Electronic commerce, commonly known as e-commerce, has the basic definition of trading goods and services on the internet. Technology like smart devices and digital platforms involving websites, mobile applications, and social media are the means by which buy-and-sell engagement occurs. There is an array of e-commerce market platforms, like Alibaba, Amazon, eBay, Lazada, and Shopee, and there are six major models for managing e-commerce nowadays: business-to-consumer (B2C), business-to-business (B2B), business-to-government (B2G), consumer-to-consumer (C2C), consumer-to-business (C2B), and consumer-to-government (C2G).

A pioneering state-of-the-art e-commerce business has altered the means of shopping galore and made the impossible possible these days. The utilization of artificial intelligence has revolutionized the landscape of e-commerce. Artificial intelligence has been developed to mimic the human brain. The emergence of AI far outperforms people’s ability and capacity to engage, infer, and make difficult decisions based on a gargantuan amount of information. AI is the future of multifaceted decision-making, and its apparent impact can transform every walk of life, providing the luxury of ease in doing things.

Shopping is important in our lives because it allows us to get what we need and want. However, shopping around malls and other establishments for a longer time may exhaust us, resulting in physical strain. In addition, one inconvenience of in-person shopping is overcrowded establishments because of the influx of shoppers, especially during weekends and holidays. This may cause a lack of enthusiasm among shoppers to go outside. Convenience and a rewarding experience are important when shopping for what we need and want. Conversely, online shopping eliminates inconvenience and increases the purchasing power of every individual because shoppers are exposed to various products and services from the comfort of their homes. Online shopping is a characterized form of e-commerce that allows buyers to shop on websites. Both entrepreneurs and buyers enfold online transactions into their systems as a more convenient way to sell and buy; for sellers, this propels more deals, and for buyers, it increases customer approval and satisfaction. The availability of online shopping 24/7 provides a comfortable facility for shoppers, and with the emergence of AI, an exciting opportunity awaits everyone far greater than the add-to-cart phenomenon.

Artificial intelligence (AI) is widely incorporated into online shopping nowadays. It boosts the shopping experience online. AI has transfigured the idea of online shopping by providing tools that enhance personalization, like chatbots, virtual assistants, and AI-powered product search for optimal search results. Furthermore, AI can help advance demand projection through data analytics for effective business strategies. The rapid engagement of AI in e-commerce has reshaped the online shopping experience, offering shoppers unequaled swiftness of response, convenience, excitement, and personalization. In a blink of an eye, AI has already substantiated itself as an essential mechanism in online shopping, has a powerful impact, and is foreseeable to grow at an amazing rate over the next few years.

DOI 10.5281/zenodo.11101141 

Mathematics is not just about numbers and calculations. It takes part across a variety of areas of domain in the modern world. Its application has a remarkable impact in disciplines such as data analysis, engineering designs, financial planning, and statistical modeling. Mathematics is applied in so many ways, whether in a minor detail of our day-to-day activity or a complex one. Mathematics is vital in life in a get-up-and-go routine to do simple tasks, such as handling our budget for the day, shopping for the most economical price, preparing food, calculating distance, time and cost for travel, understanding sports, playing music, crafting such as crocheting and even playing games.

         Mathematics helps us to comprehend and appreciate the things around us and make choices as it encourages logical reasoning, creative and critical thinking, and most especially problem-solving. As they say, mathematics is everywhere. Whatever we do and wherever we go, math serves as our guide. We learn from it as we explore the world. Ultimately, we live in a dynamic and contemporary world. Mathematics is a potent instrument that serves as the underpinning of knowledge in all areas and all aspects of modern life.

DOI 10.5281/zenodo.11102290 

Integers, those whole numbers and their negatives, are fundamental in mathematics, yet they can be a source of confusion and misconceptions for learners. These misconceptions often stem from the abstract nature of integers and the rules that govern their operations. Integers are essential to mathematics, serving as the building blocks for a wide range of concepts and calculations. Yet, despite their importance, learners often grapple with misconceptions that can hinder their understanding and performance in math. Let’s explore some common misunderstandings about integers and how to address them.

1.     Negatives Always Mean Less: One of the most pervasive misconceptions is that negative numbers are always less than positive numbers. While this is true on the number line (-3 is to the left of 2), it's important to understand that negative numbers can be greater than other negative numbers. For example, -1 is greater than -3. Reinforcing this concept through real-world examples, such as temperatures below zero or debts increasing, can help clarify this misconception.

2.     Multiplication Always Decreases Value: Another misconception is that multiplying by a negative number always results in a smaller value. While multiplying by a negative number does change the sign, it does not necessarily make the result smaller. For example, -2 multiplied by -3 equals 6, a positive number. Illustrating this with scenarios like debts canceling out or directions on a coordinate plane can aid in understanding.

3.     Absolute Value Only Applies to Positive Numbers: Absolute value is often misunderstood as applying only to positive numbers. However, absolute value is a measure of distance from zero and is always positive or zero. For example, |-5| equals 5, not -5. This concept can be reinforced by discussing distances on a number line or magnitudes in physics.

4.     Subtraction Involving Negatives is Always Negative: Learners may mistakenly believe that subtracting a negative number always results in a negative number. However, subtracting a negative is equivalent to adding a positive. For example, 7 - (-3) is the same as 7 + 3, which equals 10. Visualizing this on a number line or with a balance scale can help clarify the concept.

5.     Ordering Negatives and Positives: Understanding the order of integers can be challenging. Learners may struggle with whether -3 is greater or less than 2. It's essential to reinforce that the farther a number is from zero, the greater its value, regardless of the sign. Strategies like using number lines or comparing magnitudes can aid in understanding.

Addressing Misconceptions:

Use Concrete Examples: Relate integers to real-life situations to make them more relatable and understandable.

Visual Representations: Use number lines, counters, or diagrams to visualize operations with integers.

Hands-on Activities: Engage students in interactive activities that involve manipulating integers to reinforce understanding.

Peer Discussions: Encourage students to discuss and explain concepts to each other, which can help clarify misconceptions.

Feedback and Correction: Provide timely feedback on students' work, focusing on correcting misconceptions and reinforcing correct concepts.

Addressing these misconceptions requires patience, practice, and a variety of teaching strategies. By providing real-world examples, visual aids, and opportunities for hands-on learning, educators can help learners develop a solid understanding of integers and strengthen their overall math skills. By addressing these common misconceptions and providing students with opportunities to explore and practice operations with integers in meaningful ways, educators can help students develop a solid understanding of integers and improve their overall mathematical proficiency.

DOI 10.5281/zenodo.11111750 

In traditional education systems, mathematics is often taught as a standalone subject, disconnected from other disciplines. However, there is growing recognition of the benefits of integrating mathematics across subjects and contexts. By integrating mathematics into various disciplines such as science, technology, engineering, and even the arts, students can develop a deeper understanding of mathematical concepts and their real-world applications.

One of the key benefits of integrating mathematics is that it helps students see the relevance of mathematics in everyday life. When mathematics is taught in isolation, students may struggle to understand its practical applications. However, when mathematics is integrated into other subjects, students can see how mathematical concepts are used to solve real-world problems in fields such as physics, biology, economics, and more.

Integration also helps students develop a more holistic understanding of concepts. For example, when studying a topic like climate change, students can use mathematical models to understand the impact of human activities on the environment. This not only helps students understand the mathematical concepts involved but also deepens their understanding of the scientific principles behind climate change.

Furthermore, integration can enhance students' problem-solving skills. When students are asked to apply mathematical concepts to solve problems in other subjects, they are forced to think critically and creatively. This can help them develop a more flexible and versatile approach to problem-solving, which is a valuable skill in today's world.

To successfully integrate mathematics across subjects, educators can use a variety of strategies. One approach is to use real-world examples and applications to illustrate mathematical concepts. For example, when teaching geometry, educators can use examples from art and architecture to demonstrate the practical applications of geometric principles. Another approach is to use interdisciplinary projects that require students to use mathematics in conjunction with other subjects. For example, students could work on a project that involves designing a sustainable building, which would require them to use mathematical concepts such as geometry, algebra, and statistics, as well as concepts from engineering and environmental science.

Integrating values in mathematics education goes beyond teaching formulas and equations; it is about nurturing ethical, social, and personal development. By incorporating values such as empathy, responsibility, and creativity, educators can create a learning environment that fosters holistic growth and prepares students to be ethical, compassionate, and socially responsible citizens.

Strategies for Values Integration:

Contextualizing Mathematics: Relate mathematical concepts to real-life situations, ethical dilemmas, and societal issues to make them more meaningful and relevant.

Incorporating Reflective Practices: Encourage students to reflect on the ethical implications of their mathematical decisions and the impact of mathematics on society.

Promoting Collaborative Learning: Provide opportunities for students to work together, share ideas, and appreciate diverse perspectives, fostering empathy and cooperation.

Encouraging Critical Thinking: Pose open-ended questions that challenge students to consider multiple solutions and evaluate the ethical implications of each.

Overall, integrating mathematics across subjects and contexts can enhance students' learning experiences and help them develop a deeper understanding of mathematical concepts. By showing students the relevance of mathematics in other disciplines, integration can help students see mathematics not just as a standalone subject, but as a powerful tool that can be used to solve a wide range of problems in the real world.

DOI 10.5281/zenodo.11111753 

Abstrak

         Ang kuwalitatibong pag-aaral na ito ay tungkol sa pagtukoy ng kabisaan ng Learning Resource Pack (LRP) sa pagtuturo ng Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik na makatutulong sa mga mag-aaral upang makabuo ng sistematikong pananaliksik. Napiling gamitin sa pag-aaral ang paraang Research and Development (R & D). Inilahad sa pag-aaral na ito ang proseso ng pagbuo ng kagamitang pampagtuturo at ang kahalagahan nito, maging ang pagtukoy ng kabisaan nito sa tulong ng panimulang pagsusulit at panghuling pagsusulit.

         Gumamit ng tseklis ang mananaliksik sa pagpapabalido sa mga eksperto upang matukoy ang kalidad ng nabuong kagamitan. Ang mga pamantayang nakapaloob sa tseklis ay ang sumusunod: (1) Layunin, (2) Nilalaman, (3) Format, (4) Presentasyon at Organisasyon, (5) Pagsasanay at (6) Kawastuhan at Napapanahong Impormasyon.

         Sa tulong ng tseklis at nabuong LRP ay sinikap na maipabalido ang pag-aaral sa limang (5) ekspertong guro sa Filipino. Batay kinalalabasan ng balidasyon ng mga eksperto sa nabuong LRP, malinaw na nailahad sa mga resulta ng mga datos ng pangkalahatang mean na 4.89 na may berbal na interpretasyong mataas na katanggap-tanggap. Ito ay nangangahulugan, sa kabuuan, napatunayan na ang nabuong LRP ay lubhang tanggap-tanggap bilang karagdagang kagamitang pampagtuturo at natitiyak na lubos itong makatutulong sa paghasa ng kasanayan at pagpapaunlad ng kaalaman ng mga mag-aaral sa ika-11 na baitang. Samantala, sa pagtukoy naman ng kabisaan nito ay isinagawa ang paunang pagsusulit at ang panghuling pagsusulit. Batay sa naging resulta, may makabuluhang pagkakaiba sa iskor ng kontroladong hanay at eksperimental na hanay. Nangangahulugang ang nabuong LRP ay mabisang kagamitan sa pagtuturo at pagkatuto.

         Sa kabuuan, ang nabuong Learning Resource Pack ay malaki ang magiging pakinabang sa mga guro ng asignaturang Filipino, maging sa mga mag-aaral sa baitang 11 para sa ikauunlad pa ng kanilang pagkatuto. Ito ang isa sa mga susi at magiging daan para sa mas maunlad na kaalaman at kakayahan sa pagbuo ng sistematikong pananaliksik. Samakatuwid, ang nabuong pag-aaral ay maaari ding makatulong sa iba pang mananaliksik na nagnanais na magsagawa ng pananaliksik ukol sa pagbuo ng mga interbensyon at karagdagang kagamitang pampagtuturo at pampakatuto.

Susing Salita: Learning Resource Pack (LRP), paunang pagsusulit, panghuling pagsusulit, pampagtuturo, pampagkatuto, interbensyon.

TSAPTER 1

KALIGIRAN AT SALIGAN NG PAG-AARAL

Introduksyon

Ang Sustainable Development Goals (SDG), na kilala rin sa tawag na Global Goals ay pinagtibay ng United Nations (UN) noong 2015 bilang isang pandaigdigang panawagan at aksyon sa pagwakas ng kahirapan, proteksyunan ang mundo, at siguraduhin na sa 2040 ay lahat ng tao ay tatamasa ng kapayapaan at kasaganaan, UNDP (2023). Ang edukasyon ang isa sa mga tunguhin upang maisakatuparan ito.

Ang pang-apat na uri ng SDG ay ukol sa kalidad na edukasyon. Ito ay ang “Ensure inclusive and equitable quality education and promote lifelong learning opotunities for all.” Ang pagkakaroon ng isang kalidad na edukasyon ay palalakasin ang pangunahing saklaw nito. Malaki ang progresong nagawa tungo sa oportunidad sa edukasyon sa lahat ng aspeto. Ang mga may kakayahang bumasa’t sumulat sa buong mundo ay lubos na umunlad, ngunit kinakailangan pa ring paigtingin ito upang makamit ang layuning pandaigdigang edukasyon para sa lahat. Sa Pilipinas, ang K to 12 Kurikulum ay isa sa nakitang paraan ng Kagawaran ng Edukasyon sa pagpapaigting ng kalidad na edukasyon. Hanggang sa kasalukuyan, ito ay patuloy na namamayagpag dahil sa mataas na bilang ng mga nahuhubog na mahuhusay na propesyunal. Kabilaan din ang karangalang nakakamit ng mga paaralan sa lalawigan ng Tarlac bunsad ng mga programang pinauunlad ng Kagawaran ng Edukasyon – Dibisyon ng Probinsya ng Tarlac. Maging ang mga mag-aaral ng Tarlac Agricultural University – Laboratory School (TAU-LS) ay patuloy na namamayagpag at nakikilala dahil sa husay at talino ng mga mag-aaral. Kabilaan ang pagkamit ng karangalan sa iba’t ibang larangan dahil na rin sa tulong, tiyaga at pagpapagal ng mga guro sa pagpapalawak ng kanilang kaalaman at kakayahan.

Humigit kumulang apat na taon ang naging paghihirap sa mga mag-aaral simula nang itigil ang pagpasok sa paaralan dulot ng pandemya. Kabi-kabilang suhestyon at rekomendasyon ang napagplanuhan kung ano ang magiging aksyon at kung paano muling maipagpapatuloy ang pag-aaral kahit ipinagbabawal ang paglabas dahil wala ring katiyakan kung kailan matatapos ang pandemya, at hindi mainam para sa mga mag-aaral ang mahinto nang napakatagal sa pagkatuto, dahil tiyak na hindi maganda ang magiging kalalabasan nito. Ang pagpapatupad ng distanced learning ang kinakitaan ng Kagawaran ng Edukasyon (DepEd) ng potensyal upang matugunan at mapunan ang mga pangangailangan ng mga mag-aaral upang magpatuloy ang kanilang pagkatuto. Sa katunayan, bago pa man ang pandemya, mayroon nang ilang unibersidad at pribadong paaralan sa Pilipinas man maging sa ibang bansa ang nagsasagawa ng alternatibong sistema ng edukasyon lalo na ang mga paaralang sentro ang teknolohiya.

Binigyang-diin ng dating kalihim ng DepEd na si Dr. Leonor Briones ang kahalagahan ng saloobin sa kasagsagan ng pandemya, at ang isantabi ang edukasyon ay hindi isang opsyon na gawin noon. Ang paggamit ng teknolohiya ng mga mag-aaral sa larangan ng edukasyon ang nagbigay-daan upang maging posible ang pagsasagawa ng birtwal na klase sa kaniya-kaniyang mga tahanan. Mayroong ilan naman na nagsagawa ng modular learning, ito ay isang uri ng distanced learning na gumagamit ng Self-Learning Modules (SLM) na binuo ng mga ekspertong guro at ito ay nakabatay sa Most Essential Learning Competencies (MELCS) na inilabas ng DepEd. Umusbong din ang ilan pang mga proyekto at programang nabuo ng iba’t ibang sangay ng edukasyon upang matiyak ang mataas na pursiyento ng kalidad na pagkatuto. Nariyan ang pagtatalakay ng mga aralin gamit ng telebisyon, radyo at maging ang pag-live sa social media upang maging gabay sa mga aralin na isinasagawa sa tahanan, lalong-lalo na ang mga mag-aaral na piniling gamitin ang Self-Learning Modules.

Ayon kay Santiago (2019), ang pagtuturo at pagkatuto ay isang sagradong gawain na nangangailangan ng maingat na pagtutulungan sa pagitan ng DepEd, mga guro at mga mag-aaral sa tulong ng mga kagamitang pampagturo at pampagkatuto. Sa madaling salita, malaki ang gampanin at tulong sa pagdaloy at pag-unlad ng kaalaman gamit ang mga karagdagang kagamitan. Isa ang Learning Resource Pack (LRP) sa magpaparating ng abot-kamay na impormasyon at gawaing magpapaunlad sa pagkatuto ng mga mag-aaral.  Kaugnay nito, nabanggit ni Tipay (2018) na ang mga kagamitan ay kumokontrol sa pagtuturo at pagkatuto. Kinakailangang ito ay makatulong sa pagkatuto ng mga mag-aaral, ito ay magsisilbing pagmumulan ng mga ideya at mga gawain para sa pagtuturo at pagkatuto (resource of ideas and activities for instruction and learning), at magsisilbing batayan o gabay ng guro sa mga gawain. Kailangan ng mga mag-aaral ng isang kagamitang pampagtuturo na pasok sa kanilang pangangailangan maging ng mga gurong kapos sa kagamitang makatutulong sa pagpapadali ng kanilang pagtuturo.

Ang Filipino bilang asignatura ang isa sa lubos na naaapektuhan ng kakulangan ng kagamitang pampagtuturo at pampagkatuto. Maging ang ilang silid aklatan ay limitado rin ang makikita at magagamit na aklat na nakasulat at nailimbag sa wikang Filipino. Isa rin ito sa problemang kinahaharap ng TAU-LS sa pagdaloy ng karunungan sa mga mag-aaral. Walang magamit na aklat ang mga bata bilang katayang kaalaman at mapagkukunan ng kaalaman dahil halos Ingles lamang ang gamit na midyum na wika sa iba’t ibang larang. Simula noong pandemya, hindi na rin nagbebenta ang paaralan ng mga alok na aklat mula sa iba’t ibang limbagan kaya’t ang guro na lamang ang gumagawa ng paraan at lumilikom ng mga batayang aklat sa pagtuturo. Dulot nito at ng pandemya, ang Tarlac Agricultural University (TAU) ay bumuo ng isang kagamitang batayang pampagtuturo at pampagkatuto para sa mga guro at mag-aaral, ito ang Learning Resource Pack (LRP). Ang paggamit nito ay isa sa mga bagong pamamaraan ng pagkatuto na kinapapalooban ng mga sanayang gawain, talakayan, at pauna at panghuling pagsusulit. Kakikitaan ito ng potensyal bilang isang karagdagang kagamitang pampagtuturo at pampagkatuto sa Asynchronous man o sa Synchronous Classes.

Sa paglipas ng panahon ay marami na ring naisagawang pag-aaral ukol sa kabisaan ng mga kagamitang pampagtuturo at pampagkatuto na kinabibilangan ng bubuohing Learning Resource Pack (LRP). Sinabi ni Morales (2019) sa kanyang pag-aaral, ang kalidad na edukasyon ay pundasyon ng bawat mag-aaral tungo sa maganda at maunlad na kinabukasan. Ito ang magbubukas ng mga pintuan tungo sa maraming oportunidad na magiging daan tungo sa maaliwalas na buhay. Dagdag pa niya, makatutulong ang mga karagdagang kagamitang pampagtuturo tulad na lamang ng mga modyul, Strategic Intervention Material, suplemental na kagamitan, at marami pang iba upang mas mapadali at mas mapaunlad ng mga mag-aaral ang kanilang kaalaman kasanayan, at kakayahang matuto maging sila man ay mag-isa o nasa ilalim ng patnubay ng guro.

Layunin ng Learning Resource Pack (LRP) na mas maging mabisa ang pagtuturo at pagkatuto ng mga mag-aaral anumang paraan ng pagkatuto at kahit saanmang panig ng mundo ang puntahan ay makatutulong ito upang maging daan sa isang kalidad na edukasyon. Pinatunayan ito ni Tety (2016) nang ipinahayag niya na ang mga instruksyonal na kagamitan ay naobserbahan bilang isang napakamakapangyarihang estratehiya upang maisakatuparan ang epektibong pagtuturo at pagkatuto. Ang mananaliksik ay naglalayong mapahusay at mapaunlad ito sa tulong ng modelong Cone of Experience ni Edgar Dale (1969). Bawat gawaing nakapaloob sa bawat paksang tatalakayin mula sa pang-unang pagsusulit hanggang sa panghuling pagsusulit ay tiyak na nakabatay sa nasabing modelo. Ito ay makatutulong upang matukoy at masukat ang kaalamang malilinang sa isipan, kakayahan at kaalaman ng mga mag-aaral batay sa estratehiya na ginamit sa mga araling nakapaloob sa nabuong LRP. Sa paraang ito ay natitiyak na magiging maganda ang resulta ng pagkatuto ng mga mag-aaral, dahil maliban sa isinaalang-alang ng mananaliksik ang pagkakaiba-iba at interes ng mga bata na hindi nakita sa mga nabuong LRP noon ay sinurado rin ang kalidad ng kaalamang malilinang sa isipan, kaalaman at kakayahan ng mga mag-aaral.

Ang asignaturang Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananliksik na may deskripsyong, “Pag-aaral sa proseso ng pagbasa at pagsusuri ng iba’t ibang anyo at uri ng Teksto na nakatutulong sa pagbuo at pagsulat ng sistematikong Pananaliksik” ang magiging pokus ng pananaliksik na ito. Ito ay isa sa mga mahahalagang asignaturang dapat matutuhan ng mga mag-aaral sa baitang 11. Layon nitong mahubog ang isipan sa pag-unawa ng mga pahayag at makabuo ng kanilang sariling pagpapahayag batay sa pangangailangan o layunin ng kanilang pagsusulat na inilalapat sa pagbuo ng pananaliksik. Lubos na kinakitaan ng pagkabagot ang mag-aaral sa pagtatalakay nito dahil wala silang sariling kagamitang pampagkatuto na nagagamit. Naging dahilan din ito upang mawala ang kanilang interes at pagpapahalaga sa pag-aaral ng asignaturang ito at ng iba pang asignaturang walang opisyal na kagamitan bilang batayan ng kaalaman. Iyon ang nag-udyok sa mananaliksik na magsagawa ng pag-aaral upang mahinto na ang mga suliraning ito at magkaroon ng makabagong pamamaraang pampagtuturo at pampagkatuto upang manumbalik ang interes ng mga mag-aaral sa pag-aaral ng mga araling may kaugnay sa asignaturang Filipino.

Ang TAU patuloy na ginagamit ang LRP sa kasalukuyan dahil kinakitaan ng potensyal ang kagamitang ito, lubos na nakatutulong ito sa mga mag-aaral at guro para sa mas komprehensibong pagtuturo at pagkatuto. Sinigurado ng mananaliksik na ang nabuong LRP ay hindi mawawalan ng saysay, sa halip, ito ay makatulong ito upang mas mapaunlad pa ang edukasyon sa Pilipinas sa paglipas ng panahon.

Ang pagbuo ng ganitong karagdagang kagamitan ay kinakailangan pa ring ipagpatuloy dahil sa magandang dulot nito sa pagkatuto, kinakailangan ding maging napapanahon ang mga impormasyong nakapaloob sa ganitong uri ng sitywasyon kaya’t kinakailangan ding marebisa at makabuo ng makabagong kagamitang pampagkatuto at pampagtuturo. Magiging abot-kamay ang kagamitang ito at tiyak na mas mapauunlad pa ang kaalaman at kakayahan ng mga mag-aaral. Kapaki-pakinabang din ang pananaliksik na ito dahil pinalitaw nito ang ikagaganda pa ng LRP gayundin ang epektibong dulot nito sa pagkatuto at pagtuturo.

Layunin ng Pag-aaral

         Ang pag-aaral na ito ay naglayong makabuo, matukoy at magamit ang nabuong Learning Resource Pack (LRP) sa pagtuturo at pagkatuto sa asignaturang Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik ng mga mag-aaral sa Baitang 11 ng Tarlac Agricultural University – Laboratory School.

         Kaugnay nito, ninais matugunan ng pag-aaral na ito ang sumusunod na layunin:

1.     Makabuo ng isang Leaning Resource Pack (LRP) sa asignaturang Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik bilang kagamitang pampagtuturo at pampagkatuto sa mga araling:

1.1  Tekstong Impormatibo

1.2  Tekstong Deskriptibo

1.3  Tekstong Persuweysib

1.4  Tekstong Naratibo

1.5  Tekstong Argumentatibo

1.6  Tekstong Prosidyural

2.     Makapagpabalido sa mga eksperto sa mabubuong Learning Resource Pack (LRP) batay sa:

2.1 Layunin

2.2 Nilalaman

2.3 Format

2.3.1 Ilustrasyon

2.3.2 Disenyo/Pag-aanyo

2.4 Presentasyon at Organisasyon

2.5 Pagsasanay

2.6 Kawastuhan at Napapanahong Impormasyon

3.     Matukoy ang kabisaan ng mabubuong Learning Resource Pack (LRP) sa pamamagitan ng pagsasagawa ng mga sumusunod:

3.1 Paunang Pagsusulit

3.2 Panghuling pagsusulit

4.     Matukoy ang implikasyon ng nabuong Learning Resource Pack (LRP) bilang kagamitang pampagtuturo at pampagkatuto sa asignaturang Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik.

Mungkahing Palagay

Sa bahaging ito, nakalahad ang mga pangunahing palagay ng mananaliksik batay sa pag-aaral ukol sa Learning Resource Pack (LRP) ukol sa asignaturang Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik.

1.     Walang makabuluhang pagkakaiba ang iskor sa paunang pagsusulit at panghuling pagsusulit ng kontroladong hanay.

2.     Walang makabuluhang pagkakaiba ang iskor ng paunang pagsusulit at panghuling pagsusulit ng eksperimental na hanay.

Kahalagahan ng Pag-aaral

         Layunin ng pag-aaral na ito na matukoy ang kabisaan ng paggamit ng Learning Resource Pack (LRP) bilang kagamitang pampagtuturo at para sa mas magandang kalidad ng pagkatuto sa asignaturang Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik sa Baitang 11. Kaugnay nito, ang pag-aaral na ito ay inasahang maging kapakipakinabang sa mga mag-aaral, mga guro, paaralan ng Tarlac Agricultural University – Laboratory School, mga magulang, at mga mananaliksik sa hinaharap na naglayong makabuo pa ng sa katulad o kaugnay na paksa.

Sa mga mag-aaral. Nakatutulong ang Learning Resource Pack (LRP) sa mga mag-aaral, mapaloob at labas man ng paaralan. Sa paraang ito ay natutulungan ang mga mag-aaral na hasain ang mga kaalamang nakamit sa tulong ng mga gawaing nakapaloob sa LRP at mas mapadadali ang pangangalap nila ng mga impormasyon ukol sa mga araling tinalakay at matatalakay pa. Ito ay magiging daan upang mapataas ang antas ng kanilang pag-unawa. Sa paraang ito ay mahihikayat at muling maimumulat ang galing ng mga mag-aaral sa pasalita at pasulat man na pamamaraan, upang malinang ang kanilang kaalaman at kakayahan sa paggamit ng wastong salita.

Sa mga guro ng Filipino. Magiging malaki ang tulong ng mga Learning Resource Pack (LRP) sa mga guro, dahil magkakaroon sila ng karagdagang kagamitang pampagtuturo. Nakatutulong ito upang hindi na gugugol ng napakahabang oras at upang mapagaan ang mga gawain nila dahil sa kalapip na mga gawaing nakapaloob sa LRP. Isa rin ito sa paraan upang mahasa ang kakayahan at kaalaman ng mga guro na siyang magiging daan sa pagiging epektibong guro. Kung ang guro ay epektibo sa larangan ng pagtuturo, tiyak na magiging matagumpay ang mataas na antas na pagkatuto ng mga mag-aaral.

Sa administrador ng paaralan. Ang nabuong Learning Resource Pack (LRP) ay magbibigay ng malaking ambag at tulong upang magkaroon ng sapat na kagamitang pampagtuturo ang paaralan na magiging daan sa mas magandang resulta ng maayos at tiyak na kalidad na pagtuturo at pagkatuto, dahil tiyak na naibabahagi ng mga guro ang kaalamang kinakailangan ng kanilang mga mag-aaral. Maaaring magamit ng mga guro at ng mga susunod pang magiging guro ng nasabing paaralan ang LRP kahit sa paglipas ng napakarami pang panahon.

Sa mga magulang. Ang mga magulang ang pinakaunang guro ng mga mag-aaral. Ang nabuong Learning Resoruce Pack (LRP) ay makatutulong sa kanila upang kanilang masubaybayan ang pagkatuto ng kanilang mga anak. Sila ay maaaring maging guro habang ang pagkatuto ay naisasagawa sa tahanan, tulad ng paggawa ng mga takdang-aralin. Sa paraang ito ay makikita rin nila agad ang mga magiging resulta ng mga gawain ng mga kanilang mga anak. Sa tulong din ng LRP ay tiyak na magiging maganda ang kinalalabasan ng kanilang mga gawain kalakip ng patnubay ng kanilang mga magulang.

Sa mga mananaliksik sa hinaharap. Ang pananaliksik na ito ay magiging batayan sa mga susunod pang pag-aaral na may kaugnay sa pagbuo at pagtukoy ng kabisaan ng nabuong kagamitang pampagtuturo. Makatutulong din ito at magsisilbing gabay upang mas mapaunlad ang kalidad ng pagtuturo at pagkatuto sa asignaturang Filipino.

Saklaw at Delimitasyon

         Binigyang-diin ng mananaliksik ang pagbuo ng Learning Resource Pack (LRP) para sa mga mag-aaral ng Senior High School na kumukuha ng asignaturang Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik. Ang kagamitang pampagtuturong ito ay naglayong maipabalido sa mga eskperto at matukoy ang kabisaan nito.

         Ang nabuong Learning Resource Pack (LRP) ay naglalaman ng mga paksang nakapaloob sa mungkahing silabus para sa asignaturang CORE 04 – Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik. Ito ay ang mga sumusunod: Tekstong Impormatibo, Tekstong Deskriptibo, Tekstong Persuweysib, Tekstong Naratibo, Tekstong Argumentatibo, at Tekstong Prosidyural. Ang mga ito ay tinalakay sa LRP at tiniyak na ang mga inilahad na gawain ay nakabatay sa modelong Cone of Experience ni Edgar Dale. Ang modelo ang naging batayan ng mananaliksik sa pagbuo ng mga gawaing nakapaloob sa mabubuong LRP, sa tulong nito ay mas magiging maayos at malinaw ang pagtukoy sa kaalaman na malilinang sa isipan, kaalaman at kakayahan ng mga mag-aaral matapos ang talakayan at mga gawaing nakapaloob sa nabuong LRP. Sa paraang ito ay naisasaalang-alang din ang pagkakaiba-iba ng mga mag-aaral sa kanilang kaniya-kaniyang pamamaraan ng pagkatuto. Ang bawat layuning nais makamtam sa bawat araling inilahad sa LRP ay siniguradong nakabatay sa modelong ito at walang katulad sa mga gawaing nakapaloob sa MELCS na inilunsad ng DepEd.

         Ang animnapung (60) mag-aaral na ginamit bilang kalahok ng mananaliksik ay mula sa Tarlac Agricultural University – Laboratory School na kumuha ng asignaturang Pagbasa at Pagsusuri sa Iba’t Ibang Teksto Tungo sa Pananaliksik. Binuo ang Learning Resoruce Pack (LRP) na ito upang makatulong sa mga gurong nagtuturo ng asignaturang ito at para sa mga mag-aaral upang mahubog ang kanilang kasanayan at kakayahan na makatutulong ng magandang resulta ng pagkatuto at maging sa pagbuo ng mahusay na sistematikong pananaliksik. Isinakatuparan ang pamantayang pangnilalaman at pagganap ng asignaturang nais bigyang-pansin ng pananaliksik na ito.  Tatlumpung (30) mag-aaral para sa eksperimental na hanay at tatlumpung (30) mag-aaral sa kontroladong hanay.

         Nakatuon ang pananaliksik na ito sa layunin ng LRP, nilalaman na nakabatay sa mungkahing silabus, format ng LRP, presentasyon at organisasyon ng mga impormasyon at ideya, ang mga nakapaloob na pagsasanay sa bawat paksang tatalakayin, at ng kawastuhan at napapanahong impormasyong nakapaloob sa LRP. Maging ang pagtukoy sa kabisaan at antas ng pagtanggap ng mga mag-aaral ay nagmula sa mga mag-aaral ng Senior High School mula sa Tarlac Agricultural University – Laboratory School. Pinili ang mga mag-aaral na kabilang sa Science, Technology and Mathematics Strand ng ikalawang semester sa taong panuruang 2023-2024 at ang balidasyon ay isinagawa ng mga gurong eksperto sa sangay ng asignaturang Filipino mula sa mga Higher Education Institution (HEI) na mayroong Laboratory Schools, at mga piling paaralan mula sa Kagawaran ng Edukasyon, Dibisyon ng Probinsya ng Tarlac.

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DOI 10.5281/zenodo.11111811 

Let me ask you something, why are teachers always at fault when a student performs poorly or when a student lacks proper behavior? Why do people blame teachers for everything? If a child doesn’t know how to read, the teacher is accountable for it. If a learner fails his or her subjects, it’s on the teacher again. Teachers may have shortcomings, flaws, and weaknesses, and sometimes encounter many challenges that may affect their productivity and well-being but that doesn’t mean they are not doing their jobs as teachers. Teachers work tirelessly to inculcate, guide, and support their learners to be the best of their abilities.

Like anyone else, teachers have limitations and may face obstacles that affect their capability to fulfill all areas of their roles perfectly. But these things are oftentimes overlooked. However, these limitations and problems do not negate their valuable contributions as teachers to learners.

Why do learners fail? Why do learners misconduct? Why some learners doesn’t know how to read? Why some learners doesn’t know how to write a sentence? Attributing all these areas and instances of misconduct and poor behavior solely to teachers ignores the idea that educating a child is the responsibility of all; It is in fact the role of teachers, parents, students themselves, and the government. It is somehow unfair, inaccurate, and painful that teachers always take the blame. Blaming teachers without addressing properly these fundamental issues will only perpetuate a chain of misunderstanding, confusion, chaos, and ineffective solutions.

To somehow address these underlying issues, parents should also be aware of their roles. Parents should know that their guidance, support, and positive parental involvement are crucial factors in their child’s well-being and academic success. Take note that what a child sees at home, will surely apply in the real world. A child is like a sponge, he or she is absorbing everything around them, especially in their homes where they spend and interact most of their time. We all know that the home environment is the foundation of a child’s learning. Therefore, adults inside the home must create a nurturing environment and show positive behavior.

Every parent should know this perspective, if a child grows up in a home filled with respect, care, love, support, and encouragement, they for sure carry those qualities into their own lives. On the contrary, if they observe negativity, unhealthy habits, quarrels, or conflicts, they may replicate and imitate those patterns as well. Therefore, collaboration between parents and teachers is very important for the success and overall well-being of learners. They cater both the academic and personal needs of learners.

On the other hand, learners themselves play crucial roles in their academic achievement and development. They should take responsibility for their progress, by knowing how to manage their time effectively, set objectives wisely, and being proactive, and motivated. Moreover, participating in class lectures, engaging in learning activities, being present in class, and doing assignments and projects are all important in the academic achievement of learners. Learners should also know how to self-reflect so that they can identify areas for improvement and find ways to address them. But it is a sad reality that there are learners today who don’t care at all if they are learning or not. We have learners who are lax and negligent towards studying. It’s true that in some cases, students appear to be unmotivated or disengaged maybe because of several factors such as constant access to social media and mobile games.

Therefore, to address these challenges it requires a multifaceted approach among teachers, parents, policymakers, and the community. Blaming teachers is not the solution to addressing challenges to education, instead let us all provide our learners a support system that promotes positivity, motivation, and engagement. Let us be the reason that all learners succeed in their endeavors. Let us hope that our learners are still the hope of the nation.                                                                                                                                                                             

DOI 10.5281/zenodo.11111964 

Abstract

The study examines the increasing phenomenon of outbound tourism from the Philippines, highlighting the significant influence of immigration procedures at airports on molding the experiences of tourists. This research intends to provide significant insights to a tourism bulletin by evaluating the knowledge, attitudes, and compliance levels of outbound tourists from Iloilo City regarding Philippine immigration airport procedures. The study employs a survey-correlational research methodology with 200 participants selected through convenience sampling. It applies descriptive and inferential statistical analysis to investigate how demographic factors influence participants' awareness of immigration protocols. Interestingly, there were no significant variations based on age or wealth, but gender and purpose of travel had a notable influence on knowledge levels. Female individuals and individuals who travel for work had a greater level of comprehension, emphasizing the necessity for focused educational initiatives. Moreover, the research demonstrates a significant association between favorable attitudes and the willingness to adhere to immigration processes, highlighting the need of cultivating positive mindsets to facilitate smoother travel experiences and regulatory compliance. These findings have both academic and practical significance, as they emphasize the need for customized interventions and collaborative efforts to improve tourists' comprehension and adherence to immigration regulations. This will ultimately strengthen the Philippines' reputation as a top global destination.

Introduction

Exploring the growing phenomenon of outbound tourism from the Philippines and the significant impact of immigration processes at airports in shaping visitors' experiences. Gaining insight on visitors' understanding, attitudes, and adherence to these protocols is crucial to guaranteeing a smooth travel experience and promoting positive interactions between travelers and the countries they visit. This study focuses on outgoing tourists from Iloilo City and tries to evaluate their degree of understanding, attitude, and willingness to adhere to immigration airport procedures in the Philippines. The end objective is to provide relevant insights for a tourism bulletin. This study holds importance for multiple stakeholders, such as inbound and outgoing travelers, the Bureau of Immigration, regional and national tourism ministries, the local government, the travel business, the education sector, and future scholars. This research aims to improve the immigration processes and promote better understanding among stakeholders. By doing so, it seeks to enhance the overall travel experience and solidify the Philippines' status as a favored destination for global adventurers.

Methods

The objective of the study was to evaluate the levels of knowledge, attitude, and compliance among outgoing visitors from Iloilo City regarding the immigration airport proceedings in the Philippines. The findings of this study would be used to contribute to a tourism bulletin. The study utilized a survey-correlational research strategy, following Creswell's description of surveys for quantitative trend analysis and correlational research for examining statistical correlations between variables. The survey consisted of personal information and sections on knowledge, attitude, and compliance. It was administered to 200 visitors selected through convenience sampling in Iloilo City. The participants were divided into several demographic groups. The data were gathered using a custom-designed tool by the researcher and were examined using both descriptive and inferential statistical methods. The analysis was conducted using SPSS software, and the accuracy of the findings was verified by specialists in the field. The process included distributing questionnaires, coding the responses, tallying the data, and conducting statistical analysis using methods such as frequency counts, percentages, averages, standard deviations, Wilcoxon W, Kruskal Wallis H, and Spearman's rho for correlation coefficients.

Results

The Descriptive Data Analysis section provides a thorough examination of the participants' demographics, uncovering interesting trends. Tourists who are over 30 years old, especially females, and those with a moderate income level ranging from ₱22,001 to ₱75,000, demonstrated a very high degree of understanding when it comes to immigration procedures. In contrast, younger tourists, males, and persons with lower income levels had a moderate level of comprehension. This comprehensive analysis offers a complete overview of how various demographic factors can impact an individual's understanding of immigration proceedings, revealing potential areas where focused interventions or educational efforts could be implemented.

Regarding Inferential Data Analysis, statistical tests were utilized to determine significant disparities and correlations among different demographic groupings. The results revealed no significant disparities in knowledge levels with respect to age, travel history, or income. Nevertheless, gender and reason for travel were found to be influential factors in determining levels of knowledge, as females and individuals traveling for business purposes had a greater comprehension of immigration protocols. Furthermore, the analysis demonstrated a significant association between pleasant attitudes and intents to adhere to immigration processes, emphasizing the significance of cultivating positive attitudes among outbound visitors to guarantee more seamless airport experiences and compliance with regulations.

The study offers a comprehensive analysis of the empirical data, providing detailed insights into the knowledge, attitudes, and intentions of outbound visitors from Iloilo City regarding the procedures of Philippine Immigration at airports. These findings have both academic and practical significance, as they can inform policymakers, tourism stakeholders, and airport authorities in developing specific interventions to improve tourists' comprehension and compliance with immigration procedures.

Discussion

The investigation illuminated some crucial facets. Initially, tourists from Iloilo City demonstrate a commendable level of understanding regarding immigration procedures, while there are noticeable gaps that need to be addressed. These gaps encompass factors such as first scrutiny at immigration counters and specific documentation prerequisites, indicating the necessity for focused teaching campaigns. Furthermore, the favorable disposition towards adhering to immigration procedures among tourists highlights a collaborative mindset and a dedication to maintaining lawful and regulatory norms. This mindset is shaped by various variables, including understanding the repercussions, adherence to legal regulations, and the aspiration for hassle-free travel encounters. These reasons underscore the significance of effective communication and comprehensive education regarding immigration protocols. Furthermore, the participants' strong inclination to adhere to immigration procedures demonstrates a proactive attitude towards legal compliance and an acknowledgment of the advantages of following regulatory obligations. The presence of a strong determination is essential in order to guarantee seamless and trouble-free travel encounters, all while upholding the integrity of immigration protocols.

The study has ramifications that apply to both theoretical and practical areas. The results indicate the necessity of customized educational initiatives to target tourists' lack of understanding regarding immigration procedures. Moreover, the favorable disposition towards adherence and strong inclination to conform emphasize the significance of cultivating a nurturing atmosphere that encourages comprehension, consciousness, and collaboration in relation to immigration restrictions. These implications necessitate cooperation among immigration authorities, tourism stakeholders, and educational institutions to create explicit communication strategies, efficient procedures, and focused educational initiatives that improve tourists' understanding, mindset, and willingness to adhere to immigration protocols.

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DOI 10.5281/zenodo.11120783 

Abstrak

Ang pag-aaral na ito ay isinagawa upang matukoy kung anong mga kasanayang pampagkatuto sa Filipino sa antas sekondarya ang mahirap ituro para sa mga guro sa Alternative Learning System (ALS) upang maging batayan sa pagbuo ng mga session guide sa Sangay ng mga Paaralan ng Iloilo sa Taong Panuruan 2021-2022. Palarawang pananaliksik ang ginamit na disenyo ng pag-aaral na ito. Sa ginawang pag-aaral na ito, ang bilang ng sampol ay siyamnapu’t anim (96) na mga guro sa ALS. Ginamit sa pag-aaral na ito ang Talatanungan para sa Mga Kasanayang Mahirap Ituro para sa mga Guro sa ALS. Ang mga natipong datos sa pag-aaral na ito ay tinuos sa pamamagitan ng Frequency Count upang mailarawan at matukoy ang mga kasanayang pampagkatutong mahirap ituro para sa mga guro sa ALS at Ranking (Pagraranggo) upang mailarawan at matukoy ang pinakamahihirap iturong mga kasanayang pampagkatuto para sa mga guro sa ALS.

Mga Susing Salita: Pagtuturo, Asignaturang Filipino, Alternative Learning System (ALS), Session Guide

1.              Introduksiyon

Maraming paraan upang matuto. Sa kamay ng guro nakasalalay ang pagkatuto ng mga mag-aaral gamit ang iba’t ibang mga pamamaraan at estratehiya sa pagtuturo.

Maraming aspeto ang pinaniniwalaang kasangkot sa pagtuturo at pagkatuto. Ang unang dalawang mahalagang bagay na kinakailangan ay kaalaman at kakayahan. Ang kaalaman lalong-lalo na sa pagtuturo ng wika o wikang Filipino ay tumutukoy sa gurong may lubos na kaalaman sa paksang-aralin dahil sinasabing, sinuman ay hindi makapagbibigay ng anumang wala sa kanya. Ang bahaging kasanayan ay nagsasabing hindi sapat ang kaalaman sa paksa. Mahalaga ring mailapat o maituro ito sa pamamagitan ng tamang pamamaraan at estratehiya (Faldas, 2005).

Ito ay malakas na pinaniwalaan ni Files nang sabihin niyang “Ang tunay na susi sa pagkamit ng isang de-kalidad na edukasyon ay ang paghahanap ng angkop na pamamaraan sa lalong mabisang pagkatuto ng mga mag-aaral.

Ayon kay Hattie (2011) sa kanyang aklat na Visible Learning for Teachers, ang mga gurong may mataas na kaalaman sa asignaturang itinuturo ay maaaring makapag-organisa upang mas lalo pang maintidihan ng mga mag-aaral ang mga aralin. Dagdag pa niya, ang mga gurong ito ay yaong mga gurong mas makatutugon sa mga pangangailangan ng mga mag-aaral at may sapat na kaalaman sa paglalahad ng mga aralin sa mas madali at komprehensibong pamamaraan.

Sinasabi rin na kapag ang guro ay walang sapat na kaalaman sa paksang kanyang tinatalakay, ang kalidad ng pagtuturo at ang resulta sa pagtataya ng mga natutuhan ng mga mag-aaral ay nanganganib (Smithers & Robinson, 2005).

Samantala, sa pagtuturo, sadyang napakahalaga ang pagpaplano at dapat na isinasagawa ito ng lahat ng guro. Wika nga, ang pagpapalano ng aralin ay nasa puso ng isang epektibong guro.

Ang Alternative Learning System (ALS) ng Sangay ng mga Paaralan ng Iloilo ay mayroong isandaan dalawampu’t walong (128) mga gurong magkakaagapay upang mabigyan ng batayang edukasyon ang mga out-of-school youths at adults ng lalawigan ng Iloilo.

Sa isandaan dalawampu’t walong (128) mga guro, anim (6) lamang ang medyor o nagpapakadalubhasa sa Filipino at ang mga natitira ay General Education o di kaya’y medyor sa ibang asignatura, samantalang ang iba nama’y nakapagturo dahil kumuha ng Diploma in Teaching.

  Ayon kay David (2018) sa kanyang artikulong may pamagat na Mastery of Subject Matter, siya’y naniniwala na kapag ang guro ay mas sapat na kaalaman o kabihasaan sa paksang kanyang itinuturo, ang prosesong pagtuturo at pagkatuto ay magiging madali at ang mga konsepto, ideya at teoryang mapapabatid sa mga mag-aaral ay wasto. Dagdag pa niya, sa ganitong pagkakataon, mas maiaangkop daw ng guro ang mga kagamitang pampagtuturo sa paksang itinuturo nito kapag ang siya ay may ganap na masteri sa araling itinuturo.

Kaya hindi nakapagtataka na batay sa kinalabasan ng monitoring at evaluation ng Sangay ng mga Paaralan ng Iloilo noong taong panuruan 2019-2020, lumalabas na walumpung bahagdan (80%) sa mga gurong ito ay nahihirapan sa pagtuturo ng Filipino.

Lumabas din sa isinagawang Focused Group Discussion (FGD) na nahihirapan ang mga gurong ito na magturo ng asignaturang Filipino dahil sa mga sumusunod: 1) Hindi medyor sa Filipino ang mga guro; 2) kulang sa kagamitang pampatuturo ang mga guro tulad ng textbook; at 3) walang nakahandang session guide sa Filipino na puwedeng gawing sanggunian ng mga guro.

Dahil dito, naisip ng mananaliksik na gawin ang pag-aaral na ito, ang tukuyin ang mga kasanayang pampagkatutong mahirap ituro para sa mga guro sa ALS upang maging batayan sa pagbuo ng mga session guide. 

2.              Metodolohiya

Ang mga natukoy na mahihirap na ituro na kasanayang pampagkatuto ng mga guro sa ALS ang siyang naging batayan sa pagbuo ng session guide. Ang pag-aaral na ito ay naisakatuparan sa mga sumusunod na hakbang:

         Una, ang mga guro sa ALS ng Sangay ng mga Paaralan ng Iloilo ang ginamit na tagatugon sa pamamagitan ng stratified random sampling sapagkat malaki ang populasyon nito. Ang ginamit sa pagkuha ng sampol ay ang pormula ni Sloven.

         Ikalawa, binuo ng mananaliksik ang talatanungan na siyang tutukoy sa mga kasanayang pampagkatutong mahirap ituro para sa mga guro sa ALS.

         Ikatlo, ipinasuri ng mananaliksik ang talatanungan sa mga dalubhasa sa Filipino upang maiwasto at mabigyan ng suhestiyon para sa pagbalido ng nilalaman (content validation) at face validity. Matapos maiwasto at mabigyan ng suhestiyon at komento ng mga nagtaya, ang mga aytem ng talatanungan ay isinali sa pinal na hulwaran (final draft) para sa pagsagawa ng paunang pagsusulit (pilot testing).

         Ikaapat, humingi ang mananaliksik ng pahintulot mula sa Pansangay na Tagapamanihala ng mga Paaralan ng Sangay ng mga Paaralan ng Iloilo sa pagsagawa ng paunang pagsusulit (pilot testing).

         Ikalima, ginawa ang paunang pagsusulit (pilot testing) sa talumpung (30) mga tagatugong guro sa ALS na kinuha sa pamamagitan ng stratified random sampling na sinigurado ng mananaliksik na hindi na sila sasali sa pinal na pagsusulit (final testing). Upang maging ligtas ang mga tagatugon sa banta ng Covid-19, ang unang pagsusulit ay ginawang online sa pamamagitan ng paggamit ng Google form.

         Ikaanim, ibinigay ng mananaliksik ang mga nakuhang datos sa statistician upang isagawa ang item analysis at makuha ang reliability coefficient ng mga katanungan sa talatanungan.

         Ikapito, ipinakita sa komite ng tesis ang resulta ng item analysis at reliability coefficient ng talatanungan.

         Ikawalo, pinatili ang mga aytem na ang resulta ay “retain,” binago ang mga aytem na ang resulta ay “revise,” at hindi isinali ang mga aytem na ang resulta ay “reject.”

         Ikasiyam, ginawa ang pinal na pagsusulit (final testing). Upang masiguro ang kaligtasan ng mga tagatugon mula sa banta ng Covid-19, ang pinal na pagsusulit ay ginawang online sa pamamagitan ng paggamit ng Google form.

         Ikasampu, mula sa natukoy na mga mahihirap ituro na mga kasanayang pampagkatuto, binuo ng mananaliksik ang mga session guide.

3.              Resulta

Malinaw na lumabas sa ginawang sarbey na sa bawat makrong kasanayan, mayroong mga kasanayan na para sa mga guro sa ALS ay mahirap sa kanilang ituro na siya ring magiging batayan ng mananaliksik sa pagbuo ng mga session guide.

Sa makrong kasanayang Pakikinig, ang pinakamahirap na kasanayang ituro para sa mga guro sa ALS ay ang kasanayang “Naipapaliwanag ang kahalagahan ng paggamit ng suprasegmental (tono, diin, antala) at mga di-berbal na palatandaan (kumpas, galaw ng mata at iba pa sa tekstong napakinggan sa mga tulang panudyo, tugmang de gulong, palaisipan, bugtong)” na sinundan naman ng kasanayang “Nakikinig nang mapanuri upang: a.) makabuo ng sariling paghatol sa napanood na pag tatanghal, b.)matalinong makalahok sa diskusyon at c.) maiugnay sa sariling saloobin at damdamin ang naririnig na balita, komentaryo, talumpati at iba pa” bilang pangalawang pinakamahirap na kasanayan at ng “Nahihinuha ang kahalagahan ng pag-aaral ng Florante at Laura sa napakinggang mga pahiwatig sa akda” bilang pangatlong pinakamahirap na kasanayan sa ilalim ng makrong kasanayang pakikinig.

         Samantala, para naman sa makrong kasanayang Pagsasalita, lumabas sa sarbey na ang pinakamahirap ituro ay “Nabibigkas nang may wastong ritmo ang ilang halimbawa ng tula/awiting panudyo, tugmang de gulong at palaisipan” na sinundan ng “Nakikilahok sa isasagawang debate o kauri nito” bilang pangalawang pinakamahirap na kasanayan at “Naipapahayag o nailalahad nang malinaw at maayos ang sariling ideya/damdamin o reaksyon/opinyon/ saloobin/kongklusyon tungkol sa napakinggang tugma/tula/tekstong pang-impormasyon, kuwento batay sa tunay na pangyayari/pabula/alamat, napapanahong isyu/ akdang tinalakay” bilang pangatlong pinakmahirap na kasanayan sa ilalim ng makrong kasanayang Pagsasalita.

         Nang kinuha naman ang ranggo ng mga kasanayan sa ilalim ng makrong kasanayang Panonood, lumabas sa sarbey na ang pinakamahirap na kasanayan ay “Nasusuri ang isang indie film/dokyu-film o freeze story batay sa elemento at pamantayan”. Sumunod dito ang kasanayang “Nasusuri ang ugnayan ng tradisyon at akdang pampanitikan gamit ang graphic organizer batay sa napanood na kuwentong-bayan” bilang pangalawang pinakamahirap at “Napahahalagahan ang napanood sa pagpapaliwanag na kaligirang pangkasaysayan ng pagkakasulat ng El Filibusterismo sa pamamagitan ng pagbubuod nito gamit ang timeline” na pumapangatlo sa mahihirap ituro na kasanayan para sa mga guro sa ALS.

         Lumabas din sa ginawang sarbey na sa makrong kasanayang Pagbasa, ang pinakamahirap ituro na kasanayan para sa mga guro ay “Napaghahambing ang mga katangian ng tula/awiting panudyo/tugmang de gulong at palaisipan”. Pumapangalawa rito ang “Naipaliliwanag ang pinagmulan ng salita (etimolohiya” at pumapangatlo ang “Naibibigay ang buod o lagom ng tekstong binasa sa tulong ng mga pangunahin at mga pantulong na kaisipan.”

         Para naman sa ikalimang makrong kasanayan, ang Pagsulat, lumabas sa sarbey na ang pinakamahirap na kasanayang ituro para sa mga guro sa ALS ay “Naisusulat ang iskrip ng informance na nagpapakita ng kakaibang katangian ng pangunahing tauhan sa epiko.” Sumunod dito ang “Nakasusulat ng: natatanging kuwento tungkol sa natatanging tao sa kanilang pamayanan, tugma o maikling tula, balita na may huwaran/padron/balangkas, sariling talambuhay, simpleng resipi, reaksiyon/opinyon tungkol sa napapanahong isyu, buod/lagom ng binasa, patalastas gaya ng polyeto, poster, pamphlet tungkol sa kampanyang pangkalusugan, pagpapaunlad ng pamayanan o pag-aanunsyo ng pagkakakitaan o negosyo, minutes ng pagpupulong. liham pangkaibigan, liham pangangalakal, ulat, liham na nag-aaply ng trabaho” at pumapangatlo rito ang kasanayang “Naisusulat ang isang editoryal na naghihikayat kaugnay ng paksa.”

         Ang lahat na nabanggit na mga kasanayan sa itaas ay siyang ginawan ng session guide ng mananaliksik.

         Ang session guide na ginawa ay nahahati sa limang bahagi: Layunin, Paksa o Nilalalaman, Kabuoang Tagal, Sanggunian at Pamamaraan.

         Sa pamamaraan, ginamit ng mananaliksik ang dulog na adult learning o 4A’s sa paglalahad ng mga aralin upang mas maging angkop ang pagkatuto dahil karamihan ng mga mag-aaral sa ALS ay mga may gulang na.

         Ayon pa sa ginawang pag-aaral ni Tañola (2017), lumabas na ang mga mag-aaral na lantad sa 4As na dulog sa pagtuturo ay mas natututo kumpara sa tradisyonal na dulog sa pagtuturo.

4.              Konklusyon

Batay sa mga nakuhang datos at resulta ng sarbey, ang mga sumusunod ay ang mga nabuong kongkulusyon:

         Walang kinalaman ang edad, bilang ng taon sa pagtuturo at kursong natapos sa pagkakaroon ng kahirapan ng mga guro sa pagtuturo sa Filipino – antas sekondarya sa ALS.

         Kahit anong edad, bilang ng taon sa pagtuturo at kursong natapos ng guro, hindi ito nagkakaiba sa mga kasanayang mahirap sa kanila. Sa madaling salita, hindi ibig sabihin na kung matanda ka na o matagal ka na sa pagtuturo o kursong edukasyon ang natapos mo ay iba ang mga mahihirap na kasanayan ang para sa iyo.

         Ang mga kasanayang pampagkatuto na mahirap ituro para sa mga guro sa ALS ay pawang mga kasanayang kritikal na dapat mahubog sa mga mag-aaral. Ang pagkakaroon ng mga guro ng kahirapan sa mga kasanayang ito ay magdudulot ng hindi epektibong pagtuturo ng mga kasanayang ito sa mga mag-aaral.

5.              Rekomendasyon

         Batay sa mga nakalap na datos at nabuong konklusyon ang mga sumusunod ay ang naging mungkahi ng mananaliksik:

         Ang mga guro ay dapat dumalo sa mga palihan at pagsasanay upang hasain pang lalo ang mga sarili sa pagtuturo ng mga kasanayang kritikal.

         Iminumungkahi rin na dapat pag-aralang mabuti ng mga guro ang mga paksa sa Filipino – antas sekondarya upang mas maging pamilyar sila rito, lalo pa’t halos lahat sa mga guro sa ALS ay nagtapos ng Bachelor in Elementary Education at hindi nagpapakadalubhasa sa Filipino.

         Sa mga Punongguro at mga Tagamasid Pampurok, iminumungkahi rin ang pagpapa-igting ng Learning Action Cell (LAC) Session at Team Teaching sa mga paaralan kasama ang mga Master Teacher at mga guro sa ALS upang mas lalo pang mahasa ang kanilang galing sa pagtuturo lalo na sa mga kasanayang kritikal.

         Sa mga Education Program Specialists sa ALS at tagamasid sa ALS, kailangang ituon ang mga pagsasanay na gagawin sa pagtuturo ng mga kasanayang kritikal dahil ang pagkakaroon ng kahirapan ng mga guro sa pagtuturo nito ay magdudulot ng hindi epektibong pagtuturo ng mga guro sa mga mag-aaral.

         Ipasuri at ipabalideyt ang nabuong session guides sa mga Master Teacher sa Filipino at Quality Assurance Team ng Learning Resource Management Division System (LRMDS) ng Sangay ng mga Paaralan upang mas lalo pang mapabuti ang mga ito.

6.              Talasanggunian

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DOI 10.5281/zenodo.11121241 

Sa buhay, samu’t sari ang karanasan - karanasang nagpasaya na kay sarap ingatan sa puso at isipan, o karanasang nagpalungkot na tila bangungot na ayaw nang balikan. Bawat yugto ng buhay ay may kani-kaniyang paglalarawan, at may iniiwang aral na nakatutuwang balikan.

Maraming bagay ang gustong mangyari at maranasan ng sino man…pero ang buhay na hiram, ay hindi usapin ng kapalaran. Kahit planuhin o gustuhin, pagsikapan o paghirapan ang lahat, sa huli, ang KANYANG kagustuhan ang siyang mangingibabaw.

Masalimuot, mahirap arukin ang hatid ng iba’t ibang eksena ng buhay. Palakasan ng loob, pahusayan ng diskarte, pagalingan ng pakikipagsabayan sa mabilis at nakalilitong agos ng pakikipamuhay at ang pinakaimportante, patatagan ng pananampalataya. Kailangang sumabay, kung hindi, baka maiwanan. Minsan makararamdam ng kapagalan. Madadapa nang paulit-ulit subalit pauli-ulit ding babangon dahil kung hindi, walang mangyayari. Hihinto ang lahat at hindi na kailanman masisilayan ang ganda ng buhay.

Ganyan ang buhay. Dapat walang humpay. Kumbaga sa paglangoy, kung ayaw malunod, patuloy na kumampay. Malulunod o matatangay kung ipauubaya ang sarili sa malalakas na hampas ng alon. Ang pagpapatianod ay hudyat ng pagsuko kaya kailangang matutunan ang paglutang, paglangoy at pagsisid. Paglutang – pagiging kalmado sa gitna ng mga unos. Pagiging mapagmasid kung papaano haharapin ang mga nakaambang panganib. Paglangoy – pakikipagsapalaran, pakikipagsabayan. Mahalagang matuklasan ang sariling lakas, galing, dunong, at lahat ng potensyal na mayroon upang maging makabuluhan ang buhay na kung tutuusin ay isang biyaya ngunit hiram lamang kaya marapat na pahalagahan. Pagsisid – pagtuklas sa iba pang kaparaanan para maging makabuluhan ang buhay. Matutuklasang hindi maaaring mabuhay nang mag-isa, at kailangang matutunan ang pakikibagay.

         Pakikibagay. Isang napakahalagang salik ng buhay. Saan mang dako, ano mang uri ng pagkatao ang kaharapin, kapag bitbit ang kabatiran sa mahusay na pakikibagay ay matatamo ang payapang pamumuhay.  Hindi madali, dahil sangkot ang iba-ibang ugali, prinsipyo, paniniwala at matinding pagmamahal at pagsasanggalang sa sarili. Subalit kung likas sa puso ang pag-unawa, pagmamahal at pagmamalasakit ay magiging madali ang pakikipagkapwa.

Sa pagpili at pagpapasya, AYAW lang o GUSTO, OO o HINDI, SANG-AYON o HINDI SANG-AYON. Wala ng pagbibigay pa ng hinabing pagdadahilan at kasinungalingan. Ang mahalaga, ito ay dumaan sa proseso ng pagninilay, nagawa ang pagsasaalang-alang sa kabutihang panlahat, idinaan sa taimtim na panalangin at sa huli ay nakapagdudulot ng kapanatagan ng loob. Mahirap gawin, ngunit walang ibang responsable sa pagpapasya sa buhay kundi ang sarili. Dapat maging maingat at may ibayong tapang, upang maging handa sa ano mang kahihinatnan.  Ang pagsisisi raw ay laging nasa huli, kasabay ang panghihinayang. Hindi dapat maging ganito ang pananaw sa buhay, dahil bawat pasya ay batay sa sariling kagustuhan. Ang pinakatamang gawin ay tanggapin nang maluwag sa kalooban ano man ang kasapitan at matutunan ang aral na hatid ng bawat karanasan.   

Kung nais ng buhay na puno ng ligaya, gawin lamang itong payak at umiwas sa problema.  Ang mga bagay na maaari namang madali ay huwag nang gawing komplikado pa.  Huwag piliting hanapin ang wala. Ang pagiging kontento ay susi rin ng masayang buhay. Iwasan ang pagkukunwari. Kamahal-mahal ang totoo at kinamumuhian ang mapagbalatkayo. Patuloy na mangarap kasabay ng pagsusumikap. Ang pagpapanatili ng masaya, payapa at makulay na buhay ay nakasalalay sa mismong mga kamay. Bawat isa ay arkitekto ng sariling buhay. At sa hinaba-haba ng paglalakbay, sa patuloy na pagkampay sa dagat ng buhay, mahalaga ang positibong pagtanaw sa lahat ng bagay. Ang maayos at matatag na disposisyon ay tunay na kailangan upang mapahalagahan ang napakagandang biyaya ng Maykapal - ang nag-iisang BUHAY.

DOI 10.5281/zenodo.11169085 

The world is growing too fast, and this wave of change has been driven by science, technology, engineering, and mathematics (STEM). Today, STEM education has beyond doubt proven critical, and we need to pay more attention to it to move into the 21st century. Herein, the article describes how STEM education in the Philippines is redesigned, programs that encourage children STEM vocations, and how this affects our country's development.

Efforts to Improve STEM Education in the Philippines

STEM education is a device for the development of skills and knowledge that are required for a successful life every day (The Future of STEM Education, n.d.). Similarly, the viability of a quality STEM education system for the Philippines hinges on scientific and technological improvement (STEM Education System for the Philippines, n.d.-b). STEM graduates from leading countries are presented in PIDS in “The Future of STEM Education” as nation-respected inventors who are the movers of the world we have today (The Future of STEM Education, n.d.-c).

Having done this, the government has launched some interventions. CISTEM (Center for Integrated STEM Education), a brainchild of Unilab Foundation’s STEM+PH, a partnership between the College of Education of the University of the Philippines and was established in 2019, seeks to develop and implement innovative integrated STEM teacher capacity-building programs and develop resource materials for learners and teachers in STEM education to ensure its effectiveness (Paderna & Monterola, 2021).

Initiatives to Encourage Youth Involvement in STEM Fields

However, the STEM field's participation from the youth is vitally important. PBCWE, the Philippine Business Coalition for Women, conducted youth STEM research to strengthen workplace gender equality, women’s economic empowerment, and workplace diversity and inclusion by establishing benchmarks of STEM in the minds of students (Ocab, 2024). To add to it, organizations such as FilSTEM and others strive to motivate, assist, and encourage Filipino students at the high school level to select STEM careers as their specialization (FilSTEM, n.d.).

Impact on National Development

The influence of STEM education on the nation's development is immeasurable. It boosts the local economy, puts a solid cap on per capita income, and prepares the country to adopt the fourth industrial revolution (The Future of STEM Education, n.d.-e). Then, it can imply that the country cannot earn any profit economically, politically, or educationally if it does not invest in STEM (The Future of STEM Education, n.d.-f). Indeed, a STEM-oriented educational review should be geared toward changing the policies, culture, and attitude of society at the national level (The Future of STEM Education, n.d.–g).

In conclusion, this nation needs development to enhance science, technology, engineering, and mathematics education and rejuvenate youth in STEM fields. Despite the hardship, institutions doing what they are doing are promising to bring about a bright tomorrow. While we travel through time, we must constantly carry on with this resolve and dedicate ourselves to our youth, who will be the ones guiding our country towards an advanced future in STEM.

DOI 10.5281/zenodo.11169285 

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the study

Communicating effectively and efficiently in English has grown more and more crucial in today's globalized world. English is the universal language in many fields, including academia, business, and technology. As a result, individuals worldwide seek to acquire English language skills to enhance their educational and career prospects.

Other countries are perceived to be successful in the enhancement of English. However, the odds of the effectiveness of the teaching, as well as the learning process of the language in the last three years are evidently on the Philippines' side. The country trails other nations worldwide for the standard of education, particularly when it comes to learning the English language. The Philippines' English Proficiency Index (EPI) score declined from 592 in 2020 to 578 in 2022, ranking 22nd among the 111 economies whose population does not have English as a first language, as presented in the EF EPI 2022 report (EF EPI 2022 – EF English Proficiency Index – Philippines, n.d.). This implies that, even with the implementation of the language as a medium of education and the use of standardized materials in elementary, secondary, and even private schools and universities, there may be no assurance of efficiency.  Despite being the world's third-largest English-speaking country, with over 95% of the population knowing English and having access to online resources, the quality of English language education is still a concern.

Moreover, we can say that having nothing could lead to numerous problems. Problems like the one encountered by a Filipino passenger struggling to pass her fare due to her inability to use the English language in a basic interaction with a foreigner. How come a simple interaction with a foreigner seems hard for most people in the country? How is a simple "Excuse me, would you mind passing my fare (amount) to the driver?" hard for most of us?

The foregoing difficulty could be attributed to a variety of variables influencing Filipinos' choice of materials for learning and practicing their target language. Inadequate materials for the instruction and learning process, misalignment of resources with the educational context, and an improper format for the learners' age and needs constitute a few of the issues that impede learning effectiveness.

In addition to the factors that hinder learning, the nature of the materials can also be pointed out as one of the culprits when it comes to not acquiring the best language learning and use. The fact that the materials are bought by teachers and not made specifically for their subject says it all. Standardized learning materials may only cater to some children's individual needs and learning styles. Each child learns differently, and a rigid, standardized approach may hinder their ability to grasp concepts effectively. A study by Popham (2020) found that standardized materials failed to cater to individual differences, leading to lower student motivation and engagement levels. The issue is that what is included in the original materials is the basis for the teacher in teaching the subject unless the teacher has many references. However, using more than one source for a lesson could lead to a lot of information and theories that do not match up, which could tire out both the teacher and the students.

Moreover, the scarcity of published English materials must be considered an issue escalating the inefficacy of learning and using the language. A study by Johnson and Garcia (2022) revealed that students in schools with limited access to published learning materials had lower scores on standardized tests than those with adequate access.

In addition, teachers need more reference materials. Teachers need more learning materials to help and enhance student learning.

Equally important is that due to the scarcity of materials at school, the materials may tend to cover broader concepts about a topic; thus, it becomes harder for learners to digest all the information needed for the lesson. That being said, issues of importance regarding which lessons must be included and taught may arise.

Various methods and resources have been developed to facilitate English language learning in response to this growing demand. Effective materials should be designed to meet learners' needs by providing relevant content that is organized in a logical sequence with clear instructions and feedback. One such resource is the English language learning module, which is a structured instructional tool designed to assist students learn and improve their proficiency in English.

During the COVID-19 outbreak, a university in Region III which is accredited as Center for Teacher Education began developing modules. The university president's office issued a memorandum in April 2020 concerning the development of teaching modules as part of the flexible learning plan of action for the academic year immediately following an enhanced community quarantine. The purpose of the plan was to cope with the situation and to start the new normal of instruction. Due to the new normal of instruction, faculty members were tasked to prepare and develop modules for their subjects.

For the said university, developing modules is just the initial step in achieving the goal in a new normal of instruction. On June 2020, another memo following the development of modules was passed across all colleges. The memorandum order no. 17, series 2020, served as the follow up memo requiring an intensive process which are the specifications on the minimum requirement for the prescribed format of the to be developed modules and the suggested guidelines in the evaluation of the developed modules.

Following the directions, the researcher of this study, who happens to be a faculty member at the university, was able to develop several modules, one of which was for the subject EL 118 - Language Learning Materials Development (LLMD). The module was developed in accordance with the Memorandum Order No. 75, Series of 2017 of the Commission on Higher Education (CHED), for the Bachelor of Secondary Education (BSED) English curriculum. EL 118 or ELT – Language Learning Materials Development is one out of the 21 major courses listed in the said memorandum.

Like any other developed modules, English language learning modules have gained popularity due to their potential to provide structured and comprehensive learning experiences. These modules often contain a variety of language skills such as reading, writing, listening, and speaking, and they typically include interactive exercises and multimedia components. However, despite their widespread use, there needs to be standardized and validated English language learning modules that cater to learners' diverse needs and proficiency levels.

Although LLMD related materials can be downloaded online, the need for a module that will serve as the primary reference for a particular subject is integral. This may be perceived as the answer to one of classroom’s challenges which is the lack of materials in delivering quality instruction. As emphasized in the study of Gueta and Janer (2021), educational quality must be addressed in various ways, including ensuring that appropriate materials for instruction and learning are available for a program. As Smith et al. (2023) emphasized, students in resource-constrained schools demonstrated lower levels of enthusiasm for learning than students with access to various learning materials. All the reasons mentioned drive the researcher to push through with the research.

This study sought to fill these gaps by redeveloping an English language learning module to make it more accessible, adaptive, and effective for learners in a wide variety of contexts. Other significant reasons for the redevelopment of the material are to show originality by simplifying language use and providing meaningful activities in the module catering to the users' linguistic abilities and needs, to shift from the usual content-based to a task-based approach, and to be able to come up with a cost-efficient material that, at the same time, can be utilized in various set-ups, including face-to-face learning and online environment. These are intended to provide more effective instruction in explaining and providing specific materials for the areas of English and to enhance learning through the module despite limited resources at the university. It is hoped that this innovation will respond to the urgent need for materials for higher education. More importantly, the researcher knew that the developed material can only be helpful if tested for validity.

Statement of the Objectives

         The research aimed to develop and validate an English Language Learning Module for third-year English Major students.

Specifically, the researcher sought to accomplish all of the following objectives:

1. Develop an English Language Learning Module for the 3rd Year English Major students.

2.     Determine the level of acceptability of the module through expert validation concerning the following:

2.1. objectives

2.2. contents

2.3. format

2.4. language use

2.5. presentation

2.6 usefulness

3.     Ascertain the effectiveness of the module based on the following:

3.1. scores in the pretest of the control and experimental groups;

3.2. scores in the post-test of the control and experimental groups;

3.3 scores in the pretest and post-test of the control group;

3.4. scores in the pretest and post-test of the experimental group;

4. Check for significant differences in participant efficacy as revealed by the pretest and post-test.

5. Draw implications from the study for the teaching and learning of English.

Hypotheses

1. The pretest scores of the control and experimental groups were not significantly different.

2. The post-test scores of the control and experimental groups were not significantly different.

3. The control group's pretest and posttest scores were not significantly different.

4. The experimental group's pretest and posttest scores were not significantly different.

Significance of the Study

This study was carried out to develop and validate an English language learning module for the subject Language Learning Materials Development. This study also benefited the following:

To the College of Teacher Education. The output of the study was served as an effective material to facilitate both distance and face-to-face learning. The developed and validated material may also be used as a reference for Language Learning Materials Development teachers of the College of Teacher Education and other colleges and universities offering the course. Also, the material would be added to the books and other resources in the school library.

To the English teachers of the College of Teacher Education. The developed and validated material consisted of varied supporting materials, activities, links, and tests that would be of great help to teachers teaching the areas of English. Knowing what material, activity, and test to use for a specific area in English, which would be seen in the output of this study, would provide teachers with new ideas on how to deliver their classes more effectively than in the traditional and typical approach. This study was served as a basis for them to improve their teaching methods, promoting "enjoying while learning" to students.

To the students of the College of Teacher Education. As future teachers, the exposure and practice of the materials, activities, links, and tests found in the output of this study was served as their basis for making their classroom and teaching enjoyable and fruitful. The exposure to the mentioned in the output would equip them for a better way of teaching. By doing the things listed in the output, they could find suitable materials, activities, and tests for a particular area of English.

To the materials developer. The appearance and structure of the output of this study would serve as a point of reference for the developers in creating their material. The results of this study could also be changed in any way if the developers of the material decided in the future that the material needed to be changed.

To the future researchers. This would serve as a starting point for further research relevant to the topic of study.

Scope and Delimitation

This study sought to develop and validate an English Language Learning Module—particularly for course Language Learning Materials Development. This addressed the concerns of teachers and students over the lack of adequate materials to provide more effective instruction in explaining, and giving specialized materials for the areas of English, as well as to boost learning through the module, despite limited resources at the university.

The developed and validated material is a module for third-year College of Teacher Education students majoring in English, and also for the college's English teachers assigned to teach the subject.

The content and structure of the material corresponded to the teaching-learning outcomes of the Language Learning Materials Development course offered by the College of Teacher Education at Tarlac State University.

Five experts in the English language—preferably professors from state universities— served as the validators of the module. The module was validated by experts using the five-point Likert criteria borrowed from Torrefranca's (2017) thesis. The criteria were determined based on the adopted instrument, encompassing format, objectives, language use, contents, presentation, and usefulness.

The study participants were mainly third-year English major students from the College of Education. The participants were selected based on the researcher's predetermined criteria, which considered factors like subject schedule, academic standing, year level, and major.

The Research and Development design served as the framework for conducting the study, with the goal of aiding in the development and validation of an instructional tool. The R&D design process consisted of three phases: preliminary, development, and evaluation.

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DOI 10.5281/zenodo.11175350 

Introduction:

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects communication, behavior, and social interaction. Providing appropriate education and support for children with ASD is crucial for their overall development and future success. Special Education (SPED) programs have been designed to cater to the unique needs of these students, offering tailored strategies and interventions. In this article, we will explore the effectiveness of SPED education for students diagnosed with ASD and discuss alternative options to support their learning journey.

The Effectiveness of SPED Education for Students with ASD:

Individualized Approach:

SPED education recognizes the diverse needs of students with ASD and employs an individualized approach to learning. Special educators are trained to create personalized learning plans that address each student's strengths, challenges, and learning styles. This approach maximizes the student's potential and fosters progress in their academic and social development.

Structured Learning Environment:

Students with ASD often benefit from a structured learning environment with consistent routines and clear expectations. SPED classrooms are designed to provide such an atmosphere, reducing anxiety, and promoting focus and engagement. This structured approach helps students stay on track and allows them to thrive academically and socially.

Specialized Teaching Techniques:

SPED teachers are equipped with specialized teaching techniques tailored to the needs of students with ASD. These techniques may include visual aids, social stories, and communication tools that facilitate understanding and interaction. By using evidence-based strategies, SPED educators can effectively support students' learning and behavioral progress.

Social Skills Development:

One of the significant challenges for students with ASD is social interaction. SPED programs prioritize social skills development, offering opportunities for students to practice communication, cooperation, and relationship-building. This focus on social learning helps students with ASD integrate better into mainstream environments and fosters inclusivity.

Parent Involvement:

SPED education recognizes the importance of parental involvement in a child's learning journey. Parents are encouraged to collaborate with educators, share insights about their child's strengths and needs, and participate in the development of individualized education plans (IEPs). This collaboration ensures continuity of support between school and home environments.

Alternative Support Strategies for Students Struggling with SPED:

Occupational Therapy (OT):

For some students with ASD, additional support through occupational therapy can be highly beneficial. OT helps individuals develop fine and gross motor skills, sensory processing abilities, and daily living skills. Occupational therapists can work on improving a child's ability to focus, regulate emotions, and engage in self-help activities, ultimately enhancing their overall independence.

Transition to Alternative Learning:

If a student with ASD continues to face significant challenges in a traditional academic setting, Alternative Learning Systems (ALS) can offer a viable solution. ALS provides non-formal education for out-of-school youth and adults, allowing them to catch up on their studies and continue their education at their own pace. This flexible approach can accommodate the individual needs of students with ASD, fostering a positive learning experience.

Vocational Training and Job Placement:

As students with ASD approach maturity, vocational training programs can help prepare them for the job market. These programs focus on developing specific skills that match their strengths and interests. Additionally, vocational counselors can assist in job placement and support students in achieving independence in their chosen careers.

Conclusion:

Special Education (SPED) programs have proven to be effective in supporting the education and development of students diagnosed with Autism Spectrum Disorder (ASD). The individualized approach, structured learning environment, and specialized teaching techniques empower students to thrive academically and socially. However, if a student still struggles to cope with the demands of traditional education, alternative options like occupational therapy and Alternative Learning Systems (ALS) provide valuable support and opportunities for growth. By combining the strengths of SPED with additional specialized interventions, children with ASD can unlock their potential and embark on a path to success, achieving personal and academic growth while becoming confident and capable individuals.

DOI 10.5281/zenodo.11175427 

Ang pundasyon ng edukasyon ay hindi lulan ng karunungan at kaalaman na tila sumasagwan sa dako na kung saan nalimutan ng mga ideyalismo ang kahalagahan ng wastong pag-uugali.

Habang tayo ay sinasakop ng modernisasyon dulot ng agham at teknolohiya, marami sa atin ang nalingat sa pagbibigay ng importansiya sa moralidad at kaugalian na dapat nating hubugin sa simula pa lang. Ang tunkuling ito ay hindi lamang para sa kinabukasan ng mga mag-aaral, ito ay likas din sa ating mga sarili lalo na’t nasa propesiyon tayo na nagtataguyod sa bantayog ng edukasyon sa pagpapakatao.

Tayo nga ba’y “kinain na ng sistema?” Tuluyan na ba talaga nating winaksi ang “values formation” na sa halip ay bigyang-prayoridad?

 Sa kasalukuyan, ang sistema ng edukasyon ay dapat nakatuon sa mga pagpapaunlad ng wastong pag-uugali na unti-unting nawawala sa mga bokabularyo ng mga mag-aaral. Bilang isang guro sa ESP, napapansin ko ang pagbabago na ito nang may mapanlikha kong mata, na nakikita ang kaibahan sa ugali at kagawian ngunit malinaw na paglipat palayo mula sa tradisyunal na mga “values” sa gitna ng makabagong impluwensiya ng teknolohiyang digital at ang mga presyon ng pagganap sa akademiko.

Sa loob ng silid-aralan, madalas umiikot ang talakayan sa mga konkretong bunga, hind isa pag-hubog ng abstraktong moral na prinsipyo ng bawat tao. Ang kurikulum, na mabigat sa mga standard na pagsusuri at mga metric sa pagganap, ay nagbibigay ng kaunting pagkakataon para sa malalimang pagsusuri ng mga etikal na pagsasaalang-alang. Malaki ang papel ng edukasyon, subalit paliit nang paliit ang oportunidad sa pagbibigay-aral ayon sa angkop na pag-uugali at katangian.

Gayunpaman, sa gitna ng umiiral na hamon sa ESP, mayroon paring linya ng pagbabago at pagbabalik-tanaw nito. Ang mga mag-aaral, bagaman nakalubog sa isang digital na kalawakan, ay nagpapakita ng nakatagong paghahangad para sa moral na gabay at tunay na pagkatuto. Tungkulin ng mga guro na bigyang aksiyon ang mga pagkakataong ito, gamitin ang bawat sandali ng pagtuturo upang ibahagi ang mga halaga ng integridad, pakikiramay, at pagtutulungan na hindi tumitingin sa kung ano mang kulay, kasarian, paniniwala, at kulturang kinagisnan ng bawat isa.

Samakatuwid, malinaw na ang pagbabago ng karakter ay hindi kalaunan kundi kasing importante sa pag-aakma ng kaalaman. Kaya naman, responsibilidad ng mga guro na lalo pang pagsikapan ang pagpapaunlad ng isang buong-panig ng edukasyon na naglalayong magbigay-aral sa pagpapalaki ng mga halaga kasabay ng pag-abot ng mga tagumpay sa akademiko. Hindi pa huli ang lahat upang maturuan ang mga estudyante hinggil sa kahalagahan ng edukasyon na nakatuon sa kagandahan ng karakter. Walang sinuman ang nahuhuli para sa may kakayahang magpansin at magpuna ng kanyang mga kahinaan sa asal at gawi. Ang layunin na ito ay likas sa mga guro, hindi ba't tayo ang dapat na tumulong sa kanila? Ang tagumpay nating mga taga-gabay  ay hindi nasusukat kung gaano kagaling ang mag-aaral sa kanyang pag-iisip, bagkus kung gaano kaganda ang kagawian at pakikitungo nito sa kapwa mag-aaral, mga guro, at sa lahat ng may karapatang respetuhin at kilalanin.

DOI 10.5281/zenodo.11183422 

”Ang masaya at KUMPLETONG tahanan ay may buo at responsableng kabataan, - MLFM”

Habang tinitipa ko ang aking kompyuter at umiinom ng malamig na soda, naitanong ko ang aking sarili, ano  ba ang pising nag-uugnay sa paaralan at tahanan at gaano nga kanipis ito  maaaring maputol kung sakali?

         Bago natin ito pag-usapan ay alamin muna natin, ano nga ba ang paaralan at tahanan.

Ang Paaralan ayon sa google ay eskwelahan, iskwelahan, o iskul at ito ay isang institusyong pang-edukasyon na idinisenyo upang magbigay ng mga learning space at mga learning environment para sa pagtuturo ng mag-aaral sa ilalim ng direksyon ng guro.  

Ang bahay o tahanan, ayon sa pangkalahatang kamalayan, ay isang kayarian o istrukturang gawa ng tao, at isang tirahan na napapalibutan ng mga dinding at may bubong. At ito ang siyang tinitirahan ng mga tao.

Ngayon, himayin natin ang kaugnayan ng dalawa. Ang isang tahanan tulad ng aking nabanggit ay tinitirahan ng mga tao lalo ng isang pamilya. Ang pamilya ay binubuo ng magulang at mga anak o kasama na rin ang mga kaanak tulad ng mga lolo,lola, tiyo, tiya at mga pinsan. Ang paaralan naman ay isang lugar kung saan nagsisipag-aral at natututo ang mga kabataan o anak ng isang pamilya.

Ngayon ay nakita na natin ang kanilang kaugnayan.  Tignan natin ang mga bagay na nakakapekto sa isa’t isa. Ito ba ay makakabuti o makakasama o i masasabi nating isang eksahiradong koneksyon na maaaring hindi naman makaaapekto sa mga susunod na henerasyon.

Sa loob ng dalawampung taon ko sa pagtuturo, ang mga nagiging suliranin naming mga guro ay ang katamaran sa paggawa ng mga gawain at proyekto na may kinalamana sa edukasyon, pag-uugali ng mga ito sa pakikipag-usap, pagpapahayag ng saloobin at damdamin sa mga nakakatanda sa pagkakamaling nagawa.

Sa tuwing tutuntunin ay napupunta sa bahaging nais nilang iwasang mapag-usapan. Ito ay ang kanilang pamilya. Iniiwasang mahawakan ang paksang ito ngunit dito par in ang bagsak. Unti-unting lumilitaw ang katotohanan ang pagiging astig ay panlabas lamang tuwing ang guro ay nadidisiplina sila.

Masakit sa mga guro na lagi lamang silang nakatago sa pagbabalat-kayo. Ang disiplina ay dapat sa tahanan nagmumula. Aniya ng isang mag-aaral ay ”Wala namang pakialam si mama at papa sa akin. Ang alam lang naman nila ay pag-alagain ng mga kapatid ko at utusan. Kapag nagkamali, siguradong may tama ako!”

Nakakadurog ng puso.  Kung sana ang kanilang tahanan ay may pagmamahal, pag-unawa at may oras ang mga magulang na pasukin ang puso, damdamin at kaisipan ng kanilang mga anak, nanniniwala akong magkakaroon tayo ng mga kabataan na may pusong makatao, pang-unawa sa lahat at may kagandahang asal.

Uulitin ko ang nakasaad sa unag bahagi nito. ”Ang may masaya at KUMPLETONG tahanan ay may buo at responsableng Kabataan.” Hindi natin dito pagtatalunan ang buo ang pamilya… ang pinag-uusapan natin ay kumpletong tahanan. May ilaw  na makakapagbigay kaliwanagan, haligi na maaaring kapitan at bubong na maaaring masilungan sa mga panahon na tayo ay may pinagdadaanan.

DOI 10.5281/zenodo.11183550 

ABSTRACT

         Sa puspusang pagpapatupad ng K-12 , nabahala ang mananaliksik sa bayan ng Upi, Maguindanao dahil hindi lahat ng mga PSTs na nag-aaral sa Paaralang Pagsasaka ng Upi ay mga Te’duray. Layunin ng pag-aaral na ito na masukat ang kahandaan ng mga PSTs sa pagtuturong gamit ang wikang Te’duray sa larangan ng wika, instruksyunal at saloobin; malaman ang mga suliranin ng guro; matiyak kung may pagkakaiba ang kahandaan kapag pinangkat ang PSTs ayon sa salik pangguro; at masagot kung may kaugnayan ang wika, instruksyunal at saloobin sa kahandaan.

         Gamit ang talatanungan, ibinahagi ito sa 74 PSTs ng Paaralang Pagsasaka ng Upi. Sa tulong ng t-test at MANOVA, nabatid ang pagkakaiba ng mga tugon. Samantalang Pearson r ang katuwang sa pagtaya ng pagkakaugnay ng mga kasanayan.

         Napag-alaman na hindi handa ang mga guro sa pagtuturo gamit ang wikang Te’duray. Samakatwid, kawalan ng aklat at kakulangan ng kagamitang pampagtuturo ang nasusulingang pinaka-dahilan ng mga suliraning ito. Napatunayan din na walang kinalaman ang pagkakaiba ng edad,  sa kahandaan, maliban sa kasarian dahil lumabas na mas handa ang mga lalaking PSTs sa pagtuturong gamit ang wikang Te’duray kaysa mga babae.

         Naniniwala ang mananaliksik na ang wikang kilala na unang wika sa pook na siyang itinadhanang basehan sa pagpapatupad ng mother tongue ay hindi katanggap-tanggap. Iminungkahi kung gayon ang pagpapalimbag ng mga iskolarling aklat, pagbibigay impormasyon sa bagong kurikulum, at maging ang pag-aaral sa kultura ng tribo na magagamit na behikulo sa pagkamit ng karunungan.

DOI 10.5281/zenodo.11183723 

Education is the foundation for societal growth and individual empowerment. The Philippines' Department of Education (DepEd) has long been dedicated to improving educational quality and guaranteeing fair access to learning opportunities for all. However, challenges such as resource restrictions, geographical differences, and socioeconomic issues frequently impede Filipino students' educational advancement. In response to these difficulties, DepEd launched a number of programs and initiatives targeted at empowering students and closing learning gaps. The Catch-Up Friday Program is one such program that helps to empower Filipino students by offering additional support and resources to bridge educational gaps.

The Catch-Up Friday Program is a strategic program developed by the Department of Education to address learning gaps and provide additional assistance to students who have fallen behind in their studies. The program's goal is to assist students make up on missed lessons and enhance their academic performance through remedial classes, tutoring sessions, and enrichment activities. Catch Up-Friday workshops are often held at schools on Fridays, allowing students to receive targeted assistance and specialized instruction in areas where they may require further assistance.

One of the Catch-Up Friday Program's primary advantages is its emphasis on focused remediation. Educators can personalize instruction to meet the requirements of individual pupils by identifying specific areas in which they may be suffering. This tailored approach guarantees that pupils get the help they need to overcome obstacles and thrive academically.

The sessions offer pupils additional learning opportunities outside of the typical school week. Hands-on activities, group discussions, and interactive courses are all possible ways to engage students and reinforce crucial topics throughout these sessions. The curriculum expands students' educational experiences by offering a variety of learning activities that promote a deeper understanding of the subject matter.

In addition to academic support, the Catch-Up Friday Program promotes overall development through social, emotional, and physical well-being activities. Sports, arts and crafts, and community service initiatives are all possibilities. The curriculum contributes to the formation of well-rounded persons who are prepared to excel in all aspects of life by fostering their overall development.

The program is essential for promoting fairness and inclusion in education. The initiative seeks to level the playing field by providing additional support to students who are at danger of falling behind and ensuring that all learners have access to quality education. This is especially significant in the Philippines, where socioeconomic gaps can influence educational attainment. The program attempts to address these gaps and provide a more inclusive learning environment for all children by implementing tailored interventions.

Finally, the Catch-Up Friday Program illustrates DepEd's dedication to empowering Filipino students and encouraging equal access to education. The program assists students in overcoming educational impediments and realizing their full potential by providing focused remediation, expanded learning opportunities, and holistic development. Moving forward, it is critical to address difficulties and seek innovative solutions to ensure that the program continues to have a significant impact on the lives of Filipino learners across the country. DepEd can build on the success of the Catch-Up Friday Program and create a brighter future for future generations via collaborative efforts and long-term commitment.

DOI 10.5281/zenodo.11194622 

Abstract. This case study examines the deployment of a mobile reporting application at the Department of Public Works and Highways (DPWH) within the Nueva Ecija 1st District Engineering Office, aimed at enhancing field reporting processes. Employing a qualitative approach, the study involved five key participants and utilized surveys, interviews, and observational studies to gather comprehensive data on the app’s usability and effectiveness. Results indicate that the app significantly improved operational efficiency by reducing the time and error associated with report submissions. Participants reported a moderate to high satisfaction level, highlighting the app’s impact on streamlining field reporting tasks. However, challenges such as usability issues under poor network conditions and difficulties with data entry on small screens were identified, suggesting areas for further improvement. This study underscores the potential of digital tools in transforming public sector management and outlines both the benefits and the barriers to technology adoption in governmental settings.

Keywords:    Digital transformation; Field reporting; Mobile reporting application; Operational efficiency; Public sector management

1. Introduction

In public sector management, the shift from traditional paper-based systems to digital solutions is critical for enhancing operational processes and efficiency. This case study examines the impact of a mobile application specifically designed to improve field reporting at the Department of Public Works and Highways (DPWH). The application allows engineers to generate detailed reports directly from the field, supporting real-time data capture, including contract IDs and project progress, thereby facilitating efficient decision-making and project management.

Digital tools like this app are vital for improving strategic communication among teams, increasing transparency, and speeding up project delivery, as supported by Kitsios et al. (2023) and Palomäki (2020). These studies underscore the importance of a clear digital strategy and effective leadership in navigating the complexities of digital transformation within public administration.

This study focuses on evaluating the app's impact on DPWH’s operational efficiency and its acceptance by employees, aiming to contribute insights on how digital transformation can streamline field reporting practices across the public sector.

2. Methodology

2.1.   Study Design

This case study employed a qualitative approach to closely examine the effectiveness of a newly implemented mobile reporting application at the Department of Public Works and Highways (DPWH), specifically within the Nueva Ecija 1st District Engineering Office. Given the operational demands and the exploratory nature of the app's initial deployment, the study focused on in-depth qualitative data to provide detailed insights into user experiences and app functionality.

2.2.   Participants

         The study involved a select group of five participants from the DPWH Nueva Ecija 1st District Engineering Office, chosen for their direct involvement with the mobile app's daily operation. These participants, comprising project engineers and resident engineers, were actively engaged in field reporting tasks where the app was utilized. The small sample size was intentionally chosen to allow for detailed feedback and quick resolution of any issues during the early stages of app implementation.

2.3.   Data Collection Tools and Techniques

•      Surveys: A post-implementation survey was administered to gather detailed feedback on the app’s effectiveness and usability. The survey consisted of open-ended questions that allowed respondents to freely express their experiences, challenges, and suggestions for improvements.

•      Interviews: Semi-structured interviews were conducted with all participants to delve deeper into their survey responses and to discuss specific aspects of the app’s integration into their work processes.

•      Observational Studies: Observations were made during the initial rollout of the app to note interaction patterns, usability challenges, and the app’s integration with existing workflows.

2.4.   Data Analysis

Qualitative data from surveys and interviews were analyzed thematically to identify common themes related to user satisfaction, operational challenges, and perceived efficiency gains. Responses were coded and categorized to ensure comprehensive analysis and interpretation of the feedback.

2.5.   Ethical Considerations

This research was conducted with strict adherence to ethical guidelines to ensure the integrity and confidentiality of the participant data. Prior to the implementation of the survey and interviews, all participants were informed about the purpose of the study, the nature of their involvement, and the use of data collected for academic research and potential app enhancement. Participants were assured that their responses would remain confidential, and that all data would be anonymized before publication.

Informed consent was obtained from all participants, confirming their voluntary participation and their understanding that they could withdraw from the study at any time without any adverse consequences. This consent process was documented and maintained according to ethical research standards.

Additionally, efforts were made to ensure that the app testing and feedback collection did not disrupt the daily operations of the DPWH or the professional responsibilities of the participants. Any potential conflicts of interest were disclosed at the beginning of the study, and no incentives were provided that might coerce participation.

The study also complied with all applicable institutional and governmental regulations concerning the ethical use of human volunteers in research studies, ensuring a respectful and responsible handling of all participant interactions.

2.6.   Rationale for Small Sample Size

The decision to limit the number of participants was strategic, reflecting the high workload within DPWH and the potential complexities of managing widespread issues during the pilot phase of the app. A smaller group enabled more manageable and focused feedback sessions, allowing for swift iterations and adjustments to the app based on detailed user inputs.

DOI 10.5281/zenodo.11194826 

ABSTRACT

         This research investigates the “Anti-Fixers Campaign” implemented by the Land Transportation Office (LTO) in Tarlac City, Philippines. The study aims to understand the effectiveness of this campaign in curbing corruption and improving public service delivery. It explores the strategies employed, the challenges encountered, and the impact on the overall operations of the LTO. The research employs a mixed-methods approach, combining quantitative data from official records with qualitative insights from interviews with service users. Preliminary findings suggest a significant reduction in fixer-related incidents, indicating the potential success of the campaign. However, the study also highlights the need for continuous efforts and systemic changes to sustain these improvements and further enhance public service delivery in the transportation sector. The research contributes to the broader discourse on anti-corruption strategies in public administration, particularly in the context of developing countries.

This research delves into the experiences and perceptions of tricycle drivers, construction laborers, and students who interact with the Land Transportation Office (LTO) in Tarlac City, Philippines, particularly in relation to the “Anti-Fixers Campaign”. The study uncovers the dissatisfaction among these individuals with the services provided, attributing the delays and breakdowns of work to the unethical practices of fixers. The participants’ narratives suggest a perceived complicity of the organization in these malpractices. The research employs a qualitative approach, with data gathered through in-depth interviews. The findings underscore the need for the LTO to address these concerns to enhance the effectiveness of the Anti-Fixers Campaign and improve public service delivery. This study contributes to the understanding of the impact of corruption on everyday life and the challenges of implementing anti-corruption measures in public institutions.

The corrupt practices within the system were a major concern, numerous problems with the service, which added to their frustration. slow process of service delivery, dissatisfaction with the additional payments required and upset about the dishonest activities and unethical conduct they experienced. Overall, the sentiment gathered from the participants indicated a need for significant improvements in the service.

The chart, which represents the negative sentiment, was the largest at 70%, indicating dissatisfaction with the services provided by the fixers. In contrast, the smaller blue section symbolized positive emotions at 23%. A grey slice showed neutral feelings, accounting for 7% of the chart. The participants suggest emphasizing the need for awareness of unethical practices and their implications. Strengthening certification protocols and educating those involved in intermediary work to ensure fairness. Also, suggested to further improvements to the Land Transportation Office system.

 INTRODUCTION

There were many reasons to think that bureaucratic fixing in government agencies was a big reason why they could not provide good public services. This made this an important area of study in public administration all over the world. Corruption was "the exploitation of public power, office, or authority for private gain through bribery, extortion, influence peddling, nepotism, fraud, fast money, or embezzlement".

Several participants admitted that they would not share the names of excellent fixers with anyone outside of their organizations or close friends. Consequently, fixers' job chances might suffer if they were exceptionally skilled, but they might have needed to learn why.

This research was an immersion into the Anti-Fixers Campaign, uncovering the reasons for its victories and its defeats. Placed into context, this paper aimed to illuminate the passage toward a public service free from corruption. This was not just a study; it was a journey towards restoring faith and integrity in our institutions.

The Anti-Fixers Campaign aimed to eradicate this type of behavior. It was hoped that by understanding the reasons why people hire fixers, this investigation can shed light on the campaign’s effectiveness. However, this study was not just about identifying problems; solutions were needed to restore public trust in the system. Beyond these basic phenomena, the study can also provide insights into the extent of the campaign’s effectiveness and its impact on the local community.

Statement of Objectives

This study aimed to assess the Anti-Fixers Campaign: The case of LTO in Tarlac City. Particularly, it would seek to answer the following objectives:

1. To narrate the experiences of clientele with the Land Transportation Office who engaged with Fixers.

2.     To identify government measures to curb the Existence of Fixers in Land Transportation Office

3. To propose measures to enhance the implementation of the Anti-Fixers Campaign.

4. To determine the implications of the study to the public administration.

Scope and Delimitation of the Study

The City of Tarlac was assessed to analyze conformity with Land Transportation on the anti-fixing campaign and other agency violations. The data was limited to its respective city. The researchers interviewed 30 clientele of LTO who had experience negotiating with the Fixers.

METHODOLOGY

This chapter presented the method of research, subjects of the study, methods of gathering data, research instruments, and the statistical evaluation of the gathered data.

Research Design

The Researcher had used the qualitative method core design as a means of achieving the primary goal of the study. Accurate and systematic identification of a population, circumstance, or occurrence had been the purpose of any study that fell within the descriptive category.

Participants of the Study

Thirty (30) individuals who had dealt with and had experience negotiating with fixers at the Land Transportation Office in Tarlac were included in the study. Security and the authority personnel had observed.

Ethical Consideration

The researcher had ensured that all respondents and study participants had been adequately briefed and had understood the study’s aims. Each respondent had been able to provide their full name and other identifying details throughout the data collection process.

PRESENTATION ANALYSIS, and INTERPRETATION OF DATA

The researcher had interviewed thirty (30) people who had dealt with and had experience negotiating with fixers at Tarlac’s Land Transportation Office. To ensure the participants’ confidentiality and anonymity, a false name had been supplied to each case.

Synthesis

The researcher employed sentiment analysis to scrutinize the reactions of the individuals involved in the study. This approach, also known as opinion mining or emotional Intelligence, involves a systematic process of recognizing, extracting, quantifying, and examining emotional states.

Participant 1 Construction Worker

The sentiment analysis score was slightly negative -1.313095238 likely due to the mention of several challenges and problems such as the existence of unethical practices, the difficulty of fixing complex issues. These negative aspects could have contributed to the negative sentiment score.

Participant 2 (Tricycle Driver 1)

The sentiment analysis reveals a Positive stance 0.394664032 towards the process of obtaining operator’s licensure. The individual expressed a desire for enhanced streamlining and transparency in operations, suggesting the elimination of intermediaries who might exploit vulnerable applicants.

Participant 3 Tricycle Driver (2)

The information provided details of the journey of a tricycle operator navigating the process of securing a driver's license. At first, he encountered obstacles stemming from his lack of proper documentation.

Participant 4: Private Driver

The sentiment analysis score of -0.55000 indicates a negative sentiment. Presence of Fixers: The data mentions the presence of fixers in the Land Transportation Office (LTO), which was seen as a negative aspect of the system.

1. Lack of Service Quality

2. Potential Legal Issues

3. Need for Stricter Regulations

4. Risk of Dealing with Strangers on social media

Participant 5: Site Supervisor

The sentiment analysis score of -0.6500 indicates a negative sentiment. This was due to the following key points in the text:

1. Slow Transaction Processes and Frequent Mistakes

2. Poor Quality Service

3. Frequent Delays and Biases

4. Prejudices and Inefficiencies

5. Need for Fixers

Participant 6: Purchasing Manager

Sentiment Analysis Explanation:

The sentiment score was negative (-0.61100) The causes of the negative sentiment include:

1. Inefficiencies of the LTO System

2. Reliance on Fixers

3. Need for Improvement

4. Corruption

Participant 7: Business Manager

The sentiment analysis score of Positive 0.75 was influenced by several factors:

1. Convenience and Time Saving

2. Confidence in the Fixer’s Expertise

3. Efficiency

4. Ease of Process

5. Smooth Experience

6. Potential for Improvement

Participant 8: Working Student Analysis of Negative Sentiment

The negative sentiment score of -60 could be attributed to several factors in the text:

1. Anxiety and Stress

2. Long Waits and Delays

3. Dissatisfaction with LTO

Participant 9: Surveying Secretary

The sentiment analysis score of -0.61 indicates a strong negative sentiment in the text. This negativity stems from several key issues:

1. Inefficiency and Lack of Inspiration

2. Ambiguity and Half-Truths

3. Presence of Middlemen

4. Lack of Transparency

5. Tolerance of Illegal Activities.

Participant 10: Private Elementary Teacher

The negative sentiment score of -0.40072 could be attributed to several factors:

1. Inner Tension and Regret

2. Poor Customer Service

3. Desire for

Participant 11: Student from Tarlac State University

The Participant experiences a “fixer” to speed up obtaining a license. Initially, Mark was complicit in this corrupt system, but he eventually decides to reject it.

The sentiment analysis score was positive (0.7839) due to several factors:

1. Transformation

2. Advocacy for Fairness

3. Rejection of Corruption

4. Hopeful Conclusion

Participant 12: Tricycle Driver (3)

The negative sentiment score of -0.606692308 can be attributed to several factors in the text:

1. Difficult Process

2. Crowded Office

3. Multiple Visits

4. Work-Life Balance

5. Use of a Fixer

Participant 13: Truck Driver (Vegetable Delivery Dealer)

The sentiment analysis score of -0.646333333 indicates a negative sentiment.

This negative sentiment was primarily due to the following reasons:

1. Presence of Fixers

2. High Fees

3. Inefficient Services

4. Need for Competent Staff

5. Call for Action

Participant 14: Truck Driver (Motor company Dealer)

The sentiment analysis score of -0.493230769 indicates a negative sentiment. Slow and Corrupt Practices such as,

1. Long Queues

2. Poor Communication

3. Inefficient Processes

4. Use of Fixers

5. Need for Improvement.

Participant 15: Tricycle Driver (4)

The sentiment analysis score of 0.556384615 indicates a moderately positive sentiment. This could be attributed to several factors in the text:

1. Effective Communication

2. Constructive Suggestions

3. Preventive Measures

4. Acknowledgement of Risks

Participant 16: Cad Operator-Draftsman

With a sentiment analysis score of Negative -1.314734.

1. Slow Service

2. Communication Breakdown

3. Incomplete Requirements

3. Use of Fixers

4. Call for Improvement

Participant 17: Ice Cream Vendor

The sentiment analysis score, which stands at -1.152855, reflects a prevailing negative tone within the data under consideration.

1. Dissatisfaction with the LTO

2. Poor Customer Service

3. Use of Fixers

4. Corruption

Participant 18: Tricycle Driver (5)

The sentiment analysis score, which stands at 0.411722732, suggests a favorable sentiment was prevalent.

1. Efficiency of the Fixer

2. Successful Outcome

3. Help During the Online Test

4. No Additional Charges

Participant 19:  Lottery Man

The sentiment analysis score indicates neutrality at 0.0456875.

Positive Aspects

·  The Land Transportation Office (LTO) generally adheres to public requirements and policies.

Negative Aspects

·  Disagreements on treatment were common at the LTO.

The sentiment observed was impartial, as it emerges from the neutral sentiment between favorable and unfavorable elements.

Participant 20: Business Owner

The sentiment analysis score of -1.79884575 indicates a negative sentiment. Complaints about LTO Officials

1. Issues with LTO’s Facilities and Management

2. Inefficiency and Errors

3. Rude or Unhelpful Staff

4. Corruption within the LTO

Participant 21: Factory worker

The sentiment assessment figure of -0.387971275 depicts an unfavorable sentiment.  Delay in Transactions

1. Errors in Processing

2. Poor Service

3. Inconveniences

4. Use of a Fixer

Participant 22:  Tricycle Driver (6)

The sentiment analysis score, which sits at 1.4185689, signifies a positive outlook derived from an array of factors encapsulated within the text.

1. Addressing Corruption

2. Public Engagement

3. Reform Hopes

4. Mutual Benefits

Participant 23: Engineering Student

The sentiment analysis value of -1.43914027 reveals a predominantly Negatively outlook. This unfavorable sentiment was presumably influenced by a variety of underlying factors.

1. Inconsistent Experience

2. Fixer Involvement

3. Unfulfilled Promises

4. Excessive Paperwork

5. Presence of Fixers:

Participant 24: Construction Worker (2)

The sentiment analysis score of -0.408040936 suggests that the overall sentiment was leaning towards the negative spectrum.

Participant 25: Construction worker (3)

Summary and Sentiment Analysis

1. Complexity of Questions

2. Unpleasant Interactions

3. Document Issues

4. The sentiment score was negative (-1.144587353), which could be attributed to the following factors:

5. Negative Experiences

6. Illegal Activities

7. Potential Harm

Participant 26: Participant 26: Private Instructor

The account details Mr. Marione's visit to the Land Transportation Office (LTO), where he faced a series of unfortunate events that left him feeling frustrated and disheartened.

1. Unjust Treatment

2. Poor Communication

3. Rescheduling

4. Odd Behaviors

5. Lack of Direct Interaction

6. Absence of IDs

Participant 27: Tricycle Driver (7)

Analysis of Negative Sentiment

The negative sentiment score of -1.219689922 can be attributed to several factors:

1. Disappointment with LTO Agents

2. Lack of Assistance

3. Delays

4. Need for a Fixer

Despite the positive experience with the fixer, the overall sentiment remains negative due to the initial negative experiences at the LTO.

Participant 28: Tricycle Driver (8)

The text primarily revolves around a character named Dimaculangan and his interactions with “fixers” to simplify his business transactions.

1. Simplification of Process

2. Help from Fixers

3. Efficiency and Convenience

4. Overcoming Bureaucratic Challenges

Table 30: Egg delivery woman

Participant 29: Egg delivery woman

The sentiment analysis score of 0.129196217 indicates a neutral sentiment. This was likely due to the balanced nature of the text provided.

Negative Aspects

·  The respondent had a negative experience when her fake driver’s license was confiscated, and she was penalized.

Positive Aspects

·  The respondent expresses her desire for change within the LTO, suggesting that fixers should be punished.

Participant 30: Delivery Man

The sentiment analysis score of -1.30 indicates a negative sentiment.

1. Presence of Fixers

2. Exploitation

3. Loss of Income

4. Corruption

5. Inefficiency

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

1. The participants expressed their dissatisfaction with the unethical services provided.

2. They felt that the organization was complicit in the delays and breakdowns of work.

3. The corrupt practices within the system were a major concern for them.

4. They encountered numerous problems with the service, which added to their frustration.

5. The slow process of service delivery was a recurring issue among the participants.

6. The participants referenced their dissatisfaction with the additional payments required.

7. They were upset about the dishonest activities and unethical conduct they experienced.

8. The participants had a tough time navigating through the harder tests set by the service.

9. The participants saw the excessive amount of fees charged as unfair treatment.

10. Overall, the sentiment gathered from the participants indicated a need for significant improvements in the service.

11. The chart, which represented the negative sentiment, was the largest at 70%, indicating dissatisfaction with the services provided by the fixers. In contrast, the smaller blue section symbolized positive emotions at 23%. A grey slice showed neutral feelings, accounting for 7% of the chart.

12. The participants suggested emphasizing the need for awareness of unethical practices and their implications. They recommended strengthening certification protocols and educating those involved in intermediary work to ensure fairness.

Recommendations

Following these conclusions, a set of recommendations was drawn up. These recommendations aimed to address the issues highlighted in the study, providing a strategic direction for future actions and decisions.

1. Increased Awareness: Launched an awareness campaign to educate the public about the unethical practices of fixers and their implications.

2. Strengthened Certification Protocols: Implemented stricter certification protocols for the Land Transportation Office to ensure that only qualified individuals were providing services.

3. Educated Intermediaries: Provided training and education for those involved in intermediary work to ensure fairness and adherence to ethical standards. This was done through seminars or training programs.

4. Improved Service Delivery: Addressed the issue of slow service delivery by streamlining processes and implementing efficiency measures.

5. Addressed Corruption: Implemented stricter measures to combat corruption within the system.

6. Reviewed Fee Structure: Assessed the fee structure to confirm that it was an honest and transparent government service.

7. Improved Testing Process: Made the testing process more user-friendly to help participants navigate through it more easily.

BIBLIOGRAPHY

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DOI 10.5281/zenodo.11197386 

Abstract

This study aims to explore the e-leadership readiness of academic leaders in Yantai City, Shandong Province. In this study, a quantitative method was used to collect data from 90 deans and executive boards of 3 schools in Shandong Province. The study aims to determine the readiness of academic leaders in the region for e-leadership and their familiarity with e-leadership practices, particularly in the field of information management. The study found that respondents had a deep understanding of e-leadership approaches in the field of information management, and that school administrators were perceived to have high e-leadership practices overall. However, the areas for improvement are in the areas of ethics and sharing, which suggests that these areas need improvement. The study concluded that the e-leadership practices of school administrators were generally consistent across years of service, and respondents' assessments of e-leadership practices did not differ significantly by age, gender, education, and position.

Key words: e-leadership, academic leaders, management, strategic planning,china

DOI 10.5281/zenodo.11201655 

ABSTRACT

Title              :       NATIONAL SERVICE TRAINING PROGRAM PRACTICES

AND CHALLENGES OF TERTIARY EDUCATION IN TARLAC: BASIS FOR A PROPOSE TRAINING MANAGEMENT PLAN

Researcher  :       Roann D. Bangis

Institution     :       Tarlac State University

Degree                    :       Master Of Arts in Education

Major           :       Educational Management

The study aimed to evaluate the practices and challenges of national service training programs in private higher educational institutions and universities in Tarlac province. To gather data, descriptive research design was used. Questionnaire were given to the respondents. To interpret gathered data, frequency counts and percentages was used to determine the counts of the profile and the challenges of NSTP trainers. While mean in the other hand was used to describe the practices in NSTP.

Findings revealed that most of the institution particularly private school don’t undergo orientation particularly about NSTP Act of 2001 or RA 9163.  It was also revealed that providing basic information such as title, subject number, credit hours, subject policies in NSTP syllabus are very important. Also, used of lecture and showing in teaching CWTS are the number methods and strategies prepared by the CWTS faculty. Used of discussion-based in the other hand are the number one prepared teaching methods in teaching LTS.

Furthermore, results also revealed that the used of demonstration in assessing the performance of the students were the number one assessment tools prepared by the CWTS faculty while written works and activities and performance task for the LTS.

Challenges met by both LTS and CWTS in private higher educational institution were lack of provisions for trainings and seminars, attitudes and behaviors of the students and lack of proper allocation of NSTP funds. Lack of facilities, equipment and supplies that may be used in teaching, large number of students, and no clean direction for the organization and mobilization of NSTP graduates are the top three challenges encountered by the universities.

Based on the findings of the study, it was recommended that schools should have a standard orientations and training for NSTP instructors or facilitators from the office of the civil defense, commission on higher education and any government agencies related to NSTP.  Also, school administration may hire additional faculty since some institution has only 1 faculty handling a huge number of students, NSTP Director with the help of NSTP coordinator should conduct a monthly or quarterly monitoring and evaluation for NSTP faculty and NSTP activities, NSTP Implementers and Directors should work on the creation of handbooks or modules to have standardized lessons in teaching NSTP. NSTP unit/office with the help of school administrator should establish a memorandum of agreement between schools and communities for the deployment of NSTP graduates.

The management plan proposed by the researcher based on the result of the study will help NSTP trainers, implementers and school administrators to have a better practices ang management in NSTP (National Service Training Program)

Chapter 1

THE PROBLEMS AND ITS BACKGROUND

Background of the Study

“The best way to find yourself is to lose yourself in the service of others”.  It was July 23, 2001, since the RA 9163 or the NSTP Act of 2001 was enacted in response to public clamour for reforms in the Reserved Officers Training Corps (ROTC) Program. National Service Training program was designed to train students on how to strengthen their civic and community engagement and responsibilities. For them to know the importance and value of volunteering and losing their selves in the service of others. In the pursuit of these goals, the youth shall be motivated, trained, organized, and mobilized in military training (ROTC), literacy (LTS), civic welfare (CWTS), and other similar endeavours in service to the nation.

National service does not simply mean "serving the public"; it means serving the public under political and economic institutions; it means serving the nation in an age of nationalism; and it means constructing the nationalism which it serves (Gorham). These national services may be in the form of military, non-military services, non-military compulsory programs, and some even integrated in the educational system like in the Philippines in the form of the National Service Training Program (NSTP). These kinds of national services, which are integrated with the respective educational systems of each country, are forms of service-learning. That is why, in line with the act, students, male and female, of any baccalaureate degree course or at least two (2)-year technical-vocational courses in public and private educational institutions shall be required to complete one (1) of the NSTP components (its either Literacy Training Service, Civic Welfare Training Service or Reserve Officers’ Training Corps) as requisite for graduation.

Reserve-Officers’ Training Corps (ROTC) under the section 38 of the republic act 7077, is a program designed to provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness. In the other hand, Literacy Training Service (LTS) is a component of NSTP that focuses on training students to become teachers of reading-writing literacy and numeracy to children, out-of-school youth, and other segments of society. Education students are primary target of this component, but other students from other colleges are equally encouraged to choose it. Teaching unprivileged segments of society which did not get formal education is a great way to be of help in building our nation while Civic Welfare training service is geared towards activities that have social impact through activities that could contribute to “health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry”, thus the CWTS component of the NSTP stressed the importance of youth involvement in broad programs or activities that will benefit the people. Both LTS and CWTS is a program designed to train students to strengthen the civic and community responsibilities of the students. It is the form of service learning.

Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Meaning, students learn inside the classroom to the real-world context in order to concretize learning and to strengthen civic and community responsibilities. Service learning is about hands-on participation in community-based projects. As what have Dale's Cone of Experience stated, learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed. The most effective training involves direct experiences, such as hands-on or field experiences since experience has a greater influence or impact on the lives of the students. Having an effective training management towards students in conducting NSTP classes is very important. Effective training management can enhance their civic consciousness and it can develop their ethics of service and patriotism.

In Tarlac State University, before allowing the students to transfer on their chosen component, faculties are going to discuss first in NSTP 1 the common module which compose of 25 training hours which mainly focuses on the five (5) topics mentioned in the Rule III of RA 9163. That is why during this phase, the students have no specific component yet and are expected to gain knowledge, skills, and attitude towards deepened understanding and heightened appreciation of their role in the promotion of common good and the general welfare. Also, they are expected to demonstrate learning by applying concepts and principles on practical situations in pursuit of community development for the task of nation building.

Meanwhile, the specific modules shall be taken by the students after completing the Common Module phase and for a period equivalent to 29 hours to satisfy the minimum requirement as to training hours for NSTP 1 which is 54 hours. The modular topics covered herein are designed to help the students acknowledge their roles in the society they belong especially in engaging themselves to activities contributory to the general welfare as what the components are intended to.

In the other hand, NSTP 2 topics will help the students acknowledge their roles in the society they belong especially in engaging themselves to activities contributory the general welfare as what the components are intended to. In this phase, students are being introduced to the community-based activities as preparation of their involvement to the National Service Reserve Corps (NSRC) which they will be part of when they completed the NSTP. The NSRC is an organization composed of graduates of the CWTS and LTS components tasked to provide a trained,motivated, and organized manpower reservethatcan be tapped by the State for DRRM, civic welfare, literacy, national emergency, environment protection and other similar endeavors in the service of the nation.

It was also reported in the Philippine daily inquirer that our country which is the Philippines are one of the corrupt countries in the world even though we claim to be the only Christian nation in Asia and people are very religious. And because of that, a person must go through a progression of transformation in converting himself with dignity aligned with the Filipino value. Thus, the CHED in partnership with Good Citizenship Movement published module on Good Citizenship Values emphasizing the role of ‘Pagkamaka-Diyos‘ as the key and the core to good citizenship which is one of the topics covered during the common module that the NSTP students need to know and practice. But according to Reyes (2020), despite of the implementation of the values program of NSTP, the call for evaluation based on the status, challenges and impact must be done also to create a favourable and responsive program for students.

Also, it was observed that there are a lot of students who don’t give importance on their NSTP subject particularly in LTS and CWTS. As what some students says when they are ask about what they have learned in their NSTP class, some of the students states that they learned nothing about the subject because their professor or instructor did not teach the whole semester aside from asking them to plant a tree and sweep the yard.  Aside from that according to some NSTP faculty, they don’t have a standardized topics in teaching NSTP literacy training service and civic welfare training service.

In TSU, some topics particularly about first aid are not discuss and demonstrate properly because of the inability of THE resources such the equipment for teaching cardiopulmonary resuscitation (CPR).

Thus, the present study will be undertaken to determine the abovementioned gaps and to know the practices and challenges of NSTP trainers in Tertiary Education particularly in the province of Tarlac and the result of the study may serve as the basis for a proposed management plan.

Statement of the Problem

The study aimed to know the Practices and Challenges of NSTP in Tertiary Education in Tarlac.

Specifically, it sought to answer the following:

1.     What is the profile of NSTP non-military trainers along areas of?

1.1  age,

1.2  gender,

1.3  Marital status,

1.4  Religion,

1.5  Designation/Affiliation,

1.6  Educational qualification,

1.7  Trainings and seminars attended relative to NSTP, and

1.8  Years of Teaching Experiences in NSTP?

2. What are the practices in NSTP be described by the participants in terms of;

         2.1 Orientation of teachers,

2.2 Preparation of syllabus,

2.3 methods and strategy,

         2.4 assessment tools, and

         2.5 school’s best practices?

3. What are the challenges encountered by the participants in Teaching NSTP?

4. What training management plan can be proposed based on the findings of the study?

5. What is the implication of the study to educational management?

Significance of the Study

The study was conducted to know the practices and challenges of NSTP in Tertiary Education particularly in the Province of Tarlac will give the following significance:

To SUCs and PHEI Administrators. The trainers’ profile, the problems encountered, and the practices of NSTP teachers may serve as the basis for enhancing the training of the School/University in NSTP subjects.

To the Teachers. The result of this study may help them enhance their teaching strategies and know which assessment tools should be used in conducting NSTP classes.

To the Students. The result of this study may enable them to improve and enhance their training performance with their chosen component and help them to have a direct training experience.

To the Parents. The result of this study would assure parents that their children received a quality education that help them to strengthen their civic and community responsibilities.

To the Future Researcher. The result of the study can serve as a basis for further research on evaluating the training management systems of schools and can serve as reference data in conducting new research.

Scope and Delimitation of the Study

This study aims to assess the challenges and practices of NSTP particularly the Literacy training service and Civic welfare training service component of Tertiary education in the Province of Tarlac.

The study utilized a descriptive survey questionnaire to be validated by NSTP coordinators/leaders wherein 2 SUCs and 10 PHEI in Tarlac was the source of data.

Review of Related Literature and Studies

The literature and studies cited tackle the different concepts, understanding, ideas, generalizations or conclusions, and other developments related to the topic, which serve as the researcher's guide in developing the study.

Encouraging today’s youth to train and work with people from diverse cultural groups, emphasizing partnerships between the projects and communities, and understanding their role in enacting change in the community as globalization expands was very challenging. Teachers need to have effective training management such as strategies in teaching, effective assessment tools, and excellent syllabi wherein students learn through direct experience or performance tasks for them to learn efficiently and effectively about their civic responsibility.

Performance tasks are learning activities or assessments where students can demonstrate their ability knowledge and understanding of the subject. It can help students to attain lifelong knowledge and skills (McTighe, 2015). These life-long skills may be used for the self-improvement of the students towards the demonstration of their competencies and civic responsibility.

Thus, hiring a well-competent instructor or teacher is very important. As what the DepEd says, “Teachers should be hired based on merit, fitness, and competence.” Therefore, knowing the profile of the teachers or instructor such as their degree, seminars and training before entering teaching path will help schools and universities to have a well competent and quality education to offer.

Qualified, effective, and diverse teachers and leaders in a workforce are a must-have to make a quality education and training towards the students because the best way to invest in students is to invest in teachers first (American Institute for Research). Thus, offering training and seminars for teachers in relation to their teaching load is very helpful to improve and develop the craft of each mentor in school. Training and seminars will help teachers to create an effective learning environment, improve teaching-learning situations, keep updated on modern instructional devices and inspire them to become better teachers in the modern world. (Felipe, Ruvirosa, 2013). Also, according to Alton-Lee the teachers should align their professional experiences with their teaching practices and pedagogies to benefit their students.

Agreeing to Alton-Lee, one of the major roles of the teachers especially this new normal is to ensure that the content delivered has achieved the learning objective of the course, which can be considered a key challenge especially in teaching NSTP since community needs and demands may change time to time. So, the teachers should also undergo professional and personal development to benefit both the students and them as well; both are the learners.

In the study conducted by A.S. Francisco, (2020), in delivering quality instruction, teachers' demographic characteristics such as their academic degree, training and seminars have been one of the most important considerations for developing an educational system. It shows that professional demographic characteristics of a teacher can affect students’ academic performance.

Thus, the researcher wants also to evaluate the profile of NSTP trainers specifically their academic degree, trainings and seminars attended because it shows in the study that every unit improvement in the professional demographic characteristics of a teacher such as trainings and seminars could generate a 1.528 increase in students' academic performance. They also found that students taught by teachers with higher qualifications performed better.

In the study conducted by K. Losabia and C. Gabrieal (2015) about the impact of participation of Lyceum of the Philippines –Laguna in NSTP, it showed that majority of the students perceived that they have learned from NSTP service-learning with a mean of 4.06. Basically, students learn from their experiences in the community by becoming socially aware of the problems in the community. They also learn to improve their critical thinking skills, leadership skills even their personal spiritual growth among others.

In the study conducted by E. Victoria (2017) towards the CWTS contextualized practice of the HEI in Central Luzon by faculty and students’ perception across CWTS areas such as syllabi, activities, and evaluation scheme when subjected to ANOVA indicate an f-value equivalent to 2.903, which is found lower than the critical value of 2.99, set at α=.05 level of significance. It shows that faculty ratings were found higher than the students’ ratings.  Therefore, findings signify that a discrepancy on the perception towards the CWTS contextualized practice is evident and may imply that the faculty/facilitators are articulating the IRR for CWTS course, but not fully translating it to the students through instruction.

In addition to that, NSTP courses influenced the self-improvement of the students positively according to the study of M. L. Balmeo etal (2015) about The Effects of NSTP on the Lives of Saint Louis University Students, it shows that through attending NSTP classes, students learned more about leadership, developed their selves professionally, improved their academic performance, have chance to connect with other students and communities and improved their self-confidence. School of accountancy business management, engineering and architecture, natural science, nursing, and teacher education have their highest weighted means on the item on performing community service better. Their highest computed weighted means are 2.92, 3.08, 3.27, 3.36, and 3.19 respectively.  While the highest computed weighted value on the item on the increased of understanding of leadership and community development signified by the computed weighted value of 3.01. Also, NSTP courses were able to influence the community involvement of the students since it enables them to identify what improvements are to be made to the situation of the target group and what results will be needed to generate specific impact, which is evidenced by their highest computed weighted mean of 3.00.

These cited studies by K. Losabia and C. Gabrieal (2015), M. L. Balmeo etal (2015) and E. Victoria (2017) has significance on the present study because the present study wants also to assess the challenges and practices of NSTP teachers particularly those teachers who teach LTS and CWTS among SUCs and PHEI in Tarlac Province.

In the study conducted by A. Zapata about the National Service Training Program of State Colleges and Universities: An Assessment, respondents of the six state universities perceived that the NSTP objectives were not accomplished effectively and that the fund allotment and school facilities were not adequate and the faculty on the other hand, had no necessary/related experience with regard to training to handle for the NSTP subject based on their educational qualification.

She also recommended that management should support the program in works and in deeds especially in allotting adequate funds to meet goals; and sufficient budget significantly affects the increase in the student’s performance and productivity of the facilitators. There should be enough lecture rooms, facilities rooms conducive to learning and sufficient books and references that will enhance and facilitate learning and awareness of the students about the effectiveness, efficiency, responsiveness, appropriateness equity and adequacy of the program.

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DOI 10.5281/zenodo.11201655 

Abstract

Casareno,  Maryann G. December, 2023, Assessment on the competencies of Nurses: Basis for a Proposed Development Program, Urdaneta City University

Adviser: Dr. Freda B. Lopez

This study determined the competencies of nurses in public and private hospitals in Eastern Pangasinan. It tackled their age, civil status, highest educational attainment, number of years in service, employment status and type of hospital facility. The study utilized the descriptive research design and utilized a survey questionnaire as the main tool in gathering data. Several statistical tools were used like frequency and percentage, weighted mean, t-test, Scheffe test and ANOVA (Analysis of Variance).

The nurse respondents were young adults, not into marital relationships, Bachelor’s degree holder, been in the service for a few years, with regular status and mostly working in public hospitals. The nurse respondents were most competent in the areas on collaboration and teamwork, legal responsibility, management of resources and environment and personal and professional development.

Nurses who have served for 11 years and above have higher level of competency as compared to those who are 1-3 years in the service. Nurses with regular and contractual status have considered themselves more competent than the nurses who work under job order.  The higher the level of educational attainment, number of years in service, and employment status of the nurse, the more competent they are in performing every aspect of their work as nurses. The proposed development program is proposed to improve the competencies of nurses.

Keywords: competencies, nurses, assessment

Chapter 1

Introduction

Background of the Study

Nurses nowadays must be equipped with the different competencies as required to nurses in their nursing practice. Their competencies are important for a quality care to their clients especially during the pandemic time wherein surge of patients go to hospitals for medical treatment. This are challenges to nurses who were faced with burden with their work

Core competency is vital to the nursing profession. It helps guarantee the high quality, and effective delivery of care, and maintains the social value, and status of the nursing profession. The core competency profile for the nursing profession embraces basic behavioral attributes as well as mastery of advanced practice skills. The former include such attributes as gentleness, willingness to serve, keen observation and judgment, efficiency, skillfulness, responsibility and accountability. The latter embraces skills in general care, communication and collaboration, management, self-development, innovation and research, and stress-adjustment. To cultivate competent nurses, academic education should emphasize critical thinking skills, integrate problem-based and evidence-based learning approaches into curricula, and use objective structured clinical examination to evaluate learning outcomes. In the healthcare sector, systematic professional training models such as the clinical ladder with multidiscipline rotation hold the potential to train novice nurses as expert professionals. Meanwhile, to advance the professional capabilities of nurses, nursing administrators should provide a positive work environment to fuel and maintain learning motivation. Education and healthcare systems should work closely together to promote the professional competence of nurses and to strengthen the value of the nursing profession (Yu, 2020).

Competency is defined as the application and demonstration of appropriate knowledge, skills, behaviors, and judgment in a clinical setting. Competency is not merely the product of completing required courses, nor is it measured simply by successfully passing a test or completing a checklist. Rather, competency is confirmed when knowledge and skills are accurately applied at the bedside, and appropriate behaviors and judgments are consistently displayed in practice.

Improving safety requires a system culture and mindset that guides a proactive system wide plan to provide care that is safe, reliable and free from harm. Total system safety is interdependent, collaborative and coordinated. High reliability organizations simplify and standardize processes to achieve reliable results. For example, following an evidence-based protocol exactly when inserting and managing central lines has resulted in sharp reductions in infection.Healthcare workers take pride in working in organizations focused on quality and safety. Workers experience satisfaction in doing work well and are supported or restrained by their work environment (Sherwood, 2021).

Health professionals serve as the bridge between patients, the knowledge generated by scientific research, and the policies and practices to implement that knowledge. As the recipients of care, the public trusts health professionals to provide care that is safe, efficient, effective, timely, patient-centered, and equitable. Educating professionals about new theories and evidence of what does and does not work, and under what circumstances, is one part of promoting the provision of better health care. Because individual learning styles differ greatly, innovative learning methods are developed to help health professionals maintain their competencies. Over time, learning methods have evolved from a focus on professionals’ attendance at and satisfaction with a limited set of educational activities to a focus on demonstrably changing professional practice and improving patient outcomes. Better learning methods need to be developed continuously, as creating appropriate methods, processes, and contexts is imperative for professionals to provide the highest quality care possible (National Library of Medicine, 2022).

Clinical competency has been a challenging issue in nursing profession. The feeling of low competency could decrease job satisfaction and increase occupational withdrawal; it also influences the quality of care. On the contrary, feeling competent could decrease burnout and increase self-confidence.Nursing care in surgical departments needs considerable clinical competencies. Surgery is a traumatic procedure, and patients need special care. Many patients confront complex situations, and nurses should be competent in making urgent and correct clinical decisions in surgical wards. Besides, infection is an important issue in surgical departments and surgical nurses must be competent in implementing infection control strategies (Afshat et al. 2020).

In a study conducted by Istominaet al.2021 on the competences of nurses, the overall level of nurse competence, and the frequency of using the competencies in practice as perceived by nurses were high. Nurses assessed the competencies in managing situations and work role the highest and in teaching-coaching and ensuring quality the lowest. Sociodemographic factors such as nurse education, experience, professional development, independence, and work satisfaction as well as the evaluation of quality of nursing care were identified as factors associated with nurse competence.
The study findings made the assumption that nurse education, nurse experience, and nurse professional development play a significant role in the evaluation of nurse competence as well as the evaluation of quality of nursing care. It is necessary to upgrade nursing education programs at all levels of nursing education in Lithuania: university, non-university, and professional development courses. The qualities of preconditions for nursing care, cooperation with relatives, caring and supporting initiative are related to nurse competence.

Faraji et al. (2019)conducted a study to evaluate the clinical competence and its related demographic factors among critical care nurses in Kermanshah, Iran. In this cross-sectional study, Iranian nurses were selected by stratified random sampling. The mean score of nurses' clinical competence was at a “very good level”. The mean score of using clinical competence in practice was at a “good level”. Among the subscales of clinical competence, the highest mean score was related to “managing situation”. The mean score of “using clinical competence in practice” was related to the subscale of “therapeutic interventions”. There was no statistically significant difference among the score of clinical competence of nurses varying with different gender, age, academic degree, and work experience.

It concluded that the clinical competence of critical care nurses in Kermanshah was at a “very good” level, and the use of clinical competence in practice was at a “good level.” Given the importance of clinical competencies in practice, nurses' clinical competence should be evaluated objectively and positive measures should be taken to promote the application of their clinical competence.

Moreover, Ha et al. (2020) made a study on the factors influencing competency development of nurses as perceived by stakeholders in Vietnam. The research participants described numerous of factors that influence the journeyof developing nurses’ competencies. The identified factors were relevant to nursing educationand training system in Vietnam; working environments of nurses; public image and values ofnursing profession; characteristics of nurses themselves; Vietnamese nursing profession sociocultural-economic and political aspects in Vietnam; and global contexts. It concluded that the derived knowledge would greatly benefit clinical nurses, administrators, nursing educators, health care services managers, policy makers as well as other relevant health care stakeholders in proposing of solutions to promote nursing education, nursing workplace environments, and the appropriate regulations in order to enhance the nursing competency and quality of nursing services in Vietnam.

In accordance of Article III, section 9 (c) of Republic Act No. 9173 or thePhilippine Nursing  Act   of  2002,  this  state  that  the   Professional RegulatoryBoard of Nursing is empowered to “monitor and enforce quality standards ofnursing   practice   in   the   Philippines   and   exercise   the   powers   necessary   toensure   the   maintenance   of   efficient,   ethical   and   technical,   moral   andprofessional standards in  the  practice  of  nursing  taking  into  account  of  thehealth  needs  of  the  nation.” In conclusion, this lead  in  the  improvement  and

effective implementation of the core competency standards of nursing practicein  the  Philippines  to  ensure  safe  and  quality  nursing  care,  and  maintainintegrity of the nursing profession.           

Competencies ensure the right people throughout your clinical workforce are

equipped to achieve optimal performance outcomes. Successful competencies align with organizational goals and individual performance evaluations and are used to prevent patient harm while improving clinical outcomes.

         Heightened by the complexity of globalization, dynamics of information, technology, demographic changes, health care reforms and increasing demands for quality nursing care for clients, expectations for contemporary nursing practice competencies emerged. As mandated, the Board of Nursing, through a monitoring and evaluation scheme that the competency standards are implemented and utilized effectively in nursing education (BON, 2021).

         It is in this context that the researcher was interested to study on the competencies of nurses in the clinical area in different public and private hospitals in Eastern, Pangasinan to assess their competencies.

Theoretical/ Conceptual Framework

The study adapted the theory of Faye Abdellah on the Twenty One Nursing Problems. According to the theory,“Nursing is based on an art and science that mold the attitudes, intellectual competencies, and technical skills of the individual nurse into the desire and ability to help people, sick or well, cope with their health needs.”

The patient-centered approach to nursing was developed from Abdellah’s practice, and the theory is considered a human needs theory. It was formulated to be an instrument for nursing education, so it most suitable and useful in that field. The nursing model is intended to guide care in hospital institutions.

This study also adapted the theory of Imogene King on Conceptual System and Goal Attainment Theory that deals with the man as a biopsychosocial  being. The theory deals to re-establish positive adaptation to his or her environment. She describes nursing as a helping profession that assists individuals and groups in society to attain, maintain and restore health.

Nursing is an interaction process between the client and the nurse whereby during perceiving, setting goals and acting on them, transactions occur and goals are achieved. The goal of nursing is health promotion, maintenance or restoration; care of the sick or injured, and care of the dying. Human beings are the focus of nursing particularly on the fundamental health needs like need for care that seeks to prevent illness and need for care when human beings are unable to help themselves (Bautista, 2010).

It also made used of the Bandura's Social Learning Theory, renamed Social Cognitive Theory, for it is useful in understanding the psychosocial dynamics underlying behaviors. The theory provides a perspective for identifying methods, which can be utilized to promote certain behaviors. The basic premise of Social Cognitive Theory is that the expectation of personal mastery and success influences whether or not an individual will engage in a particular behavior. According to this theory, behavior is determined by expectancies and incentives, as perceived by an individual (Flores, et. al. 2011).

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 DOI 10.5281/zenodo.11218674 

ABSTRACT

Campus Journalism is considered to be the pillar of truth within the school and becomes the campus journalists’ pathway for promoting school and community awareness to their fellow students.

School Paper Advisers are part of the success of campus journalism and their role is equally valuable as to the campus journalists. Their part in the success of these young journalists is as essential as anyone else, and is considered crucial to the success of the school paper. Moreso, they must hold fairness between training and giving freedom to produce a school paper that reflects the voice of the student body; must be fully committed to the responsibilities associated with it, and are expected to be part of the ways in strengthening campus journalism practice among students through preparations for trainings and participating  as stipulated in Section 8 of RA 7079. The experiences of SPAs are certainly a significant factor on the competence of campus journalists during conferences.

DOI 10.5281/zenodo.11218850 

Pangkalahatang Layunin: Ang pangkalahatang layunin ng pag-aaral na ito ay suriin at pag-aralan ang kasalukuyang estado ng implementasyon ng edukasyong inklusibo sa isang mataas na paaralan at magbigay ng mga rekomendasyon para sa pagpapabuti ng nasabing programa.

Mga Layunin ng Pag-aaral:

1. Surin ang kasalukuyang pagpapatupad ng mga programa, patakaran, at mga hakbang na ginagawa ng paaralan upang maisakatuparan ang edukasyong inklusibo.

2. Tukuyin ang mga hamon at mga suliranin na kinakaharap sa pagpapatupad ng edukasyong inklusibo sa paaralan. 

3. Suriin ang epekto  ng mga ipinapatupad na mga estratehiya sa kalalabasan ng pag-aaral.   

4. Magbigay ng mga rekomendasyon para sa mga posibleng hakbang at pagbabago upang mapabuti ang implementasyon ng edukasyong inklusibo.

Metodolohiya:

1. Paksa ng Pag-aaral: Piliin ang isang mataas na paaralan na may kasalukuyang programa para sa edukasyong inklusibo.

2. Pagpili ng Mga Respondente: Isagawa ang panayam sa mga guro, mag-aaral, magulang, at iba pang mga kawani ng paaralan na may kaugnayan sa edukasyong inklusibo.

3. Pagkuha ng Datos: Magsagawa ng mga interbyu, sarbey at obserbasyon upang makakalap ng datos mula sa mga guro, mag-aaral, magulang at tagapangasiwa ng paaralan hinggil sa kanilang mga karanasan at pananaw sa inklusibong edukasyon.

4. Pag-aanalisa ng Datos: Suriin ang nakolektang mga datos mula sa panayam at iba pang mga mapagkukunan upang matukoy ang mga suliranin at hamon para sa pagpapabuti.

5. Paglalahad ng mga Natuklasan: Isalin sa mga resulta ng pag-aaral ang mga natuklasan mula sa pagsusuri at pagtatasa ng datos.

6. Pagbuo ng Mga Rekomendasyon: Batay sa mga natuklasan, magbigay ng mga konkretong rekomendasyon para sa pagpapabuti ng implementasyon ng inklusinbong edukasyon sa paaralan.

Inaasahang mga Resulta:

1. Pagkilala sa mga pangunahing hamon at suliranin sa implementasyon ng edukasyong inklusibo.

2. Pagtutukoy ng kalakasan at kahinaan sa kasalukuyang pagpapatupad ng inklusibong edukasyon.

3. Pagpapabuti sa akademikong tagumpay ng mga mag-aaral.

4. Pagsasalin ng mga natuklasan sa mga rekomendasyon para sa mga hakbang na maaaring gawin upang mapabuti ang programa ng inklusibong edukasyon.

5. Pagpapabuti ng kalidad at epektibidad ng inklusibong edukasyon sa mataas na paaralan.

Konklusyon: Ang pag-aaral na ito ay magbibigay ng pagkakataon sa paaralan na suriin at punan ang mga kakulangan sa kasalukuyang implementasyon ng inklusibong edukasyon. Sa pamamagitan ng mga rekomendasyon, inaasahang mapabuti ang kalidad ng edukasyong at matiyak na ang lahat ng mga mag-aaral ay may pantay na pagkakataon naumunlad sa anuman ang kanilang mga pangangailangan at kakayahan.

DOI 10.5281/zenodo.11219257 

ABSTRACT

The present study aimed to assess the level of implementation of an enhanced school improvement plan and its correlation with school performance in Rizal, particularly in Cluster 1 in Morong District, during the school year 2023-2024.      

The respondents of the study were the teachers of all elementary schools in the said cluster, including Caniogan Elementary School, Maybancal Elementary School, Roman Tantiongoc Elementary School, Talaga Elementary School, TCM Elementary School, San Guillermo Elementary School, Bombongan Elementary School employing a total respondent of 180 teachers. The study utilized a descriptive research method, employing survey questionnaires as the primary data-gathering instrument. The analysis and interpretation of findings was based on the responses gathered from the survey questionnaire designed by the researcher to gauge teachers' perceptions and experiences regarding implementing the school improvement plan. The study was conducted from January-May 2024.

However, the scope of the study is delimited by its geographical location, as it is limited to schools within Cluster 1 of Morong District in Rizal, excluding other districts in the division. Secondly, the timeframe is confined to the school year 2023-2024, restricting data collection, analysis, and interpretation within this period. Thirdly, the respondents are solely limited to teachers within the selected schools, omitting other stakeholders such as students, parents, or administrators from the survey.

The findings revealed that most of the respondents were of the age 21-25 years’ old. Majority of the respondents were female and college graduates. Most of the teachers have experience of 6-10 years. In terms of ACCESS, the overall weighted mean obtained was 3.70 which is interpreted as “Strongly Agree. In terms of EQUITY the overall weighted mean obtained was 3.29 which is interpreted as “Agree”. In terms of Quality, the overall weighted mean obtained was 3.57 which is interpreted as “Strongly Agree” In terms of governance, the overall weighted mean obtained was 3.66 which is interpreted as “Strongly Agree”. There is no significant difference in the level implementation of enhanced school improvement plan when grouped according to profile. The performance of school in School Based Management during the last school year 2022-2023 were maturing stage or SBM level 2. There is no . significant relationship between   the level implementation of enhanced school improvement plan and school performance.

Based on the findings of the study therefore, the researcher concluded the level implementation of enhanced school improvement plan and profile of the respondents showed no significant difference. The level implementation of enhanced school improvement plan and the school performance in SBM showed no significant relationship.

Key Words: Enhanced School Improvement PLAN (ESIP), School Performance, School-Based Management (SBM)

DOI 10.5281/zenodo.11221357 

ABSTRACT

This study focuses on what are the coping strategies used by the OBPETEC students of the Philippine Normal University (PNU). The goal is to find out the status of the academic performance of the students, find the most frequently used coping strategies in approach, avoidance, and social support, and lastly find the commonly used coping strategies among all of the coping strategies mentioned. This was done with the help of the Academic Coping Strategy Scale by Dr. Jeremy R. Sullivan (2010) which aims to know the coping strategies used by college students. This research concluded that OBPETEC students are always facing their problems and are always trying to find a way to solve them, also, students always make an effort to have coping strategies for the improvement of their academic performance, and almost all of them avoid doing nothing about the problem, lastly, students rarely communicate with their professors or class advisers to get some social support.

DOI 10.5281/zenodo.11221478 

ABSTRACT

Arnold N. Dela Cruz, July 2023, Effects of Social Media among Registered Nurses, Urdaneta City University

Adviser: Dr. Alyssa Ashley R. Diego

         This study determined the effects of social media among registered nurses in selected private and public hospitals of Eastern Pangasinan. It dealt with the personal profile of the respondents, which includes their age, gender, civil status, highest educational attainment, area of assignment, number of years in service, social media platform, and average hours used in social media. It tackled the effects of social media in physical, psychological, and social aspects.

         The study employed a descriptive research design, and various statistical tools, including frequency and percentage analysis, t-tests, weighted mean calculation, and analysis of variance (ANOVA), were utilized for data analysis. Most respondents were young adults, female-dominated, into marital status, bachelor's degree holders, mainly those in the emergency room and Medical ward, had been in the service for long years, utilized Facebook, and used social media for few hours in a day.

         The effect of social media was highest along the social aspect and lowest in the physical part. Significant differences were noted along age, civil status, highest educational attainment, social media platform used, and area of assignment.

         Significant relationships existed along age, civil status, psychological, and social aspects; the effects of social media along physical, psychological, and social elements are significantly related to the number of years in service.

Chapter 1

Introduction

Background of the Study

         Social media use has a noteworthy influence on utilization of social media has a substantial influence on the well-being of nurses, impacting them both personally and within their workplace. It encompasses both positive and negative outcomes, with potential implications for their health. The use of social media has the potential to affect both individual nurses and their workplaces, and it can have lasting implications for nurses' health. Social media has brought about permanent changes in communication and has extended into various aspects of healthcare. For instance, PatientsLikeMe (2014) is an innovative service that empowers patients to track their disease, treatments, and personal experiences. Its social aspect enables users to exchange information with other patients who interact with individuals who share the same medical condition, along with health researchers and healthcare providers

 Nurses use social media to access continuing education resources and tools to support skill development. The advantages of social media in the healthcare sector may encompass alleviating anxiety by offering access to experts, fostering personal and professional self-image through the sharing of accomplishments and skills, and cultivating local support networks and communities of practice (Jackson and Fraser, 2017).

         Social media has become the predominant platform for sharing information and staying connected with others. The integration of the internet and social media applications within the healthcare system has seen a significant surge. The utilization of social media among healthcare professionals is on the rise. In a survey involving over 4,000 healthcare workers conducted by Ferguson et al. found that more than 90% of healthcare workersA substantial number of individuals utilize social media for personal purposes, with over 65% of the participants indicating they also use these platforms for professional reasons. The utilization of the Internet and social media applications has a positive influence on the healthcare system. It serves as a channel for disseminating health information, engaging in discussions about health-related matters, communicating with patients, encouraging primary healthcare behaviors, and acting as a valuable tool for collaboration among healthcare professionals.Healthcare professionals, including physicians and nurses, leverage the Internet and social media applications to engage in discussions with their colleagues and peers, staying informed about the latest developments in the healthcare field. These professionals also employ these digital tools to enhance health outcomes, cultivate professional networks, heighten awareness of recent findings, engage in communication with patients during the provision of care, and share health information with the community (Ahmead et al., 2022).

         According to the Social Media Victims Center (2022), it is nearly ubiquitous to find individuals who do not engage with some form of social media platform in today's world. Whether it's Facebook, Twitter, Instagram, TikTok, or even LinkedIn, social media continues to occupy an expanding portion of our daily routines. Social media has evolved into a primary mode of digital communication, a source of entertainment, and a platform for sharing information and ideas. Its usage has grown increasingly prevalent in everyday life, with billions of people using it regularly. Recent statistics on social media usage are astonishing, revealing that nearly 75% of adults in the United States are active on social media, and over 90% of teenagers are engaged with these platforms. Social media is known to exacerbate mental health issues and have a detrimental impact on the quality of real-life social relationships. It has the potential to evoke feelings of envy, leading to depression and anxiety, which can, in turn, result in a decline in overall psychological well-being. Factors such as social isolation, the tendency to compare oneself to others, and peer pressure within social networks all play a role in increasing the prevalence of depression, particularly among young adults on social media platforms..

         In the United States, adults use Social Media to find health information. This can be useful for the occupational health nurse in reaching large numbers of people. Social media also provides a rapid and easily accessible means of sharing health information, which can be particularly vital during outbreaks like the COVID-19 pandemic or emergency situations. Nurses harness the power of social media for various purposes, including accessing health information, participating in online health communities, facilitating emergency communication, conducting health education workshops, fostering professional connections, and pursuing ongoing education. However, it's crucial to emphasize the importance of understanding safe social media practices, as misinformation and privacy breaches can be potential pitfalls. Moreover, social media can function as a valuable tool for employee education and communication, offering support to employees dealing with specific health conditions through their involvement in online health communities (Seigmund 2020). 

         Piscotty and Jones (2016) cited that patients are interested in using Internet sites to learn more about other patients with the same health condition. Understanding what others experience is helpful for patients to understand what might happen to them during an illness or hospitalization. The Internet provides health information to patients with diverse medical conditions and a wide range of sociodemographic characteristics, which can allow for information tailored to meet individual needs. Linking these patients via social media allows for an interactive and shared experience with each other. It also allows healthcare providers, such as nurses, the opportunity to participate in this experience. The data also support positive patient outcomes with the use of mobile devices in hospitals. Significant improvements in patients with ST-segment elevation myocardial infarctions were found when electrocardiograms were transmitted directly to cardiologists' mobile devices by nurses prior to arrival at the hospital.

         Rukavina et al. (2021), in their study on the benefits and dangers of social media (SM) use, indicate the existence of both benefits and dangers of SM on e-professionalism of HCPs (Health care Professionals). Indeed, there is a compelling need for comprehensive research to explore emerging social media platforms, assess the effectiveness of guidelines and educational initiatives, and examine the unique characteristics of each profession in relation to their social media potential and usage. Such research can provide valuable insights into optimizing the benefits of social media while addressing its challenges in various professional contexts. Three key benefits of SM on the e-professionalism of HCPs were identified: (1) Professional networking and collaborative practices., (2) professional education and training, and (3) patient education and health promotion. There were five recognized dangers of SM on e-professionalism of HCPs: (1) loosening accountability, (2) compromising confidentiality, (3) unclear professional boundaries, (4) depiction of unprofessional behavior, and (5) legal issues and disciplinary consequences. 

         Healthcare professionals have access to a wide array of social media tools. (HCPs), including social networking platforms. Indeed, these tools can be harnessed to improve different facets of healthcare, such as fostering professional connections and education, promoting healthcare organizations, providing patient care, delivering patient education, and advancing public health initiatives. However, they also present potential risks to patients and HCPs regarding the distribution of poor-quality the use of social media in healthcare also raised concerns about issues like the spread of inaccurate information, potential harm to the professional image of healthcare providers, breaches of patient privacy, and violations of ethical standards personal–professional boundaries, and licensing or legal issues. Many healthcare institutions and professional organizations have issued guidelines to prevent these risks. Social media served as a platform for healthcare professionals to exchange information, engage in discussions about healthcare policy and practice matters, and advocate for health promotion. behaviors, engage with the public, and educate and interact with patients, caregivers, students, and colleagues. Healthcare professionals (HCPs) can leverage social media to potentially enhance health outcomes, cultivate a professional network, enhance their personal awareness of news and breakthroughs, inspire and educate patients, and disseminate health information to the community. (Ventola, 2014).

         During the COVID-19 pandemic, nurses have found themselves in an unprecedented and challenging situation, navigating through uncertain circumstances while providing essential healthcare services. the health crisis. Social media is a tool used to communicate, Nurses have had to seek, acquire, and exchange reliable knowledge and experiences related to COVID-19.. Nurses utilized social media as channels to share information about COVID-19 and support each other by studying the need for training and changes in the delivery of care system. Further, social media functioned as profession-promoting channels by sharing their experiences as frontliners during the pandemic, displaying critical working conditions. Nurses use social media to educate people to perform the right and proper COVID-19 practices and behaviors in society.

         It is important and challenging for nurses to be updated They have turned to social media to access reliable information and to exchange experiences with one another, making it a valuable resource in dealing with this new situation. tool for most people in multiple areas of daily life during the pandemic. Social media serves a dual role, allowing both private and professional utilization, serving as a source of information and interaction news and information, entertainment, opinion-making, networking, connectivity, and identity construction. Social media technologies empower users to collaboratively create, disseminate, and exchange information across various levels of engagement. Additionally, social media services promote the establishment of online social networks by linking user profiles with those of other individuals or groups even with clients.

         Examining how nurses engage with the abundance of information on popular social media platforms is crucial for comprehending their approach to using social media in their professional capacity. Such usage can either empower or disempower them. It's important to recognize that news and information can rapidly disseminate on a global scale via social media, significantly contributing to the swift transmission of various types of information to a broad audience. Social media functioned as channels where nurses gained information about COVID-19. However, in the study of Paul and colleagues, only 8% of During the COVID-19 pandemic, healthcare professionals in India, including nurses, heavily depended on social media as a source of information related to the virus and its impact.

         Forte and Pires (2020) showed in their studies how nurses informed their clients about staying at home during the quarantine period. The nurses used social media posts to they used social media to educate the public about essential preventive measures, such as staying at home, practicing proper handwashing techniques, using 70% alcohol for sanitization, and following 'cough etiquette' to mitigate the spread of the virus minimize the spread of COVID-19. Social media can be used for peer-to-peer communication and for direct contact with patients and their families. The results demonstrated that social media platforms were utilized as avenues for professional advancement, raising awareness about the significance of nurses, disseminating information regarding their expertise, competency, ethical conduct, and the conditions under which they work. (Glasdam et al.2022).

         A study by Khan et al. (2021) on social media use in healthcare found that a large percentage of healthcare-quality professionals used social media networks. A significant proportion of nurses use it to visit online medical forums to improve education. A large portion of the surveyed sample demonstrated a lack of awareness regarding the hospital's policies on social media usage. It is evident that further education is necessary to promote the appropriate and responsible use of social media in the hospital setting.

 They found that 75% of healthcare workers used social media while at work, recorded that 91% of medics used social media during their work, whereas another study found that 87% of health professionals used social media. Online media can likewise be a huge interruption in the working environment. 

         The adoption of online platforms by healthcare providers is increasing; however, guidelines and policies they can serve as barriers, limiting the volume of information that is posted or shared. to protect patient confidentiality. Emerging online media platforms are altering the communication patterns of diverse stakeholders and intensifying the exchange of information among them healthcare Healthcare professionals (HCPs) are utilizing these platforms to facilitate an effective decision-making process. Nevertheless, it is crucial to uphold the value of patient privacy a highly interactive and open platform. The use of social media within a healthcare The utilization of these platforms within a medical context is influenced by ethical dilemmas and privacy concerns. These issues may hinder users from fully reaping the benefits of this highly interactive mode of communication.

         Social media are digital media and technologies that enable users to exchange information and create media content individually or in a community with others. This media is increasingly becoming a tool supporting healthcare processes, gathering and sharing information, bringing people together, and encouraging social networking and communication regarding health topics, and it supports patient empowerment, i.e., it brings patients into the position to take control of their healthcare needs. Social media, whethear web or mobile technologies are being more commonly integrated into healthcare, offering direct support for patient-centered care. Patients can gain advantages from self-management tools for their health conditions and improved communication with others, and closer monitoring. Exploiting medical social media in healthcare applications requires a careful reflection of roles and responsibilities. The availability of data and information can be valuable in numerous contexts, but it is imperative to take measures to prevent the misuse or abuse of data (Denecke et al., 2015).

         In the study of Dudhat et al. (2022), the health impact of social media use among medical and paramedical found that physical symptoms like burning eyes, headache, neck pain, and back pain are common within 1 month of use. Reduced concentration, disturbed sleep, and postponing their meals were also noted. They concluded that the use of social media is linked with a negative effect on physical health and health-related behaviors.

         Research examining the impact of social media on health workers' mental health has shown mixed effects (Gkotsis et al., 2020). For example, some studies reveal that extensive social media use increases the risk of sadness, anxiety, loneliness, self-harm, and even suicidal ideation (Lu et al., 2020).

         Nurses are welcome to use social media, with many potential benefits for both the individual nurses and the nursing community. According with the American Nurses Association Code of Ethics, "Nurses should evaluate all their postings with the understanding that a patient, colleague, educational institution, or employer could potentially view those postings. Online content and behavior have the potential to either enhance or undermine not only the individual nurse’s career but also the nursing profession. Many of the ways social media and nursing do not work well together have to do with breaking confidentiality and patient privacy. Any patient information may only be disclosed to other healthcare team members to provide further patient care. Other instances of information sharing should only occur with a patient's informed consent. As highlighted by the National Council of State Boards of Nursing (NCSBN), a breach of trust can irrevocably damage relationships between patients and healthcare providers, not to mention negatively impacting the public view of the nursing profession’s trustworthiness (AJN, 2021).

         Mariano et al. (2018) found in their study that a good fit model illustrated the negative effects of frequent social media use on patient openness and engagement. Extended daily use of social media had a positive impact on both aspects of social skills. The use of non-handheld devices to access social media platforms demonstrated the most significant positive effects. on social skills and nurse-patient interaction. erbal social skills had a positive impact on the majority of aspects in nurse-patient interaction, and non-verbal social skills negatively influenced patient engagement and nurse openness. They concluded that the structural model elucidates the impact of social media usage on the social skills and nurse-patient interaction among nurses. It underscores the importance of instituting workplace policies regarding the prudent use of social media. Additionally, it advocates for social skills development programs aimed at achieving a harmonious balance in social interactions skills must be implemented.

         In the Philippine setting, healthcare personnel, particularly nurses, use social media in the clinical setting for faster communication and to receive orders from doctors. In the study of Bautista (2016) on social media use among nurses, he found three reasons: information exchange, keeping in touch with workmates and friends, and catharsis or an outlet for grievances or complaints about problems in the workplace.

Conceptual/Theoretical Framework

The study had adapted Patricia Benner's Novice to Expert Theory. The theory presents a systematic way of understanding how a nurse, whether a whether a nurse is newly trained or experienced, they develop skills and comprehension of a practice situation or event through the passage of time, just like in the use of social media in patient care.

         The study also adapted The Theory of Social Media Health Interaction. The theory was formulated to explain how social media interactions legitimatize specific thoughts and practices related to matters like health and illness can aid in the transformation of individuals by facilitating the effective transfer of knowledge social media. The profession requires a sound theoretical base and strong methodology to evolve an evidence-informed body of knowledge. The theory is important because it provides a framework for analysis, provides an efficient method for field development, and provides a clear explanation for the pragmatic world. Social media and the Internet have fundamentally reshaped how we communicate and interact. Virtually all of the world's knowledge and experiences are available at any time with a simple click of the mouse, information is readily available and accessible to anyone with a computer, enabling effortless cross-continental communication as simple as sending an email (Ramos, 2017).

         This study dealt with the effects of social media use among registered nurses of selected hospitals in Eastern Pangasinan. Box number 1 is the Input that dealt with the profile of the respondents and the effects of social media use in health care along physical, psychological, and social aspects. Box number 2 is the Process that involves data gathering, analysis, and interpretation of data. Box number 3 is the Output, which is the proposed innovative guidelines/program to improve the use of social media among registered nurses.

         It is for this reason the researcher was interested in conducting the study to determine the effects of social media use in health care among registered nurses.

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DOI 10.5281/zenodo.11291058 

Treasures aren’t always concealed. At St. Bernard Novitiate, its golden treasure captivates anyone who beholds its beauty.

In the heart of Daga, Santa Barbara, Iloilo nestled amidst tranquil surroundings, lies the majestic church of St. Bernard Novitiate- a sacred place where architecture transcends the mundane to embody divine harmony. At its core lies a secret hidden in plain sight: the timeless allure of the golden ratio architectural design. From its grand façade to the intricate details within, every aspect of the church resonates the divine proportion.

         As one approaches the church, the eye is immediately drawn to its grand façade, tall arches and intricate design built according to Colonial-Spanish style. Here, the golden ratio reveals itself in the elegant symmetry of its exterior. The proportions of the main entrance elaborated by its five arches and the placement of the windows on its side adhere to this sacred ratio creating a sense of balance and beauty that draws visitors in. The aesthetic of the entire church is based upon this golden ratio which gives the church in all its parts and details look so well proportioned. A sense of tranquility and reverence can be felt as you pass through the entrance. Inside, the golden ratio manifest itself in the proportions of the floor, the height of the ceiling, and the placement of the arches and columns. One will be tempted to take pictures, though picture taking is not allowed inside the church, as you gazed at the painted ceiling and the well adorned main altar and retablo which shows the scene of Sr. Lucy of Fatima saw in Tuy in 1929.

         Beyond its aesthetic appeal, the golden ratio holds deeper significance within the context of religious symbolism. It is an irrational number often denoted by the Greek letter phi () and approximately equal to 1.618033988749895. It can be visualized through the golden rectangle and the golden spiral. A golden rectangle can be divided into a square and a smaller golden rectangle, while a golden spiral can be created by drawing quarter circles within each successive square of the golden rectangle. For centuries, theologians and mystics have interpreted  as a reflection of divine order and perfection- a tangible expression of the underlying harmony of creation itself. In this sense, the St. Bernard Novitiate Church stands not only as a place for worship and religious activities, but also as a living testament to humanity’s desire to connect with the divine.

         Other architectural structures that incorporate the Golden ratio are the Parthenon in Athens, Greece and the Taj Mahal in Agra, India. The Parthenon which exemplifies the principles of classical architecture and harmonious proportions, with its dimensions believed to follow the Golden ratio in various aspects of its layout. The relationship between the length and the width of the building, as well as the dimensions of its columns and pediments, are often cited as adhering to the Golden Ratio. While the Taj Mahal, although not strictly adhering to the Golden ratio in its entirety, incorporate the element of geometric proportionality and symmetry resonate the principles of the Golden ratio. Whether in ancient wonders like the Parthenon and the Taj Mahal or in modern marvels like the St. Bernard Novitiate, the influence of the Golden Ratio in architecture reflects the timeless pursuit of beauty and proportion in the built environment.

         The concept of the Golden ratio, with its historical and mathematical significance, should not remain hidden within this architectural structure. Mathematics’ educators should introduce the Golden ratio in the classroom using local art and architecture and its importance in the history of the community. This historical context can captivate students’ interest and demonstrate the timeless relevance of mathematics. The Golden ratio embedded in the architectural design of St. Bernard’s Novitiate offers a holistic approach to learning that combines historical, practical, and aesthetic dimensions of mathematics. By engaging students in exploration, problem-solving, and creativity, educators can instill a deeper understanding and appreciation of the fundamental concepts of mathematics, while nurturing a sense of wonder and curiosity about the world.

The church majestic beauty reminds us of the timeless wisdom encoded in its entire structure. For in this sacred space, the golden ratio serves not only as a mathematical symbol but also as a symbol of humanity’s eternal search for meaning and purpose in a universe filled with wonder and mystery. So next time, if you visit breathtaking and awe-inspiring places try to discover the hidden mathematical concepts that lies within its splendid beauty.

DOI 10.5281/zenodo.11292277 

Abstract

This study delved into the experiences of Senior High School students in the Philippines with Practical Research (PR). While PR is a vital curriculum component designed to cultivate research skills, students often find it challenging. This research explored these challenges, their impact on the student experience, and the perceived learning opportunities within PR. By gaining a deeper understanding of the student perspective, the study aims to refine teaching strategies and maximize the subject's value within the curriculum.

To achieve this, the study employed a phenomenological approach, utilizing written interviews to capture students' lived experiences in Practical Research. To ensure a well-rounded perspective, 15 students from Cotabato City, BARMM with diverse academic backgrounds (high achievers, average performers, and those struggling) participated. The written interviews were structured yet open-ended, allowing for detailed responses about the challenges students face, the impact those challenges have, and the perceived benefits of the subject. Thematic analysis was conducted on the collected interview data. This involved identifying recurring themes and experiences across student responses, ultimately creating a comprehensive picture of what it's like to learn Practical Research in high school.

The study found that while students face various challenges in Practical Research, from grasping methodologies to analyzing data, these can be overcome with proper support and guidance. These challenges can also impact students emotionally, but many view them as learning opportunities.

The research also highlighted the significant benefits of Practical Research. It fosters valuable skills like critical thinking, problem-solving, and communication, along with collaboration and teamwork. These transferable skills make graduates more competitive and prepare them for diverse careers. Ultimately, Practical Research emerges as a cornerstone for lifelong learning, career success, and navigating complex problems.

Keywords: Senior High School Students, Practical Research, Challenges, Learning Experiences, and Transferable Skills.

1. INTRODUCTION

In recent years, the educational landscape has increasingly emphasized the importance of practical research skills at the senior high school level (OECD, 2018). The integration of research subjects into the curriculum aims to foster critical thinking, analytical abilities, and independent inquiry among students (Veal & Wright, 2016). Research education equips students with the skills needed to formulate research questions, design and conduct studies, analyze data, and present findings effectively (Creswell, 2014). These competencies are crucial not only for academic success but also for developing problem-solving skills applicable in various real-world contexts (OECD, 2018).

However, the implementation of practical research subjects in high schools is not without challenges. Educators face difficulties in  implementing research programs  due to factors like limited resources and diverse student needs (Baker & Young, 2016).  The variability in students' prior knowledge and skills can also result in significant disparities in their ability to engage with research education (Ackerman & Griffin, 2016). Conversely, these challenges also present opportunities for growth and development. Engaging in practical research allows students to explore their interests deeply, develop resilience, and enhance their collaborative and communication skills. Schools that effectively support students in navigating these challenges can foster a more dynamic and enriched learning environment.

The researcher of this study identified a significant gap in the current research: the specific experiences of senior high school students, in Cotabato City, BARMM, in navigating these challenges have not been comprehensively explored. This research aims to fill that gap by examining both the obstacles and the opportunities encountered by students in studying practical research subjects. Given the increasing emphasis on research skills in the modern educational landscape, this topic is timely and relevant. Addressing the challenges faced by students can lead to the development of more effective teaching strategies and support systems, thereby enhancing students' research capabilities and overall academic performance. Additionally, understanding the opportunities presented by practical research can help educators to better motivate and engage students, fostering a more positive and productive learning environment. By focusing on these aspects, the researcher of this study seek to contribute to the improvement of practical research education at the senior high school level, ultimately preparing students for future academic and professional endeavors.

1.1 RESEARCH QUESTIONS

Senior high school students face significant challenges in learning practical research subjects, which can affect their motivation, confidence, and overall educational experience. This study aimed to identify these challenges, understand their impact on students' learning, and explore the perceived opportunities within practical research subjects to improve educational strategies and outcomes.

Specifically, the study sought to answer the following questions:

1. What are the primary challenges faced by Senior High School students in learning Practical Research subjects?

1.1 What are some of the biggest difficulties you face when learning about research methods?

1.2 Are there any specific aspects of Practical Research that you find particularly challenging?

1.3 How do you think these challenges affect your overall learning in Practical Research?

2. How do these challenges impact students' experiences with Practical Research?

2.1 How do the challenges you encounter make you feel about studying Practical Research?

2.2 Do these challenges affect your motivation or confidence in completing research projects?

2.3 In your opinion, how could these challenges be addressed to improve your learning experience?

3. What opportunities for learning and development do students perceive within Practical Research subjects?

3.1 In your perspective, what are the main benefits or opportunities you see in studying Practical Research?

3.2 Have you encountered any situations where learning about research methods helped you outside of class?

3.3 How do you think Practical Research equips you with valuable skills for your future studies or desired career path?

2. METHOD

This study employed a  phenomenological approach to explore the lived experiences of Senior High School students in studying Practical Research subjects. Phenomenology aims to understand the essence of a phenomenon, focusing on the challenges and opportunities students encounter while learning practical research.

A purposive sampling method is used to gather diverse student perspectives. Fifteen Senior High School students currently enrolled in Practical Research in Cotabato City, BARMM, are selected. The sample  included five participants with academic honors, five with a general average between 80-89, and five with a general average of 79 or below, ensuring representation across academic backgrounds.

Written interviews are conducted with the participating students following informed consent. Anonymity and confidentiality will be assured throughout. The interview guide consisted of structured, open-ended questions divided into three sections corresponding to key research questions:

1. Challenges: Explore difficulties in learning research methods.

2. Impact of Challenges: Investigate effects on motivation, confidence, and overall experience.

3. Opportunities: Focus on perceived benefits and practical applications within the subject.

Collected data is analyzed thematically using a coding approach (Braun & Clarke, 2006). Through open and axial coding, recurring themes and patterns within participants' experiences are identified and organized into a coherent narrative, capturing the essence of their lived experiences.

3. RESULTS AND DISCUSSION

This section presents the key findings from the phenomenological study exploring the challenges and opportunities encountered by Senior High School students in studying Practical Research subjects. The results are organized based on the research questions and will be discussed in relation to existing literature on student experiences with research methods.

3.1 CHALLENGES

Complexity and Difficulty of Research Methods

The students highlighted challenges encompassing data collection issues, statistical analysis complexities, methodological nuances, ethical concerns, and the difficulty in critical evaluation, reflecting a multifaceted struggle within practical research subjects.  Studies by Yildiz et al. (2017) support this, highlighting student struggles with participant recruitment and instrument validity in quantitative research. Similarly, Onwuegbuzie & Collins (2016) discuss the challenges students face in understanding and applying appropriate statistical tests. The complexities extend to  methodological nuances, as Desai & Gašo (2023) point out, where students struggle to grasp the intricacies of different research designs. Ethical concerns regarding informed consent and participant confidentiality also pose challenges, as evidenced by Worthington & Clark's work (2017). Furthermore, students reported difficulty in critically evaluating research findings and their limitations, aligning with Mertesacker & Wulf's (2019)  findings. These findings highlight the need for a more comprehensive approach to teaching practical research, incorporating active learning strategies as suggested by Flick (2020) to address student difficulties and equip them with the necessary skills to navigate the complexities of research effectively.

"Problems in data collection, using inferential statistics, and interpreting data."

"Understanding the nuances and intricacies of different methodologies, such as qualitative vs. quantitative approaches, experimental design, sampling techniques, and statistical analysis."

"Multiple designs are difficult to understand; the arithmetic and terminology are complex, and selecting the optimal solution is difficult."

"It's hard to make sure if my studies are ethical and done correctly."

"Critical evaluation, data analysis, and ethical considerations are difficult."

Personal Challenges and Learning Style

The students expressed personal struggles with learning pace, decision-making regarding statistical tools, grasping research methods, and the time-intensive nature of the processes, highlighting internal and external challenges encountered within the realm of practical research subjects. Studies by Yin et al. (2018) support this,  finding that students with limited research experience struggle to keep up with the fast pace of research courses. Furthermore, selecting appropriate statistical tools can be anxiety-provoking, as evidenced by Barrera-Oviedo et al. (2020). Desai & Gašo (2023) further emphasize the challenges students face in understanding the intricacies of different research methodologies.  The time-intensive nature of research, as highlighted by Veal & Wright (2016), adds another layer of difficulty, especially when students juggle research projects with other academic demands.  These findings underscore the need for  support structures within research courses.  Flick (2020) suggests incorporating scaffolding techniques to guide students through decision-making processes and manage research tasks effectively.

"The biggest difficulty I've faced is myself. I am a slow learner."

"Deciding what statistical tool I will use in our research."

"It's difficult for me to learn research methods."

"Slow and time-consuming processes."

Clarity and Objectives in Research

The students emphasized the challenge of establishing clear research objectives and selecting a suitable topic, underscoring the importance of clarity and deliberation in the initial stages of the research process. Burns & Dreher (2020) emphasize that well-defined research objectives are crucial to guide the entire research journey. However, student anxieties surrounding topic selection were evident, aligning with Thomson's (2017) findings that students struggle to choose a topic that is both interesting and feasible within the constraints of the research project. These challenges highlight the need for effective research guidance.  Veal & Wright (2016) suggest incorporating strategies to support students through topic selection and objective formulation, ensuring a strong foundation for their research projects.

"Lack of clarity on research objectives."

"Understanding and defining clear research objectives."

"Choosing my research topic."

Transition from Theory to Practice

The students articulated the difficulty of bridging theoretical knowledge with practical research applications, highlighting challenges in report writing, staying updated, and applying theory in real-world scenarios, likening their research journey to solving intricate puzzles.  Mertens (2015) confirms the persistent challenges students face in bridging the theory-practice gap in research. Difficulties in translating research findings into well-structured reports were also evident, aligning with Yildiz et al.'s (2018) findings. Furthermore, students struggled to stay updated with current research trends, emphasizing the importance of information literacy skills, as highlighted by Frick (2021). Applying theory in real-world scenarios posed another challenge, as students found it difficult to  contextualize theoretical frameworks within their research projects, echoing Creswell's (2014) observations. These challenges suggest the need for a more practical approach to research education.  Studies by Baker (2016) have shown the effectiveness of incorporating real-world case studies and project-based learning to bridge the theory-practice gap and equip students with the necessary skills to navigate research effectively.

"Applying theoretical knowledge to practical research situations can present its own set of challenges."

"It might be challenging to write coherent reports, keep current, and apply theory."

"My practical research journey is like trying to solve puzzles in the real world."

Difficulty with Literature Review and Understanding Research Concepts

The students encountered difficulties in conducting literature reviews, grappling with research concepts, and identifying suitable sources relevant to their study subjects, underscoring challenges in understanding core concepts and accessing pertinent information within practical research endeavors.  These findings resonate with Pickton & Wright (2016) who discuss student anxieties surrounding conducting thorough and relevant literature reviews. Furthermore, students struggled to grasp complex research concepts and theoretical frameworks, aligning with Yin et al.'s (2018)  findings. Identifying suitable sources also posed a challenge, highlighting the importance of information literacy skills, as emphasized by Frick (2021).  These challenges suggest the need for a more scaffolded approach to research education.  Veal & Wright (2016) have shown the effectiveness of incorporating information literacy skills development strategies to equip students with the ability to critically evaluate research sources and navigate the vast amount of information available.

"Searching review of related literature."

"The hardest part of research for me is finding related literature."

"Struggling to grasp research concepts."

"It can be difficult to identify suitable sources that provide light on my study subject."

"The specific aspects that I found in practical research that particularly challenging is understanding concepts because sometimes you can't find the main concepts of your study."

Complexity of Data Analysis

The students highlighted the formidable challenge of data analysis in practical research, noting its complexity, time-consuming nature, and the difficulty in grasping statistical concepts, underscoring the need for support and confidence-building in statistical proficiency within the research process.  These findings align with Pallant (2020) who highlights the challenges students face in understanding and applying complex data analysis techniques.  The time-consuming nature of data analysis, as mentioned by Veal & Wright (2016), adds another layer of difficulty, especially when students struggle with managing their research workload effectively.  Furthermore, Onwuegbuzie & Collins (2016) emphasize the challenges students face in understanding and applying appropriate statistical tests for their research questions, further highlighting the need for improved statistical  instruction.  These findings suggest a need to address student anxieties and build confidence in data analysis skills.  Studies by Baker (2016) have shown the effectiveness of incorporating peer-to-peer learning and collaborative activities to boost student confidence in research, including data analysis tasks.  Additionally, Galileo & Dowling (2020) explore the benefits of technology-assisted learning tools in supporting students with data analysis, offering promising avenues for further research and pedagogical development.

"In Practical Research, I find data analysis to be particularly challenging."

"Data Analysis: Analyzing collected data can be complex and time-consuming."

"Data analysis is also a big challenge, especially since I'm not very confident with statistics."

"It's difficult for me to understand statistical ideas."

3.2 IMPACT OF CHALLENGES

Emotional Responses to Challenges

The students articulated a spectrum of emotional responses to encountering challenges in practical research, including feelings of nervousness, stress, frustration, determination, satisfaction, accomplishment, deepened understanding, dissatisfaction, and being overwhelmed, highlighting the diverse and sometimes conflicting emotions inherent in the research journey. This aligns with  "The Feeling of Finding Out: the role of emotions in research" (2003), which emphasizes the presence of a wide range of emotions experienced by researchers. Similar to Pek & Yusof's (2015) findings, students in our study reported experiencing both frustration and determination while navigating research challenges. Notably, overcoming these challenges led to a sense of deepened understanding of the research process, as highlighted by Frenzel et al. (2022). However, feelings of dissatisfaction and overwhelm were also present, suggesting potential challenges with research workload, as supported by Baker (2016). These findings underscore the importance of acknowledging the emotional impact of research and creating supportive learning environments.  Studies by Mertens (2015)  explore strategies for fostering resilience and emotional well-being in student researchers, offering valuable insights for future research pedagogy.

"encountering challenges in practical research may evoke a range of emotions, including frustration, curiosity, determination, and satisfaction."

"It makes me feel nervous and stressed."

"Encountering challenges in studying practical research can sometimes be frustrating, but overcoming them also brings a sense of accomplishment and deepens understanding."

"The challenges encountered while studying Practical Research can evoke a range of emotions and attitudes towards the subject."

"The difficulties I have when learning Practical Research make me feel dissatisfied and overwhelmed."

"These challenges sometimes make me feel frustrated and discouraged about studying Practical Research."

"The challenges I encounter in studying Practical Research make me feel frustrated and overwhelmed."

Perception of Research Value

Students faced the challenge of convincing others of the value of their research, yet some found encouragement in the notion that research is essential for progress, highlighting both the difficulty and the motivational aspect of engaging in practical research.  This aligns with Flick's (2020) observations that students struggle to communicate the significance of their research findings, particularly to a non-academic audience.  However, some students found motivation in the idea that research is essential for progress, echoing Creswell's (2014) emphasis on  research  as a driver of innovation and societal advancement. Notably, overcoming these challenges can lead to a sense of accomplishment and a deeper appreciation for the value of research, as highlighted by Frenzel et al. (2022). These findings suggest a need for research education to  emphasize the broader societal impact of research.  Studies by Baker (2016) have shown the effectiveness of incorporating real-world applications of research  into curriculum  to enhance student understanding of  its significance and foster a more  positive  perception of its value.

"The challenges that I face when it comes to studying practical research is convincing others of the value of your research."

"My teacher in research once said that the world won't progress without research. It may sound complicated as it seems, but it's not bad to continue studying it."

Impact on Learning and Skill Development

The students conveyed that while the challenges in Practical Research, such as managing multiple projects and deadlines, and understanding complex concepts and methodologies, can be overwhelming, they ultimately enhance the learning experience by fostering essential skills, building confidence, and providing a rewarding sense of accomplishment. This aligns with Veal & Wright's (2016)  findings on student struggles with time management when juggling multiple research demands. However, students also acknowledged the value of practical research in developing essential skills, such as critical thinking and problem-solving, as highlighted by Yin et al. (2018). Notably, overcoming these challenges can lead not only to a sense of accomplishment but also to increased confidence in research abilities, as evidenced by Frenzel et al.'s (2022)  work.  The motivational impact of successfully completing research projects and the sense of accomplishment it brings were further emphasized by Baker (2016).  These findings suggest that practical research experiences, while challenging,  contribute to a well-rounded education by equipping students with valuable skills and fostering a growth mindset that allows them to navigate research challenges effectively.

"These challenges can affect overall learning in Practical Research by requiring researchers to develop a deeper understanding of various concepts and methodologies involved in conducting rigorous studies."

"The challenges of managing multiple projects and deadlines in Practical Research can be overwhelming at times, but they also make the learning experience more rewarding and fulfilling by fostering essential skills and a sense of accomplishment."

"overcoming them feels rewarding and builds confidence in my research abilities."

Practical Challenges and Solutions

The students acknowledged that despite the challenges of practical research, such as lack of focus, limited support, fear of failure, and limited access to literature, they still find the process interesting and fun, viewing it as a tough yet engaging puzzle that fosters determination and continuous improvement. This aligns with Baker's (2016) exploration of the various challenges students face in research,  highlighting the importance of addressing them to enhance the learning experience. Interestingly, students also found the process to be engaging and even fun, suggesting a  motivational  aspect to research. This aligns with Pek & Yusof's (2015) findings that the  intellectual challenge  of research  can be  engaging  for students.  The  puzzle-like  nature of research, where challenges are overcome to complete a project,  was  further emphasized by the students'  characterization  of the process as a "tough yet engaging puzzle."  This resonates with Frenzel et al.'s (2022) work which highlights how overcoming research challenges can be viewed as a  puzzle-solving  experience, fostering a sense of accomplishment. Notably, the  determination  and  growth mindset  developed through overcoming these challenges were also mentioned by the students. This aligns with Dweck's (2016) concept of a growth mindset, where challenges are seen as opportunities for learning and improvement. These findings suggest that framing practical research as a  challenging yet  rewarding intellectual pursuit can  enhance student  engagement  and  motivation.  Furthermore, fostering a growth mindset through appropriate pedagogical strategies, as explored by Mertens (2015), can empower students to  persevere  through difficulties and view them as opportunities for  learning  and  development.

"The challenges that I encounter that make me feel about studying practical research is that I found it interesting and fun."

"The challenges I face in practical research can sometimes make studying it feel tough. It's like trying to put together a tricky puzzle. But even though it's hard, I know it's all part of learning. I'm determined to keep going and get better at it!"

"lack of focus or direction, limited support, fear of failure/taking risks, lack of relevant experience, lack of availability or access to literature needed."

Consequences of Challenges

The students noted that these challenges impede their progress and exacerbate stress levels, making the entire research process more burdensome and difficult to navigate. This aligns with Veal & Wright's (2016) findings on how student struggles with research tasks can lead to delays and hinder research progress. Furthermore, the challenges were identified as contributing to increased stress levels, echoing Wilson's (2015)  work on the link between research-related difficulties and student stress. The resulting burden and difficulty in navigating the research process, as highlighted by the students, resonate with Frenzel et al.'s (2022)  discussion of the emotional toll of research challenges and their detrimental impact on student engagement.  These findings underscore the need for  effective  instructional strategies and  supportive learning environments  to  mitigate  the negative impact of challenges and  empower students  to navigate the research process  more effectively.  Studies by Mertens (2015) explore strategies for creating a supportive learning environment in research education, offering valuable insights for  pedagogical development.

"These issues impede my progress and add to the overall stress of the situation."

"These difficulties slow down my progress and make the whole process feel more stressful."

Challenges Affecting Motivation and Confidence

The students revealed that encountering challenges in completing research projects can initially impact their motivation and confidence, leading to feelings of frustration and stress. This aligns with Pek & Yusof's (2015) findings on the negative impact of research-related challenges on student emotions.  However, the students also noted that successfully navigating these difficulties can ultimately boost their resilience, self-efficacy, and determination, enhancing their motivation and confidence in the long run. This highlights the potential for  growth  through overcoming  challenges.  Successfully navigating research challenges can contribute to the development of  research skills  like  critical thinking  and  problem-solving,  which  ultimately lead to  increased  self-efficacy  in research, as emphasized by Yin et al. (2018).  Furthermore, overcoming these challenges can lead to a sense of accomplishment and  increased  confidence  in research abilities, as evidenced by Frenzel et al.'s (2022) work.  These findings suggest that challenges in practical research, while initially discouraging, can ultimately be  transformative experiences, fostering valuable  research skills,  increased  self-efficacy, and  a more  resilient  approach to learning.  Promoting a  growth mindset  in research education can further empower students to view challenges as opportunities for  learning  and  improvement, as explored by Baker (2016).

"Yes. encountering challenges in completing research projects can indeed impact motivation and confidence."

"Yes, these challenges can initially impact motivation and confidence, but successfully navigating them often leads to increased resilience, stronger self-efficacy, and greater motivation to tackle future research projects."

"Yes, they can sometimes affect motivation and confidence, but overcoming them can also boost motivation and confidence in the long run."

"Sometimes, these challenges may affect my motivation and confidence, but I can overcome them with proper management techniques."

"Yes, these obstacles have lowered my motivation and confidence. Struggling with the various aspects of research makes me feel less confident and stressed."

"Yes, these challenges can sometimes shake my motivation and confidence when it comes to completing research projects. It's easy to feel a bit frustrating when things get tough. But I remind myself that overcoming these obstacles is part of the process, and each challenge conquered boosts my confidence and determination to see the project through to the end."

"Yes, these challenges affect my motivation and confidence. Struggling with designing studies, collecting and analyzing data, and understanding results makes me feel less confident and lowers my motivation to complete research projects. It’s frustrating and stressful, which makes it harder to stay motivated."

"Motivations are no, but the confidence because I'm not feeling sure of myself and my abilities."

Perseverance and Resilience

The students indicated that while the challenges in practical research can sometimes make them feel like giving up and impact their motivation, they remain determined to complete their projects.  This aligns with Pek & Yusof's (2015)  findings on the negative impact of research-related challenges on student emotions. However, despite these challenges, the students displayed a  determination  to complete their projects, suggesting a  growth mindset  as explored by Dweck (2016). This  determination  is likely fueled by the understanding that overcoming these obstacles is  rewarding  and  confidence-building, as evidenced by Frenzel et al.'s (2022)  work on the positive impact of overcoming research challenges. Furthermore, successfully navigating these challenges contributes to the development of valuable  critical thinking skills  and  resilience, as highlighted by Yin et al. (2018).  Ultimately, these findings suggest that practical research experiences, while challenging,  positively contribute  to students' overall learning by fostering essential skills and a  deeper understanding  of the research process, aligning with Mertens' (2015) exploration of the transformative potential of research education.

"There are times that yes since I find it so hard that I want to just give up, and maybe in the future I'll feel unmotivated again, but I can't think of not completing it."

"No, because I know in myself that I can finish our research paper even though it's challenging for me."

"Exactly! Overcoming challenges in studying Practical Research can be tough, but it's rewarding and builds confidence in my research skills."

"In summary, by navigating through these challenges successfully during practical research projects, individuals gain valuable experience that improves their overall learning process by enhancing critical thinking skills while developing resilience in addressing complex issues within their field of study effectively."

"Yes, because I can tell myself that doing research projects is also part of my studying."

"It's tough when challenges come up in practical research. Sometimes, they make me doubt if I can finish my projects or stay motivated. But I remind myself that it's normal to face obstacles, and each one is a chance to learn and grow. So, even though it's hard, I try to stay positive and keep moving forward."

Mixed Responses to Challenges

The students expressed that, despite the challenges in practical research, their motivation remains intact as they believe in their ability to complete their research papers. This highlights the presence of  intrinsic  motivational factors, as explored by Baker (2016),  such as a desire to learn and  contribute  to knowledge, that can drive students in research. However, these challenges do affect their confidence, leading to self-doubt about their abilities. This aligns with Pek & Yusof's (2015)  findings on the negative impact of research-related challenges on student emotions, including  self-doubt  and  decreased confidence. The  self-doubt  experienced by students further resonates with Frenzel et al.'s (2022)  discussion of the  emotional rollercoaster  of research and how challenges can lead to feelings of inadequacy. These findings suggest a  disconnect  between  intrinsic motivation  and  confidence  for some students in practical research. While  intrinsic  factors  like the desire to learn  may  keep students motivated,  challenges  can  erode  their  confidence  in their research abilities.  Effective  instructional strategies  that  address  both  motivation  and  confidence  can  be  beneficial.  Studies by Mertens (2015) explore strategies for  promoting  confidence  in research education, offering valuable insights for  pedagogical development.

"No"

"No, because I know in myself that I can finish our research paper even though it's challenging for me."

"Motivations are no, but the confidence because I'm not feeling sure of myself and my abilities."

3.3 OPPORTUNITIES

Personal Growth and Skill Development

The students highlighted that studying practical research offers significant benefits, including pursuing personal interests, learning new things, developing critical thinking and problem-solving skills, gaining practical research experience, and contributing to advancements in various fields. This aligns with Baker's (2016) exploration of the  motivational  potential of research when it aligns with student interests.  Furthermore, the students identified  learning new things  as a benefit, which reflects the development of  research skills  emphasized by Yin et al. (2018) as a key outcome of practical research experiences.  The development of  critical thinking and problem-solving skills  was another benefit highlighted by the students. This aligns with Creswell's (2014) discussion of research as a tool for fostering these crucial skills, necessary for  evaluating information  and  drawing  conclusions.  Gaining  practical research experience  was also identified as a valuable benefit. This resonates with Veal & Wright's (2016) emphasis on the importance of such experiences in  preparing students  for future academic and professional endeavors.  Finally, the students acknowledged the potential to contribute to advancements in various fields. This aligns with Mertens' (2015) exploration of the  broader societal impact  of research in contributing to new knowledge and advancements.  These findings highlight the  multifaceted benefits  of practical research experiences for students.  Engaging in practical research can  motivate  students,  enhance  their  research skills  and  critical thinking  abilities,  prepare them  for future endeavors, and contribute  to  broader societal  progress.

"In my perspective pursue your interest, to learn something new, to hone your problem-solving skills and to challenge yourself in new ways."

"It emphasizes the importance of pursuing one's interests, learning new things, and developing problem-solving abilities through research activities."

"Studying practical research offers several benefits, such as developing critical thinking skills, honing problem-solving abilities, gaining practical experience in conducting research, and contributing to advancements in various fields."

"Studying practical research has some great perks! It helps me think critically and solve problems better."

Critical Thinking and Analysis

The students emphasized that engaging in practical research plays a crucial role in fostering critical thinking skills by challenging them to evaluate evidence, analyze data, and draw meaningful conclusions, thereby enhancing their ability to make informed decisions. This aligns with Creswell's (2014) discussion of research as a tool for fostering these crucial skills, necessary for evaluating information and drawing conclusions.  Furthermore, the emphasis on  evaluating evidence  resonates with Yin et al.'s (2018) exploration of  critical appraisal  of information  as a key research skill developed through practical experiences.  The  analysis of data  was another aspect highlighted by the students. This aligns with Fink's (2018) discussion of the importance of developing  data analysis  skills  in research, which practical experiences can facilitate.  Students also recognized the importance of  drawing meaningful conclusions. This reflects the development of  interpretation  skills  emphasized by Veal & Wright (2016) as crucial for drawing conclusions from research findings. Ultimately, these skills contribute to students' ability to make informed decisions, as explored by Baker (2016) who highlights the  transferable skills  developed through research, including  critical thinking  applicable to various aspects of life.  These findings highlight the importance of practical research experiences in fostering critical thinking skills that empower students to make informed decisions.

"Critical Thinking Skills. Engaging in research cultivates critical thinking skills by challenging individuals to evaluate evidence, analyze data, and draw meaningful conclusions."

"The role of practical research in fostering critical thinking skills, including the ability to evaluate evidence, analyze data, and make informed decisions."

Academic and Professional Advancement

The students noted that studying practical research provides opportunities to develop critical thinking and problem-solving skills, gain a deeper understanding of the scientific process, and prepare them for future academic endeavors such as thesis writing in college. This aligns with Creswell's (2014) discussion of research as a tool for fostering these crucial skills, necessary for evaluating information and drawing conclusions.  Furthermore, the development of research skills, as emphasized by Yin et al. (2018) as a key benefit of practical research experiences, contributes to a deeper understanding of the scientific process.  The students' recognition of preparation for future academic endeavors resonates with Veal & Wright's (2016) emphasis on the importance of such experiences in preparing students for future challenges.  The specific mention of thesis writing highlights the  transferable skills  developed through research, as explored by Mertens (2015).  These skills, including  critical thinking  and  research methodology,  are directly applicable  to thesis writing.  These findings highlight the  multifaceted benefits  of practical research experiences, equipping students with valuable skills for  academic success  and  beyond.

"Studying practical research offers opportunities to develop critical thinking, problem-solving skills, and a deeper understanding of the scientific process."

"If I will be a college student it will be less easier for me to make a thesis because I already learned it by studying practical research."

"Studying Practical Research helps me learn how to do research, think critically, and solve problems."

Collaboration and Communication

The students appreciated that studying practical research offers opportunities for collaboration and teamwork, enabling them to communicate ideas effectively, contribute to shared goals, and learn from their peers. This aligns with Johnson et al.'s (2016) exploration of the positive impact of  collaborative learning  on  communication skills  and  problem-solving  abilities.  Furthermore, the development of  communication skills  through collaborative research experiences resonates with Guri-Rosenblit's (2015) findings.  The emphasis on  shared goals  finds support in Springer et al.'s (2019) discussion of how  teamwork  fosters a sense of  shared responsibility  and  collective ownership  of research projects.  Finally, the opportunity to  learn from peers  reflects the  peer learning  benefits explored by Terenzini et al. (2016) as a valuable aspect of collaborative learning experiences.  These findings highlight the  benefits of collaboration  and  teamwork  in  research education, equipping students with essential  communication skills  and fostering a sense of  shared ownership  in the research process.

"It provides opportunities for collaboration and teamwork, allowing effective communication of ideas and contribution to shared goals."

"And it's cool because I get to work with others and learn from them too."

Relevance of Research Outside School

The students recognized that learning research methods is beneficial beyond the classroom, aiding them in conducting thorough research for personal projects, making informed decisions based on reliable data, and applying systematic problem-solving approaches to other academic subjects. This aligns with Baker's (2016) exploration of the  transferable skills  developed through research, applicable to various aspects of life.  The ability to conduct thorough research for personal projects reflects the development of  research skills, emphasized by Yin et al. (2018) as a key benefit of practical research experiences. Furthermore, students' recognition of making informed decisions based on reliable data resonates with Ferguson's (2015) discussion of the importance of  information literacy  skills in  evaluating information  and  making informed decisions  in the information age.  Finally, the emphasis on applying systematic problem-solving approaches aligns with Creswell's (2014) exploration of the  problem-solving  nature of research and its applicability to various situations.  These findings highlight the  transferable skills  developed through research, empowering students  beyond  the classroom and equipping them with valuable tools for lifelong learning.

"Yes, learning about research methods has been beneficial outside of class, such as in conducting thorough research for personal projects, making informed decisions based on reliable data, and applying systematic approaches to problem-solving in other academic subjects."

"Research is definitely relevant outside of school."

"Yes, learning research methods helped me with personal projects and writing better papers for other subjects."

Practical Application and Utility of Research Skills

The students acknowledged that learning research methods has practical applications, such as assisting with assignments, protecting and enhancing memory, and improving mathematical and problem-solving skills. This aligns with Veal & Wright's (2016) emphasis on the importance of research skills for student success in completing assignments.  Furthermore, the recognition of research methods aiding memory resonates with Rawson & Duarte's (2020) exploration of the cognitive benefits of research activities, including memory improvement. Finally, the students' mention of improving mathematical and problem-solving skills aligns with the OECD's (2018) discussion of transferable skills developed through research, including problem-solving applicable to mathematics. These findings highlight the  practical applications  of learning research methods, equipping students with valuable skills that benefit them  across various academic endeavors.

"trained on vast amounts of data, including information about research methods, which enables me to assist users with questions and inquiries related to various research topics."

"Yes, like for example searching an assignment."

"it has helps me restore and protect my memory and enhances mathematic and problem-solving skills."

Skills Matching and Identification of Achievements

The students highlighted the importance of recognizing and articulating their achievements from work experience opportunities or assignments to align their relevant skills and strengths with specific roles and types of clients within the realm of practical research subjects. This aligns with Kunzman's (2017) exploration of the importance of self-reflection for career development,  including identifying and articulating achievements.  Furthermore, the emphasis on aligning skills and strengths resonates with Singh et al.'s (2016) study on the role of self-assessment in aligning  skills  and  strengths  with career goals. Finally, the recognition of aligning with specific roles and clients finds support in Savickas' (2019) discussion of  career exploration  and understanding  job fit  for aligning  skills  with specific career paths within practical research.  By fostering  self-reflection  and  skills identification, practical research experiences can empower students to make informed career decisions within the diverse field of practical research.

"Identifying your achievement from work experience opportunities or assignment could help you match your relevant skills and strengths for specific roles and types of clients."

The Importance of Research in Career Progression

The students acknowledged that research is fundamental to progress, emphasizing that it is an integral component across all career paths, highlighting its universal importance and applicability. This aligns with Stenger's (2020) discussion of research as a driving force for innovation across various disciplines, highlighting its role in progress. Furthermore, the students' emphasis on research as an integral component  across career paths  aligns with the OECD's (2018) exploration of the  transferable skills  developed through research, applicable to a broad spectrum of  occupations.  These findings highlight the students' recognition of the  foundational  nature of research skills,  empowering them  to navigate  diverse career paths  and contribute meaningfully to their chosen fields.

"World can't progress without research. And I always see that in every career path, research will always be there."

Problem-Solving Through Research

The students noted that engaging in research projects enhances problem-solving abilities by necessitating the resolution of methodological challenges, interpretation of complex data, and troubleshooting of unexpected issues. This aligns with Creswell's (2014) exploration of the problem-solving nature of research, emphasizing its role in developing critical thinking skills. Furthermore, students' experiences navigating methodological challenges resonate with Baker's (2016) discussion of the critical thinking skills required in research.  The need to interpret complex data aligns with Yin's (2018) emphasis on the development of analytical skills through data analysis.  Finally, troubleshooting unexpected issues reflects the problem-solving skills highlighted by Veal & Wright (2016) as crucial during research.  These findings highlight research as a valuable tool for developing  problem-solving skills, equipping students with a critical ability applicable  across various academic and professional endeavors. 

"Problem-Solving. Engaging in research projects hones problem-solving abilities by requiring individuals to address methodological challenges, interpret complex data, and troubleshoot unexpected issues."

Critical Thinking and Data Analysis Skills

The students emphasized that practical research equips individuals with critical thinking skills by requiring creative analysis of complex situations, careful consideration of ethical implications, and accurate data interpretation, while also teaching essential skills like data analysis valuable for future studies and careers.  This aligns with Facione's (2016) exploration of critical thinking as a multifaceted skill, encompassing creative problem-solving and complex analysis.  Furthermore, the students' recognition of the importance of ethical considerations resonates with Guri-Rosenblit's (2015) study on ethical reasoning in research.  Additionally, Creswell (2014) highlights the development of data analysis skills through research design, further strengthening critical thinking abilities.  The emphasis on data analysis as a valuable skill aligns with Veal & Wright's (2016) assertion of the importance of research skills for future academic success.  Moreover, the OECD (2018) emphasizes that data analysis is a transferable skill applicable to various careers in the 21st century.  These findings highlight research education as a valuable tool for developing critical thinking and transferable skills, equipping students for success in future academic and professional endeavors. 

"Practical Research equips individuals with critical thinking skills by requiring them to analyze complex situations creatively, consider ethical implications carefully, and interpret data accurately."

"Practical research teaches essential skills like data analysis and critical thinking, valuable for future studies and careers."

Communication Skills and Critical Thinking

The students emphasized that practical research equips them with valuable skills for future studies or career paths, including critical thinking, problem-solving, data analysis proficiency, and effective communication. This aligns with the OECD's (2018) exploration of 21st-century skills developed through research, including critical thinking, problem-solving, and data analysis.

The students' recognition of critical thinking aligns with Facione's (2016) definition, which encompasses the ability to analyze information and evaluate its validity. Moreover, as highlighted by Baker (2016), research inherently involves problem-solving as students navigate methodological challenges and unexpected issues. Additionally, Creswell (2014) emphasizes research design as a tool for fostering data analysis skills, a crucial aspect of interpreting research findings. Furthermore, Veal & Wright (2016) suggest that research skills, including effective communication, are essential for academic success. In particular, communication is key for presenting research findings clearly and concisely. Ultimately, by equipping students with these valuable transferable skills, practical research experiences prepare them for success in future studies and career paths.

"It equips my communication skills, critical thinking and problem-solving."

"Practical Research equips you with valuable skills for future studies or your desired career path by developing critical thinking, enhancing problem-solving abilities, improving data analysis proficiency, fostering effective communication..."

Transferable Skills for Future Studies and Careers

The students highlighted that practical research equips individuals with valuable skills such as critical thinking, problem-solving, data analysis, and effective communication, providing hands-on experience in conducting research and analyzing data essential for future studies or desired career paths. This aligns with the OECD's (2018) exploration of 21st-century skills developed through research, including critical thinking, problem-solving, and data analysis. Furthermore, the emphasis on hands-on experience resonates with Veal & Wright's (2016) discussion of the importance of practical research experiences.

These benefits extend to both future studies and careers.  Baker's (2016) study highlights how research skills prepare students for the rigors of higher education.  Additionally, Creswell & Poth (2018) discuss research as a tool for developing transferable skills like critical thinking, problem-solving, and data analysis, applicable across various career paths.

By providing hands-on experience and fostering the development of valuable transferable skills, practical research equips students for success in future studies and desired career paths.

"Practical research equips individuals with valuable skills such as critical thinking, problem-solving, data analysis, and effective communication."

"Practical research equips individuals with valuable skills for future studies or desired career path by providing hands-on experience in conducting research, analyzing data..."

Preparation for the Future

The students likened practical research to a "super useful toolbox" for their future endeavors, noting that studying practical research is helping them develop essential skills like problem-solving, critical thinking, and data analysis, preparing them for whatever comes next in their studies and careers. This metaphor aptly reflects the concept of  transferable skills  developed through research experiences. These skills, as explored by the OECD (2018), include  problem-solving, critical thinking, and data analysis – all valuable assets for future success.

These benefits extend to both future studies and careers.  Baker's (2016) study highlights how research skills prepare students for the rigors of higher education.  Additionally, Creswell & Poth (2018) discuss research as a tool for developing transferable skills like critical thinking, problem-solving, and data analysis, applicable across various career paths.

By providing a foundation in essential skills, practical research acts as a valuable toolbox, equipping students for success in future studies and desired career paths.

"Practical research is like a super useful toolbox for my future... studying practical research is definitely helping me get ready for whatever comes next!"

"Practical Research is like a toolkit for my future studies and career. It helps me to develop skills like problem-solving, critical thinking, and data analysis."

Mentorship and Learning Opportunities

The students value the chance to collaborate closely with mentors, be it faculty members or seasoned researchers, while engaging in faculty-initiated research projects. This aligns with previous research on the importance of mentorship in research. Mentorship, as explored by Jacobi (2014), provides valuable guidance and support to students.  Furthermore, Lopdell's (2015) study highlights the role of mentors in fostering research skills. Mentorship can take various forms, with faculty members and seasoned researchers offering valuable expertise. Through collaboration, mentors can provide guidance on research design, data analysis, and effective communication of research findings.

The opportunity to collaborate with mentors provides valuable support and fosters the development of research skills, contributing to a positive research experience for senior high school students.

"Working on a faculty-initiated research project gives me the opportunity work closely with a mentor–a faculty member or other experienced researcher."

IV. CONCLUSION AND RECOMMENDATION

Conclusion

The study sheds light on the multifaceted challenges encountered by senior high school students in practical research, which are further validated by recent research findings. These challenges span from the complexity of research methods, statistical tools, and ethical considerations to personal obstacles related to learning styles and time management. Moreover, the struggle to define clear research objectives, bridge the gap between theory and practice, conduct comprehensive literature reviews, and comprehend complex data analysis techniques underscores the need for enhanced guidance and structured support. Addressing these challenges requires a concerted effort to provide students with tailored training, diverse learning opportunities, and ample resources to foster their research skills and confidence. By doing so, educators can empower students to overcome these hurdles and excel in their practical research endeavors.

The impact of challenges in practical research extends beyond academic hurdles, significantly influencing students' emotional responses, perceptions of research value, learning and skill development, motivation, confidence, and resilience. Encountering obstacles can evoke a range of emotions, from frustration and stress to determination and satisfaction. Despite the initial setbacks, overcoming challenges fosters perseverance and resilience, ultimately enhancing students' self-efficacy and motivation. Moreover, the process of navigating through research challenges stimulates intellectual engagement and critical thinking, contributing to valuable learning experiences and skill development. However, the consequences of challenges can vary among students, highlighting the importance of tailored support and guidance to address individual needs effectively. By fostering a supportive environment and encouraging a growth mindset, institutions can empower students to navigate research challenges successfully and realize their full potential in the academic and professional realm.

Engaging in practical research presents numerous opportunities for personal growth, skill development, and academic/professional advancement. Research experiences contribute to the expansion of critical thinking, problem-solving abilities, and effective communication skills, which are essential for success in various academic disciplines and professional domains. Additionally, practical research fosters collaboration, interdisciplinary learning, and the application of research skills in real-world contexts, preparing individuals for future studies and careers. Mentorship and learning opportunities further enrich individuals' research experiences, facilitating their intellectual and professional development while fostering a deeper understanding of complex issues and interdisciplinary collaboration. Overall, practical research serves as a valuable tool for enhancing readiness, adaptability, and confidence in navigating academic and professional pursuits, ultimately contributing to personal and professional growth.

Recommendations

Based on the findings from the phenomenological study on the challenges and opportunities encountered by senior high school students in practical research subjects, the researcher proposed the following recommendations to address the key issues and empower students in this domain:

1. Implement tailored training programs: Develop specialized training programs aimed at addressing specific challenges faced by senior high school students in practical research, such as research methods, statistical analysis, and literature review techniques.

2. Provide structured support: Offer structured support systems, including mentorship programs, workshops, and academic counseling, to assist students in navigating research challenges effectively.

3. Foster a supportive environment: Create a supportive and encouraging environment within educational institutions to promote a growth mindset and empower students to overcome obstacles with resilience and determination.

4. Offer diverse learning opportunities: Provide diverse learning opportunities, such as interdisciplinary projects, collaborative research initiatives, and experiential learning experiences, to enhance students' research skills and broaden their perspectives.

5. Enhance resources availability: Ensure access to ample resources, including research materials, laboratory facilities, and technological tools, to facilitate students' research endeavors and promote their academic and professional advancement.

Recommendations for further study

1. Investigate the effectiveness of tailored training programs: Conduct research to assess the effectiveness of specialized training programs in addressing the specific challenges encountered by senior high school students in practical research and their impact on academic performance and skill development.

2. Explore the role of mentorship in research skill development: Explore the role of mentorship in fostering research skills, confidence, and resilience among students, and examine the characteristics of effective mentorship programs in the context of practical research.

3. Examine the impact of collaborative learning initiatives: Investigate the impact of collaborative learning initiatives, such as interdisciplinary research projects and team-based assignments, on students' research skills, critical thinking abilities, and academic/professional readiness.

4. Evaluate the influence of institutional support systems: Evaluate the influence of structured support systems, including academic counseling, workshops, and peer support networks, on students' ability to navigate research challenges and succeed in practical research endeavors.

5. Assess the long-term outcomes of practical research experiences: Conduct longitudinal studies to assess the long-term outcomes of engaging in practical research during senior high school, including its impact on students' academic and career trajectories, personal growth, and professional success.

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DOI 10.5281/zenodo.11326828 

In the heart of Bacolod Tay Tung High School, a Chinese school in Bacolod City, a vibrant and enigmatic spectacle unfolds annually, captivating audiences with its pulsating rhythm, vibrant colors, and mesmerizing choreography. The Chinese Lion Dance, an ancient tradition deeply rooted in culture and steeped in symbolism, is far more than just a performance – it’s a living embodiment of ethnomathematics, where numbers, shapes, and movement intertwine to tell a story as old as time.

Imagine stepping into a world where the beat of a drum echoes the pulse of the universe, where each graceful movement of the lion represents a mathematical equation waiting to be solved. In this enchanting realm, numbers, dance and geometry come to life, weaving a tapestry of tradition and mathematical beauty.

At the heart of the Lion Dance lies the mystical significance of numbers. Every aspect, from the number of dancers to the beats of the drum, is meticulously calculated to align with the principles of numbers. The lion dance often features two lions – a male and a female – symbolizing the duality of nature and the balance of Yin and Yang. This numerical symmetry reflects the harmony and equilibrium sought after in both mathematics and life.

But the magic doesn’t stop there. As the lions lead and twirl, their movements ­trace out intricate geometric patterns in the air. The choreography often incorporates spiral movements to create fluidity and momentum, allowing the lion to move with agility and engage the audience from all angles. Spirals are also prominent in costume designs, particularly in the lion's tail and head ornaments, enhancing the visual dynamism of the performance. Additionally, the rhythmic cycles in the drumming reflect spiral patterns, building intensity and guiding the dancers.

Yet, beyond the surface spectacle, lies a deeper layer of symbolism encoded within the dance. The Lion’s quest to devour the lettuce – a traditional offering hung above doorways for luck – symbolizes the eternal cycle of abundance and prosperity. Here, mathematics serves not only as a language of patterns but also as a conduit for cultural expression and spiritual belief.

DOI 10.5281/zenodo.11332203 

A floating disc in the sky rages with colors   of red, orange, and gold —

a spectacular event marking the transition from day to night. Bystanders gather near the shore, drawn to the golden hour where the calming waves of the ocean and the panoramic view of the sunset, clouds, sea, and horizon combine into a visual feast.

What is it about this collection of points, lines, and planes that becomes so majestic when coupled with colors? If students knew that geometry plays a rich role in the scenic setting of the sun, would they still see math as a difficult one?

As colors and shapes conspire to showcase the greatness of the Master Mathematician, the Divine hand of God reveals a golden canvas in one visual moment. This moment, where art and worship intersect, is a testament to the beauty found in the natural world.

We can enjoy the mathematical harmony and the visual spectacle of a sunset by comprehending the geometric concepts that underlie its beauty. This viewpoint has the potential to change our perception of mathematics from a difficult topic to one that is innately elegant and beautiful, woven into the very fabric of our daily lives.

Sunset’s beauty is enhanced by the patterns we see in nature, such as the fractal geometry of the clouds. Fractals provide a mathematical description of these self-similar patterns. In addition, the proportions of the sky and horizon at sunset frequently exhibit the golden ratio, a proportion that may be seen in many artistic and natural forms.

The locals of Valladolid “Dolidnons” are showered with this natural beauty symbolizing the end of their hard work, especially in the season of Angel Wings “Diwal” harvest in the months of February to April, where one is required to dive meters deep for these clams’ abundance. With this locally grown product attached to Dolidnons’ culture, it is fascinating to witness that the end of the day signifies smiles on the lips of their loved ones.

DOI 10.5281/zenodo.11342553 

Creativity and precision are an unlikely duo. After all, creativity thrives not with confinement but with spontaneity. True inspiration sparks and great ideas are formed only when the mind is truly free. But, is it possible for these two to coexist seamlessly?

         The answer lies within the captivating realm of Ethnomathematics, where the fusion of culture and mathematics unveils really stunning creations. Works of art guided by the golden ratio ae one among many wide-ranging applications that showcase this captivating blend.  The golden ratio sometimes referred to as the divine proportion is often denoted by the Greek letter φ (phi), a mathematical constant approximately equal to 1.618033988749895. It is derived from the properties of a special ratio where the ratio of the sum of two quantities to the larger quantity is equal to the ratio of the larger quantity to the smaller one. The Fibonacci sequence is closely related to the golden ratio. In this sequence, each number is the sum of the two preceding ones, starting from 0 and 1. As the sequence progresses, the ratio of consecutive Fibonacci numbers increasingly approximates the golden ratio. In painting, the golden ratio is often employed to create compositions that are visually appealing. The resulting artwork often possesses a sense of balance, harmony, and aesthetic pleasure that is attributed to the proportion dictated by the golden ratio. Lately, I've been on the hunt for artworks showcasing the golden ratio in my locality.

By a stroke of luck, I found a wonderful painting created by our very own local artist in the province of Capiz. The painting is one among his famous Mother’s Love collection. In fact, most of his paintings bear this theme of motherly love. As a mother myself, I deeply resonate with the message conveyed by the painting but the other thing that stole my attention was the familiar swirl of the golden ratio spiral. It’s quite obvious even on first glance. But just to be sure, I downloaded the image, overlaid a golden ratio spiral and voila! It aligned perfectly well! Though he called it by a different name (rule of thirds), It’s quite amazing how this artist used math concepts in creating a stunning piece of art.

But what’s even more fascinating is the life story of this painter. It is so remarkable that he has been featured on national TV – Motorcycle Diaries by Jay Taruc and another show in The Filipino Channel. The artist name was Lloyd Develos. Coincidentally, yes, we do share the same family name-Develos. Even though we couldn’t trace up his possible kinship with my husband, still he granted me a virtual interview. His amazing life story will surely make anyone feel proud of sharing the same name in the very least.

In a quiet suburb in Roxas City, Melandy Develos gave birth to a beautiful baby boy named Lloyd. Her heart swelled with joy as she held her precious bundle, dreaming of a bright future filled with laughter and love. Little did she know, their journey would be marked by both hardship and triumph.

At the age of two, Lloyd was struck down by polio, leaving him unable to walk. The once hopeful mother now faced the daunting challenge of caring for her crippled son. Every day was a battle, testing her love and patience to the limit. Yet, through it all, her unwavering love became Lloyd's guiding light.

Despite his physical limitations, Lloyd found solace and expression through art. Inspired by his mother's unconditional love, he poured his heart onto the canvas, capturing the bond between mother and child in every stroke. His paintings became a testament to her enduring devotion, a reminder of the strength found in love's embrace.

Aside from painting he has also passion for dancing – not just any form, but breakdancing! Who would have thought a crippled person like him who walks with a limp could be performing those difficult moves on stage! According to him, his family never treated him as a disabled person. This greatly enhanced his self-confidence and boosted his self-esteem. He even found a dance group that accepted him and treated him like he’s just a normal person. This dance group named “Break a leg” became famous they even perform on national tv.

As Lloyd’s talent blossomed, so too did his recognition as an artist. His online gallery, which is selling remarkably well, have attracted art enthusiasts throughout the country. During pandemic he initiated a fund-raising drive to help his fellow PWDs. He also conducts free art workshops regularly to budding young artist with the help from local government. Now as a father of two (a son and daughter), he is also a father/president of two organizations in Capiz, the Persons with Disability organization and BISWAL KAPISNON, a local artist guild.

Recently, Lloyd received a prestigious award for artists in Tagum City. Standing proudly alongside other emerging names in the art world, Lloyd knew that his art had transcended mere paintings. He has become an inspiration to all persons with disabilities. He has proven that disability is not a hindrance to success. It actually made him to do more and achieve more than if he were not disabled.

Returning to the initial question posed at the outset, can we say that creativity and precision did fused seamlessly on this particular instance? While different perspectives may offer varied interpretations, from my standpoint, the did beautifully, with an added inspiration and a vow from the master himself to continue spreading this striking message to the world – one brushstroke at a

DOI 10.5281/zenodo.11351898 

Liblib na lugar aking pinagmulan

Pandayan nitong musmos na kaalaman

Kadluan ng dunong at inspirasyon

Upang pumalaot sa dako pa roon

Ang bawat larawang aking ipininta

Tanging puso lamang ang makakakita

Pag-ibig ng amang tunay na dalisay

Umakay ng tama sa landas ng buhay

Anak ng ama na noon ay nangarap

Na malalampasan ang lahat ng hirap

Nagsunog ng kilay at hindi huminto

Upang matuto't maging ay isang guro

Itong munting sulo na lagi kong tangan

Liwanag sa dilim niyong kabataan

Mata ay bubukasan sa mundo ng sining

Upang hubugin ang nakatagong galing

Mabilis na ikot kamay ng orasan

'Di aring ibalik 'di pwedeng pigilan

Aginaldong obra sa akin ay ibinigay

Pinaglalaanan ko ng lahat sa buhay

Tangi kong magagawa'y muling pumikit

Sa tahimik na lugar ako ay sasambit

Taimtim na dasal aking uusalin

Laman ng puso ko lahat huhugutin

Aking ibubulong sa Santong Papa

Na kanyang sabihin sa mahal na Ama

Bigyang katuparan itong kahilingan

Na para sa aking nag-iisang yaman

Labing-tatlong taon na akong naghihintay

Na kanyang masambit "mahal kita tatay!"

Ngunit sa dusa tinig ‘di ibinigay

Hanggang kailan kaya ako maghihintay?

Kung pwedeng ipalit ng tinig itong dugo

Kahit pa nga ako'y tuluyang matuyo

Marinig lang niya ang lahat ng musika

Sa kanyang paligid na sadyang kayganda

Kahit habang-buhay kani'y di matikman

Kalam ng sikmura'y kaya kong pigilan

Subalit ang luhang sa mata'y pumatak

Hindi kayang hawakan pilit nalagpak

Nais kong ibigay sayo ang pandinig

Upang makinig minsan pa ang iyong tinig

Kahit pa nga buhay ko, ang siyang kapalit

Kasiyaha'y babaunin ko sa aking pagpikit

Lahat ng tulang bumukal sa isipan

Dumaloy sa puso at aking kalamnan

Umagos sa ugat sa tinta ay lumabas

Nawa paglaki mo ay iyong mabigkas

DOI 10.5281/zenodo.11352313 

ABSTRACT

Everyone, especially children, longs for psychosocial assistance, which will help to know that someone is rooting for you. It brings optimism while also boosting the individual's morale. Students with disabilities are less likely to finish primary or secondary education in many countries worldwide, according to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2017). This study investigates the impact of psychosocial support on the academic achievement of Special Needs Education (SNED) learners and provides insights into the basis for enhancing SNED programs. Through a thorough descriptive analysis, four emergent themes were identified: (1) The effect of psychosocial support on learners' academic achievement, (2) Challenges encountered by teachers teaching Special Needs Education, (3) Psychosocial support employed for learners with special needs, and (4) Psychosocial supports to address learners with special needs. Erikson's Psychosocial Development Theory serves as a guiding principle linking to the variables related to providing psychosocial support for learners with special needs and their academic coping mechanisms. The findings highlight the significant role of psychosocial support in facilitating adaptive skills development, fostering social interactions, and addressing behavioral challenges among learners with special needs. Moreover, the study underscores the diverse challenges faced by teachers in SNED in Region XII, including unpredictable behaviors, lack of support from parents and stakeholders, and inadequate resources. It also illuminates teachers' strategies to provide psychosocial support, ranging from social activities to tailored interventions. Based on these findings, the study emphasizes the importance of proactive measures, including behavior modification, enhanced parental and stakeholder support, facility improvements, and teacher development, to enhance SNED programs. By prioritizing holistic development and fostering inclusive learning environments, institutions can empower learners with special needs to achieve academic success and thrive socially. This study contributes to the ongoing discourse on SNED by providing empirical evidence and actionable insights for policymakers, educators, and stakeholders seeking to enhance the academic outcomes and well-being of learners with special needs.

Keywords:   Psychosocial Support, Special Needs Education, Enhancement Program, Academic Achievement

DOI 10.5281/zenodo.11352588 

Abstract

         Mother Tongue-Based Multilingual Education (MTB-MLE) includes using mother tongue from pre-school to grade three.  With this mother tongue, primer is embedded in teaching reading and writing. This study evaluates the challenges encountered of teachers in the utilization of Kalanguya primer in teaching reading and writing in grade 1. This study used quantitative research approach.  Checklists and unstructured interviews were used as instruments to come up with data. Also, consolidated Classroom Observation Tool (COT) were averaged based on the chosen component of the COT. Data were analyzed using a Likert Scale and adjectival descriptive.   The findings revealed that learners are having difficulty in learning due variations of Kalanguya language.  It was found out that some terminologies in the Kalanguya primer are not applicable to all Kalanguya schools. These are needed to be contextualized and translated according to the terminologies used in the community they belong.  It was also noted that learners are having difficulty in blending sounds using the Kalanguya primer.

Keywords: mother tongue, primer, mother tongue-based education, Kalanguya language, multicultural education

Introduction

         This chapter discusses on the study of challenges encountered by teachers in utilization of Kalanguya Primer in Grade 1. It contains the statement of the problem that the study seeks to answer. The related concepts were also presented in detail as basis of the study.

Background of the Study

         Using mother tongue teaching in primary grades is one of the growing trends worldwide. This is evident in an increasing number of programs in education utilizing mother tongue instruction.

Philippine requires mother tongue in teaching primary grades and made it as a national policy, while some other countries permit the use of non-dominant languages in teaching.  Therefore, the implementation of MTB-MLE in the Philippines serves as a model for the rest of the region (Cruz, 2015).

It was 2012 when mother tongue was implemented in the Philippines which is embedded in K to 12 Curriculum Program of Department of Education under the Memorandum Order No. 16 series 2012. This memorandum states the Guidelines about the use of Mother Tongue-Based Multilingual Education (MTB-MLE) in teaching. This includes the mother tongue to be included as a subject and use mother tongue in teaching pre-school to grade three (Liwanag,2017). Monje, J. et al (2019) proposed in their study that MTB-MLE policy is used to eradicate the traditional practice of leaving the mother tongue behind and give importance to the second or third language which are more dominant language.

 For more than a decade into its implementation, many researches have proven its advantageous and benefits. Lorna M. Mina (2014) elaborated that the implementation of MTB-MLE of DepEd that using mother tongue in the primary grades make the learning better and faster. Learners can easily learn Filipino as the second language and Anglish as the third language. 

Consistently, using mother tongue in teaching, the performance of the learners is impressive (Ricablanca,2014; Medilo, 2016; Namanya, 2017). Nora T. Cruz (2015) also attested in the findings of her study that the result of the performance of the learners in grade 1 manifested the effective use of the mother tongue. The learners got high result specifically on the areas on vocabulary, analysis of grammar, concept development and reading comprehension using mother tongue. 

Meanwhile, Benson (2005) stressed that teaching mother tongue language schools increases active participation of parents and improves learning performance of learners. Khan, Huyamun, and Khan (2015) also stressed that using mother tongue helped learners enhanced the children’s sense of belonging of the children and improved their performances in the components like affective, psychomotor and cognitive. Likewise, Sario, Guiab and Palting (2014) stated that learners are more collaborative and active as they feel the sense of belongingness when using mother tongue in teaching.  Study of Vela (2015) also attested in her findings that learners’ outputs are more impressive in their laboratory activities in Science subject using mother tongue as instruction.  These researches compliment that the effective language for teaching throughout primary years of learners is their first language (UNESCO, 2008a; Ball 2009).

Along with the implementation of MTB-MLE, primer is associated with it and it was also implemented in teaching reading and writing in primary grades especially in Kindergarten and grade 1. Various researches on using primer in teaching discusses some of its benefits like the Marungko Approach. Using Marungko Approach in teaching reading and writing aid teachers in teaching in grade 1 learners easier (Laurente,2021).

         However, there are concerns on teaching reading and writing in primary grades using primer as most teachers complained to that it affects the negatively the vocabulary skills and even sentence construction in English and Filipino. This is because learners apply their knowledge in Mother Tongue and prefer to use it on other subjects like English and Filipino.

Moreover, we have the problem of multilingualism in a community. There are communities in the Philippines that speak different languages because of the factors as they rooted from different indigenous group but live in one community. As a result, the children are diverse in terms of language they speak and ethnicity which they carry as they go to school and creates a diverse and multilingual classroom. Multilingualism of immigrant minority children considered by parents as an obstacle to the success of their children in school (Sierens & Stevens ,2014).

In a diverse classroom, learners have different attitude towards mother tongue that affect their performances.  Lambert (1987) proposed that the attitude towards mother tongue is one of the factors that affects the performance of learners in academic attribute which is aligned to the mentalist theory.  This theory constitutes the variables which are the effective, the conative, and the cognitive. This theory believes that, language can be the predictor of the behavior (Obiols, 2002; Cahapay, 2020). In this study, this theory can be applied in the attitudes of learners towards mother tongue that affects their behavior and performance in school as well.

Though some researches already proven and recommended the use of good instructional materials like storybooks to address this problem. Rudyard C. Balacano (2020) mentioned in his findings the effectiveness of storybook in Tagalog entitled “Juan Tama”. It compliments that using mother tongue story books, enrich reading comprehension of the children.

Despite of various changes in teaching, reading ability is still an important ground of success in education and serves as a doorway in work achievements (Binotti, Hamilton-Gunkel, & Sipple, 2001; Gonzales, 2020.

Reading is collaborative process which consists comprehension, reasoning, and determining the correct sounds (Kamhi & Catts, 2008; Saedi, M., et al. 2016). Teaching reading to learners in kindergarten and grade 1 learners starts form focusing on letter sounds or phonemic awareness. Then, naming sounds of letters then blending them from the last letter sounds they learned.

Some researchers have proven the effectiveness of using movies and films teaching. Dehgani and Jowkar (2012) concluded in their study that using video texts is effective as it helps learners comprehend the lesson. Moreover, in pre-reading activities, watching videos also is good as it activates prior knowledge of the learners (Saedi, M. et al, 2016).  Curriculum developers in planning and designing textbook are therefore encouraged to integrate videos and films to develop reading comprehension skills of learners.

Yousef, A. et al (2014) also indicated his study entitled “The State of Video-Based Learning: A Review and Future Perspectives” that Video-Based Learning (VBL) is conveying information in attractive and consistent way. They concluded that VBL improves learning outcomes and satisfaction.

Gonzales, J. (2020) also confirmed in her study that using video presentations on pupils occupy a noticeable positive effect on the performance of the pupils compared to the group who were given printed materials.

         With these studies, inspired the researcher to conduct a study on the evaluation performance of teachers and learners on the utilization of Kalanguya Primer. This study evaluates the challenges encountered by teachers in utilization of this material and a framework that can be proposed for improvement of the primer.

Methodology/ Materials and Methods

         This study is evaluation research is a combination of quantitative and qualitative method. Results were subjected to computation of weighted mean and thematic analysis.  It uses more on checklists and unstructured interviews that fell under descriptive study. Ostland, et al (2015, p3.) defined it as to study and investigate circumstances that naturally happens. Macfarlane (1997) explained in her study that descriptive surveys aim to describe a special quality or trait of identified target group. It is to describe a selected participant and not necessary the whole population. 

In this study, the researcher used checklists to assess the challenges of grade 1 Kalanguya teachers in Bokod and not including the whole population of teachers in the municipality.   The selected teachers answered checklists incorporated with unstructured interviews.  

To determine the level of teachers’ performance in the utilization of the Kalanguya Blending Primer using, the COT results were consolidated computed the weighted mean.

Meanwhile, to evaluate the challenges encountered by teachers in the utilization of Kalanguya Primer, checklists were be given to the teachers to answer to collect data and subjected to assessment through a Likert Scale and computed the weighted mean. It also uses unstructured interviews which is subjected to thematic analysis. Thematic analysis approach is used to determine, study and interpret qualitative patterns (Villegas, 2023).

To evaluate the performance of level of the grade 1 learners in   the utilization of the Kalanguya Primer, checklists were given to grade 1 teachers for them to evaluate their learners based on the competencies in the Kalanguya primer. The results were assessed through a Likert Scale and computed the weighted mean.

Population and Locale of the Study

The participants were identified according to the criteria set by the researcher to meet the objective of the study. One significant factor that was considered in selecting the participants is they are grade 1 teachers as the competencies in teaching the Kalanguya primer is mainly taught in grade 1. Another basis is they are assigned and teaching in schools using Kalanguya as primary language in teaching. The following table indicates the schools who served as participants in this study.

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DOI 10.5281/zenodo.11370648 

With powerful kicks, the roars of the crowds, and the strategic game play of coaches on the side — football made an everlasting impact on today’s generation here in Barotac Nuevo. Known for being the “Football Capital Of The Philippines” has birthed generations of skilled “futbuleros” and “futbuleras”. Football isn’t just a sport, but it’s a treasure for the Barotacnons. And underneath those kicks, there’s a hidden tapestry woven from the threads of Mathematics, making it a mathematical kick.

During the good old days, strategies in football only rely on intuitive decisions – making your guts the reason behind the thunderous kick. Today, coaches and analysts are weaving the magical and powerful threads of mathematics into the fabric of the sport. Transforming football from grassroots to professional levels.

Imagine a young child, a dreamer, preparing for a kick, taking a deep breath, visualizing a perfect angle aligning a powerful force onto it. This shows no intuitive decisions, but these are the lessons he learned. Trigonometry, where you can learn how to calculate the optimal trajectory for maximum distance and accuracy. Knowing the angles leads to finding an edge to have a goal. Making your kick, a powerful mathematical kick.

A kick is the key to have a goal and behind those kicks, there’s a hidden treasure; a gem of mathematics. In football, angles are fundamental. Think about the precise angle at which a player kicks a ball, precisely controlling the direction and destination based on the angle of his foot and the calculated trajectory of the ball. Similarly, in order to be effective at defending a goal, the goalkeeper has to constantly take into account angles. For their teams, coaches also take advantage of the angles to develop attacks and tactics. One of the important angles used is an acute angle.

Another mathematical concept that relates to football is the trajectory of the ball. It’s referring to the route or movement of the ball on the field. Various factors such as speed, direction, and the height of the ball may influence the trajectory of the ball. There are different types of trajectory in football, such as a ground pass, a lob, a cross, and a shot. Each trajectory has its own advantages and disadvantages, with teams using various paths to reach their respective objectives and targets.

 In order to develop strategies and tactics, coaches, players or analysts are using the position and trajectory of football. To gather information on the position and trajectory of the ball, as well as its playing patterns, they shall apply video analysis, statistical data or observation reports. This information may be used to identify areas in which the team is strong or weak and make adjustments with a view to improving results.

 For example, when a team has a strong midfield, the coach can decide to focus on the use of ground passes to create scoring opportunities, while when a team has a weak defense, the coach can decide to focus on the use of lobs and crosses to score goals.

In conclusion, the key concepts in football, which play an essential role in the game, are the position and trajectory of the ball. In order to make the right decisions and improve team performance, coaches, players and analysts must have a profound understanding of these concepts. They can determine areas of the field in which a team is strong or weak, and make adjustments to increase their performance when they use video analysis, statistical information as well as observation reports for data collection on ball position and trajectory.

Barotac Nuevo, a small town, enriches athleticism and wisdom in Mathematics, making them a town that has a lot to offer. Barotacnons in different competitions,  making history, showing what a hometown of “futbuleros and futboleras” can offer to the world of football. With the integration of mathematics, with its principles and laws, making Mathematics a game changer, a catalyst, and a key to a mathematical kick.

DOI 10.5281/zenodo.11371127

The Paralympic Games are a gateway to showcasing the extraordinary physical prowess of people with disabilities from all over the world. This serves as a monument to the resilience of the human spirit. Great athletes perform amazing feats, breaking through social barriers and redefining what is possible for humans. Behind the scenes, though, are the unseen tales of victory and tenacity that have molded the lives of these incredible people. In this paper, Paralympic athletes' untold experiences will be revealed, along with the difficulties they overcame, the sacrifices they made, and the social effects they experienced.

Athletes competing in the Paralympics must overcome a variety of difficulties that most people cannot even imagine. Many have suffered physically debilitating accidents, illnesses, or congenital problems that have eventually altered their lives. In order to regain their potential, these athletes underwent arduous rehabilitation procedures that included numerous surgeries, treatments, and training sessions. Their unseen experiences illustrate the extreme suffering they have experienced on a physical and emotional level, as well as the everlasting resolve needed to get over their limitations and achieve their goals on a worldwide scale.

The pathway to Paralympic gold is frequently marked by sacrifice and tenacity. These athletes have devoted their whole lives to their particular sports, putting in countless hours of practice while frequently overcoming obstacles related to resources and finances. They have had to make their way through a world that frequently falls short of offering enough equitable encouragement and support for their sports endeavors. The sacrifices they and their families have made, the financial burdens they encountered, and the unwavering pursuit of excellence despite countless challenges along the road are highlighted by their unseen experiences.

The significant influence Paralympic athletes have had on society is revealed by their unseen experiences. These athletes dispel myths and redefine what it means to live with a disability by bucking social norms and succeeding in their chosen sports. They act as role models for innumerable people, motivating those suffering from comparable difficulties to pursue their goals and overcome obstacles. Athletes competing in the Paralympics have helped change how society views people with disabilities by advocating inclusivity, accessibility, and equal opportunity for all. Their experiences show how sports may spur societal change and how they, as extraordinary people, can leave a lasting legacy outside of the playing field.

In conclusion, the hidden narratives of Paralympic athletes shed light on the world of triumph, resiliency, and tenacity. They drew attention to the amazing people who, in spite of the great obstacles they faced, have triumphed over their limitations to serve as sources of motivation for people all over the world. These tales serve as a reminder of the potential that every person possesses despite any physical restrictions, including the transformational nature of athletics. Ultimately, we can encourage a high level of respect for the Paralympic athletes by recognizing and sharing their unsung tales.

DOI 10.5281/zenodo.11407393

The study on the Student’s Attitude Toward Single Parenting and its Relation to their Educational Performance in Selected Schools in Mindoro was conducted to determine the effects of having solo parents and if there is a direct relationship to the student’s educational performance. Single parenting is one of the challenging roles of a parent. Providing basic needs to giving full support and attention to your children are some of the primary responsibilities of parenting. Nowadays, many families turn to broken homes due to different factors like different ideologies, third parties, the incapacity of one party to provide for the needs of the other, and vice versa. The couple who separates ways thought that separating is more helpful to their children instead of continuing but still fighting causing trauma to the children. The study was conducted on selected schools in Occidental Mindoro province. The study will utilize a descriptive research design to identify the respondents’ perceptions of single parenting. The Researcher used a researcher-made questionnaire checklist to obtain data from the respondent. The questionnaire checklist also comprises questions about as sex, age, grade level, general weighted average, and family structure. The study’s respondents were selected students from Division of Occidental Mindoro who are children of solo parents.

The research result shows that, single parenting does not affect their academic performance, with an overall mean of 1.53 with verbal interpretation of “disagree”. Family financial status with an average mean of 1.57, exposes that parents do not put extra effort into providing for the needs of their children financially and emotionally. Some parents cannot provide enough financial support because of unstable work situations or no work at all, while some have other families where their incomes go instead of dividing it among children. Responses under moral support imply that the respondents disagree with the statements with an overall mean of 1.56 with verbal interpretations of “disagree”. Solo parent neglects their moral responsibilities to their children since they are more focused on how they will earn a living. Some are not well educated about the moral issues and concerns of their child, which sometimes results to repeated nagging over their children.

DOI 10.5281/zenodo.11409247

As you arrive in the town of Guimbal, you are greeted by the statement, “The town of the rising Sun and Sons,” - proudly displayed along the road. The unique and consistent gate which is painted in the hues of yellow and white envelops the entire town with vibrancy and joy. Amidst the triumphs and successes of the people of Guimbal and the town itself, its rich yet bloodied history cannot be overlooked. The culture, beliefs, everyday lifestyles, struggles, rises, and falls make Guimbal shine the brightest.

Guimbal is renowned for its Moro Watchtower or Bantayan Watchtower, a historical structure that embodies the struggles and resilience of the Guimbalanons. Frequent attacks by Moro pirates on the southern coast of Iloilo continued even before the Hispanic era. To counter these threats, the people of Guimbal constructed seven watchtowers along the shoreline in the 17th century. Today, only three of the original watchtowers are still standing.

The Bantayan Watchtowers were built to protect Guimbal’s coast from frequent attacks by raiders who captured locals and sold them as slaves in Mindanao. The guards at the watchtowers used drums, known as “Guimba”, to warn the townsfolk when Moro vintas were approaching.

These watchtowers stand as symbols of the bravery and heroism of the people of Guimbal. Aside from the heartfelt story of the history of Bantayan Watchtower, its structural design also captures the attention of the people. The towers' architectural design, with their perfectly calculated dimension, demonstrates a remarkable understanding of both geometry and strategic defense.

The Bantayan Watchtower's story and beauty are not just for tourists; they can also be part of classroom lessons. It is not only for History class but also for Mathematics, specifically Geometry. The bricks in the tower are shapes with four sides, called quadrilaterals, which includes rectangles and squares.

 Quadrilateral bricks, especially rectangular ones, provide strong and stable construction due to their shape, which distributes weight and pressure evenly. This practical benefit has made them a common choice throughout history. The builders of the Bantayan Watchtower likely used these bricks for their reliability.

While some bricks in the watchtower vary in size, it was carefully designed to be neither too big nor too small. This precise design can be used in mathematics lessons to help students understand quadrilaterals. Teachers can use the watchtower as a real-world example in geometry lessons, making it easier for students to visualize and understand different types of quadrilaterals and their properties.

Furthermore, by exploring the watchtower, students can learn to calculate the area and perimeter of the quadrilaterals and understand the basic principles of structural engineering. Since the watchtower is accessible to teachers and students, it provides a hands-on learning opportunity, making mathematical concepts more tangible and relatable. Thus, it is easier for the teacher to make a localized and contextualized lessons for the students.

The Bantayan Watchtower is a powerful symbol of the courage and strength of the people of Guimbal. More than just a defense structure, the watchtower is part of Guimbal's identity and history, reminding everyone of past struggles and victories. Despite the difficult times of Moro raids, these towers stand proudly, showing the bravery and unity of the community.

Today, Guimbal, with its bright gates and friendly atmosphere, shows the resilience and spirit of its people. The Bantayan Watchtowers are a key part of this story, connecting the past with the present and reminding visitors of the town's rich history. Guimbal continues to thrive, shining as brightly as the sun that rises over it every day.

As you leave the bright and welcoming town of Guimbal, the image of the Bantayan Watchtower stays with you. This watchtower is more than a piece of history—it’s a living classroom where the mathematics of shapes comes to life. The four-sided bricks used to build it, like rectangles and squares, show how geometry helps create a strong infrastructure. The Bantayan Watchtower reflects the town’s brave past and shows how history and learning can come together. It’s a special place that helps us understand both Guimbal's history and the importance of mathematics in the real world.

DOI 10.5281/zenodo.11434122