Teaching literature analysis to high school students can be both challenging and rewarding. The key to success lies in making the process engaging, relevant, and accessible to teenagers who may not initially see the value in dissecting classic texts. This essay explores effective strategies for teaching literature analysis in high school English classes.

One of the most crucial aspects of teaching literature analysis is selecting texts that resonate with students. While it's important to include classic works, incorporating contemporary literature or young adult novels can help bridge the gap between students' interests and academic requirements. For example, pairing "To Kill a Mockingbird" with "The Hate U Give" can provide a powerful comparison of racial issues across different time periods.

Once appropriate texts are selected, it's essential to provide students with the tools they need to analyze literature effectively. Teaching students about literary devices, narrative structures, and thematic elements should be done in context rather than as isolated concepts. For instance, when discussing symbolism, use examples from the text being studied to illustrate how authors use symbols to convey deeper meanings.

Interactive activities can greatly enhance students' engagement with literature. Socratic seminars, where students lead discussions about the text, encourage critical thinking and promote active participation. Role-playing exercises, where students take on the personas of characters from the book, can help them understand different perspectives and motivations within the story.

Technology can also play a significant role in making literature analysis more engaging. Online discussion forums allow students to share their thoughts and respond to their peers outside of class time. Digital annotation tools enable collaborative close reading exercises, where students can highlight and comment on specific passages, fostering a deeper understanding of the text.

Another effective strategy is to connect literature to students' lives and current events. Encouraging students to draw parallels between the themes in the text and their own experiences or contemporary issues can make the analysis more relevant and meaningful. For example, when studying "1984," discussions about modern surveillance technology and privacy concerns can help students see the ongoing relevance of the novel's themes.

Project-based learning can also be an excellent way to assess students' understanding of literature. Instead of traditional essays, consider assigning creative projects that allow students to demonstrate their analysis skills in unique ways. This could include creating a video essay, designing a graphic novel adaptation, or writing and performing a scene that explores an alternate ending to the story.

Lastly, it's crucial to create a classroom environment that encourages risk-taking and values diverse interpretations. Literature analysis should not be about finding the "right" answer but rather about developing well-supported arguments and insights. Encourage students to voice their opinions, even if they differ from conventional interpretations, as long as they can back up their ideas with evidence from the text.

In conclusion, teaching literature analysis to high school students requires a multifaceted approach that combines engaging texts, interactive activities, technology integration, real-world connections, and a supportive classroom environment. By implementing these strategies, teachers can help students develop critical thinking skills, appreciate literature, and become lifelong readers and thinkers.

DOI 10.5281/zenodo.14050479

Writing is a fundamental skill that high school students need to master for academic success and beyond. As English teachers, our role is to guide students in developing their writing abilities, from crafting compelling essays to expressing themselves creatively. This essay explores effective strategies for teaching writing in high school English classes.

One of the most important aspects of teaching writing is to provide students with a clear understanding of different writing styles and purposes. High school students should be exposed to various genres, including narrative, expository, persuasive, and descriptive writing. Each style requires different techniques and structures, and students should learn to adapt their writing accordingly. For instance, when teaching persuasive writing, focus on constructing strong arguments, using rhetorical devices, and anticipating counterarguments.

The writing process itself should be emphasized as much as the final product. Teaching students about prewriting, drafting, revising, editing, and publishing helps them understand that good writing is iterative. Encourage the use of graphic organizers for brainstorming and outlining. Implement peer review sessions where students can give and receive feedback on their drafts. This not only improves their writing but also develops critical reading skills.

Grammar and mechanics are essential components of good writing, but they should be taught in context rather than as isolated rules. Instead of dry grammar exercises, use mentor texts to demonstrate how skilled writers use grammar effectively. When students encounter grammatical issues in their own writing, address these teachable moments individually or in small groups.

Vocabulary development is another crucial aspect of writing instruction. Encourage students to keep vocabulary journals where they record new words they encounter in their reading. Teach strategies for using context clues and word roots to decipher unfamiliar words. Incorporate vocabulary games and challenges to make learning new words fun and engaging.

Writing prompts can be powerful tools for inspiring creativity and critical thinking. Provide a mix of open-ended prompts that allow for personal expression and more structured prompts that require analytical thinking. For example, you might ask students to write a personal narrative about a time they overcame a challenge, or to analyze the use of symbolism in a poem they've studied.

Incorporating technology into writing instruction can enhance engagement and prepare students for the digital age. Teach students how to use online research tools effectively and how to evaluate the credibility of sources. Introduce them to digital writing platforms and collaborative tools like Google Docs, which allow for real-time feedback and editing.

Authentic writing experiences can greatly motivate students. Consider creating a class blog where students can publish their best work. Encourage students to submit their writing to school publications or local contests. Invite guest speakers such as journalists or authors to discuss their writing processes and careers.

Differentiation is key in writing instruction, as students will have varying skill levels and interests. Provide scaffolding for struggling writers, such as sentence starters or paragraph frames. For advanced writers, offer opportunities for more complex projects or independent study. Allowing students to choose their topics or genres for some assignments can increase engagement and ownership of their writing.

Assessment of writing should be both formative and summative. Use rubrics to provide clear expectations and feedback. Consider implementing portfolio assessments, where students collect their best work over time and reflect on their growth as writers. This approach emphasizes improvement and encourages students to take pride in their progress.

In conclusion, developing strong writing skills in high school requires a comprehensive approach that combines instruction in various writing styles, emphasis on the writing process, contextual grammar teaching, vocabulary development, creative prompts, technology integration, authentic experiences, differentiation, and thoughtful assessment. By implementing these strategies, teachers can help students become confident, competent writers prepared for the challenges of higher education and beyond.

DOI 10.5281/zenodo.14050493

In today's digital age, teaching media literacy has become an essential component of high school English education. As students are constantly bombarded with information from various sources, it's crucial to equip them with the skills to critically analyze, evaluate, and create media content. This essay explores effective strategies for integrating media literacy into the high school English curriculum.

One of the primary goals of media literacy education is to teach students to question and critically examine the media they consume. Start by introducing the concept of bias in media. Have students analyze news articles from different sources covering the same event, identifying differences in tone, word choice, and perspective. This exercise helps students understand that all media is constructed and carries inherent biases.

Visual literacy is another crucial aspect of media literacy. Teach students to analyze images, advertisements, and videos critically. Discuss techniques used in visual media, such as color psychology, composition, and symbolism. For example, when studying persuasive techniques, have students deconstruct advertisements, identifying the strategies used to appeal to emotions or create desire for a product.

Social media plays a significant role in students' lives, making it an ideal subject for media literacy lessons. Discuss the concept of digital footprints and the long-term implications of online posts. Explore how social media algorithms create echo chambers and filter bubbles. Encourage students to reflect on their own social media habits and how these platforms influence their perceptions and beliefs.

Fake news and misinformation are pressing issues in the digital age. Teach students strategies for fact-checking and verifying information. Introduce them to reliable fact-checking websites and discuss the importance of cross-referencing sources. Create exercises where students must distinguish between credible news articles and fabricated stories, explaining their reasoning.

Media production is an essential component of media literacy. Provide opportunities for students to create their own media content, such as podcasts, short films, or social media campaigns. This hands-on experience helps students understand the choices and techniques involved in media creation, making them more critical consumers.

Integrating media literacy with traditional literature study can enhance both areas. When studying a novel, have students compare the book to its film adaptation, analyzing the choices made in the adaptation process. Alternatively, ask students to create modern social media profiles for characters from classic literature, encouraging them to think deeply about character motivations and personalities.

Discussion of media representation and stereotypes is crucial in developing critical thinking skills. Analyze how different groups are portrayed in various media forms, including literature, film, and advertising. Encourage students to consider the impact of these representations on societal perceptions and individual self-image.

Media literacy also involves understanding the economics of media production. Discuss concepts like target audiences, sponsorship, and product placement. Have students research media conglomerates and consider how ownership might influence content. This knowledge helps students become more aware consumers of media.

Collaborative projects can enhance media literacy learning. For instance, have student groups create a class news broadcast, with each group responsible for different segments. This project teaches students about news production, writing for different mediums, and the challenges of presenting information objectively.

Finally, encourage students to reflect on their own media consumption habits. Have them keep media diaries for a week, noting what they consume and how it makes them feel. This self-reflection can lead to more mindful media consumption and a greater awareness of media's influence on their lives.

In conclusion, fostering critical thinking through media literacy is essential in today's information-rich environment. By teaching students to analyze, evaluate, and create media content, we empower them to become informed, discerning consumers and producers of information. Integrating media literacy into the high school English curriculum prepares students for the challenges of navigating the complex media landscape they will encounter throughout their lives.

DOI 10.5281/zenodo.14050554

Differentiated instruction is a crucial teaching strategy that addresses the diverse learning needs of students in high school English classrooms. This approach recognizes that students have varying abilities, interests, and learning styles, and adapts teaching methods accordingly. This essay explores how to effectively implement differentiated instruction in high school English.

The first step in differentiation is assessment. Begin the school year with diagnostic assessments to understand each student's reading level, writing skills, and areas of strength and weakness. Throughout the year, use formative assessments to continually gauge student progress and adjust instruction accordingly. These assessments can include reading comprehension quizzes, writing samples, and oral presentations.

Content differentiation involves adjusting the material students learn based on their readiness levels. For example, in a unit on Shakespeare, advanced students might tackle "Hamlet," while others work with "Romeo and Juliet." Provide texts at various reading levels that explore similar themes. Use supplementary materials like graphic novels or audio versions to support struggling readers while maintaining high expectations for all.

Process differentiation focuses on how students learn the content. Implement a variety of instructional strategies to cater to different learning styles. For auditory learners, incorporate podcasts or audiobooks. Visual learners might benefit from graphic organizers or video content. Kinesthetic learners could engage in role-playing exercises or hands-on projects. Offer choices in how students approach assignments, allowing them to play to their strengths.

Product differentiation allows students to demonstrate their learning in various ways. Instead of always assigning traditional essays, offer options like creating a video presentation, designing a website, or writing a series of journal entries from a character's perspective. Provide clear rubrics that outline expectations while allowing for creativity and individual expression.

Flexible grouping is another key aspect of differentiation. Sometimes group students by ability level for targeted instruction, other times mix ability levels for peer learning opportunities. Use interest-based grouping for literature circles or project work. Adjust grouping strategies based on the task and learning objectives.

Implement tiered assignments to challenge all students appropriately. For a essay writing task, for instance, provide three levels of prompts: one focusing on basic comprehension and analysis, another requiring deeper critical thinking, and a third involving complex synthesis of multiple texts or concepts. Allow students to choose their level or guide them based on their readiness.

Scaffold instruction for students who need additional support. This might include providing sentence starters for essays, graphic organizers for planning, or step-by-step guides for complex tasks. Gradually remove these supports as students gain confidence and skill.

Use technology to facilitate differentiation. Digital platforms can provide personalized reading recommendations or adaptive grammar practice. Online discussion forums allow quieter students to participate more comfortably. Use screencasting tools to create instructional videos that students can review at their own pace.

Incorporate student interests into lessons to increase engagement. When teaching persuasive writing, allow students to choose topics they're passionate about. For literature units, offer a selection of texts and let students vote on which to study as a class. Create projects that connect course content to real-world applications or current events that interest teens.

Finally, foster a classroom culture that celebrates diversity and individual growth. Encourage students to set personal learning goals and reflect on their progress. Emphasize effort and improvement over perfection. Create opportunities for students to share their unique perspectives and experiences, enriching the learning environment for all.

In conclusion, differentiated instruction in high school English requires thoughtful planning and flexibility. By varying content, process, and product, teachers can create a learning environment that challenges and supports all students. This approach not only improves academic outcomes but also fosters a love of learning and helps students develop the skills they need for future success.

DOI 10.5281/zenodo.14050569 

Project-Based Learning (PBL) is a dynamic teaching strategy that can be effectively implemented across all high school subjects. This student-centered approach engages learners in exploring real-world problems and challenges, fostering critical thinking, collaboration, and creativity. This essay explores how to implement PBL across various high school disciplines.

The core of PBL is the driving question or challenge that guides the project. In science, students might investigate "How can we reduce our school's carbon footprint?" For history, the question could be "How would you redesign our city to reflect the values of ancient Greek democracy?" In mathematics, students could explore "How can we use statistical analysis to improve our school's recycling program?" These open-ended questions should be complex enough to require sustained inquiry but specific enough to be achievable.

Interdisciplinary projects are particularly powerful in PBL. For instance, a project on sustainable urban development could incorporate elements of environmental science, geography, mathematics, and civics. Students might design a model city, calculate its energy needs, research green technologies, and prepare proposals for local government. This approach helps students see the interconnectedness of different subjects and how they apply to real-world situations.

Collaboration is a key component of PBL. Assign students to teams with diverse skills and backgrounds. In a foreign language class, students might work together to create a travel guide for a country where the target language is spoken, with each team member responsible for different aspects like history, cuisine, or local customs. This not only practices language skills but also develops teamwork and cultural understanding.

Integration of technology is crucial in modern PBL. In computer science, students could develop apps to address community needs. Art students might use digital tools to create virtual galleries. In physics, students could use simulation software to design and test roller coasters, applying principles of energy and motion. Encourage the use of project management tools to help students organize their work and track progress.

Assessment in PBL should be ongoing and multifaceted. Use rubrics that evaluate not just the final product but also the process, including research skills, collaboration, and problem-solving. Incorporate peer and self-assessment to develop students' reflective skills. For example, in a music project where students compose and perform original pieces, assessment could include teacher evaluation, peer feedback, and self-reflection on the creative process.

Community involvement adds authenticity to PBL. In economics, students could partner with local businesses to study market trends. Environmental science projects could involve collaboration with local conservation groups. Such partnerships provide real-world context and can lead to meaningful impacts beyond the classroom.

Differentiation within PBL allows for personalized learning experiences. In a literature project where students are creating a multimedia presentation on a novel, some might focus on character analysis, others on historical context, and others on adapting a scene into a script. This allows students to contribute according to their strengths while still working towards a common goal.

Reflection is a crucial part of the PBL process. Regular check-ins and journaling help students articulate their learning and challenges. In a physical education project on designing fitness plans, students could keep workout logs and reflect on how their understanding of health and fitness evolves over time.

Time management is a vital skill developed through PBL. Provide students with project timelines and milestones, but allow them flexibility in how they reach these goals. In a long-term history project, students might create their own project schedules, learning to balance research, writing, and presentation preparation.

Finally, the presentation of final projects should be a celebration of learning. This could take many forms: a science fair for biology projects, a mock UN assembly for global studies, or a public performance for drama. Invite parents, community members, and experts in the field to view and provide feedback on student work, making the experience more meaningful and authentic.

In conclusion, Project-Based Learning is a versatile and engaging teaching strategy that can be adapted to all high school subjects. By connecting classroom learning to real-world challenges, PBL prepares students for future academic and professional success, developing not just subject knowledge but also essential 21st-century skills like critical thinking, communication, and creativity.

DOI 10.5281/zenodo.14050587

In the digital age, integrating technology into high school education is not just beneficial—it's essential. Technology can enhance learning experiences, prepare students for future careers, and provide new ways to engage with course material across all subjects. This essay explores effective strategies for incorporating technology in high school classrooms.

One of the most versatile technological tools is the Learning Management System (LMS). Platforms like Google Classroom, Canvas, or Moodle can be used across all subjects to organize course materials, facilitate online discussions, and manage assignments. In a history class, teachers can use the LMS to create a timeline of events using collaborative tools. In chemistry, students can submit lab reports and receive feedback digitally. These platforms also allow for easy differentiation, as teachers can assign different materials to students based on their needs.

Virtual and Augmented Reality (VR/AR) technologies offer immersive learning experiences. In biology, students can take virtual tours of the human body. Geography classes can explore distant landscapes without leaving the classroom. Art history courses can visit world-renowned museums virtually. These technologies make abstract concepts more tangible and engage visual and kinesthetic learners.

Online collaboration tools enhance group work and project-based learning. Platforms like Padlet or Miro provide digital canvases where students can brainstorm ideas, organize information, and work together in real-time. In a literature class, students might use these tools to create character maps for a novel. In physics, they could collaboratively solve complex problems, showing their work step-by-step.

Data analysis tools are crucial in STEM subjects but can be applied across the curriculum. Spreadsheet software like Excel or Google Sheets can be used in math classes for statistical analysis, in social studies for demographic studies, or in physical education to track fitness progress. Teaching students to visualize data using tools like Tableau prepares them for data-driven decision-making in various fields.

Digital creation tools empower students to express their learning in innovative ways. In language classes, students can create podcasts to practice speaking skills. Music students can use composition software to write and arrange pieces. In computer science, students can develop their own apps or websites. These projects not only demonstrate understanding but also build valuable technical skills.

Adaptive learning software can provide personalized practice and feedback, particularly useful in subjects like mathematics and foreign languages. These programs adjust to each student's level, providing more challenging problems as they improve or additional support where needed. This allows for efficient use of class time and helps students progress at their own pace.

Flipped classroom models, facilitated by technology, can be effective across subjects. Teachers can create or curate video lectures for students to watch at home, freeing up class time for active learning and problem-solving. In a chemistry class, students might watch a video explaining a concept at home, then come to class ready to perform related experiments. This approach allows for more hands-on learning time and personalized teacher support.

Social media can be leveraged as an educational tool when used thoughtfully. In journalism classes, students can analyze Twitter trends to understand current events. Marketing courses can explore social media campaigns. Language classes can connect with native speakers through language exchange platforms. These activities teach digital literacy alongside subject-specific content.

Gamification, using game design elements in non-game contexts, can increase engagement across subjects. Apps like Kahoot! or Quizlet Live can turn review sessions into exciting competitions. In history classes, strategy games can simulate historical scenarios. Math teachers can use puzzle-based apps to make problem-solving more engaging.

Finally, teaching digital citizenship should be integrated across all subjects. As students use technology more, they need to understand issues like online privacy, digital footprints, and responsible use of sources. In English classes, this might involve lessons on copyright and plagiarism. In social studies, students could explore the impact of social media on elections.

In conclusion, effective integration of technology in high school classrooms requires thoughtful planning and a focus on pedagogical goals rather than the technology itself. When used wisely, technology can enhance learning experiences, provide new ways for students to engage with material, and prepare them for the digital world beyond high school. The key is to choose tools that support learning objectives and to provide students with the skills to use technology critically and creatively.

DOI 10.5281/zenodo.14050596 

Metacognition, often described as "thinking about thinking," is a crucial skill for high school students across all subjects. It involves self-awareness of one's learning processes, strengths, and weaknesses. Coupled with self-regulated learning strategies, metacognition can significantly enhance student performance and prepare them for lifelong learning. This essay explores strategies to foster metacognition and self-regulated learning across the high school curriculum.

One effective strategy is the use of reflective journals or learning logs. In science classes, students can record their hypotheses before experiments, their observations during the process, and their conclusions afterward. This helps them track their thinking and identify areas where their understanding has changed. In literature classes, students can reflect on their evolving interpretations of a text as they read, noting how their perspectives shift with new information.

Teaching students to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals is another key strategy. In physical education, students might set fitness goals for the semester. In foreign language classes, they could set targets for vocabulary acquisition or speaking fluency. Regular check-ins on these goals help students monitor their progress and adjust their strategies as needed.

Incorporating self-assessment into the learning process is crucial. After completing a math problem set, students could rate their confidence in each solution and identify areas where they need more practice. In art classes, students can assess their own work against a rubric before submitting it, encouraging them to think critically about their creative choices.

Peer feedback sessions, when structured properly, can enhance metacognition. In writing workshops for English or history classes, students can provide feedback on each other's essays. This process not only helps the writer but also encourages the reviewer to think critically about what makes effective writing. In music classes, students can critique each other's performances, developing their ability to analyze and articulate musical concepts.

Teaching explicit learning strategies across subjects helps students build their metacognitive toolkit. For instance, the SQ3R method (Survey, Question, Read, Recite, Review) can be taught in social studies for textbook reading, while the Pomodoro Technique can be introduced in any subject to help with time management and focus.

Concept mapping is a powerful tool for visualizing knowledge and identifying gaps in understanding. In biology, students can create concept maps to show relationships between different body systems. In history, they can map out causes and effects of major events. This process helps students see the big picture and recognize connections between ideas.

Error analysis is another effective metacognitive strategy. In mathematics and science, have students analyze their mistakes on tests or problem sets. Instead of simply marking answers wrong, encourage students to identify the type of error (calculation mistake, misunderstanding of concept, etc.) and explain how they would approach the problem differently next time.

Modeling metacognitive thinking is crucial. Teachers across subjects should verbalize their thought processes when solving problems or analyzing information. For example, a chemistry teacher might think aloud while balancing a complex equation, explaining their reasoning at each step. This helps students understand the metacognitive strategies experts use in the field.

Incorporating choice into assignments can promote self-regulated learning. In a history project, students might choose from a list of presentation formats (essay, video documentary, podcast) based on their strengths and learning preferences. In a physics class, students could select which real-world problem they want to solve using the principles they've learned.

Teaching time management and organization skills is essential for self-regulated learning. Introduce students to digital tools like Trello or Asana for project management, or teach analog methods like bullet journaling. These skills are applicable across all subjects and crucial for long-term academic success.

Finally, encourage a growth mindset in all classes. Help students understand that intelligence and ability are not fixed traits but can be developed through effort and effective strategies. When students struggle, guide them to view it as an opportunity for growth rather than a sign of failure.

In conclusion, fostering metacognition and self-regulated learning is a cross-curricular endeavor that can significantly enhance student performance and prepare them for future academic and professional challenges. By incorporating these strategies across all subjects, teachers can help students become more self-aware, independent learners capable of monitoring and adjusting their own learning processes. This not only improves academic performance but also equips students with valuable life skills that extend far beyond the classroom.

DOI 10.5281/zenodo.14050617

The study aimed to evaluate and assess the 21st Century Skills of Physical Education Teachers in Progressivist Approach along with critical thinking and problem solving, communication, creativity and innovation, collaboration skills, and physical literacy

Pursuing professional growth and development can lead to higher level of critical thinking skills and problem solving, communication skills, creativity and innovation skills, collaboration skills, and physical literacy. Teachers with longer tenure have developed a deeper understanding of how to effectively teach and promote 21st Century Skills in the classroom through their experience. Technology can be a highly effective tool for learning that is planned and integrated into the overall teaching strategy to achieve the best results.

There is a Very High level of 21st Century skills among Physical Education teachers as perceived by the MAPEH Chairpersons and Master Teachers. Project based learning can be used in developing instructional materials as basis for progressivist approach.

It can be concluded that Physical Education teachers in the 21st century face various challenges in delivering instructions to their students. These challenges include managing students' behavior, designing appropriate assessments, keeping the students interested, tailoring the lesson to meet the students' individual needs, and incorporating values education into the lesson.

critical thinking skills, appreciate literature, and become lifelong readers and thinkers.

DOI 10.5281/zenodo.14056486

Many educational systems around the world implemented the K–12 curriculum to enhance students' intellectual and practical skills, better prepare them for postsecondary education, and secure their future employment. This comprehensive framework provides a more concentrated and specialized approach to learning while extending the basic education cycle by including two essential years of senior high school. This curriculum has a significant impact on the courses that students choose for their postsecondary education as they work through it. The K–12 curriculum influences students' academic choices and professional goals in the following ways: 

First, provide general and then focus on early careers. The introduction of tracks for Senior High School as part of K– 12 curriculum is one of the biggest changes. Some of the programs that learners can pursue include academic tracks, namely humanities and social sciences (HUMSS), accountancy, business, and management (ABM), science, technology, engineering, and mathematics (STEM), technical-vocational, arts, and sports tracks, among others. Through such early exposure, the students are able to discover their strengths and areas of interest, hence knowing the probable careers to engage in. Hence, by the time the students are graduating, they will have advanced levels of knowledge and enhanced self-confidence to continue with their education.

Second, enhanced academic preparedness for higher-level studies. The extra two years in the K–12 curriculum bridge the knowledge and skill gap between high school and university education by providing students with advanced instruction. The structure of senior high school courses is more academically aligned with college-level courses, thereby better preparing students. Due to their familiarity with challenging material and diligent study techniques, students are less likely to experience culture shock when they transfer to a higher school setting.

Third, the curriculum adopted and implemented in K–12 has stress performance and the sharpening of the students’ reasoning and practical skills apart from academic performance. Group investigations and group internships, as well as projects, are major components of the curriculum. These experiences help students to be in a position to apply the theory learned in a real-life setting, thereby promoting the practical aspect of learning. Thus, the student can identify the course that will fulfill his or her professional goals, so class selection is improved.

Fourth, provisions will be made for well-informed choices and career counseling. Career development and guidance are two of the basic services directly offered in K–12 schools. Career clusters, job interviews, workshops, professional development programs and other resources and informative tools are among the support structures and instruments that schools have to help students make some future decisions. The information is delivered in a structured manner that enables the students to reason out the implications of the courses they choose, or rather, the courses they can choose based on their prospective goals and achievable proficiency levels.

Fifth, compliance with all the industry standards. At this level, the learning areas correspond to the demands of the real world of work. This way, the curriculum also provides tracks and specializations that correspond to the needs of the market. This alignment makes the students rush to courses that have a promising job market, and it enhances the chances of the graduates finding a job. For instance, the expansion of digital and technology-related industries, which has led to calls for emphasis on STEM education, has seen many students follow suit in their higher education levels.

Finally, more opportunities for a continuous learning process. Consequently, the educational curriculum in K–12 fosters the aspiration to seek knowledge and improve skills throughout one’s life, hence embracing a culture of learning. These early years lay the fundamental foundation for a desire and love for learning that extends beyond schooling. Programs of study that give learners opportunities to continue with their growth, for example, through other degrees, productive certifications or distinct training, stand the best chance of attracting learners.

The K–12 curriculum has a significant influence on the courses that students choose to take in college. Through the provision of early specialization, improved preparation, vital skill development, career guidance, alignment with industry needs, and lifelong learning, the curriculum equips students with the necessary knowledge and abilities to make well-informed decisions regarding their academic and career pathways. The K–12 framework plays a critical role in forming the future workforce as educational systems continue to change, making sure that students are ready for the opportunities and difficulties of postsecondary education and beyond.

DOI 10.5281/zenodo.14058635

CHAPTER 1

THE PROBLEM

Rationale

         Recognizing the importance of crucial years has heightened interest and support for infancy education schemes. It accounts for the increased demand for Kindergarten education services, emphasizing the importance of experiences during the earliest years in life. Children’s experiences during early childhood influences their later functioning in school and affect them throughout their life.

         Developing positive and trusting relationships during the early years of childhood is crucial. These are necessary for cognitive and emotional development, as well as social bonding. Increased physical activity may give motor benefits throughout childhood and adolescence. Early childhood is the most crucial and rapid phase of complete and healthy cognitive development in human life. As a result, a better understanding of the role of physical activity in improving motor skills, cognition and emotional skills in young children is necessary (Ramos, 2021).

Globally, school readiness is gaining currency as a viable strategy to close the learning gap and improve equity in achieving lifelong learning and full developmental potential among young children. It does so by considering all children, especially the vulnerable and disadvantaged, including girls, children with disabilities, ethnic minorities and those living in rural areas. School readiness supports the adoption of policies and standards for early learning, expanding the provision of opportunities beyond formal center-based services to target those who are excluded.

         School readiness has been linked with positive social and behavioral competencies in adulthood as well as improved academic outcomes in primary and secondary school, both in terms of equity and performance. In addition, school readiness has been garnering attention as a strategy for economic development. Approaches to economic growth and development consider human capital as a key conduit for sustained and viable development, the inception of which begins in the early years.

         Kindergarten marks the beginning of formal education. The child’s initial school experience can influence the way he feels and acts to future school activities. It will also affect the way he relates to other people and his environment for the rest of his life. Success or failure at this stage can affect his well-being, self-esteem, motivation, and perspectives. Lack of kindergarten readiness may also lead to his being held back in the next grade level.

         Children arrive at school with different backgrounds and experiences and at different stages of development. Positive early experiences with school are of paramount importance to young children. Children thrive within classrooms that meet their physical and developmental needs and that provide a secure, respectful, and nurturing environment.

         According to Wood (2019), the time that a child spends in Kindergarten is of critical importance to his growth and development. It provides children with various educational opportunities, experiences, individual requirements, interests, and capabilities. Thus, it is essential to collaborate with educators and in the community to deliver lessons that are interesting and motivating to children. These lessons will help children build self-confidence and lay a solid foundation for their future academic, physical and social development.

         To give each child the best start possible, it is essential that Kindergarten programs provide a variety of learning opportunities and experiences that are based on assessment information and the strengths, needs, and interests of the children. Although Kindergarten programs are critical in laying the foundations for success in learning, the Kindergarten years are also an important time in children’s total development. Teachers, early childhood educators, members of the community, and families should work together to provide challenging and engaging learning experiences that will build children’s confidence, encourage them to continue to see learning as both enjoyable and useful, and provide a strong foundation for their future intellectual, physical, and social development (Abriol & Margallo, 2022).

         In the Philippines, public and private schooling begins with Kindergarten, when a child is about 5 years old. Kindergarten is 3 to 4 hours a day or depending on the specific requirements of a particular school. While most of the activities in Kindergarten are play activities like singing, storytelling, and drawing, children are also learning basic skills through these activities that will be needed throughout their lives. These skills include listening to direction, using and managing time well, being patient, sharing, and working in cooperation with others. Kindergarten helps children adjust to school slowly, going only a few hours each day.

         In order to have a transition from home to school and to prepare the children socially, psychologically and emotionally, and help them take pleasure from all the joys of school that would somehow help in the obliteration of the fear of separation, the Department of Education (DepEd) launched the K to 12 curriculum including the kindergarten as an integral part of the new curriculum.

         The DepEd is empowered to oversee and supervise the operation of public and private kindergarten programs, to develop the kindergarten curriculum aligned with the universally accepted standards, to develop teaching strategies and introduce innovative programs, and to prescribe recruitment standards and development programs for kindergarten teachers all five-year-old children shall avail of the free and compulsory kindergarten education program.

         With the enactment of Republic Act 10157, kindergarten is now mandatory and compulsory for all five-year-old learners. Kindergarten, as the first stage of the basic education system, becomes a requirement for entrance to Grade 1.

         The Kindergarten curriculum should develop a sense of what is just and good. At this level, children must be made to realize that they have to live in a moral community that can distinguish between good and bad and between types of individual and collective action that either helps or results in hindering or helping others.

         At this stage children have no real moral sense. “Good” is something that works for them. In Kindergarten children should be helped to become aware that their actions and attitudes affect other persons, and that there are rules to be kept. These skills need to be developed and encouraged for children to begin to have an awareness of morality.

         At Kindergarten level, the curriculum must enhance one’s physical development. Research concerning early physical development makes it clear that children must consider themselves physically comfortable and healthy to succeed in other areas of development.

         There should be awareness of the rapid physical development of the body at this stage. It is necessary to help children form good health habits and to stimulate the muscles by constant use. Various activities should be provided to develop muscle co-ordination of the large and fine muscles.

         The Curriculum should stimulate curiosity, exploration, experimentation and the creative use of resources provided by the school. This should enable children to learn how to solve problems, understand better the relationship between cause and effect and prove capable of planning their own learning.

         Language development is the basis of all learning. Children should be exposed to opportunities where they develop their listening and speaking skills which are among the earliest skills that they acquire.

         According to Bartolome (2020), as second parent in a new environment, the teacher plays a significant role in helping the pupil adjust. Every teacher has to know and understand the varied physical, mental, social, and emotional characteristics or traits of pupil under his charge. This knowledge would equip the teacher in dealing with pupils in terms of this kind of learning experiences he should provide to them. The teacher likewise needs to know the expected character traits of children at different age level. Awareness of these characteristics will enable him to plan appropriate activities for them.

         Preschool children whose age range from four to six years old are at the stage of school readiness. When the new school year starts most children may have the experiences of adjustment in the school especially in the environment. These adjustments may take the effect upon the school readiness of children.

School readiness is referred to children when they are able to be ready to go to school. In discussions of preschool programs, school readiness is a major topic of debate. Raising entrance ages for admittance to kindergarten is based on the reasoning that many children are not ready, and teachers have difficulty in teaching them.

Families and communities play critical roles in helping children get ready for school. Schools can improve the readiness of young children by making connections with local child care providers and preschools and by creating policies that ensure smooth transitions to kindergarten. Children entering kindergarten vary in their early experiences, skills, knowledge, language, culture, and family background. Schools must be ready to address the diverse needs of the children and families in their community and is committed to the success of every child.

In line with the aforecited, the researcher conducted this study to assess the school readiness of the Kindergarten learners in Paniqui South Central Elementary School, Paniqui South District, Tarlac Province during the school year 2023-2024.

READ MORE

Felicio,Ferzus T. “Home Education, Reading Motivation and Comprehension of Secondary Public School Students” Unpublished Master’s Thesis, Master of arts in Education Major in Reading, West Visayas State University-Lambunao Campus. Lambunao, Iloilo  March 2022

Abstract

Home education became crucial in the twenty-first century as parents engaged their children in early learning through various activities and resources, boosting literacy and igniting reading motivation driven by personal interests and community support. This study, using a descriptive correlational design, aimed to ascertain the extent of home education, reading motivation, and comprehension among secondary school students. The respondents included 160 randomly selected Grade 8 students from various high schools, with twenty students chosen from each of the eight secondary schools, representing the entire population of their respective institutions. The study utilized duly validated and pilot-tested researcher-made instruments and employed mean and standard deviation as descriptive statistics, alongside Pearson’s r set at a 0.05 alpha level for inferential analysis. The study's findings revealed that the extent of home education among students in public secondary schools was moderately high overall, particularly in early literacy activities, recent literacy practices, and home literacy resources. Reading motivation among these students was also moderately high concerning home, school, and community; however, they exhibited a high level of motivation regarding personal reading motivation. The level of comprehension among students was found to be instructional. The results indicated a significant relationship among home education, reading motivation, and comprehension in public secondary schools.

Keywords:  Home Education,Reading Motivation,Comprehension

DOI 10.5281/zenodo.14170122

Abstract

Ang pananaliksik na ito ay naglalayong suriin ang antas ng kahusayan sa pagbabasa ng mga mag-aaral sa ikalawang baitang sa Himamaylan Elementary School, gamit ang Philippine Informal Reading Inventory (Phil-IRI) bilang pangunahing instrumento. Ang pagbabasa ay isang mahalagang kasanayan na nagsisilbing pundasyon ng pagkatuto at nagbibigay-daan sa pag-unawa sa iba pang mga kaalaman at kasanayan. Sa konteksto ng K to 12 Basic Education Program ng Kagawaran ng Edukasyon, ang pag-aaral na ito ay naglalayong matukoy ang kasalukuyang estado ng kakayahan sa pagbabasa ng mga mag-aaral at ang mga salik na nakakaapekto dito.

Ang mga mag-aaral ay nahati sa tatlong antas ng pagbabasa: frustration, instructional, at independent. Ang mga mag-aaral na nasa frustration level ay nahihirapang makabawi sa kanilang kakayahan sa pagbabasa, samantalang ang mga nasa instructional level ay nangangailangan ng gabay upang makapagbasa nang epektibo. Ang mga nasa independent level naman ay may kakayahang magbasa nang mag-isa nang hindi nahihirapan. Ang pag-aaral ay isinagawa sa pamamagitan ng pre-test at post-test upang matukoy ang antas ng kahusayan sa pagbabasa ng mga kalahok, na kinabibilangan ng pagsusuri sa pagkilala ng salita at pag-unawa sa binabasa.

Ang mga resulta ng pagsusuri ay nagpakita na karamihan sa mga mag-aaral ay nasa instructional level, at ang mga lalaki ay hindi gaanong matatas sa pagbabasa kumpara sa mga babae. Bukod dito, walang natukoy na kaugnayan ang antas ng kahusayan sa pagbabasa sa baitang at kasarian ng mga mag-aaral. Ang impormasyon na nakolekta ay nagsilbing batayan sa pagbuo ng mga desisyon para sa angkop na pagtuturo at pagkatuto, pati na rin sa pagdisenyo ng programang interbensyon sa pagbabasa na nakatuon sa mga mag-aaral sa frustration level. Ang layunin ng pananaliksik na ito ay hindi lamang matukoy ang kasalukuyang antas ng kahusayan sa pagbabasa kundi pati na rin ang pagbuo ng mga epektibong estratehiya upang mapabuti ang pagganap ng mga mag-aaral sa pagbabasa, na mahalaga sa kanilang pangkalahatang pag-unlad sa akademya.

DOI 10.5281/zenodo.14170122

Abstract

The study attempted to assess the level of teachers’ peer-assisted and collaborative learning strategies and pupils’ reading outcomes. Specifically, the study sought to answer the following questions; (1.) What the extent of teachers’ peer-assisted and collaborative learning strategies? (2.) What is the level of pupils’ reading outcomes categorized as instructional, independent, and frustration? (3.) Is there a significant relationship between the levels of pupils’ reading outcomes and teachers’ peer-assisted and collaborative learning? Findings indicated that teachers’ peer-assisted and collaborative learning strategies were always utilized. The peer-assisted and collaborative learning strategies helped improve pupils’ reading performance as indicated that majority of the pupils that is 64% were independent readers while 34% were instructional readers and only 2% were assessed and found to be in the frustration level.

It was also found out that teachers’ peer-assisted and collaborative learning strategies indicate a high relationship with pupils’ reading outcomes as evident on the r value of .728 which is higher than the p = .000 which implies the rejection of the null hypothesis.

Introduction

         Pupil’s reading outcomes is influenced by teacher’s peer-assisted and collaborative learning strategies. This study is anchored on the tenets which states that “Every Child is a reader” (ECARP), through the issuance of DepEd Memorandum No. 402, s. 2004 and Administrative Order No. 324, which goal is to enable every Filipino child to communicate both in English and Filipino.

         Reading is the process of creating meaning and a dynamic interaction between the pupil and the context of the reading situation where pupils are familiar with the words in the reading selection and the phonemic syllables for meaning and production.

         This reading initiative of the national government has enthused teachers to employ strategies and identify cognitive components and linguistic processes of reading as well as provide effective interventions to address reading difficulties and struggle of learners especially in the public elementary schools in the Philippines.

         Reading difficulties according to researchers present a serious and potentially lifelong challenges especially in this time of pandemic in which schools are forced the cancellation of the traditional learning that takes place in school settings. The modalities have imposed substantial alterations in the “inputs” used to provide education. Thus, teachers need to devise strategies and approaches in teaching reading among grade-schoolers.

         Campit, et al (2015) averred that teacher’s peer-assisted and collaborative learning strategies in reading contributes to pupil’s learning development in reading.  It was also emphasized that pupils who are exposed to peer-assisted and collaborative learning performed and achieved better academically than those who were given the conventional teaching.

         In a similar investigation, Miranda (2017) pointed out that despite of the public school’s initiative to introduce reading in the early years of primary education but 69% of the third grade nationwide cannot read at a proficient level with 36% of the fourth grade population unable to read at or above basic levels of understanding.  This finding implies that in the upper elementary grades, a shift from “learning to read” to “reading to learn” typically occurs.

         Further, Alfante (2015) avowed that pupils did not have good reading performance though they formally learnt reading in school.  It can be caused by several factors such as reading practice which is done through teacher’s peer-assisted and collaborative approach and the parent-parent provided support at home.

Though, public school teachers especially in the primary grades utilized different teaching reading approaches responsive to the reading needs of pupils, yet learning to read is still the problem among primary school pupils.

 It is based on the aforesaid accounts that the researcher is motivated to conduct this study to explore on the effect of teacher’s peer-assisted and collaborative learning strategies to the reading outcomes of third grade pupils 

Methodology

The study utilized the adopted survey questionnaire from Campit, et al (2015) on teacher’s peer-assisted and collaborative learning strategies in teaching literacy and numeracy skills in elementary grades. The survey instrument was composed of two (2) major components.  The first component was on the teachers’ peer-assisted and collaborative teaching strategies with ten (10) indicators while survey questionnaire was utilized to assess pupils’ reading outcomes which were categorized into three levels, namely; independent, instructional, and frustration based on the oral reading of the pupils using the Phil-IRRI assessments.

There were one hundred pupil-subject-respondents of the study and ten teacher-respondents. Mean value and standard deviation were utilized to present the extent of teachers’ peer-assisted and collaborative learning strategies; frequency counts and percentages were utilized to present the level of pupils’ reading outcomes.

Additionally, spearman rank order was utilized to ascertain significant relationship between the level of pupils’ reading outcomes and teachers’ peer-assisted and collaborative learning strategies in reading.

READ MORE

In today’s fast-changing world, education needs to keep up with the demands of society. The MATATAG Curriculum aims to make learning more relevant, effective, and focused on helping students develop skills they need for life. One of the key tools that can help achieve this goal is Information and Communication Technology (ICT). But what does ICT really bring to education, and how can it make a difference in the MATATAG Curriculum? Let’s break it down.

ICT, like computers, the internet, and educational apps, allows students to explore beyond textbooks. Imagine a student learning about science through virtual experiments or understanding history by watching interactive videos about past events. These tools make lessons come alive, helping learners understand better and making learning more engaging.

One of the goals of the MATATAG Curriculum is to make education fair and inclusive. ICT can bridge gaps in learning. For example, students in remote areas can access lessons online or through digital materials when physical resources are scarce. This ensures that everyone has an equal chance to learn and succeed.

We live in a digital world, and ICT helps students develop skills they’ll need in the future—like using software, coding, or analyzing data. These are essential in many jobs today and in the future. By integrating ICT in the curriculum, schools are equipping students with tools to thrive in a technology-driven society.

ICT doesn’t just benefit students—it also helps teachers and parents. Teachers can use online tools to create exciting lessons, track student progress, and communicate with parents. Parents, on the other hand, can use digital platforms to stay updated on their child’s learning and support them at home.

While ICT is a powerful tool, the MATATAG Curriculum emphasizes the importance of relationships in learning. Technology should not replace teachers but instead support them. Teachers still play the most crucial role in guiding students, inspiring them, and ensuring that learning remains meaningful and connected to real-life experiences.

ICT is not just about gadgets and the internet—it’s about using these tools to make education better, fairer, and more relevant. In the MATATAG Curriculum, ICT serves as a bridge to connect students, teachers, and parents, ensuring that learning is accessible, engaging, and future ready. By keeping the human touch in education, ICT becomes not just a tool, but a partner in shaping brighter futures for Filipino learners.

DOI 10.5281/zenodo.14191913

Sa kabila ng mga hamon sa sistema ng edukasyon sa Pilipinas, isang programa ang patuloy na nagbibigay ng positibong epekto sa mga paaralan—ang Gulayang sa Paaralan. Ito ay isang makabago at praktikal na inisyatibo na layuning magtanim ng mga gulay sa mga paaralan upang matulungan ang mga mag-aaral at komunidad na magkaroon ng mas malusog na pamumuhay at pagpapalawak ng kaalaman sa agrikultura.

Ang Gulayang sa Paaralan ay isang programa na naglalayong magtanim ng mga gulay sa mga bakanteng lote o hardin sa mga paaralan. Layunin nito na hindi lamang mapalago ang mga pananim, kundi maging bahagi ng pagtuturo ng mga mag-aaral tungkol sa kahalagahan ng pagkain mula sa kalikasan. Bukod dito, ang mga natutunan nila sa pagtatanim ay maaari nilang magamit sa kanilang komunidad at pamilya.

Isa sa mga layunin ng Gulayang sa Paaralan ay turuan ang mga mag-aaral ng mga kasanayan sa agrikultura, na makakatulong hindi lamang sa kanilang personal na buhay kundi sa kanilang komunidad. Sa pamamagitan ng programang ito, natututo ang mga kabataan ng mga teknikal na aspeto ng pagtatanim at pagpapalaki ng mga gulay—tulad ng tamang oras ng pagtatanim, pangangalaga sa mga halaman, at pag-aani.

Ang mga gulay na itinatanim sa mga paaralan ay hindi lamang nakatutulong sa kalusugan ng mga mag-aaral, kundi pati na rin sa pagtuturo ng mas malusog na pamumuhay. Sa pamamagitan ng programang ito, natututo ang mga bata na pahalagahan ang mga pagkaing mula sa kalikasan at makita ang epekto ng mga ito sa kanilang kalusugan.

Ang mga gulay na anihin mula sa mga paaralan ay maaaring gamitin sa mga feeding program, o ipamahagi sa mga magulang at komunidad. Bukod dito, itinuturo rin sa mga mag-aaral ang kahalagahan ng tamang nutrisyon at ang epekto ng isang malusog na diyeta sa kanilang pagkatuto at kalusugan.

Isa pang mahalagang aspeto ng Gulayang sa Paaralan ay ang pagpapalakas ng ugnayan ng paaralan at komunidad. Sa pagtutulungan ng mga guro, mag-aaral, magulang, at lokal na pamahalaan, ang proyekto ay nagiging simbolo ng kooperasyon at pagkakaisa. Ang mga gulayan ay nagiging lugar ng pagtutulungan at pagkakaroon ng mas matibay na koneksyon sa mga miyembro ng komunidad.

Ang Gulayang sa Paaralan ay hindi lamang isang simpleng proyekto ng pagtatanim. Ito ay isang hakbang patungo sa mas malusog, mas responsableng pamumuhay, at pagpapalawak ng kaalaman sa agrikultura. Sa tulong ng programang ito, natututo ang mga mag-aaral ng mahahalagang kasanayan, pagpapahalaga sa kalusugan, at pagtutulungan na magagamit nila sa kanilang buhay at sa paglago ng kanilang komunidad. Sa huli, ang Gulayang sa Paaralan ay nagsisilbing isang matibay na hakbang tungo sa mas maliwanag na kinabukasan para sa mga kabataan at sa buong bansa.

DOI 10.5281/zenodo.14191916

The MATATAG Curriculum aims to provide a quality education that is relevant, inclusive, and responsive to the diverse needs of learners. One of the core subjects that plays a significant role in achieving these goals is Mathematics. Mathematics, often viewed as a collection of numbers and formulas, is far more than that. It serves as a critical tool that helps students develop logical thinking, problem-solving skills, and a deeper understanding of the world around them. Within the MATATAG Curriculum, Mathematics is not just a subject for academic success but is also a means to prepare students for real-life challenges, empowering them to apply mathematical concepts in everyday situations and future careers.

At its core, Mathematics in the MATATAG Curriculum aims to build a strong foundation in essential skills such as addition, subtraction, multiplication, and division, which are fundamental for tackling more complex concepts later on. Students are guided through these basic skills progressively, ensuring that they are equipped with the tools they need to approach higher-level math with confidence. This approach helps create a solid mathematical understanding from the very beginning of their education.

The curriculum also emphasizes the relevance of Mathematics by connecting lessons to real-life situations. Students learn how mathematics is not just an academic requirement but an essential tool for making informed decisions. Practical examples, such as budgeting, understanding measurements, and analyzing data, are woven into lessons to show students how Mathematics applies to daily life and future careers. This practical application makes learning more engaging and meaningful, as students can see how the concepts they study directly relate to the world around them.

In addition to its practical applications, the MATATAG Curriculum encourages critical thinking and creativity. By focusing on problem-solving, the curriculum promotes an environment where students are challenged to think analytically and explore multiple approaches to solving problems. This nurtures their ability to think logically and apply mathematical principles to real-world situations.

Collaboration is also a key component of the MATATAG Curriculum. Students are encouraged to work together, share ideas, and engage in discussions about mathematical concepts. Group activities and projects foster a sense of teamwork, where students can learn from each other and refine their understanding through collaborative problem-solving. This collaborative approach not only strengthens their mathematical knowledge but also promotes social skills such as communication and cooperation, which are crucial in both academic and professional settings.

The MATATAG Curriculum ensures that students not only succeed academically but also develop the skills they need to thrive in the 21st century. By focusing on the holistic development of students—building both academic skills and critical life skills—the curriculum prepares learners to face the challenges of an increasingly complex and fast-paced world. With Mathematics as a central pillar, the MATATAG Curriculum equips students with the tools, confidence, and mindset to succeed in their future academic and professional pursuits.

DOI  10.5281/zenodo.14191933

Abstract

Ang pananaliksik na ito ay naglalayong suriin ang antas ng kahusayan sa pagbabasa ng mga mag-aaral sa ikalawang baitang sa Himamaylan Elementary School, gamit ang Philippine Informal Reading Inventory (Phil-IRI) bilang pangunahing instrumento. Ang pagbabasa ay isang mahalagang kasanayan na nagsisilbing pundasyon ng pagkatuto at nagbibigay-daan sa pag-unawa sa iba pang mga kaalaman at kasanayan. Sa konteksto ng K to 12 Basic Education Program ng Kagawaran ng Edukasyon, ang pag-aaral na ito ay naglalayong matukoy ang kasalukuyang estado ng kakayahan sa pagbabasa ng mga mag-aaral at ang mga salik na nakakaapekto dito.

Ang mga mag-aaral ay nahati sa tatlong antas ng pagbabasa: frustration, instructional, at independent. Ang mga mag-aaral na nasa frustration level ay nahihirapang makabawi sa kanilang kakayahan sa pagbabasa, samantalang ang mga nasa instructional level ay nangangailangan ng gabay upang makapagbasa nang epektibo. Ang mga nasa independent level naman ay may kakayahang magbasa nang mag-isa nang hindi nahihirapan. Ang pag-aaral ay isinagawa sa pamamagitan ng pre-test at post-test upang matukoy ang antas ng kahusayan sa pagbabasa ng mga kalahok, na kinabibilangan ng pagsusuri sa pagkilala ng salita at pag-unawa sa binabasa.

Ang mga resulta ng pagsusuri ay nagpakita na karamihan sa mga mag-aaral ay nasa instructional level, at ang mga lalaki ay hindi gaanong matatas sa pagbabasa kumpara sa mga babae. Bukod dito, walang natukoy na kaugnayan ang antas ng kahusayan sa pagbabasa sa baitang at kasarian ng mga mag-aaral. Ang impormasyon na nakolekta ay nagsilbing batayan sa pagbuo ng mga desisyon para sa angkop na pagtuturo at pagkatuto, pati na rin sa pagdisenyo ng programang interbensyon sa pagbabasa na nakatuon sa mga mag-aaral sa frustration level. Ang layunin ng pananaliksik na ito ay hindi lamang matukoy ang kasalukuyang antas ng kahusayan sa pagbabasa kundi pati na rin ang pagbuo ng mga epektibong estratehiya upang mapabuti ang pagganap ng mga mag-aaral sa pagbabasa, na mahalaga sa kanilang pangkalahatang pag-unlad sa akademya.

DOI 1 10.5281/zenodo.14192046

Ang mass media ay naging katulong na sa pagpapalawak at pagpapayaman ng wikang Filipino sa anumang larangan. Sa pamamagitan nito ay napapagaan ang pagpapakilala ng wikang Filipino sa nakararami at pagkakaroon ng mga paglilinaw hinggil sa mga isyung may kaugnayan sa wika at sa pagpapatupad nito. Sa ganitong paraan ay higit na tatanggapin at gagamitin ang wikang Filipino.

Isang salik na nakapagpapayaman sa pagkatuto ng anumang wika ay sa pamamagitan ng panonood ng mga programang gamit ang isang partikular na wika. Lalung-lalo na sa kasalukuyang panahon na ang mga bata ay nabibilang na sa modernong panahon na kung saan sila ay nagkakaroon ng sariling pagkatuto sa pamamagitan ng mga modernong gamit sa kanilang kapaligiran. Kung kaya’t, kailangang pagbutihin ang mga programa sa mga telebisyon upang sa ganoon ay maging kabalikat nito ang pagpapaunlad ng wikang Filipino.

Ang wika upang higit na tangkilikin ng tao ay nararapat na nabibilang sa panlasa at tumutugma sa pangangailangan ng tao. Kung kaya’t ang wikang Filipino ay nararapat na bahagi ng buhay ng mga tao at sa lipunang ginagalawan ng mga tao na tatangkilik ng wika. Ang motibasyon ng mga tao na gamitin ang isang wika ay nakasalalay sa kung paanong ang wika ay nagbibigay ng silbi sa mga tao. 

Maraming pag-aaral ang nagsasaad na ang positibong saloobin o motibasyon hinggil sa wika ay nagdudulot ng positibong pagkatuto at paggamit ng wika. Kailangang ihanda at lubusang malinang ang iba’t ibang salik na nakaaapekto sa pagkakaroon ng positibong pagkilala sa wika upang maging matagumpay din ang pagkatuto at paggamit ng wika. Mainam ang pagkatuto ng wika kung ito ay hindi idinadaan sa sapilitang pamamaraan kundi sa paraang nakukuha ang loob ng mga taong gagamit ng wika. Mas mabisa rin ang pagkatuto ng wika kung ang mga tao mismo ang nagnanais o nagkukusang matuto sa wikang hinahangad na malagay sa mataas na pedestal.

Ang pagkakaroon ng malaking bahagdan ng mga programa sa telebisyon na nasa wikang Filipino ay magandang palatandaan na ang wikang ito ay umuunlad at lumalaganap sa buong kapuluan ng Pilipinas at maging sa buong mundo.

Nakasalalay ang tagumpay ng isang wika sa saloobin ng mga taong gumagamit nito. Nararapat na magpatibay ng batas ang pamahalaan na nagsasaad na lahat ng gagamiting wika sa telebisyon ay nasa wikang Filipino at magkaroon ng tuwirang paraan upang higit pang mapalaganap at mapayaman ang wikang pambansa. Makibahagi ang iba’t ibang sangay ng pamahalaan sa pagkakaroon ng istandardisasyon sa gamit, baybay at panghihiram ng wikang banyaga. Kailangang magtatag ng isang board na siyang susuri sa wikang ginagamit ng mass media upang mapataas ang uri at antas ng wikang ginagamit sa telebisyon. Gawing espesyalisasyon ang pagsasalin ng mga akademya upang ang wikang ginagamit sa media ay maiangat at maintelektwalisa.

Higit na magiging modernisado ang wikang Filipino sa pamamagitan ng mga programa sa mass media at ito ay magiging daan sa pagiging intelektwalisado ng wikang Filipino. Bilang paglalahat, malaking tulong ang mass media sa pagpapalaganap, pagpapayaman at pag-unlad ng wikang Filipino.

DOI  10.5281/zenodo.14192242

English language proficiency is a crucial skill for global competitiveness and has long been valued in the Philippines. However, recent trends reveal that the nation’s college students’ command of English is deteriorating, raising concerns about their preparedness for academic and professional success in a globalized workforce.

One factor is the quality of English instruction in basic education.  Inadequate basic skills learned in basic education cause many children to struggle with English proficiency, according to a study by Bernardo (2000). Limited resources, huge class sizes, and certain teachers' lack of English pedagogy training further compound this problem (Azurin, 2018).

 While English is an official language, most college students converse in vernacular or Filipino languages at home and in social contexts. This limited daily use of English results in language attrition, diminishing fluency and comprehension.

Socioeconomic disparities also play a role. Students from low-income families, have less access to quality English instruction compared to students in private schools. Additionally, the prevalence of "Taglish" on social media and other digital platforms. Although culturally appropriate, this linguistic phenomenon may obstruct the students’ full mastery of English.

Low English proficiency creates significant challenges for students where English is the primary medium of instruction. Poor language skills hinder the skills critical for academic success such as the ability to comprehend complex materials, write effectively, and participate in discussions. Furthermore, strong English proficiency is vital for passing standardized exams like professional licensure tests and Civil Service exam.

Students’ opportunities in looking for a job may also be affected by their English proficiency, like business process outsourcing (BPO), tourism, and multinational corporations that demand competency in English communication. Skills gap in English communication is perceived by the employers which affects graduates' employability (CHED, 2021).

To address this issue, systemic efforts to strengthen English instruction in basic education is needed. Teacher training  and immersion programs should be implemented to equip educators with effective English instruction. The use of English in authentic contexts should be encouraged to build confidence and fluency.  To ensure that all Filipino students have an equal opportunities to succeed by promoting equitable access to high-quality instructions in English by tackling socioeconomic barriers. SUCs can also provide tutoring services, writing centers, and remedial classes to students who have trouble with English language.

The decline in English proficiency is a pressing issue that calls for collaborative efforts from educators, policymakers, and the community. Through targeted interventions, the Philippines can ensure its students remain competitive in both local and international arenas.

Azurin, A. (2018). The state of English language teaching in the Philippines: Challenges and opportunities. Philippine Journal of Language Teaching, 32(2), 45-56.

Bernardo, A. B. I. (2000). The multifaceted self: Beyond the label of English as a second language. Educational Psychologist, 35(2), 23-29.

CHED (2021). Skills gap in English communication among college graduates in the Philippines. Retrieved from the Commission on Higher Education website.

DOI  10.5281/zenodo.14195679

Pinapanalanging dumating na ay ikaw.

Di man minamadali ang Diyos

Akmang panahon dumapo sa puso, lumigayang lubos!

Ramdam ang damdaming tila nasa kalangitan

Mata’y kumikislap, ngiting maaliwalas, ikaw ang dahilan;

Bukambibig… nag-iisang ikaw, pinagsisigawan

Pangako, patuloy kitang liligawan.

Mundo’y uminog at ang oras kay bilis maglakad

Tila ika’y bulaklak na patuloy namumukadkad,

Bunga ng nararamdamang pag-ibig, naging apat agad

Ikaw lang sa walang hanggan, wala nang ibang hinahangad.

Salamat mahal ko sa buo mong pag-ibig

Kung alam mo lang, araw-araw akong kinikilig;

Bawat segundong kapiling ka, tunay kong pinahalagahan

Pangako sa iyo, puso ko’y sayo lang ilalaan.

Pag-aaruga mo’y bakas na ‘di pilit

Haplos mo’y damang-dama sa bawat saglit.

Ikaw na nga ang ibinigay sa langit

Ako’y buong-buo sa pag-ibig mong sobrang init.

-WAKAS-

DOI  10.5281/zenodo.14215685

ABSTRACT

         This Mixed Methods Research viewed the skills development and task performance of 396 Kindergarten learners through the perspectives of their parents. Pre-Test and post-test scores were gathered using the Early Childhood Development Checklist, while a researcher-made instrument gathered responses to four (4) qualitative questions on parental involvement.  Respondents were predominantly female (342 or 86.36%), mostly in the age range of 26-30 years (11 or 28.03%), having 1 to 2 children (180 or 45.5%), mostly High School graduates (242 or 61.11%), and unemployed (301 or 76.01%).

Qualitative responses showed that 374 parents or 94.44% saw their children’s comparative pre-test and post-test scores to have increased. During pretest, highest scores (1st with 269) were for the Gross Motor Domain; while during post-test the Self Help Domain got scored highest (1st with 181). Parents (366 or 92.42%) also said “Yes”, they perceived they have influenced their child’s development” Standard pre-test scores were “Suggest slight delay in overall development;” while standard post-test scores showed   “Average overall development” based on the ECD Checklist. There is a significant difference in parental perspectives based on pre-test and post-test scores of their children. An action plan was proposed to enhance Kinder parental involvement in the school and the district.

Keywords: Polytechnic University of the Philippines Open University System, Master in Education Management, Kindergarten Curriculum Framework, Skills Task Development

of Kindergarten Pupils, Early Childhood Development Checklist/ Booklet

DOI  10.5281/zenodo.14215844

On November 12, 2024, our group had the opportunity to observe a courtroom session at the Regional Trial Court in Sitio Cogon, Larrazabal, Naval, Biliran, as part of our project for Law on Sales, Agency, and Credit Transactions. The session was presided over by Hon. Luz Navarrete and included various cases, from criminal charges to civil matters. This experience provided us with a clearer understanding of how the judicial system functions in real life.

As we entered the courtroom, we noticed the formal atmosphere. The judge sat at a raised bench, underscoring the court's authority and respect. The courtroom was organized, with designated areas for lawyers, the accused, and the public. The Philippine flag was prominently displayed, reinforcing the legal system's role in upholding justice.

To our surprise, there were no recording devices like CCTV cameras; instead, proceedings relied solely on a stenographer, Ms. Doreen Borja, who meticulously recorded every detail. This reliance on accurate documentation highlighted the essential practice in sales, agency, and credit transactions, where written evidence establishes obligations and rights.

Judge Navarrete effectively managed the courtroom, maintaining order even during delays. For instance, in Civil Case No. B-1648, Reyria B. Salazar vs. Celestino D. Salazar concerning the Nullity of Marriage, the court emphasized the need for original documents, such as a certificate of live birth. This underscored the importance of documentary evidence, particularly in agency and credit transactions, where contracts like powers of attorney need authentication.

Sensitive cases, like Case Nos. N-4111 to 4117, People of the Philippines vs. Jino Vaporoso y Jayubo (involving minors), were handled with discretion as the court excluded the public to protect privacy. This demonstrated the judicial system's balance between confidentiality and justice, also relevant in credit transactions, where sensitive financial details must be protected.

The session also revealed challenges in civil cases, such as Civil Case No. B-1555, Niceto L. Limpiado, Jr. vs. Metropolitan Bank and Trust Company and Rosela I. Rubi. Both the plaintiff and defendant needed to present additional documents and summon witnesses before proceeding. Delays due to witness absenteeism illustrated the importance of preparation, a crucial factor in credit disputes where contracts and statements are critical to proving claims or defenses.

To sum up, observing the courtroom was educational and enlightening. It illustrated how principles from Law on Sales, Agency, and Credit Transactions—like proper documentation, contractual authority, and confidentiality—manifest in legal proceedings. Justice requires attention to detail, due process, and respect for all involved parties. This experience deepened our understanding of how the legal system ensures fairness, transparency, and integrity in addressing cases from criminal offenses to financial disputes.

DOI  10.5281/zenodo.14216470

In any school, it’s inevitable that there are children who face struggle in their studies. Struggling learners are those who work hard than other students to understand what is being taught to them. These students have difficult time in accomplishing tasks in the school compared to their peers. Unfortunately, they are the ones who mislabeled as frustrated, lazy, and hopeless by others. As teachers, we have to acknowledge and address these students. We have to offer tailored support and have a positive learning environment.

            There are several reasons for a child to struggle in school. They struggle in school due to lack of interest or motivation. Some have limited resources and even poor parental guidance. In this time of digital age, they have excessive screen time and social media use. As a result, they have difficulty staying focused and motivated. Understanding these challenges can help educators provide support.  

            It comes into play the vital role of educators which is to become beacons of hope for students who struggles. The Department of Education (DepEd) launched different projects and interventions that could improve the performance of every student most especially those who struggle.

One is the Catch-Up Friday implementation. This project aims to empower the capacity and skills of learners to achieve the goals of basic education. It provides learners the opportunities to improve their academic performance, particularly in reading. Every Friday is an exciting journey of fun and education, complete with interactive games and creative tasks.

Another offered support for struggling students are the National Reading Program (NRP) and National Mathematics Program (NMP) under the new MATATAG Curriculum. We all know that reading is a vital skill needed in order to understand the lesson well. These intervention programs target not only struggling and frustrated readers but also those who are on the level of enhancement in order to improve and level up their reading skills, and level up their numeracy skills.

DepEd also implemented the National Learning Camp (NLC) last 2023. National Learning Camp (NLC) is a learning strategy aligned with the MATATAG Agenda of DepEd. It aims to provide students opportunities, engaging activities that foster learners interest, develop important life skills that is needed in the future. It is a voluntary three-week learning program to all K to 12 learners. Struggling learners are the top priority of this learning recovery program.

To do all this effectively, hopeless student need a HOPE, that is their TEACHERS. Teachers are shining beacon of hope. They needed our knowledge, our creative minds, patience and understanding for them to lift themselves. They trusted us that they will not be being left behind. At the end, it will be a big achievement to us that we are able to give hope to our hopeless students.

Finally, “A good teacher is like a candle, it consumes itself to light the way for others” – Mustafa Kemal Ataturk. Let us be a light and hope to all children who come to us for learning.

DOI  10.5281/zenodo.14221603

Reading is a keystone of understanding and learning. For Grades 4 to 6, reading is not just an academic requirement but a gateway to possibilities and opportunities, personal growth, critical thinking and future success. With the rise of technology advancement and decreasing attention span of 21st century learners and the information is readily available in just one click, how can we foster a love for reading? Promoting love for reading can be a challenge among teachers.  In this article, as an intermediate grade teacher, I want to share some reflection and my vision of strategies and approaches to instill the love of reading among my intermediate grade class.

Establish reading corner in our classrooms is a good start. We must prepare a conducive environment for reading. It must have attractive bookshelves, comfortable and quiet area for focused reading.  We can also involve our students in setting up our reading nooks. Teachers must have variety of books and put dictionaries for our student for them to be able to check some unfamiliar words to them. It must be accessible to all learners.

Teachers must be creative in using differentiated instructions. It is a strategy that recognizes diverse learning needs, levelized reading materials for each students reading abilities. Conduct reading supports and peer reading. One-on-one support most especially to struggling readers. We can also implement our reading interventions created for our learners.

Integrate technology for interactive reading lessons and activities. Teachers can utilize online reading challenges and competitions. By using technology, teachers can establish more exciting, enjoyable and equitable reading experiences that promotes love for reading.

Teachers must monitor student’s progress through assessment and feedback. Make a daily reading log for each students. Assess their reading comprehension because it is very important that they are connected to what they have read. Conduct conference to address problems and progress to their parents. Parents involvement in this strategy is very important. Parents have a vital role in this. Also, celebrate short wins of our students.

In fond of reading, learners improve thinking and understanding. They will have a better test score. It will enhance their writing, vocabulary and communication skills. Reading can foster wider community connections and friendships. It expands career opportunities and increases understanding for others. Most especially, succeed in life.

Fostering love for reading among intermediate-grade requires creativity and dedication. It is an investment for our students’ future success. By utilizing my simple reflections of strategies, teachers can help the students become lifelong learners. Learners who are equipped as creative thinkers, critical thinkers, innovative individuals. Understanding and empathetic individuals in a socially diverse community. They can become confident speakers who are able to express their thoughts and ideas in words that can contribute to the betterment of their communities.

Lastly, let us join them in their journey. Shape the minds of our future leaders and catalysts of change. Let us empower them to strive in this world where change is inevitable and adaptability is vital.

DOI  10.5281/zenodo.14221919

During our observation at the Municipal Trial Court (MTC), we noted several key practices and protocols that highlight the court’s efforts to maintain efficiency and accessibility in handling cases. The first notable aspect is the formality with which the judge is addressed. As a mark of respect, everyone refers to the judge as “Your Honor.” Additionally, the proceedings begin promptly, often starting with a prayer, which sets the tone for a disciplined and focused session, minimizing unnecessary delays.

In the context of small claims cases, we observed some unique practices that differ from other types of court hearings. Judges handling small claims have the option not to wear the traditional black robe, reflecting a less formal approach to such proceedings. Furthermore, participants are permitted to use their native dialects, such as Cebuano or Waray-Waray, which makes the process more inclusive and easier for parties who may not be fluent in English or Filipino. This allowance underscores the court’s sensitivity to the linguistic diversity of the community it serves.

However, for civil or criminal cases, judges are required to wear the black robe to signify the solemnity of the proceedings. English is also mandated as the primary language for these hearings, ensuring that the official records are consistent and understandable across broader legal contexts.

In small claims cases, it is common for there to be no accused or lawyers present. The informal and simplified process allows parties to resolve disputes quickly and cost-effectively. By the time the parties appear before the court, they often already have a pre-agreed settlement, which streamlines the proceedings further. This proactive approach demonstrates the effectiveness of the MTC in promoting amicable resolutions between disputing parties.

The presence of court personnel such as Interpreters and stenographers is another essential element of the proceedings. The interpreter plays a critical role in translating statements made in local dialects into English, ensuring that everyone involved fully understands the discussions. Meanwhile, the stenographer meticulously records everything that transpires during the session, preserving the integrity of the court’s official records.

Once the settlement is finalized, the judge reads the agreement aloud, allowing both parties to confirm their understanding and consent. This practice ensures that there are no misunderstandings and that the settlement is legally binding. The judge then formally concludes the session with the statement, “So ordered,” signifying the finality of the case.

Our observation of the MTC proceedings highlights the court’s efficiency, professionalism, and adaptability. The use of prayer to commence sessions reflects a sense of solemnity and respect for the process. Allowing the use of local dialects during small claims cases promotes inclusivity and ensures that justice is accessible to all, regardless of language barriers. The informal nature of these cases also minimizes intimidation, making the court process less daunting for ordinary citizens.

Overall, the MTC’s structured yet flexible approach, particularly in handling small claims cases, showcases its commitment to providing fair, efficient, and accessible justice. These observations serve as a testament to how the court system adapts to the needs of the community while upholding the principles of fairness and due process.

DOI  10.5281/zenodo.14222378 

The reflection paper on recent cases observed in the Naval Municipal Trial Court (MTC) and the Regional Trial Court (RTC) emphasizes the practical application of legal principles governing sales, agency, and credit transactions.

In the Municipal Trial Court, presided over by Judge, notable civil cases highlighted the court’s approach to fairness in contractual obligations. One significant case involved a defendant who was granted an extension until December 5, 2024, to pay a remaining balance of ₱94,000 to a plaintiff. This ruling illustrates the principle of fairness in contracts, acknowledging that debtors may face financial difficulties and should be allowed reasonable time to meet their obligations.

Another case showcased issues of frustration of purpose versus impasse, where the defendant’s consistent absence indicated a lack of accountability in fulfilling contractual obligations. This serves as a reminder that ignoring legal responsibilities can lead to severe consequences.

Additionally, a case involving a compromise agreement demonstrated how structured payment plans can facilitate financial resolutions. The defendant was ordered to pay ₱310,707 in installments over seven years starting January 7, 2025. This arrangement reflects the court’s consideration for both creditors’ rights and debtors’ capabilities, ensuring that justice is served without imposing undue hardship on individuals.

In contrast, the Regional Trial Court, it dealt with more complex civil and criminal matters on November 12 and 13, 2024. A significant civil case involved a complaint for collection and damages against a bank and an individual. The transition of legal representation emphasized agency principles, ensuring defendants’ rights were protected throughout the litigation process.

The scheduling of multiple hearings for this case highlighted the court's commitment to due process and procedural fairness in civil litigation. Furthermore, the involvement of witnesses and a Special Power of Attorney illustrated the importance of thorough preparation and reliability in establishing facts during trials.

On the criminal side, students observed a murder case where expert testimony played a crucial role in determining the trial’s outcome. Another significant criminal case involved charges related to drug possession under Republic Act No. 9165. The defendant received a one-year sentence with rehabilitation conditions, reflecting a modern approach that balances accountability with opportunities for recovery.

Lastly, a case involving charges for selling illegal substances underscored the importance of voluntary acceptance of responsibility in legal proceedings. The judge’s decision to impose fines and probation conditions demonstrated a nuanced understanding of justice that prioritizes rehabilitation over mere punishment.

In conclusion, both MTC and RTC cases illustrate essential lessons about legal representation’s impact on outcomes in civil disputes and the paramount importance of procedural fairness in judicial processes. These experiences reinforce the need for transparency and ethical standards in all transactions within the legal field. Understanding these principles will be vital as students transition into their professional lives, advocating for justice while respecting legal obligations in sales agreements and criminal defenses.

DOI 10.5281/zenodo.14222713 

Primarily based on our observations inside the courtroom, all of the legal professionals are preparing for his or her cases and strategizing a way to win. whilst we waited for the choose to arrive, we noticed two individuals on the side of the courtroom. We later found out that they had been the interpreter and the stenographer. The lawsuits started out for crook Case number N-4668, humans of the Philippines vs. Drug Suspect , a case alleging a contravention of section 11, Article II of Republic Act No. 9165.  This unique rate, frequently involving carried full-size prison ramifications and demanded cautious attention from all worried.

         The court fell silent as the lawsuits started in criminal Case number N-4668, people of the Philippines vs. Drug Suspect.The anxiety turned into capable the defendant, Drug Suspect, sat quietly, his gaze constant on the choose.  The price violation of segment 11, Article II of Republic Act No. 9165, otherwise known as the complete risky drugs Act of  2002. This serious offense carries enormous felony ramifications, probably resulting in prolonged imprisonment and considerable fines.

The prosecution, represented by using Prosecutor started out via outlining their case.  Their strategy, as distinctive within the beginning declaration, centered round organising past an affordable doubt that The Drug Suspect turned into in ownership of unlawful drugs.This involved providing a sequence of custody For the confiscated evidence, meticulously documenting the technique from the initial discovery to the existing second in court. The prosecution planned to call more than one witnesses, including regulation enforcement officials who carried out the search, forensic experts who analyzed the seized substances, and possibly any civilian witnesses who would possibly have observed applicable events.  Their testimony could be important in organising the legality of the hunt, the identity of the confiscated materials, and the defendant’s connection to the unlawful materials. The defense, below the steerage of attorney offered a counter-narrative.  Their method, as outlined inside the beginning statement, focused on hard the prosecution’s evidence and introducing affordable doubt.  The defense lawyer planned to question the legality of the quest and seizure, arguing that the techniques might not have adhered to proper felony protocols.  they also supposed to assignment the chain of custody, suggesting the opportunity of tampering or infection of the evidence.  The defense may additionally present professional witnesses to venture the forensic evaluation or provide opportunity motives for the presence of the materials.  furthermore, the defense may attempt to discredit witness tales, highlighting any capacity biases or inconsistencies. 

The final arguments might be critical, summarizing each side’s case and highlighting their most powerful points.  The prosecution could purpose to solidify their case, emphasizing the overpowering evidence of  The Drug Suspect guilt. 

DOI 10.5281/zenodo.14226933 

Introduction

On November 13, 2024, the Regional Trial Court, Branch 16, in Naval, Biliran, opened its doors to a day of legal proceedings presided over by Hon. Luz Navarrete. The docket included cases on violations of the Dangerous Drugs Act, heinous crimes such as murder and rape, and a civil case on the nullity of marriage. This observation provided a window into the judiciary’s workings, emphasizing procedural accuracy, evidence, and justice.

Cases Observed

1. Promulgation of Judgments:

   • Criminal Cases on the Dangerous Drugs Act (R.A. 9165):
     Two cases resulted in guilty verdicts due to robust evidence and procedural compliance, underscoring the importance of meticulous evidence handling. Two others concluded with acquittals, reflecting the principle of “innocent until proven guilty.”

2. Trial Cases:

   • Murder Cases: Expert testimonies on forensic evidence and weapon analyses were pivotal. Cross-examinations tested timelines and challenged alibis.

   • Rape Case: A minor testified via CCTV, ensuring safety while providing critical details, illustrating judicial sensitivity toward vulnerable witnesses.

3. Civil Case on Nullity of Marriage:
   The petitioner cited psychological incapacity, supported by expert assessments, which the respondent contested for impartiality.

Courtroom Dynamics and Observations

1. Key Roles of Court Personnel:

   • Judge Luz Navarrete: Displayed fairness and authority, ensuring that arguments and evidence were evaluated thoroughly.

   • Clerk of Court: Facilitated the flow of proceedings by managing schedules and documents.

   • Interpreter: Bridged language gaps, ensuring precise communication during testimonies.

   • Legal Teams: Both prosecution and defense were professional and prepared, adhering to decorum during contentious exchanges.

2. Courtroom Decorum:
   A solemn atmosphere reflected the gravity of the cases, with attendees observing strict protocols and respect for the process.

Reflections on the Judicial Process

The proceedings highlighted the critical role of evidence and procedural rigor. Outcomes in drug-related cases depended on the strength of evidence and its handling. Convictions emphasized the importance of a strong forensic chain of custody, while acquittals reaffirmed the presumption of innocence.

Trials for heinous crimes showed the influence of expert testimonies and the scrutiny of alibis. The bravery of the minor in the rape trial underscored the human element of justice, while the court’s protective measures reaffirmed its focus on safeguarding the vulnerable.

Systemic challenges, such as delays from absent parties and heavy caseloads, highlighted areas for improvement. However, Judge Navarrete and her team demonstrated dedication to delivering justice.

Conclusion

     This courtroom observation provided a profound understanding of the judiciary's role in upholding the rule of law. It demonstrated the legal system’s effort to balance the rights of the accused with justice for victims, within a framework of fairness and integrity.

     Despite challenges like delays, the professionalism of court personnel stood out. This experience reinforced the judiciary’s importance in society and the need for reforms to enhance efficiency while upholding empathy. It's a reminder of the judiciary's role as a cornerstone of justice.

Date Observed: November 13, 2024
Location: Regional Trial Court, Branch 16, Naval, Biliran

DOI 10.5281/zenodo.14229681 

Our visit  observation in the  court  revealed a remarkable orderliness maintained within the courtroom.  Attendees were explicitly reminded to remain quiet.  The proceedings unfolded with a surprising level of decorum. Lawyers posed questions to witnesses in a calm and respectful manner, a method that demonstrably streamlined the process and improved the clarity of the case.  If a lawyer's questioning proved unclear, the witness was recalled for further questioning, and additional witnesses were subpoenaed as needed.

       Furthermore,  we are  impressed by the court's accommodation of the defendants.  The court allowed defendants to communicate in their native tongue (Bisaya), fostering a more comfortable and conducive environment for their defense.  Court documents and proceedings were also translated into Bisaya for their understanding. Also, defendants showing mild dependence on prohibited drugs were mandated to undergo at least six months of rehabilitation treatment at an LGU-based rehabilitation center.

Prior to observing these trials, we  had been uncertain about the handling of confiscated evidence.  In these drug-related cases, we learned that confiscated prohibited drugs were transferred to the PDEA (Philippine Drug Enforcement Agency) for destruction, and buy-bust money was remitted to the local government. 

Connecting it to our lesson on Law on Sale, Agency and Credit Transaction. The illegal drug transaction observed, while criminal, offers a compelling illustration of the core principles of exchange and agency within the context of sales law.  The basic exchange—drugs for money—mirrors the fundamental structure of a legal sale, highlighting the inherent nature of exchange as a transaction regardless of legality. However, the illegality underscores the critical importance of the legal framework governing commercial transactions. The law enforcement officers' actions in the buy-bust operation perfectly exemplify agency; they acted as agents of the state, authorized to enforce the law and apprehend the seller, mirroring the relationship between a principal and agent in legitimate commercial dealings.  Analyzing this case through the lens of sales and agency reveals the broader applicability of these legal concepts, even to illicit activities, emphasizing the significance of understanding both the mechanics of exchange and the crucial legal context within which such transactions operate.

Having the chance to observe in court trial taught us some valuable life lessons, beyond just legal procedures.  It showed us how important it is to be respectful and orderly, even in difficult situations.  The calm and respectful way the court proceedings were handled was a powerful example of how to conduct yourself with dignity and professionalism.  The court's efforts to ensure everyone understood, regardless of language, highlighted the importance of empathy and inclusivity.  Seeing the consequences of breaking the law, even seemingly small offenses, reinforced the importance of personal responsibility and the need to respect the rules.  Finally, the focus on rehabilitation alongside punishment showed  that second chances are possible and that focusing on reform can lead to better outcomes. 

DOI 10.5281/zenodo.14236656 

The courtroom, where justice is sought and served, is frequently portrayed as a dramatic and intense atmosphere. However, seeing a hearing directly provides a unique viewpoint, showing the complex issues of the judicial process beyond the headlines. On November 12, 2024, we had the opportunity to observe a hearing, which provided us with an in-depth understanding of the variety of aspects required in navigating the court system. The atmosphere in the hearing room was one of strict formality and quiet tension. The silence was almost obvious, interrupted only by the measured words of the judge, attorneys, and other authorized counsel. Each word spoken was meaningful, and there was a sense of regard for the judicial process that made the environment feel serious. There were 22 cases mentioned during the hearing, which gives us more insight about the reality of the law. The hearing started with prayer and singing the national anthem; after that, the solicitors gave the cases to the judge in order to start the hearing; unfortunately, most of the defendants did not appeal, which made the judge proceed to the next case, which is the case of Limpiado vs. Metrobank. The Atty.  appeared for the defendant, Metrobank. The representative for Metrobank was also present during the hearing. However, Atty. said that they are not yet ready because the defendant, who was the bank manager before, has not attended Metrobank. Atty. and the defendants are trying to contact the plaintiff so that she will execute her judicial affidavit. The judge decided to reset the hearing for March 2025 since the plaintiff was not around. By that the judge proceeds to another case; since it was a criminal case, the victim requested the hearing to be private and not to disclose any information regarding his case to anyone who is not involved in the case or hearing, because of that we cannot disclose any information regarding the victim case.

Reflecting on the hearing, it became evident that even in shortest times, we, the observers, receive substantial insight into how the law works. This experience demonstrated the complexities and depth of legal proceedings, reminding us that even seemingly insignificant incidents may teach us essential lessons about how justice is pursued and administered.

DOI 10.5281/zenodo.14236748 

INTRODUCTION

In today's highly competitive global economic environment, innovation and entrepreneurial capabilities are considered core competencies that vocational college students should possess. China's higher education system is increasingly focusing on nurturing students' innovation and entrepreneurship abilities, reflecting a common global concern on this topic. This article will explore global research advancements, China's current efforts in this regard, and the importance of researching the integration of innovation and entrepreneurship capabilities among vocational college students.

Globally, there has been significant progress in researching the integration of innovation and entrepreneurship capabilities. Many colleges and universities in various countries have incorporated innovation and entrepreneurship into their education systems by offering relevant courses and programs. This reflects the recognition of innovation and entrepreneurship as critical 21st-century skills that can promote sustainable socioeconomic development. For example, top universities like Stanford Vocational college and the Massachusetts Institute of Technology (MIT) in the United States have nurtured numerous entrepreneurs and tech leaders through innovative education, driving progress in technological innovation. European countries are also actively promoting entrepreneurship education to encourage students to start their own ventures.

Furthermore, international research institutions and organizations, such as the International Innovation Association and the World Entrepreneurship Organization, play important roles in advancing research and facilitating knowledge exchange on innovation and entrepreneurship capabilities. These organizations gather expertise and experiences from around the world, providing students with more learning opportunities and resources.

China, as one of the world's largest developing countries, has continuously exerted efforts to integrate innovation and entrepreneurship capabilities among vocational college students. Chinese higher education institutions increasingly recognize the importance of nurturing students' innovation and entrepreneurship abilities for the country's innovation-driven development strategy. Therefore, Chinese colleges and universities have actively implemented a series of measures to promote the integration of these capabilities.

READ MORE

Ang Lawa ng Laguna ay isang mahalagang pinagkukunan ng kabuhayan ng mga taga-Isla Talim sa Binangonan Rizal.

         Maraming may mga fish cages, baklad, skylabs at fish pens ang mga taga-isla. Ang iba’y namimingwit, namamanti, nananakag o kaya’y nangingitang. Sa kasalukuyan malaking problema ang kakauntian ng nahuhuling isda. Bihira na ngang makahuli ng malalaking ayungin, biya, dalag ,karpa at bidbid. Iniaangal ang mga knife fish at janitor fish na pumipinsala sa mga isda.

         Paano’y kinakain ng dalawang masisibang ito ang mga maliliit pang mga tilapia, bangus at bighead. Problema rin sila kapag nalambat dahil sa kapal ng kanilang tibo na dahilan nang pagkasira ng mga lambat sa laot.

         Isa pang suliranin ay ang walang awang pagtatapon ng basura sa ating kawawang lawa ng maraming tao. Lulutang-lutang na plastics at iba pang basura ang makikita natin sa ating lawa.

         Aking nakapanayam ang isang may-ari ng baklad at nagwika “Ang hirap ng panghuhuli ng isda. Sumalok ako sa aking baklad. Sinagad ko hanggang ilalim, haynaku basura ang nasalap ko. Kalahating sakong basura ang naalis ko.”

         “Ang isda na nahuli ko ay amoy-dumi ng tao.Nakaruruming kainin.” Wika ng isang nangingitang.

         Sa kasalukuyan ang ating Lawa ng Laguna ay tinatambakan na ng lupa at bato para maging kalsada , mga bahayan at iba pa. Kapag hindi magbabago ang mga tao, mas higit pa sa mga ito ang maririnig natin. Kaawa-awa na ang mga susunod na henerasyon. Sa larawan na lamang nila makikita ang mga isdang dati’y kayrami sa Lawa ng Laguna, tubig na kay linaw at sa larawan na lang makikita ang ganda ng mahal nating Lawa ng Laguna.

DOI  10.5281/zenodo.14257803

On our observation in Larazabal, Naval, Biliran we went to the trial court where a case is involved on a buy-bust operation. The case involved the possession of illegal drugs. The attack took place in Brgy. Calumpang. This is an appeal from the decision of Branch 16 of the Regional Trial Court, finding herein accused-suspect guilty of the crime. Such acts violates in Article II of Republic Act No. 9165, also known as the Comprehensive Dangerous Drugs Act of 2002. Such as laws are in place to protect the public from dangers posed by these drugs either through their use and abuse, sale or distribution or even possession of them.

The case involving two heat-sealed transparent sachets of suspected (shabu) served as an evidence of this case. RA 9165 covers a range a wide range of offenses related to illegal drugs. The penalties under RA 9165 are often tiered based on the amount of drugs involved. The court detailed the sentences that the accused will be subjected to, which included:

·           1 year  of  imprisonment

·           Php  10,000  fine

·           Not  less  than 6 months  of  rehabilitation

The   fact   that   the   sentence   made   provision   for   rehabilitation   was    one   of   the features   that   stood   out.   This   shows   that   the   government   recognizes   that   combating drug-related crimes is not only about administering justice but also giving people second chances. Rehabilitation centers provide medical and psychological services aimed at enabling people to conquer their addictions and make wise decisions afterward. The hearing emphasized or illustrated the impact of drug-trafficking and drug abuse on people and their societies as negative. Illicit drug trading is illegal but brings about vices like addiction, disintegration of families, and even heightened crime levels within a society. There are policies the authorities put in place to combat drug related crimes in order to prevent these problems from occurring to the society at large.

This experience has brought many lessons, and one of the key lessons is the need to strike a balance between justice and rehabilitation. While punishment guarantees that the wrongdoers are held accountable, rehabilitation, on the other hand, offers hope to the offenders that they can turn their lives around and be productive members of society. This describes the more humane aspect of the legal system where such reforms are imposed instead of just confinement for punishment.

This   criminal   activity   presented   in   this   case   re-emphasized   the   interest   of   the selling   and   the   buying   parties,   where   one   party   supplied   an   item   (narcotics)   and   the other     supplied money (buy-bust operational currency). Likewise,  law     enforcement  embodies the broader concept of agency, giving police the power to act in the interest of the state to perform certain responsibilities, such as enforcing the law and serving justice. Through participating in this activity, we not only improved our comprehension of law but also enhanced our perception of society’s problems caused by illegal drugs.

DOI  10.5281/zenodo.14257859

On November 13, 2024, our group observed a courtroom hearing at the Regional Trial Court in Larrazabal, Naval, Biliran. The session, led by Hon. Luz Navarrete, heard various cases, including civil and criminal charges, providing a deeper understanding of the real-world operation of the legal system.

The Regional Trial Court's decision to convict the accused-suspect of a crime related to the Comprehensive Dangerous Drugs Act of 2002, Republic Act No. 9165, is being appealed. The case involved two heat-sealed sachets of purported (Shabu), which are considered illegal narcotics.

In criminal case no. 3, the accused-suspect was found guilty of violating Article II of Republic Act No. 9165, also known as the Comprehensive Dangerous Drugs Act of 2002, and sentenced to Section 12, N4456.The court detailed the sentences that the accused will be subjected to, which included:

• Straight 1 year of imprisonment if the suspect is unable to pay the penalty.

• 6months to 4 years of imprisonment if the suspect is unable to pay the penalty

•PHP 10,000.00 penalty fine

The in ability to pay the penalty then the period of provision will be increased or order to serve the remaining penalty depending on the circumstances.

The sentencing process emphasizes rehabilitation as a crucial aspect of combating drug-related offenses. Rehabilitation centers offer medical and psychological support to help individuals overcome addictions and make wise decisions.Illicit drug trafficking leads to addiction, family dissolution, and increased crime, highlighting the government's efforts to address these issues.

The criminal case revolves around the exchange of narcotics and money, highlighting the interests of both parties involved. The concept of agency in law enforcement is also emphasized, allowing them to act in the state's best interests. This exercise helps understand legislation and the issues caused by illegal substances, combining theoretical and practical aspects.

References

- Republic Act No. 9165, Comprehensive Dangerous Drugs Act of 2002

- Philippine Civil Code (on obligations and contracts)

- Observations during the hearing in Larrazal, Naval, Biliran

DOI  10.5281/zenodo.14257939 

I look across my students and try to see what lies behind their expressions. Confusion? Understanding? Panic? What is going through their mind right now?

The pandemic shifted all the learning practices and theories I have practiced and made me try to see things based on how my students understand things. After learning and unlearning my previous biases and questioning my own teaching style, here are some of the things I noticed.

 In my classes, visual learners are prevalent, processing ideas in their visual, tangible form to they could get a grasp of their intended results. It’s confusing, I know. But stay with me.

Digital design platforms allow my students to ‘see’ how their outputs would turn out. Teaching business like I do, I can get behind this as it enables my students to be proactive in their approach, through designing and creating viable products or services they envisioned.

Friendly competition is essential. Students love challenges and they enjoy competing with their own classmates. They love working and competing, which I believe is healthy for a business student. They can benchmark their own skills, enjoy the process, and learn along the way.

Multitasking has gone way overboard. I am honestly surprised by how they can keep going with too many things happening all at once. A class performance video recording is happening while the written work is ongoing, presentation of the output is on the afternoon while the submission is on the next day. But surprisingly, they managed to pull it off. I keep scratching my head every time this happens. Why the unnecessary stress when proper time management can solve all this cramming? I was respectfully corrected when they said, ‘Multitasking Miss, not cramming’ well then, if it works for you.

Another is that there is a changing family dynamic that affects our students, in the way they act inside the classroom. Working students, breadwinners and personal responsibilities within the household can make or break a student’s academic performance. As much as we need them to stay focused, all these factors affect their learning in the classroom.

Lastly is that they care. A lot. I could go on and on about different topics such as attention span and the increasing dependence on artificial intelligence but believe me when I tell you that all they want is to impress their professors with things they are able to accomplish, learn and apply. In whatever grade or course they may be, there still lies that kid who wants to learn something new whenever he/she steps inside your classroom. It’s not just about attendance or finishing the degree, but an actual need for learning and acknowledgement.

So are my students confused? panicking? Or even getting any word I say? Only God knows, sometimes. But I have faith in what they can do, what they can accomplish, and how they can change the narrative of this country.

DOI  10.5281/zenodo.14257982 

The COVID-19 pandemic has had a significant impact on the world, with many sectors and industries affected. In particular, the education sector has been hit hard, with schools closing and students being forced to learn from home. The pandemic has not only affected the academic health of students but also their mental health.

The pandemic has had a severe impact on the mental health of students. Studies have shown that students are experiencing increased levels of anxiety, depression, and stress. The isolation and social distancing measures have made it difficult for students to maintain social connections and engage in activities that they enjoy. Additionally, the uncertainty surrounding the pandemic has caused many students to feel anxious and stressed about their future.

The shift to online learning has also had an impact on the mental health of students. Many students have reported feeling overwhelmed by the amount of work and the lack of structure in their day. The lack of in-person support from teachers and classmates has made it difficult for students to receive the help they need, lead to feelings of frustration and isolation.

The pandemic has also had a significant impact on the academic health of students. The shift to online learning has presented many challenges, including a lack of access to resources, technical difficulties, and difficulties with time management. Students who struggle with learning online are at risk of falling behind, which can have long-term consequences for their academic success.

The closure of schools has also affected the learning opportunities of students. Many students rely on in-person instruction and support from teachers to learn effectively. The lack of in-person instruction has made it difficult for some students to learn and retain information, leading to a decline in academic performance. It is crucial to address the mental health and academic health issues of students during the pandemic. Schools and educators can take steps to support students and help them cope with the challenges they are facing. Here are some solutions that can help: First, provide mental health support. Schools can offer mental health support to students such as counseling services and mental health resources. This can help students cope with the stress and anxiety caused by the pandemic. Another one is to offer academic support.  Schools  can  provide  additional  academic  support  to  students  who  are struggling with online learning. This can include tutoring services, additional resources, and virtual office hours with teachers. Create a structured learning environment is another  step  in  solving  the  problem.  Schools  can  create  a  structured  learning environment for students to help them manage their time and stay on track with their studies. This can include a daily schedule, clear expectations, and deadlines. Lastly, foster social connections. Schools encourage social connections among students, even in a virtual environment. This can include virtual social events, group projects, and online discussions.

DOI  10.5281/zenodo.14258036 

Corporate Social Responsibility (CSR) has emerged as a vital business strategy worldwide, fostering a balance between economic growth, environmental sustainability, and social equity. In the Philippine setting, CSR initiatives face unique challenges due to the country's socio-economic conditions, political climate, and cultural nuances. This critique paper delves into the intricacies of CSR practices in the Philippines, examining their potential and the hurdles they face in achieving meaningful impact.

CSR in the Philippines has been lauded for its ability to address pressing social issues, such as poverty alleviation, education, and disaster response. Companies often engage in philanthropic activities, community development programs, and sustainable business practices as part of their CSR agenda. While these efforts have garnered positive attention, the critique lies in their implementation and long-term sustainability. A significant challenge is the perceived superficiality of some CSR initiatives, often criticized as "greenwashing" or "token philanthropy." Many companies undertake CSR programs primarily for public relations, focusing on short-term gains rather than creating lasting change. This raises questions about the authenticity of their commitment to societal well-being.

Another critical issue is the lack of a standardized framework for CSR in the Philippines. Unlike in other countries where CSR is often integrated into corporate governance through clear policies, Filipino businesses operate within a fragmented system. The absence of strict regulations or incentives from the government allows companies to define CSR on their terms, leading to inconsistent practices. This decentralized approach undermines the potential for collective action in addressing national issues such as climate change and social inequality. Additionally, cultural factors play a significant role in shaping CSR outcomes. Filipino society values familial solid and community ties, influencing how businesses interact with stakeholders. While this cultural trait can enhance community engagement, it can also lead to favoritism or selective targeting of beneficiaries, limiting the equitable distribution of resources. Furthermore, corruption in specific sectors complicates the implementation of CSR programs. Funds intended for social projects are sometimes misappropriated, diminishing their impact and eroding public trust.

Despite these challenges, the Philippine CSR landscape still needs progress. Numerous companies, such as Ayala Corporation and SM Investments, have spearheaded innovative programs addressing education, healthcare, and environmental conservation. Collaborative efforts between corporations, non-governmental organizations (NGOs), and local communities have also gained traction, proving that multi-stakeholder engagement can lead to more sustainable outcomes. However, CSR in the Philippines must evolve beyond its traditional boundaries to maximize these benefits. Companies must adopt a more strategic and integrated approach to CSR to address the identified gaps. This involves aligning CS initiatives with core business operations to ensure long-term impact. Moreover, the government should establish clear guidelines and incentivize businesses to engage in meaningful CSR activities. Transparency and accountability mechanisms, such as third-party audits and public reporting, can also enhance the credibility of CSR efforts.

In conclusion, while CSR in the Philippine setting has made strides in addressing societal challenges, it remains fraught with issues that hinder its full potential. By fostering genuine commitment, standardizing practices, and promoting multi-stakeholder collaboration, the country can unlock CSR's transformative power to drive sustainable development.

DOI  10.5281/zenodo.14258126 

ABSTRACT

This study assessed the implementation levels of the Early Language, Literacy, and Numeracy (ELLN) Program among the K-3 learners in Caloocan North District III from School Year 2019-2020. A total of 186 Kindergarten to Grade 3 Teachers in seven public elementary schools were chosen as the respondents of this study. Descriptive research design was used while stratified random sampling technique was applied using a researcher-made questionnaire.

Findings showed that majority of the respondents are female teachers, aged 36 to 40 years old, bachelor’s degree holders, teaching Grade 1, with 6 to 10 years of service. As to the extent of ELLN implementation, K-3 teachers assessed the program to be “Implemented” in terms of Establishment of Baseline Data, Availability of ELLN Materials, Development of Classroom-based Assessment Protocol for Literacy and Numeracy Skills, and Professional Development of Teachers in the ELLN Program.

There was no significant difference in the K-3 teachers’ perceived levels of ELLN implementation with regard to its components when grouped according to age and sex. However, there is a significant difference when data are grouped according to educational attainment, grade level handled, and length of service.

K-3 teachers are recommended to sustain their commitment for more understanding and better implementation of the ELLN Program. Continuous administrative support, proper guidance and training must be given to boost K-3 teachers’ commitment in the program implementation for the overall benefit of the K-3 learners. The researcher developed a Proposed Action Plan for Teachers in Caloocan North District III.

Keywords: Polytechnic University of the Philippines, Master in Education Management,

K-3 Learners, K-3 Teachers, Early Language, Literacy, Numeracy

DOI  10.5281/zenodo.14259740 

Leadership is one of the most critical factors an organization uses to achieve its goals and let teams succeed. In our discussion with Ma'am Ralyn Jaguros, we discussed some styles and powers that influence a leader's way of leading her team. According to Harry S. Truman, the leader is the one who knows the way, goes the way, and shows the way. This paper will discuss the different styles and types of power leaders use and their strengths and weaknesses so it's easy to see which ones work best in which situation. 

Leadership power can be broadly categorized into two forms: position power and personal power. Position power is power through a leader's position or role in an organization and comes primarily in three forms: legitimate, reward, and coercive power. Legitimate power gives leaders the authority to demand, but that authority could encourage compliance rather than engagement. Reward power implies productivity based on incentives. More than anything else, reliance on rewards produces a transactional relationship rather than a loyal one. Coercive power is based on punishing the group member for nonconformity and brings an atmosphere that breeds fear, lowering morale and trust if mishandled. The second type of power is personal power; it relies upon a leader's personal qualities and comes in two forms: expert and referent. Expert power is derived from a leader's knowledge or skill in a particular area. They are often respected as bright but might end up if they rely too much on their expertise rather than letting others learn. Referent power is where people are drawn to a leader because of personality. However, it may fail when the leader is popular but needs the correct skill set. 

The discussed leadership styles include autocratic, laissez-faire, democratic, coaching, strategic, charismatic, and transformational. Different styles of leadership show how leaders use these powers. The authoritarian leadership style makes decisions without necessarily asking others for help; this is helpful in an emergency, but people may feel hurt when ignored. The laissez-faire style is very hands-off; there is a lot of freedom granted to the team members, and creativity is encouraged, but there needs to be more direction in case no one guides them. Democratic leaders involve their members in decisions, which motivates people to commit themselves to the decisions. However, this type of leadership takes so much time to take action during a crisis. Coaching is quite effective in training and mentoring the members. Members grow fast from the coaching. However, this will take more time. Charismatic leadership relies more on the charm of a leader to inspire loyalty but can depend too much on personality over clear goals. Transformational leadership inspires change but poses a significant challenge for those who fear or resist the change. 

To summarize, effective leadership ensures the appropriate combination of styles and types of powers needed for the right situation. These learnings by Ma'am Jaguros prove that understanding the power and style behind leadership can help leaders adjust through the problem into an effective workplace where the organization prospers and its members.

DOI  10.5281/zenodo.14259981 

Philanthropy is an essential element of social responsibility, providing financial, time, and expertise to respond to global social issues, for example, poverty, health care, education, and environmental protection, and making a big difference in the lives of recipients and donors alike. This means that for those who require it, hope, clarity, and quality of life in material aid. It has given donors the feeling of fulfillment and a sense of purpose and improved social ties because the goal of strategic giving, impact philanthropy, and effective altruism is to achieve the most effectiveness with charitable donations, which emphasizes careful design, the establishment of concrete objectives and comparison of philanthropical results, in its being tooling that assets are used effectively. However, while philanthropy can spur immediate change with some level of urgency, if now not completed strategically, it can inadvertently preserve current electricity buildings.

Significant financial contributions from wealthy people or companies provide short-term respite but often do not address systemic inequality's root causes. While effective in the short term, this focus can sometimes come at the cost of preventing us from seeing broader policy actions that could create lasting improvements. The purpose of effective philanthropy is to help projects not simply fill immediate gaps but also address the systemic issues behind inequality. After accumulated wealth, the charitable response re-distributes it and can alleviate some inequities, but it is not a long-term solution. However, for strategic philanthropy to be both deep and sustainable, it has to re-evaluate itself continuously; the needs of society will always keep changing. When you are ready without a thorough breakdown of where spending and money are going, there is a risk of space, fame, success, goal wealth, and brewery partners providing ineffective change with zero meaningful or generational impact.

Moreover, the most effective philanthropy often requires collaboration between

funders, nonprofit groups, or actors in a network. Running collectively makes it feasible for these corporations to aggregate sources, proportion perception, and create a more significant collective effect. Transparency is critical because it builds trust with the public and insurance that price ranges are used for their purposes. Philanthropic businesses can uncover their commitment to the causes they support through accountability, which inspires other people, residents, students, and more. To make contributions. By breaking down assets and focusing on distinguished social problems, philanthropy can shape public coverage and generate systemic trade.

However, it might catalyze more remarkable societal change, minimizing urgent needs while encouraging social justice when accomplished appropriately. But to do this, philanthropy has to take beyond just providing monetary assistance; it also has to advocate, elevate awareness, and provoke structural adjustments that deal with the root reasons of social problems. Although philanthropy is an excellent lever for addressing some aspects of social justice and providing immediate relief, it must be part of a broader effort in concert with policy change and institutional reform to achieve lasting and sustained change. Efficient giving, partnerships, and a strategic approach to addressing root causes are needed to harness the best quality philanthropy results and ensure proper contribution to the well-being of people & societies.

DOI  10.5281/zenodo.14260062 

Leadership rewards power, among other things; the different forms of power that leaders and followers possess influence how they interact. Among these is reward power, which is the capacity of a leader to bestow prizes on those who comply with requests. The fundamental idea behind reward power is that people are motivated by the prospect of obtaining favorable outcomes. Leaders can reinforce desired behaviors in their followers by using a reward power. This study examines the benefits and drawbacks of reward power. Understanding reward power refers to how office bearers or leaders influence people by motivating them through rewards. Such a reward can be material, like a pay raise, or conferred verbally, such as in appreciation. Employees who know their work may merit a reward are more inclined to work within or beyond the set targets. Reward power operates through positive reinforcement since people tend to do well, which they have previously been rewarded for doing. 

The power of adequate reward achieves an Inspired and positive workplace. Leaders help their teams succeed by establishing clear expectations and connecting rewards to achievements. A manager might, for example, set up a reward system that pays staff members when they meet established goals. The manager’s reward power is strengthened; these goals are reached since workers realize their efforts are appreciated. Benefits of reward power, leaders and organizations can benefit from reward power in several ways. Reward power provides a vital source of motivation. First, when workers know their efforts will be appreciated, they are more likely to work harder, to be happier, and to be more engaged. Second, the authority to reward it can boost loyalty and morale. Leaders who appreciate and reward hard work often have a more upbeat and committed workforce. Employees are more likely to remain with a company when they feel valued and respected.

Through reward power, leaders can establish rules or guidelines and encourage decisions that advance business goals. Leaders build an excellence-oriented environment by providing rewards that fulfill the following requirements. To promote a culture of high-quality care that supports the company’s objective, a leader in the customer service division, for example, can give rewards to staff members who receive high customer satisfaction ratings. 

Challenges of using reward power, although reward power has advantages, there may be drawbacks if used excessively. The biggest downside is that the reward can take years to build upon. People start getting rewarded for every task and lose their motivation to work hard without the reward. This can lead to a more reward-oriented but less genuinely committed motivation to achieve the organization’s goals. In addition, individuals may also become annoyed when they feel that rewards are given in inconsistent ways. For example, it can lead to stress and destroy the group’s perception of unity, while a team member receives constant praise while others feel ignored. To prevent the members from feeling unfairly treated, leaders must utilize freedom while giving rewards.

DOI  10.5281/zenodo.14260197 

Transformational leadership focuses on achieving its vision and making it an inspiration to work diligently. Transformational leaders have characteristics that articulate a clear vision that helps them align their personal goals with their organization's goals and objectives. In this way, they encourage their member to fit in their environment where they understand their organization's real purpose and direction. Also, transformational leadership is a style that inspires and motivates employees by focusing on their intrinsic values and aligning them with the vision of the organization; unlike transactional leadership, which relies on reward and punishment, transformational leadership centers on building relationships, and a shared commitment to goals. Leaders using this approach encourage innovation and creativity. An article said members perceive their contributions as meaningful and contribute to something larger than themselves—transformational leadership links to higher employee satisfaction as members contribute to a significant purpose. In particular, leaders like Oprah Winfrey emphasized authenticity, self-improvement, helping others grow, and aligning them to their life purpose. Transformational leaders understand their abilities and confidently stand firm on their beliefs. Their confidence and skills motivate them and help them connect emotionally to the organization. They have a high level of self-determination to attain a sense of direction for the organization and influence the followers and the organization in the right direction. They mainly feel obligated and challenged to take the initiative. 

Transformational leadership enables organizations to be competitive and thrive more than expected. Many studies have shown that people with a transformational style are more likely to feel motivated and excited to take on new challenges that contribute to an initiative-driven and adaptable workforce. This leadership style captures the advantage of cultivating a positive and empowering organizational culture but tends to impact employees negatively. Transformational leaders push their members beyond their comfort zones, which can lead to high levels of stress and overwork fatigue. The constant endeavor of excellence and ovation may overwhelm employees, especially if expectations are unrealistic. 

Therefore, transformational leadership is a practical approach to inspiring and motivating employees, fostering innovation, and creating a sense of purpose. A leader's capacity to create a vision, agree with the team, modify his leadership style to align with the vision, and steer the entire team correctly is crucial to the organization's effectiveness. All of this is considered by transformational leadership, which involves the leader clearly understanding the direction he wishes to take the company and encouraging the staff to see the significance of the change. The correct personnel and the right goals are combined in transformational leadership. In the long run, it guarantees an efficient organization consistently producing the intended improvements. It provides outcomes by encouraging creativity and enthusiasm to achieve a seamless flow of processes.

Transformational leadership can improve followers as well as leaders. Transformational leaders can significantly alter organizations by creating an atmosphere of motivation, learning, and personalized assistance. Transformational leadership is essential for developing influential leaders in today's complicated and quickly changing world, even as the leadership environment changes.

DOI  10.5281/zenodo.14260327 

Hearing the word “Motivation” what comes to our mind? Motivation is defined as giving strength to dreaming people to achieve their goals and dreams, the members of the organization are given motivational words to achieve a certain goal. These motivated words are one of the keys to success, but in reality, these words cannot last all of the time; it seems like we eat to energize our body, but we also use motivation to energize our inner desire to exert a high level of effort towards goals not only a personal goal but also the goal of the organization you were belong to. Motivation is essential in our ability to succeed and thrive in the future. It’s all about their purpose and direction. It is the one that gives us a force to pursue what we desire in life. It also spares us the courage to face challenges and become strong people. When we are motivated, we are willing to do everything to achieve something meaningful. It gives us the power and focus to take the necessary steps to turn our goal into reality. Motivation is frequently regarded as the foundation of human behavior, driving individuals to pursue their goals and aspirations. It is commonly discussed in educational, organizational, and personal development contexts. Although most agree that motivation is essential in the organization review, its nuances and complexities should be more frequently understood. The difference between intrinsic and extrinsic motivation stands at the basis of motivation theory. Intrinsic motivation is doing an activity for its inherent satisfaction rather than for some separable consequence.

On the other hand, extrinsic motivation relies on external reasons like incentives or praise or avoidance of reprimand.  Even though this separation is a useful basis for examining motivation, it may lead to an overstated reductionist view; one that fails to account for how the two factors interact. For instance, an individual might start a task for extrinsic motivation like money but ultimately become intrinsically motivated as they develop an appreciation for the actual action. Intrinsic is all about the giving fun or chill to avoid pressure, to achieve the goal easily.

The conclusion about motivation is the main purpose of leading a group of people in the organization to motivate them to achieve their goals individually or in the whole operation. It boosts each member's drive to pursue their goal. It makes sense to level up themselves to pursue their dreams and goals that may apply personally and professionally in the organization, which is a crucial force that drives individuals to pursue their goals and dreams. In Motivated there are two types of motivation which is extrinsic motivation is an external factor in the organization to gain paradise and approval when winning in a competition or maybe receiving a reward. While Intrinsic is to make an activity too much focus on the results rather than the consequences. In a way, it may apply to achieve success in the plan for an organization in the future success. Motivating ourselves is one way to keep our plan or goal easy to reach.

DOI  10.5281/zenodo.14260422 

Nang mapag-arugang asawa’y natagpuan

Pinapangarap ko’y magbunga aming pagmamahalan,

Bawat araw ay may mataimtim na dalangin

Di man kami perpekto, hangad namin ay nadinig din.

Rex, anak ikaw’y isa sa mga ibinigay

Lalo pang sumiklab ang pag-ibig naming tunay,

Nag-aalab ang puso, pasasalamat sa kalangitan

Nawa’y yapak ng Maykapal iyong masundan.

Ngiti mo anak nakapapawi ng pagod nitong iyong ama

Nagsusumikap man araw-araw, ika’y ninanais kong karga-karga,

Dampi ng munting labi sa aking pisngi

Tuwa sa puso’y nadarama, tila ba kinikiliti.

Bawat hakbang mo’y sa Diyos ipagpapasalamat

Alamin mong pagmamahal namin ay di salat,

Handang suungin anumang unos, maramdaman mo lang aming gabay

Matapilok ka ma’y nandirito kami handang umalalay.

Paglaki mo, humayo ka kahit saan

Dalhin mo lagi aming paalala’t pagmamahal,

Hangad naming pamilya mo, iyong tagumpay

Supporta at pagpapahalaga sa’yo, walang humpay.

-WAKAS-

DOI  10.5281/zenodo.14263175 

Municipal Trial Court plays a very vital role inside the judicial structure since persons can settle disputes in easier and less formalized manners than perhaps the higher courts. Such was the case on November 21, 2024, wherein Judge Phenalyn P. Brazil-Abellar proved that this system can indeed be effective and efficient. Apart from the merit of the case involved, the session was characterized by educational outreach through the presence of observing students from institutions of learning, hence making the scope and experience wider for all parties.

The relaxation of formal dress code usually adopted in small claims court is a highlight of the hearing under Judge Brazil-Abellar. By not wearing her usual black robe, she had lightened up the setting in emphasizing that though the process of small claims is grave, it is grave in such a way that it should not be feared in the disputing parties. Most probably this non-formal setting encouraged both the parties to open up the discussion about the dispute between them in an effort to come to settle it without high-handedness on the side of the court.

The case bought before court-a case of claim for money against Inday Defendant by Madam Plaintiff-is a case that exemplified the fundamental principles underlying a small claims court: accessibility, simplicity, and expediency. And as it proved, the parties could easily agree on a payment scheme or plan. The parties stipulated to pay P45,000 to the plaintiff over 28 weeks. In installments that total to P1,607 for every week. This was a process in which resolution was facilitated through collaborative means and, not by confrontation.

Also, the conduction of proceedings with permission to use local dialects shows commitment to accessibility. The acceptance of local languages by Judge Brazil-Abellar permits communication, and this allows parties to maximally communicate their viewpoints in natural ways, thus achieving utmost understanding of the problems presented. This advances not only cooperation but, likewise, communal feelings within the judicial process. On the other hand, the use of the English language in the hearing stage for both criminal and civil cases highlights the need to utilize a single common language that would be employed in complex matters of law when utter seriousness is required for proper communication and articulation of positions.

The court agreed to settle the immediate issue and further emphasized the need to tread along what had been agreed on. The unmistakable requirement that the defendant meets the payment schedule demonstrates the role which courts utilized in establishing the system and maintaining accountabilities. The caution on enforcement in case of default brings to mind the fact that the small claims process is informal but still under the umbrella of established law and consequences.

DOI  10.5281/zenodo.14264005 

Journal: Proceedings of the Municipal Trial Court (November 21, 2024)

Date: November 21, 2024

Location: Municipal Trial Court, Naval, Biliran

Presiding Judge: Hon. Phenalyn P. Brazil-Abellar

On November 21, 2024, we attended the court proceedings at the Municipal Trial Court in Naval, Biliran, presided over by Hon. Phenalyn P. Brazil-Abellar. The cases that we heard during the session dealt with disputes over the sum of money for the unpaid financial total obligations from contracts of loans. The plaintiffs, are lending corporations and cooperatives, sought to recover money from individual defendants who had allegedly defaulted on their payment obligations.

As we enter the courtroom, the presiding judge explains how the legal system works and what will happen inside the court. Then the proceedings begin. Each case was called in order, and both parties were allowed to present their side. Inside the court, there is a stenographer or a writer who records the exact and accurate official transcript of the proceedings, including all spoken statements, testimonies, and rulings made by the judge and the parties involved. An interpreter reads the agreement to the judge, as both parties had settled before the hearing. The judge reviewed the settlement terms, read them aloud for confirmation, and then issued the order finalizing the agreement. This process highlighted the role of the court in facilitating fair resolutions and ensuring that all agreements were properly documented and legally binding.

This made us understand and visualize the concepts of the Laws on Credit Transactions. The cases illustrated the importance of a written contract as evidence in disputes.  Loan agreements serve as the binding legal documents that establish the rights and obligations of both parties. The proceedings clearly state the specific terms in credit transactions, such as payments, payment schedules, and interest rates. These details were central to each case.

One of the most important realizations from this observation is the critical role of proper documentation and compliance with agreed terms in credit and loan transactions. Borrowers must understand their obligations to avoid legal consequences, while lenders must ensure that their agreements are fair, transparent, and enforceable.

As students, it shows the importance of learning laws on credit, contracts, and financial transactions. This experience provides valuable insights and made us understand  real-life situations on credit transactions.

Overall, this court observation deepened our understanding of the subject and its relation to real-world situations. It highlighted the importance of law in ensuring justice, upholding contracts, and protecting the interests of both parties in financial transactions. It also emphasized the need for legal professionals to be thorough, compassionate, and with work ethics. This experience was a valuable complement to our academic discussions and made me appreciate the significance of our studies in Law on Sales, Agency, and Credit Transactions.

DOI  10.5281/zenodo.14264087 

This study aimed to explore the perceptions of thirty (30) elementary teachers in Malimono, Surigao del Norte, Philippines on the appropriateness of empty classroom design as to learners’ attentiveness, classroom management and learning effectiveness. A descriptive qualitative research design was utilized, using survey questionnaire to gather the data, and the data gathered were treated using the mean. The findings indicated that the elementary teachers from Malimono District perceived the empty classroom design as slightly appropriate to learners’ attentiveness, classroom management and learning effectiveness. Based on the findings, the empty classroom design is appropriate and useful in achieving several criteria for attentiveness, management, and effectiveness of learning, but not quite optimized. It still leaves room for improvement, especially in terms of interactivity, adaptation, and responsiveness to modern teaching strategies that focus on collaboration with a student-centered approach. Modification that change the classroom to make it more adaptable, flexible, and engaging will make it an incredibly effective tool for a supportive attentiveness and results overall. However, more research is needed to be conducted to the national level as to appropriateness of empty classroom design.

Keywords:    Education, empty classroom design, effectiveness, descriptive, Philippines Asia

DOI  10.5281/zenodo.14265158 

Philanthropy, often celebrated as the embodiment of the love of humanity, stands as a selfless act of giving to improve the well-being of others. While its noble intentions are undeniable, its relationship with humankind is multifaceted, prompting critical reflection. Does philanthropy truly empower humanity, or does it inadvertently foster dependency? This critique delves into philanthropy's dual nature, exploring its transformative potential while addressing the unintended consequences of its application.

The essay opens by proposing that loving humanity is not inherently complicated. Despite their complexity, humans possess qualities that have the capacity for transformative change. The author asserts that philanthropy, as an act of love, aligns with these ideals by improving lives and inspiring societal progress. This perspective highlights philanthropy's profound impact in fostering hope and creating a ripple effect of positivity that uplifts communities.

However, the essay introduces a compelling counterargument: not all facets of humanity may warrant unconditional philanthropic love. The author expresses concern over the misuse of charitable efforts, suggesting that well-intentioned acts may inadvertently enable exploitative behavior. This critique engages with a broader philosophical debate—whether philanthropy should prioritize immediate relief or long-term empowerment. The reflection aligns with the age-old adage: "Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime." This metaphor encapsulates the essay's core argument, advocating for philanthropy to emphasize empowerment and self-reliance over dependency.

The discussion on dependency versus empowerment is particularly poignant, as it critiques direct aid for addressing only urgent needs. The author argues for a shift toward equipping individuals with skills and resources to sustain themselves, presenting this as a more sustainable philanthropy model. This stance encourages independence and challenges the potential pitfalls of perpetuating reliance on external aid.

Despite its strengths, the essay could benefit from a more comprehensive exploration of philanthropy's role in addressing systemic societal challenges. While it critiques the risks of dependency, it does not adequately consider the structural inequalities—poverty, lack of education, and inaccessible healthcare—that often necessitate philanthropy in the first place. For many, philanthropy is not merely a temporary solution but a lifeline that addresses urgent, unavoidable needs. Acknowledging these systemic issues would provide a more balanced perspective, emphasizing philanthropy's role as immediate aid and a catalyst for sustainable development.

The conclusion effectively encapsulates the essay's central theme by posing a reflective question about humanity's worthiness of philanthropic love. This open-ended inquiry challenges readers to ponder the complexities of human nature and the ethical dilemmas surrounding acts of charity. While the essay encourages introspection, a more structured analysis of opposing views would enhance its overall argument.

In conclusion, the critique thoughtfully examines the intricate dynamics of philanthropy, emphasizing its potential to empower humanity while cautioning against the risks of fostering dependency. By balancing compassion with empowerment and addressing root societal issues, philanthropy can be a powerful tool for progress. Ultimately, the essay underscores the importance of teaching self-reliance and ensuring philanthropy becomes a means to sustainable development rather than an end.

DOI  10.5281/zenodo.14271196 

Did you experience waking up early, feeling overwhelming energy, and ready to take on the world? For instance, when you push yourself to do a difficult task and are fueled by the desire to succeed. This instance is powered by motivation, the unseen force that drives us to work hard in every action and shape our lives.

We have different definitions of motivation, but what exactly is motivation? It's not just a simple quest that one can easily conquer. The energy gives us the strength to get up and keep going even when things are not going our way. It is the characteristic that helps us to achieve our goals in life. Motivation can drive us to internal and external factors.

Why do motivations matter? With motivation, we set clear, achievable goals and work toward them consistently; it can help us to stay resilient and build discipline because motivation is the spark, but discipline keeps us moving forward, even when motivation fluctuates. It is something that one's person should possess, that whatever circumstances come, they are ready to fight because they are motivated by their goals or any aspect that keeps them motivated at all times.

There are two different drivers of motivation, the intrinsic and extrinsic drivers, which have various factors that drive the person to keep going. The intrinsic driver is like a person who moves to act for fun and challenge herself because of pressure or reward. An extrinsic driver is a motivation to participate in any activity based on meeting external goals, winning a competition, or receiving an award, just like for example, a student who engages in an oral recitation to have high grades and also joins in any competition to receive an award or winning. However, motivation isn't always pure enjoyment like intrinsic motivation. Sometimes, we're driven by external motivation; from the definition above, all goals you want to achieve are driven by external incentives, the desire for reward, or the fear of consequences.

However, motivation is more than just a tug-of-war between internal and external forces. It's also shaped by our goals, the vision we hold for ourselves, and the future we strive to create. Clear goals and a well-defined vision can burst into flames a powerful surge of motivation. Think of a student who wants to become a dean's lister, a person in business who wants his company to be successful, or parents who want their children to have an excellent life.Their motivation is fueled by the desire to achieve something meaningful.

In conclusion, this is one of the most important characteristics we have because it can boost our productivity, help us to stay focused and productive, enhance well-being to have a sense of purpose and direction, increase resilience, allow us to be strong in any challenges and lastly drives-self improvement encourage us to keep learning, improving, and adapting. In short, motivation is like fuel for our ambitions, helping us to reach our full potential and maintain a positive outlook on life.

DOI  10.5281/zenodo.14272105 

Transformational leadership, a model that emphasizes moral growth and empowerment, has profoundly influenced corporate and societal landscapes. First conceptualized by James V. Downton in 1973 and refined by James MacGregor Burns in 1978, this leadership approach underscores the mutual elevation of leaders and followers in terms of morality and motivation. Burns' groundbreaking work paved the way for Bernard M. Bass, who expanded the theory by identifying essential traits of transformational leaders. These leaders inspire trust, respect, and commitment, fostering an environment where individual goals align with collective objectives. While transformational leadership offers significant strengths, it also presents critical limitations that warrant a closer examination.

One of the most notable strengths of transformational leadership is its emphasis on long-term vision and value-driven practices. Transformational leaders cultivate cultures grounded in shared goals and collective identity, promoting ethical standards and social responsibility. Acting as role models, they inspire their teams to strive toward a higher purpose, even in rapid change. Their ability to foster intrinsic motivation enhances innovation, employee engagement, and overall job satisfaction. This approach ensures clarity during complex situations, enabling employees to feel supported and inspired. Transformational leadership has proven highly effective, particularly in industries requiring adaptability and creativity. By aligning individual aspirations with broader organizational objectives, such leaders contribute to sustainable success and loyalty among team members.

Despite these strengths, transformational leadership has its challenges. A key concern is the overreliance on the leader's vision. Excessive dependence on a transformational leader can hinder team members' autonomy and create organizational vulnerabilities. For instance, the sudden departure of a transformational leader may lead to instability, as followers often prioritize their loyalty to the leader over the organization's mission. This dependency is particularly problematic for organizations that value sustainability and continuity, as it undermines their resilience and adaptability in the long term.

Another critique pertains to the ethical challenges inherent in transformational leadership. While the model emphasizes morality and motivation, the charismatic influence of transformational leaders can blur the line between inspiration and manipulation. Followers, captivated by the leader's persuasiveness, may adopt values that do not align with their beliefs. This raises ethical concerns about preserving followers' autonomy and avoiding undue influence. Striking the right balance between inspiration and ethical persuasion remains a critical challenge within this framework.

Furthermore, while transformational leadership has been widely celebrated, it needs robust empirical validation to support its universal applicability. High-profile examples, such as Nelson Mandela's leadership in nation-building or Satya Nadella's cultural transformation at Microsoft, highlight its potential. However, these cases are exceptions rather than the norm. More empirical studies are needed to quantify the model's impact on organizational performance and reinforce its credibility as a universally effective framework.

In conclusion, transformational leadership is a powerful model that promotes intrinsic motivation. However, its reliance on individual leaders, ethical ambiguities, and limited empirical support temper its potential. Leaders can address these weaknesses by fostering autonomy, encouraging critical thinking, and maintaining transparency. Doing so will enhance transformational leadership's adaptability, ensuring its benefits are realized sustainably across various contexts.

DOI  10.5281/zenodo.14286386

According to Zimbabwe (2023), good governance refers to the practical and responsible management of any society or organization in an environment characterized by transparency, accountability, the rule of law, participation, and efficiency. Good governance principles aim to create fair and accountable systems. While widely recognized, their implementation often needs to be revised due to bureaucracy, political influence, and limited resources, highlighting the gap between ideals and reality. This critique explores such challenges further, raising the question of whether good governance is a reality or an optimistic ideal that is difficult to actualize completely in a complex society.

The first principle of good governance is transparency, ensuring all citizens have access to information and decision-making. Citizens scrutinize every decision, policy, and expenditure to understand how their taxes are utilized and why specific policies are implemented. In reality, however, the amount and kind of information available to the public are often limited by complex procedures, bureaucratic obstacles, or confidentiality clauses.

Another principle is accountability, which holds public officials accountable for their actions and imposes consequences if they misuse their power. Ideally, accountability serves as a deterrent to corrupt activities and negligence of duty by punishing those who abuse their power and encouraging the proper fulfillment of responsibilities for the public's benefit. However, in reality, accountability is often imposed only on lower-ranking officials and ordinary citizens. High-ranking officials and other influential individuals rarely face punishment for transgressions because of their status, political connections, or legal protections.

The rule of law, also a principle of good governance, demands laws that apply equally to all people, including government authorities, which protects individual rights. In reality, however, selective enforcement, corrupt practices, outdated statutes, and weak legal systems thwart this ideal and allow privileged individuals to evade the law while ordinary citizens and

those who belong to the unprivileged sections battle for justice. Moreover, efficiency ideally aims to use resources for prompt service delivery, enhancing government responsiveness. However, in reality, it often compromises equity, inclusivity, and quality. Bureaucracy, limited resources, and conflicting interests slow services, while prioritizing speed and cost-cutting can neglect marginalized groups and considerations for fairness.

Furthermore, participation refers to the idea that citizens should have a voice in government affairs; thus, they should be able to participate in decision-making processes and determine the policies that, in any way, will impact their lives. In reality, however, economic inequalities, low literacy levels, and a limited supply of resources often impede genuine participation. The participation of such groups usually becomes little more than a token exercise, as the real power remains with the political elites.

In conclusion, while good governance is guided by the principles of transparency, accountability, rule of law, efficiency, and participation, the implementation of these ideals remains challenging. Bureaucratic obstacles, political influence, limited resources, and social inequalities often conspire to undermine these ideals, making good governance appear more idealistic than fully achievable. Thus, despite their nobility, these principles require continuous effort and systemic change to become realistically applicable within the complexities of modern society.

DOI  10.5281/zenodo.14287560

Introduction

The academic performance of children is greatly influenced by the educational attainment of their parents. Hence, the impact of parents' level of education on their child's success in academics cannot be ignored, as parents' educational attainment may appear to influence their children's academic performance; for instance, the success of the learners in any academic aspect and, at the same time, providing satisfactory performance in school may depend on how their parents engage them. Moreover, a child's education needs complex efforts, and parents have a significant role in it. More educated parents regulate their children's everyday lives more strictly and have greater standards for their schooling (Wang et al., 2020).

In Pakistan, a parent's educational attainment significantly affects their child's academic achievement. Children of highly educated parents perform better in school; they are more engaged in the education of their kids, which improves educational outcomes (Idris et al., 2020). Despite that, other researchers have found in their study that parents' educational attainment has some negative effects on their children’s academic performance. Some learners experienced pressure because of their parents’ unrealistic expectations, which could pose a challenge to children's mental well-being and hinder their academic progress (Du and Li, 2023).

In the Philippines, it has been revealed that parents have an important role in the academic performance of their children. Pinatil et al. (2022) found a significant relationship between the level of parental engagement and children's academic performance. This implies that children whose parents are actively immersed in their school life tend to perform better academically. Active parental engagement in children's education provides additional support for their children, which boosts their confidence and engagement in class. This results in higher attendance rates and positive behavior with fewer disciplinary issues. Thus, parents who take an active role in their children's education can significantly contribute to their academic success (Garcia and Thornton, 2014).

Given this context, the researchers decided to conduct this study to contribute to the existing literature by providing a comprehensive understanding of how the high educational attainment of parents affects their children's academic performance, particularly the grade VI pupils in Parang, Maguindanao del Norte. The researchers believe that this study is relevant in the educational system, as it recognizes the impact of parental educational background on student achievement and underscores the importance of fostering partnerships between schools and families to enhance student academic performance and create a conducive learning environment.

Methodology

        This study utilized a descriptive research design. Creswell (2014) describes this as a design used to examine the characteristics of a population or phenomenon being studied. This design is suitable to gather respondents’ opinions, thoughts, and perspectives regarding the impact of their parent's educational attainment on their academic performance.

        The study was conducted among selected private elementary schools in Parang, Maguindanao del Norte, particularly the Easter Joy School, Inc., Illana Bay Integrated Computer College, Inc., Joyful Kids Learning Center of Parang, Inc., and Parang Montessori Educational Center, Inc.

        The respondents were the seventy-three (73) grade VI pupils in the said schools whose parents have finished tertiary education. This population was quite manageable; thus, the total enumeration sampling technique was used to include the entire population of the respondents. Furthermore, a survey questionnaire was used as a research instrument in gathering the needed data for the study.

        For the data gathering procedure, letters were sent to the school principals to ask permission to conduct this study. Upon approval of the letter, then the distribution of survey questionnaires was undertaken. During the survey proper, the distribution of the instruments was personally administered by the researchers. The data were collected for the preparation of the analysis and interpretation of the data. In addition, frequency counts, percentage distribution, and weighted mean were utilized as statistical tools.

READ MORE

CHAPTER 1

INTRODUCTION

1.1     Background of the Study

Newly formed entrepreneurial ventures in China face challenges in leveraging and understanding social capital. Questions related to establishing relationships and navigating the business landscape are vital. The lack of comprehensive research addressing these issues hinders the effective harnessing of social capital's potential.

The proposed study provided a solution by presenting a comprehensive analysis and offering a model of the link between social capital dimensions for startup businesses in China. By connecting the dots, the researcher hopes to understand the

complexities and propose a model based on a social capital perspective.

In Shandong Province, the abundance of network capital, characterized by connections among venture capitalists, angel investors, incubators, and accelerators, drives innovation and economic expansion. The quality and strength of networks extend beyond quantity to encompass mutual respect, trust, and strategic partnerships. The dynamics of network and social capital in Shandong Province are enriched by the region's unique socio-economic landscape and cultural fabric. Cultural norms emphasizing trust, reciprocity, and mutual benefit underpin the formation and utilization of social capital among startup enterprises, shaping their collaborative ethos and resource mobilization strategies. As startups navigate the entrepreneurial journey, their performance is linked to the strength and diversity of their network and social capital.

Considering the critical role of network and social capital in shaping startup performance in Shandong Province, this study delved deeper into these phenomena. By conducting a comprehensive analysis of network and social capital dynamics among selected startup enterprises, the study sought to find actionable insights that can be used as basis for the development of an entrepreneurial model. The study assessed network capital in terms of network size, strength, and diversity; social capital in terms of relational, structural, and cognitive aspects; and entrepreneurship performance in terms of financial performance, market penetration, and adaptability. Addressing these provided a better understanding of the entrepreneurial ecosystem in Shandong Province and contributed to the development of effective strategies for fostering entrepreneurship in the region.

READ MORE

Philanthropy is the practice of giving money, resources, or time to charitable causes and its has long been seen as advantageous. Well-known philanthropists like Bill Gates, Oprah Winfrey, and Warren Buffet have significantly contributed to poverty alleviation, education, and global health.  Although philanthropy is essential in tackling some of society's most important problems, it is not without its detractors. In this critique, we explore both the positive and negative aspects of philanthropy and question whether it is truly an effective tool for social change or a way for the wealthy to influence societal priorities. The ability of philanthropy to collect money to address urgent societal challenges is, by far, its most significant advantage. Businesses and individuals can support projects and activities that might not otherwise receive attention by setting up philanthropic foundations. 

Philanthropy sets an example for other affluent people, which may encourage more contributions and deeds of kindness. When well-executed, philanthropy can bridge gaps in public funding, particularly in areas such as scientific research or arts and culture, where governmental investment may be insufficient. Additionally, philanthropy frequently functions with a degree of flexibility and creativity that is not possible for regular government initiatives, such as quickly allocating funding to address natural catastrophes or public health emergencies.

However, despite its praise, philanthropy is often criticized for a number of legitimate reasons. One of the significant issues is that philanthropy typically represents the values and interests of the donor rather than the needs of the communities. This suggests that that the interest of the wealthy might occasionally influence humanitarian an initiatives, perhaps reducing the voices of those who are most affected by social issues. Philanthropy can unintentionally reinforce inequality by consolidating wealth in the hands of a small number of affluent people or institutions. This is especially true in the context of "big philanthropy," where billionaires' substantial contributions can have a tremendous impact on social norms or governmental policy. Instead of tackling underlying problems like wealth disparity, corporate greed, or political corruption, critics contend that this kind of influence enables affluent people to mold the social agenda in accordance with their interests. This raises questions regarding accountability because philanthropic groups are sometimes less visible and subject to democratic oversight than government entities. Another issue is the potential for charity to compromise the state's capacity to deliver social services. The political will of governments to confront social injustices or make investments in long-term solutions may be weakened when philanthropists cover the financing gaps left by public sources.

To sum up, there are two sides to generosity. Its limitations must be addressed even if it unquestionably has the ability to bring about positive change. Philanthropy needs to be a part of a more significant endeavor that involves systemic changes and elevating underrepresented voices if it is to be genuinely transformative. In the end, philanthropy ought to supplement government action on social issues rather than take its place. While it will likely remain a vital tool in the fight against inequality, it should be critically examined to ensure that it serves the common good rather than the interests of a powerful few.

DOI 10.5281/zenodo.14301696

Many different definitions, styles, and abilities are associated with the complicated idea of leadership. Fundamentally, leadership is directing and guiding members of an organization to accomplish particular goals. Many definitions of leadership have emerged, according to Dr. Roberto G. Medina, Grace Hopper, Harry S. Truman, and John C. Maxwell, who capture the essence that leadership is defined as the capacity to persuade members of  an organization to align their behaviors with the organization’s goals. This point of view emphasizes the relational aspect of leadership and the importance of influence and motivation in achieving success. It is necessary to think about the powers involved in leadership to comprehend how leaders can motivate and inspire their staff within the company. It is essential to consider the difference between positional and personal power. Position power is predicated or can be seen in the leader’s formal authority, giving the full authority to the leader or their capacity to reward or punish members of the organization. It includes legitimate, reward, and coercive power. Despite its ability to guarantee conformity, this type of power usually doesn’t engage as much as personal power. Personal power, which encompasses referent and expert power, originates from the leader’s inherent qualities, characteristics, knowledge, expertise, charisma, and ability to build loyalty and trust. Leaders who rely on personal power typically have more motivated and committed employees.

The study of various leadership styles—autocratic, laissez-faire, democratic, coaching, strategic, charismatic, and transformational—reveals the complexity of effective leadership. Autocratic leadership is a leadership style that makes all the critical decisions in an organization, making it the organization’s first and last call decision. The laissez-faire leadership style is when a leader passes the responsibility to their team members. Still, if that specific work results in a good that will benefit the organization, the leader will be responsible. Still, if the work fails, it will be accountable to the organization’s members. The democratic style promotes participation and collaboration, fostering a sense of ownership among team members. It is also called the participative type of leadership style. Coaching leadership style is a style that helps you to become better by coaching or teaching you like a teacher or coach. A modern type of leadership style that many organizations apply to their organization. Charismatic leadership, while effectively mobilizing followers through personal charm, raises concerns about dependency on the leader’s personality rather than the organization’s mission. A transformational leadership style helps you become more active in your work, allowing you to transform and grow.

In conclusion, leadership is multifaceted concept that evolves with time, context and individual characters. Effective leadership is not a set approach but the result of dynamic interactions between leadership philosophies, authority, and human connections. An effective leader must adapt their approach to the circumstances, the team’s needs, the organization’s goals, and the team itself. People may improve their leadership skills, inspire, influence, and create situations where leaders and followers flourish by comprehending and appreciating the significance of leadership. 

DOI 10.5281/zenodo.14302029

One well-known theory that explains how people come to know what is right and wrong is Kohlberg's theory of moral development. Three levels—pre- conventional, conventional, and post-conventional—are used to characterize the six stages of moral thinking.

The first stage, preconventional morality, is distinguished by an emphasis on external impacts and self-centered reasoning. The most fundamental level is Level 1: Obedience and Punishment, during which people judge right and wrong by fear of punishment. They follow the rules merely to stay out of trouble. Stage 2: Self-interest takes over with individualism and exchange. People are aware that everyone has a different perspective, and they evaluate choices according to how well they meet their requirements. They cooperate only when it is advantageous, they could act in a "you scratch my back, I'll scratch yours" manner.

Stages 3 and 4 of moral development are the level of conventional morality. Stage 3, which is good interpersonal relationships, places concepts of social relationships, which include approval-seeking or social order, and risks the tendency to be more conformist than independent. Individuals at this stage seek to maintain good relationships with others and expect to be liked. They wish to be viewed as 'good' and 'nice' and so act according to the expectations of the society they belong to, for fear of being punished. The next stage indicates that people must be a law-abiding citizen in the society.

Next stage 5, it states that rules are seen as social agreements that can be changed when necessary, but it ignores the fact that despite their awareness of systematic injustices, many people hardly ever question what is really true. Postconventional morality is when people decide based on what they think is right rather than just following the rules of society they are in. This means that people at this level of morality have their own ethical and moral principles and don't just act as society tells them to do.

Stage 6 of Kohlberg's moral development focuses on universal ethical principles like justice and equality rarely realized in real life. In other words, the moral opinions of most people are influenced by those around them and only few think through ethical principles for themselves. At this point, people have formed their own moral standards, which may or may not align with the law.

Kohlberg's theory is important for understanding how people think about being right and wrong according to what they've known. However, it has some flaws. It focuses mainly on Western and male perspectives, missing how people from other cultures or women might think about morality. In essence, his theories about moral development are somewhat biased. It puts too much emphasis on justice and ignores other values like care or kindness. Also, the theory uses imaginary situations that don't always match real-life choices. While it's helpful, not everyone agrees it applies to everyone or explains how people move through all the stages.

DOI 10.5281/zenodo.14302190

The conflict management debate was a valuable and insightful analysis of a subject we all face daily. Our teacher made the topic realistic, attractive, and easy to understand and expertly brought the concepts to life using examples from daily life. From the beginning, it was obvious that conflict is a regular aspect of human contact and that developing and sustaining healthy relationships requires awareness. The first definition of conflict given in the lecture was that it is a collision of individuals' differences in thoughts, processes, attitudes, understanding, interests, needs, and even perceptions. We learned from this definition that disagreement isn't necessarily a bad thing. Growth, change, and even innovation may result from it. Subsequently, the class explored the several facets of conflict, including its causes, types, levels, conflict management strategies, and tips for handling conflict at work. We studied the primary reasons for conflict, including misunderstanding, lack of trust, personal and goal differences, and misconceptions. We also looked at the many kinds of conflict, such as status, task, relationship, and process. Comprehending these distinct categories enabled us to acknowledge that there are several approaches to conflict resolution, each necessitating a different approach. The topic also discussed the levels of conflict, ranging from intrapersonal (inside ourselves) to interpersonal (between people), intergroup (between groups), and inter-organizational (between organizations). This broadens our understanding of conflict by demonstrating that it may happen on a variety of scales and levels. The topic gave us tools to efficiently deliver solutions in difficult situations and insightful knowledge about handling conflict in the workplace. We studied many dispute resolution strategies, including clarifying what the issue is and identifying a solution. Every tactic has benefits and drawbacks, and the lesson gave us insight into when each may work best. The lesson's presentation of the turtle, shark, teddy bear, fox, and owl conflict styles was among its most beneficial elements. This concept gave people a valuable tool to understand how people handle conflict. In combat, the shark is aggressive, but the turtle seeks to retreat. While the fox tries to compromise, the teddy bear tries to diffuse tension. The owl takes a straightforward approach to confrontation. We were able to acknowledge that there is no one correct method to manage conflict and that people respond to it differently after learning about these many types. Even though the class was exciting and educational, we may have learned more if there had been more interactive exercises. We would have had the chance to try using conflict resolution strategies through role-playing games or class discussions. However, the inclusion of such activities was probably constrained by the time constraints and the necessity to address other topics. The conflict management topic was helpful overall because we learned a lot about comprehending and resolving conflict. The session was exciting and enlightening because it covered many facets of conflict in detail and included examples from everyday life. The topic provided us with a solid basis for comprehending and successfully resolving conflict.

DOI 10.5281/zenodo.14302338

Motivational theories' contributions to human motivation and its limitations. From basic physiological needs to self-actualization, Maslow's Hierarchy of Needs is organized as a five-level pyramid that suggests a sequential method for meeting these needs. However, its inflexible framework has drawn criticism for failing to consider situations where people prioritize higher-order needs—like esteem or social relationships—even when their basic needs are unmet. Maslow's ability to depict the context-sensitive and adaptable facets of human motivation is constrained by this rigidity.

Alderfer's ERG Theory allows for the simultaneous pursuit of needs by breaking down Maslow's hierarchy into Existence, Relatedness, and Growth categories. Although it is more flexible than Maslow's model, its ability to capture the subtleties of individual motivation is limited by practical issues with subjective need classification and ambiguous transitions. Motivation is divided into two categories by Herzberg's Two-Factor Theory: motivators, which encourage satisfaction, and hygiene factors, which avoid discontent. This concept may oversimplify motivation by believing that hygienic elements, like money, can merely avoid unhappiness rather than motivation, even though it offers insightful information about job satisfaction. It could ignore situations where external variables, such as compensation, work as constructive motivators, failing to consider the individual differences in motivational drivers.

Goal Setting Theory is criticized for potentially causing stress and unhealthy competitiveness, yet it emphasizes setting clear, challenging goals to increase productivity. It ignores personal capabilities, assets, and outside influences, which could have detrimental motivational effects in strict implementations. Based on behaviorism, the Carrot and Stick method uses rewards and penalties to change behavior. Its simplicity is both a benefit and a drawback because it emphasizes external motivators above all else, which could reduce intrinsic motivation and lead to a dependence on outside rewards.

Similarly, Skinner's Reinforcement Theory is attacked for ignoring intrinsic motivators despite using incentives and punishments. An over-reliance on reinforcement can reduce long-term motivation and engagement, even while it may successfully support short-term behavioral changes. McClelland's Three demands Theory provides a flexible framework that considers individual differences by identifying power, affiliation, and achievement demands. However, focusing on these three requirements may ignore other vital motivators, and its focus on performance may forgive those who value other factors, such as social ties or general well-being. Vroom's Expectancy Theory links expected results and incentives to motivation. Even if it considers individual expectations, evaluating them and supposing logical decision-making makes practical implementation challenging. Its predictive ability may be weakened since it needs to think that people frequently behave irrationally adequately. Finally, Adams' Equity Theory asserts that motivation is influenced by how fair rewards are considered. Even though equity is emphasized, it is based on universal principles of justice that vary significantly from person to person. If this concept disregards individual values, it risks promoting entitlement or unreasonable expectations.

In conclusion, these theories of motivation highlight the various and complex facets of motivation while offering helpful information. Effective motivational tactics should incorporate elements from several theories while addressing environmental and individual characteristics to address changing motivational requirements effectively.

DOI 10.5281/zenodo.14302477

In “OBSERVATION DURING MUNICIPAL TRIAL COURT”, the court hearing began with the judge introducing herself and explaining certain courtroom protocols. She informed everyone that no recordings or photographs would be allowed inside the courtroom. She also clarified that, for small claims cases like this one (related to the collection of a sum of money, such as loans or sales), she was not wearing the traditional black robe. The judge further explained that, in small claims cases, she had the discretion to either wear the robe or not and could speak in the local dialect. The goal was to keep expenses low for the parties involved, as attorneys were not required in small claims cases.

However, for civil and criminal cases, judges are obliged to wear the black robe and communicate only in English, unless the parties involved do not understand English, in which case an interpreter is provided. During the hearing, a stenographer was responsible for recording all conversations. The presiding Judge, clerk of court, interpreter, stenographers, the plaintiff and the defendant are present inside the court room. The courtroom layout placed the judge in the center, with the stenographer to her left and the interpreter to her right, while the two parties stood in front of the judge.

The case at hand involves a dispute between the plaintiff and the defendant regarding a financial obligation. The defendant owes the plaintiff a total of One hundred thirty-two thousand pesos (Php 132,000), which both parties have agreed to be paid in installments over several years. According to the terms of the agreement. The defendant will make a partial payment of Ten thousand pesos (Php 10,000) in December 2024. From January 2025 to December 2025, the defendant will pay Five thousand peso (Php 5,000) per month. From January 2026 to November 2026, the defendant will continue making monthly payments of Five thousand pesos (Php 5,000). In December 2026, the defendant will make a final payment of Seven thousand pesos (Php 7,000).

By the end of December 2026, the total sum of One hundred thirty-two thousand pesos (Php 132,000) will be fully paid off through these installment payments. The parties have reached this agreement without amicable settlement, and this arrangement is the subject of the court hearing.

DOI 10.5281/zenodo.14304038