirements of learners with disabilities but also fostered a more inclusive and engaging learning environment. Moreover, recognizing the importance of teacher training in Special Needs Education is crucial to provide ongoing professional development opportunities for SNED teachers. These opportunities should focus on equipping educators with the skills and knowledge necessary to effectively use the manipulative and educational materials and adapt instruction to meet diverse needs of learners with disabilities.

Insights from this research are valuable for informing policy development and advocacy efforts. By focusing on the socioeconomic and psychological challenges faced by school nurses, stakeholders can develop strategies to support these essential professionals better. This, in turn, can positively impact the health and wellbeing of both students and the broader community in Central Luzon.

Overall, the study provides a thorough understanding of the factors influencing the psychological wellbeing of school nurses, offering a foundation for future improvements in the field.

DOI 10.5281/zenodo.13354983 

RESEARCH ABSTRACT

Sign Language was hypothesized to increase student recall of color words. Three data sources were used to determine Learners with Special Education needs’ recall of color words with the support of using multisensory approach (1) flashcard method, (2) color word assessment sheet, and (3) sign language survey. Data sources supported the use of sign language to increase student recall of color words. Flashcard method results that two LSENs showed slight growth and one LSEN showed significant growth. After the researcher analyzed the color word assessment sheet, he observed growth for all three LSENs. A Likert survey was utilized to determine parents’ input and the survey indicated that sign language is beneficial to LSENs’ recall of color words. The three data sources collectively indicated sign language increased LSENs’ recall of color words. The researcher had utilized the lesson plan which can be proposed and recommended to other SPED teacher targeting the recall of color words incorporated with sign language. An important point to remember when considering the results of this study is the good effect of multisensory approach and several repetitions of the same concept in order to gain mastery of skills.

DOI 10.5281/zenodo.13355053 

A noble being, a paragon admired for his character

Oh! Andres Bonifacio, a hero we revere for being a true model

But what’s this? He has become a joke for the street corner idlers

His name is ridiculed, belittled as if he were desperate

They attach "Andress" to "under," followed by Bonifacio

My understanding is unclear, in my young mind it’s like a storm

Why was "under" created as if it were a scheme

In a relationship of submission, isn’t it not a sign

That agreements and compromise should be valued over hoarse arguments

In a loving marriage, happiness is the reward, with many bonuses

Respect masculinity, understand and proclaim it

The true significance when Mister is postponed

Vices bring joy but only for a moment

Avoid bad company and follows his Misis

Being obedient only leads to a better path

Open your mind and be mature in discussions

Do not degrade others, instead, they should be admired

Bonifacio rests in peace, let him no longer be a target

Of jokes full of laughter but painful when personal

Whether you’re single or married, what’s important is you hurt no one

DOI 10.5281/zenodo.13355079 

There is no greater profession that one would not trade

For the noble mission, the youth are invoked

Wisdom is imparted, abilities are showcased

With a heart full of compassion, Goodness is ingrained,

In the face of the pandemic, truly many have suffered

But the resolve for progress, with knowledge as the aspiration, did not waver

Technology skills were nurtured, diligently and painstakingly pursued

So that the hope of the youth lifting us up would not be halted

Like the TIKTOK app, modern activities were embraced

Collaboration was fostered, various stories were presented

Grooving to the music of the new situation gathered

A mix of emotions in singing aspirations and dreams

You are important in the group, your contribution cannot be discarded

You are crucial in the recovery, come, let us rise together

In adversity, let us raise the banner of Education

You are a comrade, TEACHER of the entire community

DOI 10.5281/zenodo.13355133 

Abstract Role-play has been publicized as the most encouraging activity that can engross students not only into academic language and literacy skills but also their interest. A growing number of manifestations and testimonies pointed out that role-play supports the development of critical skills, students must have to meet on the demands of the 21st century. On the other hand, there is minimal evidence that not all may be able to like or participate especially those who are still hidden on their shells. In a nutshell, the target of this present study was to find out what's the effect of role-play and its improvement to the Grade 10 students' speaking skills. In addition, the current search was aiming to investigate the students' perceptions and attitude towards role play. Two groups were involved in the study, the experimental and the comparison. The study was carried out in the Grade 10 English class at the Bantayan National High School. There were 24 Grade 10 students who were selected as a convenient sample. Their age ranged from 15-16. They were all non-native speakers of English living in Bantayan. The experiment was conducted to investigate the effectiveness of the treatment, which was done through quasi-experimental research. The instruments used for collecting the data were pre-test and post-test questionnaire, semi structured face to face interview and teacher's field notes. The pre-test and post-test results showed that there was a significant increase in both experimental and control groups. This tells us that role play aided students to improve their speaking. As a conclusion, both methods used in this study were equally and largely effective. The questionnaire results also revealed that the students' attitude towards role play was seemingly positive. The qualitative data gained from interview also revealed positive effects of their attitude. The other qualitative data is from teacher's field notes that gave an insight about the treatment in the experimental group and the main procedure of the class.

DOI 10.5281/zenodo.13358494 

RESEARCH ABSTRACT

The Department of Education (DepEd) implements programs and projects aiming to assess, analyze and act on the development of the school processes focusing on the learner’s needs to build a continuous learning and improvement. In relation with this, Tungal Elementary School (TES) keeps on soaring high to achieve the DepEd mission, vision and goals specifically on the pupil development.

Unfortunately, pupils’ low performance in most learning areas had been alarming among the teachers and administrator. In Grade Four class, the teacher encountered many pupils who had low mastery in the different skills included in the First Grading Mathematics competencies. Grade 4 pupils in Tungal Elementary School got only 65.76 Mean Percentage in the First Periodic Test in Mathematics in the school year 2018-2019. Also, among 23 Grade Four pupils in the school year 2018-2019, 3 or 13.04 percent had mastery on multiplication table while 20 or 86.96 percent did not have mastery. The data imply that only few pupils had mastered the basic multiplication table from numbers 1 to 10.

This action research aimed to determine the level of mastery of Grade Four  pupils in the school year 2018-2019, to identify the causes why the pupils could not master multiplication table; to identify the current processes involved for pupils’ mastery on multiplication table; the significance of the innovative Project TIMES with the emphasis on the e-games tool utilization as innovative material for improving the pupils’ mastery on multiplication table; the significant difference between the Pre and Post Assessment Results on mastering Multiplication Table after implementing the innovative project.

Significantly, this study was a great help for Mathematics teachers, class adviser and parents to understand why pupils could not master Multiplication table. This also explained the significant difference between the current and improved processes in mastering Multiplication Table and its impact for each pupil’s academic improvement. Improving pupils’ mastery on Multiplication Table would have significant effect in the school’s academic excellence specifically in increasing the pupils’ performance in the Quarterly Examinations especially in Mathematics as part of Key Result Area 2 on Pupils’/Students’ Outcomes under the Result-Based Performance Management System (RPMS). Moreover, it would serve as a significant reference for future researchers to determine the effectiveness of improved processes in mastering Multiplication Table.

         After the study, the researcher had the following findings:

(1) Out of 23 Grade Four pupils in the school year 2018-2019, only one had mastery on Multiplication Table in the 50-Item Teacher-Made Pre-Assessment while the remaining 22 pupils had no mastery.

(2) The causes why 22 Grade Four pupils in Tungal Elementary School could not master multiplication table were insufficient technology-based instructional materials and strategies, teacher’s inconsistency of monitoring and evaluation and parents’ inconsistent supervision at home.

(3) The current processes involved for pupils’ mastery on multiplication table utilized by the researcher were reciting the multiplication table by individual, pair or group; utilizing the printed materials and evaluating pupils’ mastery.

(4) To improve the mastery on multiplication table of Grade Four pupils in Tungal Elementary School, the innovative Project TIMES (Technology Integration on Multiplication for Eminence and Service) focusing on preparing and utilizing E-Games and E-Tools had a significant impact and implication in the study.

(5) After utilizing e-games and e-tools as the innovative instructional materials on implementing Project TIMES (Technology Integration on Multiplication for Eminence and Service), there is a significant difference between Teacher-Made 50-Item Pre and Post Assessment results. Using the standard formula for correlated t-test, the t-ratio for level of mastery on Multiplication Table  is 8.93 which exceeds the critical t of 2.819 at the .01 level.

Moreover, the researcher made the following conclusions after the study:

(1) Out of 23 Grade Four pupils in the school year 2018-2019, 22 of them did not have mastery on Multiplication Table in the 50-Item Teacher-Made Pre-Assessment. This affected their learning of Mathematics competencies involving multiplication facts.

(2) Traditional teaching strategies and instructional materials were not suited for pupils’ mastery on multiplication table. Also, teachers and parents have significant roles for pupils’ learning.

 (3) Teacher’s current processes on pupils’ mastery on multiplication table should be better replaced by the initiated innovative Project TIMES with the emphasis on the utilization of e-games and e-tools.

(4) Utilization of e-games and e-tools had a significant impact in the study as shown in an outstanding mastery level on multiplication table with the percentile score between 90 to 100 while 6 or 26 percent had a satisfactory mastery level with the percentile score between 80-84.  Only 3 or 13 percent had a fairly satisfactory that ranges between 75 to 79 percentile score. The data imply that Project TIMES implementation through utilizing e-games and e-tools helped to improve the mastery level of grade four pupils with the intended and unintended benefits.

(5) The implementation of Project TIMES (Technology Integration on Multiplication for Eminence and Service) focusing on preparing and utilizing E-Games and E-Tools had a positive effect on improving the level of mastery on Multiplication Table of Grade 4 respondents, as evidenced by the significant greater mean in the Teacher-Made 50-item Post Assessment than in the Pre-Assessment.

DOI 10.5281/zenodo.13359388 

Research Abstract

Learning Action Cell (LAC) as quality learning circle for teacher takes a big part in the lives of teachers as it promotes professional development, with the end goal of improving the teachers’ teaching skills and pupils’ performance. In relation to this, the study intended to determine the level of implementation of LAC in the elementary schools in San Luis District where the researcher employed the descriptive method of research and self-made questionnaire as the main data gathering instrument. Respondents were 111 elementary school teachers from San Luis District during the school year 2020-2021.

Ranking, percentage, weighted mean, t-test of significance and Pearson coefficient of correlation were applied in the treatment of the analyzed and interpreted data.

As revealed in the study, majority of the respondents have been in service from 1 to 9 years. Most of them are females. Respondents were adequately competent in setting targets on desired learners’ progress. The implemented learner-centered assessment was performed with adequate competence. There was no significant difference on the assessments of the respondents on the implementation of the learning action cell (LAC) and performance of teachers during LAC sessions when grouped based on their gender and their highest educational attainment. The roles of the respondents in the implementation of the learning action cell and their performance during LAC session have no significant relationship. An enhancement plan or activities was proposed to keep themselves abreast and further enhance teacher’s capabilities in conducting LAC sessions.

Based on the findings and conclusions of the study, and in order to enhance the implementation of LAC in the District of San Luis, the researcher recommended that school heads and LAC coordinators should have a thorough and careful planning on the implementation of LAC sessions for the success of the activity. There should be regular assessment and reporting of the learners’ data of the formative assessment to devise instructions. Close supervision by school heads and master teachers on the implementation of LAC should be conducted regularly. School heads should encourage inclusion and participation of the community in the indigenization process so as culture sensitive be considered. A similar study should be conducted to enhance the level of implementation of LAC sessions.

DOI 10.5281/zenodo.13359475 

The majority of pupils in elementary schools suffer from math anxiety, which typically manifests as stress or anxiety when completing math-related tasks. This dread might seriously impair a child's academic achievement and self-esteem. Teachers and parents may help children overcome this obstacle and cultivate a lifetime love of mathematics by using the right strategies.

Understanding Math Anxiety

Math anxiety is a real concern that can cause physical symptoms like sweating, a raised heart rate, and even a sense of powerlessness. It goes beyond merely detesting mathematics. Kids who have trouble with math anxiety could shy away from math-related activities, become quickly irritated, or give up on challenging homework. It’s crucial to realize that anxiety can stem from a variety of factors, including past negative experiences, low self-esteem, or societal preconceptions that mathematics is inherently difficult or unsuitable for everybody.

Early Identification and Intervention

Early detection of math anxiety is essential. Reluctance, a history of errors, or a strong fear of numbers are warning indicators. Long-term academic effects can be avoided by prompt intervention, such as by establishing a safe environment, offering assistance, and giving positive reinforcement.

Strategies to Overcome Math Anxiety

1. Establish a friendly math environment.
Promote a classroom where mistakes are seen as growth opportunities. Encourage risk-taking and celebrate efforts to build confidence and reduce fear.

2. Utilize hands-on learning tools.
Use manipulatives like visual aids and counters to make abstract math concepts more tangible and interactive.

3. Incorporate math into daily activities.
Use daily tasks like cooking or shopping to show how math applies to real life, making it less intimidating.

4. Encourage a growth mindset.
Emphasize to pupils that learning mathematics takes work and that making mistakes is a necessary part of the process.

5. Practice relaxation techniques.
Teach pupils calming methods like deep breathing to reduce anxiety and help them focus during math tasks.

6. Provide positive reinforcement.
Celebrate little math accomplishments to give pupils a boost in self-esteem and the drive to take on new tasks.

7. Offer additional support.
Provide extra help, such as tutoring, to address specific difficulties and strengthen math skills.

8. Integrate Technology
Use educational apps and games to make math practice fun and personalized to each child's learning level.

9. Build strong teacher-pupil relationships.
A supportive teacher boosts a child’s confidence in math by believing in their abilities.

10.  Encourage open communication.
Invite pupils to share their feelings about math, allowing tailored support to address their concerns.

Conclusion

Overcoming math anxiety in elementary school pupils requires a combination of empathy, creativity, and patience. By creating a supportive learning environment, using practical tools and techniques, and fostering a growth mindset, we can help children develop a positive attitude toward math. This not only improves their academic performance but also builds the confidence they need to succeed in all areas of life. With the right approach, math can become a subject that pupils look forward to rather than fear.

DOI 10.5281/zenodo.13359520 

Itong munting prutas dito sa amin

Na kung titingnan ay kawangis ng holen

Bitamina at pampagaling mandin

Ikinabubuhay ng mga mamamayan din.

Itoy nagbibigay sustansiya sa katawan giliw

Para gumanda at humaba ang buhay at maaliw

Sa mga taga San Jose itoy ginto kung ituring

Nagbibigay buhay sa mga nilikhang turing

Munting prutas na itoy sa amin ay mahalaga

Ang mga mamamayan sa kanya umaasa

Bawat pagpitas panalangin ay kaakiba

Para sa masaganang buhay ng bawat isa.

Kaysarap isama nito sa kanin

Samahan ng toyo o asin mandin

Pampakumpleto ng buhay namin

Dine sa bukid siyay kapansin-pansin

Dapat ipagpasalamat sa Poong Lumikha

Itong munting prutas na nagbibigay biyaya

Lalo pang pasaganahin ang ani sa tuwina

Para sa ikauuunlad ng buhay ng bawat isa.

DOI 10.5281/zenodo.13359830 

Masarap mabuhay sa mundong instant na ang lahat. Kung gusto mo ng kape madali na lang di ka na maglalaga at vendo ang katapat.

      Kung gusto mong  magmiryenda instant noodles ayos na. May mahirap na takdang aralin, isang pindot lang ibibigay na ni google ang sagot. Napakadali na buhay pero mas masarap balikan ang buhay noon.

     Dine sa amin sa baryo San Jose, bayan ng Rosario sa Batangas masarap balikan ang aming kabataan.

      Masaya kaming kabataan noon kahit di pa uso ang telebisyon at selpon. Pagkagaling sa Eskwela kanya-kanya kaming takbuhan sa looban para manguha ng bayabas at duhat. Minsan kanya-kanya din kaming pang-usan ng tubo na nakatanim sa dinadaanan namin.

      Pagkatapos diretso na sa paglalaro ng patintero, luksong tinik, taguan at sipa. Di alintana ang pagdaan ng oras. Hapon na ngunit di pa kami nauwi. Kakaun sa amin ay ang garrote ng aming nanay.

     Pagdating sa  bahay simpleng hapunan aming dadatnan may hawot ang gulay na bulanglang. Naiisip ko noon tuloy sana fiesta na lamang para makatikim ulit kami na masasarap na pagkain. Palagi kong naiisip ang lechon, pochero, afritada, leche plan at caldereta.

     Payak lamang ang aming bahay yari sa kawayan at nipa. Yari naman sa bato ang mayayaman noon. Kita ko man ang kaibahan ng aming tahanan sa mayayaman ngunit kami naman ay masasaya. Mag-aral ng mabuti ang palaging turo sa amin ng aming nanay para daw kami ay gumanda ang buhay.

    Napakalaki ng pagbabago ngayon. Iba na ang hilig ng mga kabataan. Mahirap minsan silang maunawaan. Ngunit ang mahalaga tayong lahat ay Pilipino at iisa ang kultura.

DOI 10.5281/zenodo.13359872 

Sa malayong pook ng Baryo San Jose sa Rosario, probinsiya ng Batangas, isilang si Ana sa isang pamilyang may mahirap na pamumuhay. Siya ay isang simpleng bata na walang libangan kundi ang pumunta sa looban para manguha ng mga prutas. “Inay ang sarap po talaga dito sa atin sariwa ang hangin at madaming bayabas”, wika ni Ana sa ina. “Ano ga anak ang iyong pangarap sa buhay”, tanong ng ina sa anak. “Gusto ko po maging guro. Alam ng ina na mahirap itong matupad sa klase ng kanilang pamumuhay. “Ako poy mag-aaral ng mabuti inay, magsusumikap sa buhay para maiahon ko kayo ng tatay sa kahirapan”, wika ni Ana. Napangiti ang ina sa tinuran ng anak. Ngunit mula sa simula alam nila na ang edukasyon ang magiging susi sa mas magandang buhay para sa anak. Sa kabila ng kahirapan, nagtitiwala sila na maaabot ng kanilang anak ang mga bituin para makaahon sa kahirapan.

Simula sa unang araw sa paaralan, nagpakita na agad si Ana ng kahusayan sa pag-aaral. Kinagiliwan siya ng kanyang mga guro at mga kaklase. Ngunit ang paglalakbay tungo sa pangarap ay hindi madali para sa kanya.

Lubos ang kahirapan na kanyang naranasan ngunit nagpatuloy siya ng pag-aaral sa kabila ng mga pagsubok. Pinagtatawanan siya ng mga kaklase dahil sa kanyang luma at madilaw na uniporme. Ngunit hindi ito naging hadlang sa kanya. Sa kabila ng pangungutya, patuloy siyang nagpursigi sa pag-aaral para magkaroon ng mataas na marka sa mga pagsusulit. “Wow! Ang galing mo talaga Ana. Mataas na naman ang iyong nakuha sa ating pagsusulit. Ipagpatuloy mo yan anak at tiyak matutupad mo ang iyong pangarap sa buhay”, wika ng kanyang guro.

Nang makatapos siya ng Elementarya, ipinagpatuloy niya ang kanyang mga pangarap na makapagtapos sa mataas na paaralan at makapag-aral ng kolehiyo. Ngunit ang pamilya niya ay mahirap pa sa daga para suportahan ang kanyang pangarap.

Pumasok siyang tindera ng kanyang mayamang tiyuhin para makapag-aral. Nagsimula siyang magtrabaho pagkatapos ng klase at naghahanap ng mga paraan upang mapunan ang kakulangan sa pamamagitan ng paggawa ng mga Pagsasaliksik ng kanyang mga kaklase. Tiniis niya ang mahabang panahon ng pagiging tindera at katulong sa bahay ng kanyang tiyuhin. Maraming pawis at luha ang kanyang ibinigay para sa pagtupad ng kanyang mga pangarap.

Matapos ang maraming taon ng kanyang pagsusunog ng kilay nakatapos siya ng kolehiyo.

Nagbalik siya sa kanilang barangay upang maglingkod sa komunidad. “Kami ng iyong ina ay parang lumilipad sa alapaap sa kaligayahan anak. Hulog ka ng langit para sa amin.”, wika ng kanyang ama hawak ang diploma ng anak. “Salamat po sa inyo tatay ng inay at di ninyo ako pinabayaan.”, pasasalamat ni Ana sa kanyang mga magulang.

Ipinakita ni Ana na hindi man siya ipinanganak na may gintong kutsara sa bibig ay pinatunayan niya na ang pagmamahal sa edukasyon ang makapagbibigay-daan sa isang tao para magtagumpay at baguhin ang kanilang kapalaran. Ang kwento niya ay isang inspirasyon para sa lahat na nagnanais na magtagumpay sa buhay.

DOI 10.5281/zenodo.13359893 

READ HERE

DOI 10.5281/zenodo.13359893 

READ HERE

DOI 10.5281/zenodo.13373732 

READ HERE

DOI 10.5281/zenodo.13359830 

READ HERE

DOI 10.5281/zenodo.13373765 

READ HERE

DOI 10.5281/zenodo.13373772 

READ HERE

DOI 10.5281/zenodo.13374323

READ HERE

DOI 10.5281/zenodo.13375550

READ HERE

DOI 10.5281/zenodo.13377469

Abstract

This study investigates developing and implementing a comprehensive laboratory handbook to enhance Grade 11 learners' Bread and Pastry Production at Don Eufemio F. Eriguel Memorial National High School (DEFEMNHS). A significant teacher-student ratio gap and resource constraints impact technical-vocational education. The objectives are to evaluate the handbook's validity and effectiveness in improving student performance. The study employs an experimental research design with pretest and posttest assessments, involving 40 students divided into control and experimental groups.

The instruments include a validated 60-item multiple-choice test and the Learning Resource Management and Development System (LRMDS) Evaluation Rating Sheet for Printed Materials. Salient findings indicate that the handbook significantly improves student performance, with the experimental group showing substantial gains in mean percentage scores compared to the control group. Experts rated the handbook highly for content, format, presentation, organization, and accuracy.

The conclusion underscores the handbook's effectiveness in bridging the gap between theoretical and practical learning, enhancing students' Bread and Pastry Production skills. Recommendations include conducting longitudinal studies to assess long-term impacts, ongoing monitoring and updates to the handbook, training for educators on its integration, exploring its use in diverse educational settings, and promoting collaborative knowledge-sharing among educators. This study demonstrates the potential of structured instructional resources to improve technical-vocational education outcomes.

Keywords: Technical-Vocational Education, Bread and Pastry Production, Laboratory Handbook, Student Performance, Instructional Resource Development

DOI 10.5281/zenodo.13377870 

Abstract

This study introduces Project ADASS (Automated Databank in Accomplishing School Forms for Senior High School), a technological innovation designed to alleviate the challenges faced by teachers in completing time-consuming and error-prone school forms. Focusing on Senior High School education in the Philippines, the project utilizes automated spreadsheets and a comprehensive databank to simplify the process of accomplishing School Form 9 (SF9 - Report Card) and School Form 10 (SF10 - Permanent Record). The objectives include creating efficient Excel templates, establishing a databank for learner information, providing teacher training, reducing workload, minimizing errors, introducing the project to other schools, and evaluating its effectiveness.

The evaluation involved surveying 24 advisers from DEFEMNHS Senior High School, utilizing a Likert rating scale to assess content, functionality, and accuracy. The results indicate that Project ADASS received a "Highly Effective" overall rating, with specific praise for promoting positive values, matching SF9 and SF10 data, and presenting logically developed and organized content. The system's functionality was commended for effectively accomplishing report cards, reducing routine work, and ensuring user-friendly navigation. Accuracy was highlighted in terms of consistent information, correct formulas, freedom from technical problems, and 100% accurate data input.

In conclusion, Project ADASS successfully addressed the challenges associated with school forms, offering a streamlined and efficient solution for teachers. The positive feedback from advisers underscores the project's impact on workflow improvement and enhanced effectiveness in managing learner records. This study serves as a model for schools seeking to embrace technology to optimize administrative processes in education.

KEYWORDS: School Forms Automation, Project ADASS, Senior High School, Educational Innovation

DOI 10.5281/zenodo.13377879 

READ HERE

DOI 10.5281/zenodo.13379025 

READ HERE

DOI 10.5281/zenodo.13475184 

Inclusive Education: Furthering this is a step that will go a long way to making equality for students with physical or mental ailments a reality. It implies the removal of the distinction that exists with a view of promoting equal learning of all students in the same class as a way of enhancing the quality of learning. Here, there comes a significant role of teaching methods and pedagogy to enhance the learning of the students with disabilities. I guess that it is a well-known fact that everyone is different and therefore the approach to each one of the students should be different as well, so that everyone could learn. Differentiated Instruction is a well-suited way for teaching in a classroom that accommodates children with LEARN characteristics. Favorable condition of teaching-learning process is that teacher modify his approach of teaching according to the learners.

For instance, class work can be conducted in many approaches that include the use of visual, auditory and tactile items to suit all students. In this manner, proper assistance is offered to the SNED students to enable them to understand as required. Another crucial element of the teaching practice in the context of inclusiveness is known as the Universal Design for Learning. UDL is designed to follow the principle of providing for all the students from the start. In this manner, teachers design teaching ideas and source that can be implemented to any learner of their class.

This is helpful in eradicating learning barriers and made sure that all students including the disabled ones have a chance to learn and progress. To understand how an inclusive environment is created we must know it is not just a question of having various students in the same classroom but greater than that: it has to do with each one of them feeling he or she is merely a part of one large learning community. Teaching techniques should foster the rights of other students and reinforce each other in a positive manner. By so doing, the students with disabilities will be more confident and their learning experiences more enhanced.

Thus, correct approaches and giving enough attention to learners with disabilities, as well as the enhancement of a supportive educational environment for all learners respecting non-discrimination and the promotion of disability, would be efficient and better teaching methods ensuring better understanding and the worth of education for learners.

DOI 10.5281/zenodo.13479296 

“Dekalidad na Edukasyon” ito ang sigaw ng bawat isa sa atin. Nagnanais tayo na ito’y matugunan ng pampublikong paaralan. Ang dekalidad na edukasyon ay makukuha lamang sa pagtutulungan ng mga mag-aaral, paaralan at ng guro. Malaki ang ginagampanang papel ng guro sa pagganap ng mga mag-aaral. Ang kakayahan ng mga guro ay isa lamang susi sa pag-angat ng kaalaman at kasanayan ng mga mag-aaral upang maging produktibo at kapaki-pakinabang na mamamayan sa hinaharap na siyang pangunahing layunin ng Kagawaran ng Edukasyon.

    “Gusto ko ang asignaturang Filipino dahil madali lang” bukambibig ng mga mag-aaral. Ngunit bakit mayroon pa ring mababa ang marka sa asignaturang ito? Isa lamang ito sa mga suliranin na kinakaharap ng mga guro sa pagtuturo ng Filipino. Batay sa mga resulta ng NAT examination, Isa ang asignaturang Filipino sa may mababang marka o grado na nakuha ng mga mag-aral. Masakit man isipin ngunit kailangan tanggapin at suriin kung bakit at saan mahina ang mga mag-aaral upang lubos na pagtuunan ang kahinaang ito at maging kalakasan na sa susunod na taon. Bilang tugon ng pamahalaan, ipinapatupad sa ating bansa ang MATATAG na kurikulum na kung saan nakaangkla ang kalinanganan ng mga mag-aaral sa kanilang pagganap sa bawat asignatura. Ang pagkatuto ng mga mag-aaral ay nakabatay sa kanilang pag-unawa at pagganap sa loob at labas ng silid-aralan. Sa kasalukuyan nararanasan din ng mga mag-aaral ang mababang marka sa Filipino at isa malaking epekto sa pag-aaral ang Study Habit ng Mag-aaral, istado sa buhay at partisipasyon ng magulang sa pagkatuto na sinang-ayunan naman sa pag-aaral ng Islamia University (2020). Kinakailangan ang kooperasyon at tulong ng mga magulang sa pag-aaral ng mga anak. Kahit na madaling matuto ang mag-aaral nangangailang pa rin sila ng suporta, gabay at tulong ng mga magulang. Malaking aspekto ang kakulangan ng atensyon at kooperasyon ng magulang sa loob ng tahanan at sa paaralan ang pagbaba o pagkabagsak sa mga marka nito. Kinakailangan na ang mga magulang ay sumubaybay sa kanilang mga anak sa loob ng paaralan. Ang magulang at guro ang maging kaagapay sa loob ng paaralan. Dagdag pa nito, Hindi naging batayan ang pera o karangyaan sa buhay at kagandahan ng panlabas na anyo upang makamit ang tunay na kaligayahan. ang kabataan sa kasalukuyan na mayroong malaking pera o mataas na suportang pinansyal ay maraming mga kaibigan na sumusuporta o sumasama at kadalasan ito ang dahilan ng pagbaba ng marka ng mga mag-aaral. Kadalasan din sa mga mag-aaral na sobra ang pera ay nakabibili at naiwawaldas sa maling bagay kapag walang gabay ng mga magulang. Hindi mabibili ng kayaman ang tunay na kaligayahan. Kinakailangan ding patatagin ang kasanayang mag-aral sa bahay upang lalong maliwanagan at maintindihan ang mga aralin sa paaralan. Kinakailangan ang gabay ng mga magulang o nakatatanda upang maengganyong mag-aral nang mabuti. Sa kabuoan, Malaking epekto ang kaayusan, kasiguraduhan at katahimikan sa tahanan upang makapag-aral nang matiwasay ang mag-aaral lalong lalo na ang kabataan sa kasalukuyan.

DOI 10.5281/zenodo.13479374 

Ang pagsulat ay isang mahalagang salik na dapat malinang ng sinuman, ito ay epektibong pagpapahayag ng sariling pananaw, opinyon at ideya tungkol sa isang paksa. Ang kasanayang ito ang huhubog sa sariling tiwala at kakayahan sa pakikipagtalastasan na lubhang napakahalaga sa pag-unlad ng bawat tao. Pinatunayan ni Tumangan ang pagsulat ay “isang paraan ng pagpapahayag ng pag-iisip at damdamin ng isang tao sa pamamagitan ng mga simbolo mula sa mga tunog ng salita”. Ito ay isang paghahatid ng mensahe mula sa isang tao tungo sa iba. Ipinapakita lamang nito na malaya tayong makapagpahayag ng ating saloobin at damdamin sa pamamagitan ng pagsulat. Ang pagsulat sa isang paksa ay isang komprehensibong kakayahang nauukol sa wastong gamit ng mga salita, talasalitaan, pagbuuo ng kaisipan at retorika. Mararapat lamang na ang isang mag-aaral ay maihanda at magabayan sa pagkamit ng mga kasanayang nabanggit upang maging magaan at mabisa ang pagsusulat.

Ayon sa aklat ni Mourtaga 2004 na pinamagatang “Writing Difficulties and New Solutions: Blended Learning as an Approach to Improve Writing Abilities” na nagsasabing ang pagtuturo ng English sa mga bansang hindi English ang pangunahing wika ay nagpakahirap sa pagsulat gamit ang English na wika. Nangangailangan ito ng puspusan at ibayong kaalaman sa gramatika, mekaniks at organisasyon sa English. Ito’y maihahalintulad sa kalagayan ng mga mag-aaral sa sariling wika, ang wikang Filipino.

Para sa mga guro sa Filipino, Kinakailangan na balikan muli ang mga alituntunin sa pagsulat ng komposisyon upang mapatatag ang kanilang kamalayan sa tamang paraan at alituntunin sa pagsulat ng komposisyon. Nararapat lamang na bawat linggo ay mayroong isang maikling komposisyon na maisulat ang mga mag-aaral. Pagtuunan nang pansin ang mga kahinaan sa pagsulat ng mga mag-aaral at bigyan sila ng kaliwanagan sa kanilang kamalian upang hindi na ito maulit sa susunod na pagsulat.

Para sa mga mag-aaral, ang pagsulat ng komposisyon ay maging matagumpay kung isapuso at isipin na lahat ng gagawain sa pang-araw-araw na pakikisalamuha sa mundong ibabaw ay nangangailangan ang kasanayan sa pagsulat. Maaaring sumulat ng talaarawan o diary upang maipalabas ang mga saloobin at kaisipan. Ito’y magandang labasan ng sama ng loob at emosyon bukod pa dito, ito din ay magandang simula sa pagsulat ng makabuluhang komposisyon na naaayon sa mga alituntunin sa pagsulat.

Ang kasanayang ito ay panghabang-buhay na magagamit at maaari pa itong maipamamana sa kasunod na henerasyon.  Kinakailangan ang iba’t ibang stratehiya sa pagkatuto upang mailapit sa puso ng mga mag-aaral ang pagsulat ng komposisyon. Ang pagmamahal sa pagsusulat ay nagmumula sa mga guro na nagtuturo. Ito’y mahalagang salik na makikita ng mga mag-aaral at magiging mabuting halimbawa sa pagsulat ng komposisyon.

DOI 10.5281/zenodo.13479670 

To further understand what “new literacy” is, we must first talk about the concept of literacy. The simplest definition of literacy is the capacity for reading and writing. The process of being more literate involves learning more about reading and writing in order to think more critically and acquire knowledge that will help one better comprehend the world and oneself. In order to help people fulfill their potential, reach their goals, and fully engage in their community, literacy entails a continuum of learning (UNESCO, 2004; 2017).

Over time, the definition of literacy has changed. Literacy has evolved from being defined as just “the ability to read and write” to include other abilities necessary to function in today's fast-paced society. The traditional literacy refers to the capacity to interpret and make sense of words, images, and other materials that a reader may put together to comprehend.

There is much more to the new literacies. Their use is for reading on the internet.
The Internet and other information and communication technologies demand understanding and learning abilities, often known as 21st century skills, for content available on wikis, blogs, video sites, audio sites, and e-mail. Students also need to be able to use the Internet, locate information, evaluate it critically, synthesize it, and communicate.

The emergence of "new literacies" due to technology includes texting, blogging, social networking, podcasting, and video production. These digital technologies, which usually integrate text, music, and visual, change and increase our ability to communicate. These technologies alter the definition of "read," even while they are linked to more traditional, "offline" methods and "write" written works.

Digital natives may be tech aware, but that doesn't mean they use a lot of information or, at the very least, they don't know how to evaluate the information they do. They require direction on where to look for the best information quickly and how to distinguish fact from fiction.

Teachers need to consider and elaborate on the idea of what literacy skills learner require to flourish in this contemporary environment, aside from the evident changes in literacy materials over the last few decades. Digital multi-literate technologies need for additional abilities like semantic comprehension, skills related to management, networking, and assessment. According to Edwards-Groves (2012), digital literacies do not supplant fundamental writing and reading skills; rather, they expand upon them to accommodate the change in teaching methods that technology facilitates.

We must develop multi-literate digital classrooms that integrate both traditional and new age literacy teaching methods in order to give our learners the finest learning environment possible. A learner’s early exposure to adult discussion, engagement, and mentoring is the single most critical factor in determining their future performance in reading and content acquisition in school. As educators, we must embrace multi-literacies and be aware of the ongoing shift in literacies in order to create a highly productive atmosphere.  

Reference:

Sanders, A. 2016. Retrieved from https://www.sciencedirect.com/topics/social-sciences/new-literacies.

DOI 10.5281/zenodo.13613002 

ABSTRACT

One of the duties of educators is to identify where the students are having difficulty with the lesson and find ways to help them easily cope with it. One of the common students’ problems is their low performance in mathematics. Several issues are anchored to this, and the researcher decided to focus on mathematics anxiety. To address this issue, the researcher sought the help of experts like psychologists, guidance counselors, homeroom advisers, and parents through Learning Action Cell (LAC) sessions, which were conducted regularly.

         Mathematics anxiety pertains to students’ feelings of tenseness or nervousness while working on numbers or problem solving in mathematics. Students who suffer from mathematics anxiety do not necessarily experience anxiety in other subjects. It is affirmed that achievement in mathematics is conversely proportional to their anxiety. The result of the study bears a resemblance to a study cited by Banguis and Abao (2018), which found that another factor that might hinder students from learning mathematics is their anxiety about the subject. Hence, the researcher aimed to use macro-lessons, interactive games, and innovative instructional material to present a variety of strategies for the students to enjoy while learning and improve their achievement.

The subject of the study was limited to the 25 students who were identified with mathematics anxiety out of the 150 students who took the Self-Test Anxiety in Mathematics questionnaire. The students took the pre-test covering the lessons in the 3rd quarter before the utilization of the instructional material. A post-test and self-test anxiety in mathematics questionnaire were also given after the lessons. The results showed that there are 12 students with severe anxiety and 13 with moderately severe anxiety. Thus, the utilization of Instructional Material 12 resulted in two students with severe anxiety. Meanwhile, 8 with severe anxiety became moderately severe anxiety. Hence, there are now 21 cases of moderate to severe anxiety.

The number of students with severe anxiety levels decreased, which in turn became moderate to severe anxiety after the utilization of the instructional material. There are three features of innovative instructional material. There is a significant difference in the level of anxiety before and after the utilization of the instructional material. Findings also show that innovative instructional material was assessed as strongly agreed upon by the math teachers and guidance counselors. Significant features of innovative instructional material may be considered in the development of instructional materials, and these may also help the students understand the lesson with ease. 

REFERENCES

A. Journals:

Baguis, and Abao Tan, (2018) International Journal of English and Education. Mathematics Anxiety and Students’ Academic Achievement in a Reciprocal Learning Environment, ISSN:2278-  012, vol. 7, issue:3, July 2018

B. Online Sources

PISA 2018 Worldwide Ranking – average score of mathematics, science and reading. (n.d.). Https://Factsmaps.Com/Pisa-2018-Worldwide-Ranking-Average-Score-of-Mathematics-Science-Reading/. Retrieved July 20, 2021, from https:/

DOI 10.5281/zenodo.13617880 

    It is crucial to establish a positive and pleasant work atmosphere in order to improve employee morale and efficiency. An inclusive and welcoming work environment includes various important factors such as encouragement, chances for development, security, equity, passion, and helpful criticism. Every one of these factors is crucial in creating an atmosphere that makes employees feel valued, inspired, and involved. Understanding the importance of these factors enables us to grasp their influence on both personal achievement and the organizations’ overall prosperity.

    Establishing clear and open communication channels is crucial for fostering a positive work environment according to Schaufeli & Bakker (2024). When workers are motivated to openly express their thoughts, address issues, and give helpful criticism, the trust and respect within the team increase. This active communication enhances employee recognition and engagement, leading to a significant enhancement in their overall job contentment and joy (Harter, Schmidt, & Hayes, 2024). Organizations can prioritize these traits to create a positive work environment that enhances employee wellness and effectiveness.

  Workers in a firm that holds frequent brainstorming sessions are able to offer distinctive answers to assignments or obstacles. When these proposals are welcomed with genuine enthusiasm and support from team leaders and coworkers, morale improves and people are motivated to continue sharing their ideas (Amabile, 2024). Employees feel more confident and appreciated when they receive favorable feedback. Furthermore, when team leaders and coworkers recognize and cherish these concepts, they set a good example for the whole team. This demonstrates the recognition of all contributions and promotes a culture of communication and teamwork. Therefore, team members are more prone to feeling included and motivated, leading to a boost in overall engagement and productivity according to Edmondson (2024).

  Workers in educational institutions and libraries require adequate tools and resources for achieving success. For example, when a library implements a new computer system for book management, providing comprehensive training and ongoing assistance assists staff members in overcoming initial problems, enhancing their confidence and efficiency (Eisenberger et al., 2024). Similarly, excellent training for new online learning tools allows teachers to adjust rapidly, increasing work satisfaction and teaching performance (Eisenberger et al., 2024). Furthermore, mentorship programs in libraries, where experienced librarians train newer staff, and similar initiatives in schools, where seasoned instructors encourage newcomers, considerably contribute to professional development and job dedication (Allen et al., 2024). These supportive measures are vital for fostering a positive work environment and improving overall performance and satisfaction.

      Recognizing and rewarding success is important in every workplace, including libraries. For example, when a library team successfully completes a large project or improves their services, celebrating the achievement with a small celebration or recognizing staff members' efforts may be immensely motivating. Such award not only emphasizes the team's work, but it also maintains an appreciation and excellence culture. By publicly acknowledging these accomplishments, the library develops a pleasant environment in which staff feel valued and driven to keep working at their peak. This strategy is consistent with studies that highlights the importance of recognition and awards in maintaining employee motivation and satisfaction (Cameron & Quinn, 2024).

     Providing safety and inclusivity in schools and libraries is also important in creating a pleasant and supportive atmosphere in which all persons feel respected and cherished. Safety is proactively addressing and managing concerns such as discrimination, harassment, and unfair treatment in order to provide an environment in which everyone can work or learn without fear of unwanted consequences. To effectively address issues, this requires developing clear policies, offering training, and keeping open lines of communication. In contrast, inclusiveness emphasizes the necessity of creating an environment in which everyone feels truly welcome and respected. This is actively working to include different perspectives, celebrating diversity, and ensuring that everyone has equal opportunities to participate and contribute. Together, these initiatives contribute to a pleasant environment that fosters respect, belonging, and a feeling of community among both staff and clients.

   Maintaining a good attitude is essential, especially during difficult times. Optimism entails actively finding solutions rather than focusing solely on problems, which can dramatically enhance the confidence of the employee. Having a positive work environment in libraries and educational institutions greatly benefits both individual employees and the organization as a whole. When workers operate in a positive and inviting atmosphere, their productivity increases while they experience higher job satisfaction and reduced stress levels. This favorable environment frequently results in fewer absenteeism and increased employee retention. Furthermore, it develops team ties, increases collaboration, and fosters a strong feeling of community. Focusing on solutions is an important part of maintaining a happy workplace. For example, if a library faces a large loss in budget, leadership may hold problem-solving sessions to investigate new funding sources or change programs. This proactive strategy keeps staff engaged and focused on solving obstacles, thereby preserving a pleasant environment and assisting the library's attempts to traverse challenging times (Seligman, 2024). Creating a healthy work environment in libraries and schools offers long-term benefits that contribute to continued success and growth. When organizations prioritize making their workplaces friendly and engaging, they frequently see major benefits such as greater innovation, staff retention, and overall performance. Investing in a healthy work environment benefits libraries and schools by creating a location where staff are driven to flourish, resulting in improved performance and long-term organizational success (Cameron & Quinn, 2024).

  Finally, creating a positive work atmosphere is very essential for the success of libraries and schools. These institutions foster a culture of support, growth, safety, inclusivity, optimism, and constructive criticism, allowing employees to feel appreciated, engaged, and motivated. This investment not only increases job satisfaction, but it also boosts productivity and develops a high-performance team. Libraries and schools that prioritize these characteristics see better results and longer-term organizational growth (Cameron & Quinn, 2011).

DOI 10.5281/zenodo.13624056 

Do you or don't you like the rain?
Japanese people would say
Rain symbolizes depression and pain
A feeling that stays and never goes away

Filipinos would disagree
Rain is a blessing in disguise
Especially in the farmers' glee
This experience makes them rise and wise

As for the Arabian's notion
Rain is a form of mercy from the almighty
A manifestation of Allah’s power and creation
An answered prayer with endless generosity

When it comes to Korean resident
Rain is vital for their agriculture
As rice is the primary ingredient
To nurture their future

In Mongolia, rain is a cleansing force
Which wash away the old and
make way for the new
Water for their thirsty horse
Makes their lives renewed

To end this poem with an accurate comprehension
Whatever your reason or wherever your location
Rain has a unique function and definition
It is you, who decide its connection

DOI 10.5281/zenodo.13624475 

Do you or don't you like the rain?
Japanese people would say
Rain symbolizes depression and pain
A feeling that stays and never goes away

Filipinos would disagree
Rain is a blessing in disguise
Especially in the farmers' glee
This experience makes them rise and wise

As for the Arabian's notion
Rain is a form of mercy from the almighty
A manifestation of Allah’s power and creation
An answered prayer with endless generosity

When it comes to Korean resident
Rain is vital for their agriculture
As rice is the primary ingredient
To nurture their future

In Mongolia, rain is a cleansing force
Which wash away the old and
make way for the new
Water for their thirsty horse
Makes their lives renewed

To end this poem with an accurate comprehension
Whatever your reason or wherever your location
Rain has a unique function and definition
It is you, who decide its connection

DOI 10.5281/zenodo.13624475 

This research assessed the relationship between learners health care towards academic performance at the identified schools in Buenavista I District, Bohol in the school year 2023-2024 as basis for action plan. The study also explores the demographic profiles of the group respondents as to age and gender, highest educational attainment, years of service, and relevant training and seminars attended for teachers and administrators. The researchers used the descriptive research method to gather information about the respondents’ demographic profile. The data obtained were analyzed using percentage weighted mean, for significant difference for the extent of implementation of the mental health services. Based on the findings, The response of tutors and learners to the amount of implementation of mental health and psychological services demonstrates the need to enhance these services in order to properly address the concerns and requirements of students in emergency situations. In addition, evidence indicates that there is a paucity of specialists that can advise or assist students in emergency situations. By recognizing the relevance of this conclusion, it is essential to provide sufficient support to the school, instructors, and students, since they are the primary participants in the real teaching-learning process and emergency scenario circumstances.

Keywords: Learners Health Care, Administration and Supervision, Descriptive methods of research, Cebu City

DOI 10.5281/zenodo.13624586

The National Learning Camp organized by the Department of Education (DepEd) stands as a beacon of educational empowerment, specifically focusing on enhancing reading skills among young learners. This initiative recognizes the pivotal role that proficient reading plays in academic success and overall cognitive development. In this article, we delve into the significance and impact of the National Learning Camp in advancing reading proficiency across the educational landscape.

To address the reading challenge, the National Learning Camp of DepEd serves as a strategic response to the reading challenges faced by young learners. Proficient reading is foundational to academic achievement, and recognizing the need for targeted interventions, DepEd has designed a comprehensive program to address literacy gaps and ensure that students are equipped with the essential reading skills necessary for success in their educational journey.

The National Learning Camp adopts a holistic approach to reading development, encompassing various aspects of literacy. Beyond decoding words on a page, the program focuses on fostering comprehension, critical thinking, and a love for reading. By nurturing a well-rounded set of reading skills, DepEd aims to empower students to engage with diverse texts, extract meaning, and derive pleasure from the act of reading.

A key highlight of the National Learning Camp is the incorporation of innovative teaching strategies designed to make the learning process engaging and effective. Recognizing the diverse learning styles of students, the program integrates technology, interactive activities, and multisensory approaches to cater to the needs of every learner. This blend of traditional and modern teaching methods creates a dynamic and inclusive learning environment.

To ensure the success of the National Learning Camp, DepEd places a strong emphasis on professional development for educators. Teachers participating in the camp receive training in the latest research-backed pedagogical approaches, effective instructional methods, and strategies to address the individual needs of students. This investment in teacher development is a crucial component in creating sustainable improvements in reading proficiency.

The National Learning Camp goes beyond the confines of traditional classrooms, creating a positive and supportive learning atmosphere. By incorporating elements of play, exploration, and collaboration, the program aims to instill a sense of joy and curiosity in young learners. This positive atmosphere is conducive to effective learning, allowing students to develop a positive attitude towards reading.

Recognizing the important role that parents and communities play in a child's education, the National Learning Camp promotes active participation from parents and community members. Workshops and outreach programs are developed to provide parents with techniques for helping their child's reading development at home. This collaborative approach guarantees that the learning camp's influence is seen well beyond the school gates.

Thus, the National Learning Camp incorporates a robust assessment and monitoring system to track the progress of participating students. Regular evaluations help identify areas of improvement, measure the effectiveness of teaching strategies, and inform ongoing adjustments to the program. This data-driven approach ensures that the National Learning Camp remains responsive to the evolving needs of students and educators.

As an integral part of the National Learning Camp, the celebration of reading achievements is emphasized. Recognizing and applauding students' progress in reading not only boosts their self-esteem but also reinforces the value and importance of literacy. This celebration creates a positive learning culture where students take pride in their reading accomplishments. The success of the National Learning Camp serves as a model for replication across the nation. DepEd aims to scale the impact of this initiative, adapting and implementing effective reading programs in various regions. By sharing best practices, resources, and success stories, the National Learning Camp becomes a catalyst for positive change in reading education nationwide.

The National Learning Camp organized by DepEd stands as a testament to the commitment to advancing reading proficiency among young learners. Through a holistic approach, innovative teaching strategies, professional development for educators, a positive learning atmosphere, parental involvement, assessment and monitoring, celebrating reading achievements, and the intention to replicate success nationwide, this initiative contributes significantly to building a generation of empowered readers. By investing in the foundational skill of reading, DepEd paves the way for students to excel academically, develop a love for learning, and embark on a lifelong journey of intellectual exploration and fulfillment.

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DOI 10.5281/zenodo.13624624 

Do you ever wonder how the world transitions from ink to clicks in the blink of an eye? Many others do, including individuals like you.

      Let's take a look at how learning changed in the 1990s, when technology advanced dramatically. Teaching and learning were altered in the 1990s by the growing capability of multimedia computers, broadband networks, and substantial advances in the design and distribution of educational content via electronic methods. However, as time passes, things inevitably become more complicated. Teachers and students had started investigating features and the latest news on the internet. They discovered that there is more to use and study than only technologies, such as the rise of Artificial Intelligence, or AI, as it is commonly known.

      When one hears the term AI, images created artificially, robots, self-driving cars, ChatGPT or other AI chatbots, and so on may come to mind. However, it's also critical to look behind the scenes of AI and comprehend how the technology functions and the implications it has for present and future generations. In actuality, artificial intelligence has existed for a long time; people simply weren't aware of it back then because their world didn't require its use. Today, with everyone fearing stress and having an overwhelming amount of work, people frequently use it for convenience and efficiency.

     Truly, AI is already a necessary part of peoples' everyday lives and is influencing every business in ways we never could have predicted. Artificial Intelligence is transforming various industries, including sports, education, and construction. AI in education has given students of all ages new opportunities.

      AI-driven education is upending conventional teaching methods and influencing how the sector will use technology in the future. With the use of complex algorithms and massive data sets, AI solutions for education may provide individualized and flexible learning programs. In education, students benefit from instant feedback, tailored learning, and immersive technology like virtual and augmented reality.

       Additionally, similar to chatbots and virtual tutors, conversational AI in education provides prompt support, encouraging self-directed learning. These chatbots, which use machine learning and natural language processing, offer students immediate, individualized help by responding to their inquiries and assisting them with their studies. Developing interactive and captivating educational experiences facilitates students' comprehension of concepts and improves their retention of knowledge.

        Hence, AI developments accelerate the expansion of the EdTech sector by enhancing student engagement through personalized learning, interactive lectures, and gamified classrooms for skill development. Due to its many advantages, AI in education simplifies a variety of activities and makes learning enjoyable.

        In conclusion, AI addresses a number of issues in contemporary education, including bridging the technological divide between students and teachers, maintaining an ethical and open educational system, enabling distance learning, and creating high-quality data and information solutions for the educational process. No matter how many ways AI may benefit people, they must always remember not to rely on it. They will continue to read, evaluate, synthesize, and produce original ideas whenever they can. AI is a tool for concept exploration, not for stealing intelligence or committing crimes.

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DOI 10.5281/zenodo.13624650 

Maririnig sa dalampasigan ng bayang sinilangan ang malakas na hampas ng alon. Sagana sa turista ang bayan na ito sa tuwing sasapit ang bakasyon, mula umaga hanggang pagkagat ng dilim.

Sa kabilang dako, nag-uusap ang mag-inang kabibe.

“Inay, nagugutom na po ako. Maaari na po ba akong kumain?” 

“Kab, anak, sige oras na ng hapunan. Tawagin mo na ang iyong ama, at tayo ay kakain na.”  “Tatay, halina po kayo para kumain ng hapunan.” wika ng anak sa kanyang ama. 

“Kab, sige susunod na ako sa iyo, gutom na nga rin ako.” usal ng amang kabibe. 

Sama-samang kumain ang mag-anak na kabibe. Sa labis na gutom ni Kab ay bumuka ito nang bahagya at nagsimulang kumain. Subalit, tila may kakaiba sa kabibe. 

“Inay, bakit po ganoon? Kakaunti pa lamang po ang aking nakakain pero may isang matigas na butil akong nakagat at ako po ay busog na?” sambit ni Kab.

Nagkatinginan sina Inay at Tatay Kabibe. “Oras na ito.” wika ni Nanay. Masaya namang tumango si Tatay.

“Anak, hayaan mo muna na pansamantalang hindi ka kakain, makalipas ang isang araw ay muli kang makakakain.” nakangiting sambit ni Nanay. 

Nakaramdam muli ito na tila dumadami ang buhangin sa kanyang bibig.

“Bumibigat po ang aking bibig na para bang dumadami pa ang buhangin nito?” patanong ni kabibe. 

Anak, maghintay lamang tayo ng isang linggo. Makikita mo anak na giginhawa rin ang pakiramdam mo.” usal ni Inay. 

Makalipas ang isang linggo, ramdam na ni Kab ang bigat ng kanyang bibig. Nahihirapan na rin s’yang magsalita. 

“Inay, ano po ba ang nangyayari sa akin?” sambit ng anak. 

“Magtiwala ka lamang anak na ikaw ay magiging maayos din. Kaunting tiis na lamang anak.” naaawang wika ni Inay. 

“Lumalayo na ang mga kaibigan ko sa akin sapagkat hindi daw ako makasabay sa kanilang pag-awit.” wika ni kabibe na tila hirap na hirap.

Lumipas ang limang buwan, bawat araw na hindi bumubuka ang bibig ni kabibe ay naging kakaiba noong gumising siya na maagan ang pakiramdam. 

“Kay sarap naman at himbing ng tulog ko.” Sabay buka ng kanyang bibig upang humikab. 

Nang biglang nagliwanag at nangningning ang kapaligiran. Nakasisilaw ang liwanag nito. 

Nagpalakpakan ang buong pamilya ng mga kabibe sa nasaksihan nilang ito. 

“Sa wakas, aking anak.” Buong pagmamalaking wika nina Tatay at Inay kabibe. 

“Inay ano po itong nasa aking bibig? Kay ganda at ubod nang kinang ang bilog na ito!” Manghang-mangha ang batang kabibe sa nangyaring kakaiba! 

“Anak, ikaw ay isang kakaibang kabibe at natatangi. Ang tawag dito ay isang perlas.” Buong pagmamalaki ni Inay Kabibe. 

Simula noon ay hindi na nagtataka si bunsong kabibe sa tuwing siya ay makakaramdam ng kakaiba sa kanyang bibig. Ito pala ay simula ng paglikha ng isang uri ng hiyas, walang iba kung hindi ang perlas. 

Ikaw, nakakita ka na ba ng perlas? Ang ganda nito, hindi ba? Palamuti ito sa bawat okasyon. Hindi lamang iyan, ang Pilipinas ay tinaguriang Perlas ng Silangan, sapagkat ang ating bansa ay tunay na masagana’t mayaman. 

Wakas

DOI 10.5281/zenodo.13624705 

ABSTRACT

Title:             Innovative Production of Samar-Based Suman with Assorted Fillings

Researcher: Alejandro R. Bulan Jr

Degree:    Master of Arts in Education Major in Technology and Livelihood Education

Institution: Tarlac State University

Gastronomists continuously modify and innovate the taste of suman by incorporating new twists with diverse ingredients to cater to the progress preferences of people wanting a fusion of suman with fruits and vegetables. This study aimed to innovate new procedures for creating Samar-based suman with assorted fillings (Oryza sativa var. glutinosa) and regulate the consumer's acceptability. Using the Hedonic 9-point scale, the acceptability of the produced suman (oryza sativa var. glutinosa) with Assorted Fillings in Terms of Appearance Mean= 7.56, Color Mean= 7.69, Aroma Mean= 7.59, Flavor Mean= 7.56, Taste Mean= 7.78 resulting in "Like Very Much." The physio-chemical properties of the assorted fillings in terms of Water Activity (Aw) resulted in a_w= 0.916+0.002aW, with Total Soluble Solids (TSS) of 68.87+2.78ºBrix that indicates a relatively high concentration of soluble solids, implying a noticeable sweetness and potential impact on the shelf-life and microbial stability of the product.  Combining the aromatic and sweet assorted fillings (mango, munggo, and carrots) with the sticky and rich suman creates a distinctive gastronomic experience that could cater to consumers' evolving tastes. This promising innovation combines two staple foods in traditional Filipino cuisine with modern nutritional considerations. Incorporating carrot fillings into suman combines tradition with modern nutritional awareness.

The modification of suman using mango, mung beans, and carrots as assorted fillings represents a convergence of traditional culinary practices with modern nutritional and entrepreneurial approaches. This innovation has implications for technology and livelihood education, providing a real-world context for teaching skills related to food technology, nutrition, entrepreneurship, and cultural sustainability.

Keywords: Development, Assorted fillings, Production of suman, Innovation

DOI 10.5281/zenodo.13624738 

The Filipino spirit has a multi-layered woven with threads of resilience, hope, and love for family and society. It is truly that the Philippines is the only country who were colonized by the powerhouse countries such as United States of America and Japan to name a few. This article intends to provide an inclusive and holistic understanding to the historical events of the Philippines from the point of view of a Filipino Generation Z. Philippine History is a people’s history. It is a recorded struggle of people for ever increasing freedom and for newer and realization of the human person (Constantino & Ikehata, 1975)

The “Pantayong Pananaw sa Kasaysayan ng Pilipinas” has been circulating the internet but what is noteworthy are of Zeus Salazar, a Filipino historian proponent of Pantayong Pananaw, is "Ang Pantayong Pananaw ay isang diskursong pangkabihasnan na naglalaman ng pag-uugnay ng halaga, kaalaman, at karanasan ng isang kultura sa pamamagitan ng iisang wika, naglalayong magkaroon ng kolektibong pag-unawa” (Salazar, 1991) and Reynaldo Ileto, a Filipino historian best known for his landmark work Pasyon and Revolution, pointed out in his article that not all history is preserved and as it is important since it shapes nationalism and drives the revolution in the Philippines.

According to Ileto (1979), in the chapter entitled ‘History from Below’, the heroes’ perspectives are not solely about selling our own country for the Philippines to gain independence but have something to do with the drive of faith. Majority of the written history is about the revolution against colonizers that will lead our country free from them. One would wonder how ironic certain circumstances are. We all know that most of the Katipuneros are composed of Indios and uneducated farmers. How these people perceive the movement. How uneducated farmers understand the things that they fight for and how come they actually believe in the beliefs of Andres Bonifacio and Jose Rizal. Simply because these personalities are elites. They have the means to understand at least the philosophy of enlightenment; they were able to study, and from there, these farmers and Indios were able to get the connection that they needed to fight for their freedom and for the Inang Bayan. In reviewing Philippine history, conventional historical accounts center on the governance of elites and the Spanish reign over the Philippines. Such narratives sideline the contributions and struggles of indigenous communities and the working classes.

“Ang Kasaysayan ay Salaysay hinggil sa nakaraan o nakalipas na may Saysay” (Salazar, 1999). One of the most famous lines that we can derive from Zeus Salazar's "Pantayong Pananaw" is when he discussed the word "Kasaysayan" as having two important ideas: "Salaysay," which means story, and "Saysay," which means relevance. Salazar clearly states that all history has a meaning and is not just simply laying out the stories of events. Each event has to be stressed to know why it is important to study history. Why is it that history taught to the youth is always about the suffering of the Filipinos during imperialism? Salazar's article focuses on first, the influence of Filipino elites on culture and identity under colonialists. Second, evolution of Filipino identity through language, standard of education and experiences of the people. Finally, the role of ilustrados in shaping intellectual discourse and societal dynamics. A younger generation might ask what the life of Jose Rizal have to do with them, it's funny to think but that’s a valid question. These are the ones explained by Salazar that the learning of history does not end with the memorization of dates, people and events but it must be given meaning in the present so that it is given importance.

From the articles of the two Filipino historians, a big question arose in the world of academia - Can the studies and perspectives that have been exposed be considered timely and relevant, especially in our status quo? To strengthen the ideas, the authors conducted an oral interview with a millennial and a Generation Z. This was done to solicit the perspective of academic experts and draw attention to the lack of Filipino perspective on Philippine History.

Based on the gathered statements, it is clear that there is a significant gap in Filipino Generation Z's understanding of Philippine history. Both generations emphasized the importance of understanding history from multiple perspectives and being aware of biases in historical records. Aside from this concern, there is a lack of deep appreciation for the country's cultural evolution, indigenous Filipino identity, and society. However, this gap is not limited to the younger generation's understanding of history, but also to the way these people in academia taught history; it should focus on cultivating critical thinking and questioning learners' opinions in order to make history more engaging and relevant to the current age.

Understanding different historical perspectives is very important these days because it gives us an idea about how cultural changes have taken place and what were the norms of the societies which in turn helps us to deal with complex issues having a wider understanding of where we have come from. Telling new stories about old events — inclusive historical narratives that challenge traditional viewpoints we have been taught — may come closer to mending social problems by encouraging critical thinking and empathy while also understanding that these problems have deep roots in history.

         Being a Filipino Generation Z, we can attest that the statements of historians such as Zeus Salazar and Reynaldo Ileto and other academician’s perspective is timely due to the fact that they all emphasized the significance not only those common written history but also those unique stories and experiences of different sectors of society that helped to shaped our history. They all highlighted the events that may have been buried deep perhaps due to the mountainous information scattered and published on the internet, especially on social media. Indeed, our generation is blessed to be given the opportunity to hear perspectives from legit historians and academicians that allow us to value and embrace our beautiful history. This opened our eyes to rely solely no longer on the accounts of traditional historians; we must also consider the voices and experiences of ordinary Filipinos from different walks of life to gain a holistic understanding of our colorful past stories. Just like the work of Salazar and Ileto, it is fitting to have an inclusive and diverse history that does not only focus on the contributions of famous people, but also from the collective true experiences and struggles of all Filipinos.

By embracing “Pantayong Pananaw", we can gain broader and deeper knowledge and understanding of our fascinating history. In addition, these perspectives are of great help in shaping the knowledge and thinking ability of a Filipino Generation Z. Thorough questioning and genuine curiosity about our origins and the search for alternative perspectives that may pave the way to understanding our true history led us to a more just and equal society shaped by equality, unity, and social justice.

References:

Articles

Constantino, R., & Ikehata, S.. (1975). Renato Constantino The Philippines: A Past Revisited. 1975(5). https://doi.org/10.5512/SEA.1975.153

SCHUMACHER, J. N. (1975). Re-reading Philippine History: Constantino’s “A Past Revisited.” Philippine Studies, 23(4), 465–480. http://www.jstor.org/stable/42634894

GUERRERO, M. C. (1981). Understanding Philippine Revolutionary Mentality [Review of PASYON AND REVOLUTION: POPULAR MOVEMENTS IN THE PHILIPPINES, by R. C. Ileto]. Philippine Studies, 29(2), 240–256. http://www.jstor.org/stable/42632589

Moralina, A. R. O.. (2009). Short Notations and Reflections on Pantayong Pananaw. 13. https://doi.org/10.13185/1482

Ang Pantayong Pananaw Bilang Diskursong Pangkabihasnan. (n.d.). Ang Pantayong Pananaw Bilang Diskursong Pangkabihasnan. Daluyan: Journal Ng Wikang Filipino. Retrieved April 8, 2024, from https://journals.upd.edu.ph/index.php/djwf/article/view/4949

Salazar, Zeus G. "Pantayong Pananaw: A Call for a Filipino-Centric Perspective in Philippine History". Journal of Philippine Studies, Volume 30, Number 2, Fall 2008, pp. 136-150.

Ileto, Reynaldo C. "Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910". Quezon City: Ateneo de Manila University Press, 1979.

Websites

Renato Constantino: A life revisited. (2001, January 1). Renato Constantino: A life revisited.

The Philippines in Imperial History: Reynaldo Clemeña Ileto, Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910. (1979, August 4). The Journal of Imperial and Commonwealth History. https://www.tandfonline.com/doi/full/10.1080/03086534.2021.1957502

Pilipinolohiva: Kasaysayan, Pilasopiya at Pananaliksik, inedit nina Bautista at Pe-Pua. Maynila: Kalikasan Press, 1991, pah. 46-72.

DOI 10.5281/zenodo.13624938 

In today's society, it is not uncommon for students to follow their teachers more closely than their parents. This phenomenon can be attributed to a number of factors, including the role of teachers in the classroom, the influence of peer pressure, and the changing nature of parent-child relationships.

Firstly, teachers play a vital role in the education and development of students. They are trained professionals who possess the knowledge and skills necessary to guide students through the learning process. They are also responsible for creating a safe and nurturing environment where students can learn and grow. Because of this, students often look to their teachers for guidance and support and may be more likely to follow their advice and instructions than their parents. Secondly, the influence of peer pressure can also play a role in why students follow their teachers more than their parents. In the classroom, students are often surrounded by their peers and may feel pressure to conform to the norms and expectations of the group. This can lead to students looking to their teachers as role models and following their lead, rather than that of their parents. Finally, the changing nature of parent-child relationships can also contribute to why students follow their teachers more than their parents. In today's fast-paced and ever-changing world, many parents are busy with work and other responsibilities and may not have as much time to spend with their children as they would like. This can lead to a disconnect between parents and children and can result in students looking to other sources of authority, such as their teachers, for guidance and support.

In addition to these factors, the increasing reliance on technology and social media in our society also play a role in the shift in authority. Students are constantly exposed to a wealth of information and perspectives through the internet and social media and may be more likely to seek out and follow the advice of experts and authority figures in fields that interest them, rather than relying solely on the guidance of their parents. This can be particularly true for students interested in subjects their parents may not have expertise in, such as technology, science, and mathematics.

Furthermore, the classroom setting itself can also contribute to the shift in authority. In the classroom, students are expected to be active learners, participating in discussions, group work, and other activities that foster critical thinking and problem-solving skills. This can lead to students becoming more self-reliant and less dependent on their parents for guidance and support. Additionally, the classroom setting can provide students with a sense of autonomy and independence, which can further contribute to the shift in authority.

However, it is important to note that the shift in authority does not mean that students no longer value or respect their parents. Rather, it simply means that students are looking to other sources of authority in addition to their parents and that the role of the parent may shift from being the primary authority figure to being more of a mentor or advisor.

In conclusion, the shift in authority from parents to teachers is a complex phenomenon that can be attributed to a number of factors, including the role of teachers in the classroom, the influence of peer pressure, the changing nature of parent-child relationships, and the increasing reliance on technology and social media in our society. This shift does not mean that parents are no longer important in students' lives, but rather that students are looking to other sources of authority and guidance besides their parents. It is important for parents and teachers to work together to ensure that students receive the support and guidance they need to succeed in their education and in their lives.

DOI 10.5281/zenodo.13626361 

“Discipline your children, and they will give you peace; they will bring you the delights you desire.”

Teachers are often called second parents of students. We usually spend more time with them than their parents. But to which extent can we be their parents? In which form can we show that we care and love them? Do we have the right to discipline them?

We are familiar with the old stories students of year 80s and 90s share about their “terror teachers”. When they tell these stories now, it is often in a form of happy thoughts and not as a traumatic experience. Some of the stories are about how their former teachers throw erasers at them when they are making noise; how they are asked to stay squat outside the classroom when they fail to do their assignments; how their hands are hit when their nails are dirty during the inspection and a lot more anecdotes that make us go back to the time when students’ behavior is controlled through punishments.

We have a different story now. Those form of discipline is now called child abuse and are no longer acceptable. I recall a controversial issue before about parents who seek help from a television program when their teacher asks their child to stay outside the classroom as a punishment. The tv host asks the teacher to resign and revoke her license. This episode provokes different opinions about the difference between students now and then.

On May 3, 2012, the Department of Education launched its Child Protection Policy through DepEd Order No. 40 s. 2012 to promote a zero-tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying, and other forms of abuse.

According to DepEd Spokesperson Undersecretary Annalyn Sevilla, discipline as a form of punishment is outdated and ineffective. She also stated that DepEd espouses implementing massive training on a positive discipline approach to all teaching and non-teaching employees.

What is positive discipline? Positive discipline is a program developed by Dr. Jane Nelsen based on the work of Alfred Adler and Rudolf Dreikurs that is designed to teach young people to become responsible, respectful, and resourceful. Through this, teachers do not need to control students’ behavior through punishment instead the student will learn to control his behavior through self-control and positive choices.

As the world changes, so as our youth. Corporal punishment may have developed successful businessmen, engineers, architects, or teachers before but that doesn’t mean that it will be the same product for our children today. The changes brought by social media, technologies, and advanced ideologies are calling for different approaches and techniques to mold our children.

How do we want to be remembered as a teacher? Ten years from now, our students today will also tell stories about how they are treated inside the school.   We may want to be remembered as a teacher who has set rules at the start of the year; who always gives praise; who remains neutral during conflicts or who listens to their students.

Are we to discipline or not to discipline?

DOI 10.5281/zenodo.13626363