In today's digital age, social media has become an integral part of many students' lives. From connecting with friends and family to staying updated on current events and trends, platforms like Instagram, Facebook, Twitter, and TikTok play a significant role in shaping how students communicate and interact with the world around them. However, while social media offers numerous benefits, such as fostering connections and providing a platform for self-expression, it also comes with its own set of challenges.

One of the key advantages of social media for students is its ability to facilitate communication and collaboration. Students can easily connect with peers, join online study groups, and share resources and information in real-time. Additionally, social media platforms offer a space for students to showcase their talents, creativity, and opinions, allowing them to build personal brands and express themselves in ways that were not possible before. However, the constant presence of social media in students' lives can also lead to issues such as distraction, addiction, cyberbullying, and negative effects on mental health.

As students navigate social media, it is important for them to balance between using these platforms for positive purposes and being mindful of the potential risks involved. By being aware of their online behavior, practicing digital literacy, and setting boundaries for their social media use, students can harness the power of social media to enhance their academic, social, and personal growth while minimizing the negative impact it may have on their well-being.

It is important for students to practice responsible social media usage by setting boundaries, taking regular breaks, and being mindful of the content they consume and share online. Engaging in offline activities, maintaining a balance between virtual and real-life interactions, and seeking support from trusted individuals can help mitigate the negative effects of social media on students' lives.

By promoting digital literacy, self-awareness, and self-care practices, students can harness the positive aspects of social media while minimizing its adverse consequences.

DOI 10.5281/zenodo.14843864 

Ang Timog-Silangang Asya ay may isang bansang archipelago na may higit sa 7000 isla: ang Pilipinas, na kilala rin bilang isang bansang may maunlad na kasaysayan, mayamang kultura at sagana sa likas na yaman. Ngunit, tulad ng ibang mga ikatlong mundo, mayroon din itong sariling maraming suliranin sa lipunan na naglalagay ng limitasyon sa pag-unlad nito pati na rin sa mga mamamayan nito. Ang sanaysay na ito ay tutukoy sa mga batang lumaki sa Pilipinas at bibigyang-diin ang mga kalagayang humahantong sa kanilang mga hadlang, human trafficking, mga batang manggagawa, at mga batang may labag sa batas, ang mga epekto nito, at kung paano ito malulutas.

Ang Pilipinas ay may pangmatagalang kahirapan, na isa sa mga isyung panlipunan na hindi madaling mawala. Ang mga uso ng pag-unlad ng ekonomiya na naobserbahan kamakailan sa bansa ay nagpabuti sa kapakanan ng mga tao, ngunit sa mas malaking lawak maraming miyembro ng kita ang hindi makatawid sa hangganan ng kahirapan. Ang pinakabagong istatistika ng National Economic and Development Authority (NEDA) ay kahit na may mga ulat na bumaba ang mga rate ng kahirapan sa bawat Rehiyon, ang pangunahing pangangailangan ng milyun-milyong Pilipino ay hindi pa rin natutugunan.

May pangmatagalang pagkakaiba sa kita na nag-aambag sa problemang ito, na may mga pulo ng kayamanan sa mga malalawak na lugar na mahirap. Ang pagkakahatiang ito ay partikular na kapansin-pansin sa loob ng mga lungsod, kung saan ang mga nakakintab na skyscraper ay tumatayo sa tabi ng malawak na lugar ng mga barong-barong. Ang sitwasyon ay nakakita ng mga taong naiiwan sa mga rural na lugar kahit na may magagamit na lupa, dahil walang trabaho, kaya ang uri ng migrasyon ay naging internal habang marami ang nagsiksikan sa mga lungsod na humahantong sa mga sitwasyon ng pagsisikip.

Ang pagsugpo sa kahirapan at hindi pagkakapantay-pantay ay hindi lamang nangangailangan ng isang paraan kundi isang kombinasyon ng ilang mga hakbang tulad ng pagpapahusay ng access sa edukasyon, pangangalagang pangkalusugan at paglikha ng mga trabaho. Sa pamamagitan ng paggamit ng graduated income status at ang gobyerno ay maaaring bumuo ng mga patas na patakaran sa pamamahagi ng yaman.

Bagama't ang edukasyon ay napakahalaga para sa pag-unlad ng bawat bansa, ang Pilipinas ay hindi rin ligtas sa kaguluhan ng napakahalagang sektor na ito. Masyadong maraming mag-aaral sa isang klase, limitadong mga kagamitan sa pagtuturo, ilang guro ang maaaring makita lalo na sa mga pampublikong institusyon.

Malinaw na pinapalala ito ng pandemyang Covid-19. Ang pag-aaral sa malayo ay nag-ambag sa pagpapakita ng agwat ng access sa teknolohiya sa pagitan ng mga pribilehiyong mag-aaral at yaong mga nasa mas hindi magandang kalagayan. Ang diskriminasyong ito ay malamang na magpapataas pa sa hindi pagkakapantay-pantay sa edukasyon sa mga hangganan ng kahirapan.

Ang klasikong reporma sa edukasyon ay binubuo ng mas malaking alokasyon ng estado, propesyonalisasyon ng in-service training ng mga guro, at mga pananaw ng lipunang impormasyon at edukasyong suportado ng cyberspace. Ang mga mapagkukunan ay binayaran para sa mga aktibidad na idinisenyo upang malutas ang mga pangunahing problema ng pagsasaayos sa edukasyon sa kasalukuyan, tulad ng internasyonal, pribado, at pampublikong sektor.

Ang Pilipinas ay isa sa mga bansang mas nalalantad sa mga epekto ng pagbabago ng klima. Ang mga hanging pampalamig, ulan, tumataas na bilang ng mga bagyo sa tropiko, at ang pagtaas ng antas ng dagat ay bumubuo ng tumataas na klima. Ang mga salik pangkapaligiran tulad ng clear-cutting ng mga kagubatan, paglason ng hangin at tubig, at hindi wastong pagtatapon ng basura ay nagdaragdag sa mga sitwasyong nabanggit.

Ang Manila Bay, na dating isang green belt ng malaking biodiversity, ay nagiging mabahong basurahan na puno ng mga basura at tubig. Ang ilegal na pagtotroso ay patuloy na nanggugulo sa natitirang forest cover sa bansa, habang ang mga plastic na debris ay napupunta sa mga ilog o dagat.

Gayunpaman, dapat tandaan na ang mga problemang ito ay maaari lamang malutas sa pamamagitan ng wastong paggamit ng kapangyarihan ng mga tao na may mahigpit na pagsunod sa mga patakaran sa kapaligiran, suporta sa mga proyektong may renewable na enerhiya, at mga kampanya sa konserbasyon at sustainability. Ang katulad na mga pagsisikap ay dapat gawin ng mga bansa sa buong mundo, dahil ang pagbabago ng klima ay walang hangganan at isang problemang kailangang tugunan nang magkasama.

Habang nananatili ang iba pang mga hamon sa pag-unlad ng Pilipinas, ang salot na ito ay isang partikular na hadlang na nangingibabaw. Sa mga maliit na gawain ng katiwalian tulad ng panunuhol at pandarambong sa mga antas ng institusyon ay tumatanggap ng kasing laki ng tulong tulad ng mababang kagustuhan ng donor na dagdagan ang lokal na pagmamay-ari para sa dayuhang pamumuhunan na naghahanap sa disaster management.

Sa pagtingin sa kasaysayan ng kanilang bansa, maaari itong ibuod sa isang parirala - ang katiwalian sa lahat ng antas ng gobyerno ay nanatiling katangian ng pamamahalang Ingles. Hindi lamang ito may epekto sa pag-unlad ng ekonomiya ng bansa, ngunit pinatitindi rin nito ang iba pang mga problemang panlipunan sa pamamagitan ng paglilimita sa matagumpay na pamamahala ng mga estratehiya at interbensyon.

Ang pagpapatibay ng mga pamamaraang ito ay nangangahulugang pagbabago sa kalikasan ng trabaho para sa pamamahala sa serbisyo sibil, pag-aalis ng responsibilidad para sa pang-aabuso ng kapangyarihan, pagdaragdag ng mga pamamaraan para sa mga aksyon laban sa katiwalian, at pagpapahusay ng mga mekanismo para sa pananagutan sa mga transaksyon ng gobyerno.

Sa Pilipinas, ang sitwasyon ng karapatang pantao ay nakakaakit ng mas malaking atensyon sa mga nakaraang taon. Ang pangunahing patakaran ni Pangulong Rodrigo Duterte ay ang marahas na digmaan laban sa iligal na droga na inilunsad noong 2016: ang resulta ng mga patakaran nito ay nakaranas ng kritisismo dahil sa pagkamatay ng mga sibilyan ng mga pwersa ng estado kasama ang iba pang pang-aabuso sa karapatang pantao na ginawa. Ang mga mamamahayag, aktibista, at tagapagtanggol ng karapatang pantao ay nakaranas ng mga banta at karahasan, na nagbibigay ng mga alalahanin sa kalayaan sa pagsasalita at mga karapatang sibil.

Ang mga katutubo ay kasali pa rin sa mga kilusan sa konserbasyon ng lupa at kultura at madalas na nasasangkot sa mga labanan sa pagitan ng estado at mga armadong rebelde.

Upang malutas ang mga isyung ito sa karapatang pantao, kinakailangan ang pangako sa panuntunan ng batas, paglalagay ng mga demokratikong istraktura, at paglinang ng isang kapaligiran kung saan iginagalang ang mga karapatang pantao ng mga tao.

Dahil sa pandemyang COVID-19, ilang sistematikong kahinaan ng sistema ng kalusugan sa Pilipinas ang naging malinaw. Sa kawalan ng mga de-kalidad na serbisyo sa pangangalagang pangkalusugan, maraming Pilipino na naninirahan sa malalayong lugar ang naiiwanan na may napakakaunting pagpipilian. Ang mga ospital ay madalas na masyadong siksikan at napakakaunting mga propesyonal sa medisina ang magagamit na may kinakailangang kagamitan.

Ang ilan sa mga kakulangang ito ay nilalayon na malampasan sa loob ng balangkas ng pagpapatupad ng Universal Health Care Act. Gayunpaman, ang problemang iniharap sa epektibong pamamahala ng mga pamumuhunan sa lakas ng trabaho at mga pasilidad sa klinika ay nananatiling hindi nalulutas.

Ang pagpapahusay ng pangangalagang pangkalusugan ay tatagal ng maraming taon ng malaking suportang pinansiyal sa pagpapaunlad ng mga pasilidad sa pangangalagang pangkalusugan, pagtitiyak ng edukasyon sa mga larangan ng trabaho sa pangangalagang pangkalusugan, at mga bagong anggulo ng paghahatid ng pangangalagang pangkalusugan na umabot sa pasyente, halimbawa, telemedicine para sa mga malalayong rehiyon.

Bagama't may ilang hakbang na ginawa upang isulong ang pagkakapantay-pantay ng kasarian, ang sitwasyon ay napakahirap pa rin para sa mga kababaihan sa Pilipinas. Ang mga kalupitan laban sa kababaihan tulad ng karahasan batay sa kasarian at panliligalig seksuwal ay nananatiling hindi natutugunan. Ang mga kababaihan sa Pilipinas ay hindi rin inihalal bilang mga lider sa pulitika at nakakaranas ng kawalan ng katarungan tulad ng diskriminasyon sa mga lugar ng trabaho.

Ang Pilipinas ay may isa sa mga pinakamataas na rate ng pagbubuntis ng mga tinedyer sa Timog-Silangang Asya na nagpapahirap sa mga batang babae na pumasok sa paaralan o maghanap ng trabaho. Ang mga patakaran na nagpipigil sa diskriminasyon batay sa kasarian ay dapat na holistiko na may diin sa mga karapatan ng kababaihan, tulong sa mga biktima ng karahasang may kaugnayan sa kasarian at ang kanilang access sa edukasyon at trabaho.

Ang mga isyung ito sa Pilipinas at ang mga problemang may kaugnayan sa mga ito ay napakakumplikado at magkakaugnay kaya nangangailangan ng wastong mga pamamaraan at estratehiya na pangmatagalan. Walang pagtatanggi na marami ang mga hamon ngunit ang mga ito ay malalampasan. May puwang para sa pagbabago kapag ang panloob na lakas at kagalingan ng mga Pilipino ay nagtutugma sa mabuting pamamahala at suporta mula sa ibang bansa.

Sa pagtingin sa mga tanong na ito, dapat nating itanong sa ating sarili: Paano tayo makakatulong upang matugunan ang mga pangangailangang ito? Paano natin mahihikayat at mauunawaan ang bawat isa sa kabila ng pagkakaiba ng uri? Anong mga uri ng pag-aangkop ang maaari nating buuin na angkop sa tagpuan ng Pilipinas?

Ang bukas ng Pilipinas ay tinutukoy ng mga aksyon na ginagawa natin ngayon. Upang makamit ang isang mas makatarungan, mapagparaya, at masaganang lipunan, at bansa sa kabuuan, responsibilidad natin na makibahagi sa pagpapalakas ng dayalogo, pagtuturo sa mga tao, at paglahok sa mga lokal at pambansang pagsisikap. Ang daang nakalatag sa harapan ay maaaring mahaba at mahirap. Gayunpaman, sa pagkakaisa, determinasyon at isang pangkalahatang layunin ng pagbabago ng pananaw ng bansa tungo sa katotohanan, lahat ng mga hamong ito ay malalampasan ng mga mamamayan ng Pilipinas at isang bansang lahat ng nais nitong maging ay maitatatag.

Anong mga aksyon ang gagawin mo upang maging bahagi ng solusyon?

DOI 10.5281/zenodo.14844173 

Ang mga maikling kwento ay maituturing na dungaw—isang bintanang nagbubukas ng pinto sa ating kamalayan at nagbibigay-laya upang silipin ang mga tagpo sa buhay ng iba't ibang karakter na nagpapamalas sa atin ng kanilang kwento. Sa bawat pagdungaw na ito, hindi lamang natin natutunghayan ang kanilang mga kwento, kundi nakikibahagi rin tayo sa mga damdamin at karanasang bumabalot sa kanila. Makikita natin dito ang iba't ibang mukha ng karahasan at pang-aabuso- mga eksenang sumasalamin sa malupit na realidad ng ating lipunan, mga kuwentong naglalarawan ng mga di-matawarang emosyon at sugat ng mga karakter. Ang mga pahiwatig ng kasalukuyang kalagayan ng lipunan ay makikita sa mga kwento, na tila ba isang salamin na nagpapakita ng mga sugat at pilat ng ating bayan.

Sa sanaysay na ito, hindi lamang tayo sisilip kundi ating lilinangin ang pag-unawa sa mga piling kwento sa panitikang Filipino. Sisikapin nating tuklasin ang masalimuot na tungkulin ng karahasan sa mga akdang ito, kung paano ito ginagamit upang magbigay-diin sa mga tema ng bawat kwento, at kung paano nito pinupukaw ang kalooban ng mga mambabasa. Layunin din ng pagsusuring ito na maipakita ang epekto ng ganitong uri ng naratibo sa mga mambabasa- kung paano ito humuhubog sa kanilang pananaw, nagpapalalim ng kanilang pag-unawa, at nag-iiwan ng tatak sa kanilang mga damdamin. Sa pamamagitan ng masusing pagsusuri, ating matutuklasan kung paano ang karahasan, bilang isang elementong pampanitikan, ay nagiging isang makapangyarihang instrumento sa pagpapahayag ng katotohanan, sa paghubog ng kamalayan, at sa pagbibigay ng boses sa mga karanasan ng tao sa isang lipunang puno ng pagsubok at pagdurusa.

Ang Alamat ng Pagong ni Segundo D. Matias Jr.

Sa kwentong "Alamat ng Pagong," ipinakita ni Segundo D. Matias Jr. ang isang lalaking pinagkaitan ng magandang kinabukasan, ngunit sa huli ay isinumpa at naging pagong. Sa simula, tila nagbibigay-asa ang kwento: ang pagsisikap ng bida ay nagbigay-daan sa magandang kapalaran. Ngunit ang kapalarang ito ay nauwi sa kasawian nang inabuso niya ang oportunidad. Ang kanyang pang-aabuso sa biyayang natamo ay nagdulot ng sumpa, at sa huli, ang kanyang naging kaparusahan ay tila simbolo ng mabagal ngunit tiyak na hustisya.

Ang kwentong ito ay isang malinaw na paalala na ang pang-aabuso sa kapangyarihan at pagkakataong pinagkaloob sa atin ay may kaakibat na kabayaran. Ipinapaalala nito na ang bawat kilos ng tao, lalo na ang mga may kinalaman sa pang-aabuso, ay may balik na kaparusahan. Sa kontekstong pang-edukasyon, ang akda ay maaaring magsilbing gabay sa mga guro upang talakayin ang mga konsepto ng moralidad at karma sa kanilang mga estudyante.

Ang Punong Marikit ni Segundo D. Matias Jr.

Sa "Ang Punong Marikit," muling ipinakita ni Matias ang tema ng pang-aabuso- sa pagkakataong ito, ang abuso ng kapwa. Ang kwento ay tungkol sa isang punong hinangaan sa kanyang ganda, ngunit ito’y nawasak nang payagan niyang gumapang ang isang halamang maliit sa kanyang katawan. Ang simpleng pakikiusap ng halamang gumagapang ay nauwi sa walang humpay na pag-angkin sa katawan ng puno, hanggang sa ang dating marikit na puno ay natabunan na ng halamang gumagapang.

Ang kwento ay sumasalamin sa mga sitwasyong sa una ay tila inosente, ngunit sa kalaunan ay nagiging mapanira. Ito’y nagpapaalala sa atin na hindi lahat ng pagtulong ay may positibong bunga; minsan, ang pagtanggap sa isang maliit na bagay ay nagiging sanhi ng pagkalugmok. Ang aral na ito ay maaaring ipaliwanag ng mga guro bilang isang paalala sa mga estudyante na maging mapanuri at maingat sa mga desisyon sa buhay.

Dangal ni Norman "Iwa" Wilwayco

Sa kwentong "Dangal," isinadula ni Norman "Iwa" Wilwayco ang masalimuot na realidad ng buhay, kung saan ang karahasan at pang-aabuso ay hindi lamang pisikal kundi pati na rin sa moralidad at dangal ng tao. Ang kwento ay isang eye-opener sa epekto ng pera at kapangyarihan sa isang tao at sa lipunan. Dito, ipinakita ni Wilwayco ang mga isyu tulad ng kontraktwalisasyon, toxic masculinity, at bribery—mga isyung tila laganap at tanggap na sa ating lipunan.

Ang karakter ni Chris, isang lalaking mayaman at makapangyarihan, ay isang representasyon ng taong gumagamit ng yaman upang makuha ang lahat ng nais. Ang kanyang pang-aabuso sa kapangyarihan ay nagresulta sa pagkasira ng kanyang dangal—isang kabayaran sa kanyang mga kasalanan. Ang kwentong ito ay nagsisilbing salamin sa madilim na bahagi ng ating lipunan, at sa kontekstong pang-guro, ito ay isang mahalagang akda upang talakayin ang mga isyung panlipunan na kinakaharap ng mga kabataan.

Paputian ng Laba ni Allan Derain

Ang kwentong "Paputian ng Laba" ni Allan Derain ay sumasalamin sa realidad ng kahirapan at ang mga pang-aabusong kaakibat nito. Ang kwento ni Lailani, isang batang babae na nagsusumikap sa paglalabada, ay naglalarawan ng mga pagsubok na dinaranas ng mga Pilipinong nasa laylayan ng lipunan. Ang pang-aabuso sa kanilang kalagayan, mula sa mababang pasahod hanggang sa mga hindi makatarungang kondisyon sa trabaho, ay nagpapakita ng kalagayan ng mga ordinaryong mamamayan na patuloy na lumalaban sa gitna ng kahirapan.

Sa kontekstong pang-edukasyon, ang kwento ni Lailani ay maaaring gamitin ng mga guro upang talakayin ang mga isyu ng kahirapan at ang mga pang-aabuso na kaakibat nito. Ang kwento ay nagsisilbing boses ng mga inaapi at pinapasan ng lipunan, isang kwentong magpapakilos sa mga kabataan upang maging mulat at makialam sa mga isyung ito.

Ang Ama ni Mauro R. Avena

Sa "Ang Ama" ni Mauro R. Avena, nakatutok ang kwento sa isang masalimuot na pamilyang pinamumunuan ng isang amang lasinggero at marahas. Ang kwento ay nagpapakita ng takot, pangamba, at ang sikolohikal na pang-aabuso na dinaranas ng mga bata sa ilalim ng isang mapanakit na ama. Sa kabila ng kanilang sitwasyon, ang ina ay patuloy na nagtatanggol at nag-aalaga sa kanila, kahit na siya mismo ay biktima ng karahasan.

Ang kwentong ito ay nagbibigay dungaw sa madilim na mukha ng pamilyang Pilipino, kung saan ang tahanan na dapat ay kanlungan ay nagiging lugar ng takot at pang-aabuso. Para sa mga guro, ang kwentong ito ay isang mahalagang instrumento upang talakayin ang mga isyu ng domestic violence at ang epekto nito sa mga bata. Ito rin ay maaaring gamitin upang magbigay ng inspirasyon sa mga estudyante na lumaban at humanap ng tulong kapag napaharap sa ganitong sitwasyon.

Konklusyon

Ang mga maikling kwentong Filipino na tinalakay ay mga dungaw sa realidad ng karahasan at pang-aabuso sa lipunan. Ang mga eksenang ito, bagama’t masakit at mahirap pag-usapan, ay mahalaga upang bigyang-kamalayan ang mga mambabasa at hikayatin silang maging mapanuri at makialam. Ang mga kwento ay hindi lamang likhang-isip; sila ay sumasalamin sa mga tunay na buhay at karanasan ng mga tao. Bilang mga guro, mahalagang bigyan ng sapat na espasyo ang mga diskusyong ganito sa ating mga silid-aralan upang bigyang dungaw ang mga aral ng buhay at mas palalimin ang pag-unawa ng mga kabataan sa kanilang paligid. Sa pamamagitan ng panitikan, naihahayag ang mga boses ng mga inaapi, at sa pamamagitan ng pag-aaral ng mga kwentong ito, tayong lahat ay nagiging mas handa upang harapin at labanan ang mga pang-aabuso at karahasan sa ating lipunan.

DOI 10.5281/zenodo.14844190 

 INTRODUCTION

The way that Information and Communication Technology (ICT) are integrated has completely change the nature of education. To guarantee that they can use technology to efficiently provide engaging and effective learning experience, it is imperative that aspiring teachers receive the ICT training they need (Adedoyin & Soyibo, 2022). The goal of this research is to assess the ICT skills of Bachelor of Elementary Education students. Our special purpose is to identify areas where students may require more advice or support in order to bridge any gaps between their current level of ICT proficiency and the desired level.

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ABSTRACT

              This study aimed to explore the family dynamics of adolescent clients in the Rehabilitation Center. Specifically, it sought to answer the following questions: (1) How do the participants describe their family dynamics and relationships in their homes? (2)  How do participants respond to their environment based on their intrinsic and extrinsic dimensions? (3) What are participants' expectations from the family and rehabilitation center? and (4) What intervention plan may be proposed based on the study results?

                The Family Systems Theory of Bowen, which Dr. Murray Bowen developed in the late 1940s, and the Biopsychosocial Model of Addiction were used to frame this study. It used the Phenomenological  Research Method to look for the answers to the given questions. The primary sources of data were five (5) adolescent clients coming from the residential and outpatient programs of the Center. The researcher referred to the available case files stored in the Center, which were identified through a purposive sampling technique to determine the study participants and their current enrollment. 

                  Based on the findings, the following conclusions were drawn:

 The family situation of the adolescents is unorderly, dysfunctional, and with no proper communication in the family. Some of the participants in the study are drug users or incarcerated family members. The adolescent’s experience in their family pushed them to go outside their house and find comfort with their friends, thus resulting in their using drugs and other vices.

                  Given their experiences, participants see proper communication as the key to maintaining a positive relationship with their family. It is suitable for the family to talk frequently, give each other time, and be open to each other. Each family member should make every family member feel loved and valued. Family members, especially the parents, should realize that no one should feel neglected, abandoned, and unloved.

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Fulltime instructors are those who worked in the vocational college for quite a number of years who have developed their loyalty to the institution that they are in. These are the group of instructors who have experienced a lot be it professional or personal in nature. Any instructor who experienced stressful activities tend to deviate from his usual performance in the classroom. Being stressed give some implications to their performance as a instructor in the institution. The researcher based on her experience teaching in the vocational college for years is no exempted in such a scenario. Her state of stress has somehow affected her enthusiasm in the classroom performance. Hence, this study.

The Inclusion Movement did not begin with fulltime classroom instructors, it is a top – down decision, and many instructors are reeling under the additional pressure. Talk with any urban instructor and they will confirm that ethnic, academic, physical and social / emotional diversity already dominate their classroom, although it may not be celebrated. They will tell the instructors are under increasing pressure to improve the academic scores of their class and their students are to compete in the international marketplace, they will need to be more competent in courses. The emotional strain for classroom instructors to find more time for instruction is real. This expectation for academic excellence is reinforced when instructors are rated not on how they nurture their students, but on whether the students perform above the school norm in national tests.

Whether instructors like it or not, some of them still resent taking any time to meet any student needs that are not academic. They view themselves as academic instructors. Their operating assumption is: “I’m here to teach these students and not be their psychologist or social worker.” While these extreme attitudes represent a very small group of instructors, the thousands of caring instructors express a similar frustration. Instructors are overwhelmed by the demand to find the time and energy to improve their instructional skills while also trying to meet and energy to improve their instructional skills while also trying to meet the social / emotional needs of their non – troubled students experiencing normal development crises, the increasing number of abused impoverished high-risk students, and the unidentified but active emotionally disturbed students in their classrooms.

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 INTRODUCTION

In recent years, the field of sports science has gained significant attention for its potential to enhance athletic performance in various sports, including football. The implementation of sports science methodologies in athletic training has been a subject of interest for coaches, athletes, and researchers alike (Smith & Lee, 2020). This research focuses on Qinggong College's football team, examining how the integration of sports science into their training regimen correlates with improvements in physical metrics.

Sports science encompasses a broad range of disciplines, including physiology, psychology, nutrition, and biomechanics, all aimed at optimizing athletic performance (Johnson & Wang, 2021). The integration of these scientific principles into sports training can lead to significant improvements in physical abilities such as strength, speed, endurance, and agility, which are crucial for football players (Zhang & Lim, 2019). This study aims to quantitatively assess the impact of such integrations on the physical performance metrics of the Qinggong College football team.

The significance of implementing sports science practices in college football cannot be understated. College football players are often at a pivotal stage in their athletic careers, and the improvements gained during this period can set the foundation for their future in the sport (Huang, 2022). Moreover, the competitive nature of college football necessitates a constant search for methods to enhance player performance and gain a competitive edge (Gomez & Patel, 2023).

In recent literature, there has been a growing body of research highlighting the positive impact of sports science on athletic performance. Studies have shown that tailored training programs based on sports science principles can lead to measurable improvements in physical metrics such as sprint times, jump heights, and overall endurance (Johnson & Wang, 2021). Additionally, the use of technology and data analytics in sports science has provided coaches and athletes with deeper insights into performance and training optimization (Smith & Lee, 2020).

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In a world of noise, he finds his peace

A quiet place, where his heart can release

The sensory overload, that can be so bright

Is calmed by repetition, and a gentle night

His mind is wired, in a unique way

A puzzle to solve, every single day

He sees the world, in a different light

A beauty in patterns, a wonder in sight

He may not speak, but he communicates deep

Through his eyes, his touch, his soul does keep

A love so pure, a heart so kind

A precious gift, one of a kind

Autism may bring, its challenges and strife

But it also brings, a unique and precious life

A life that's filled, with wonder and might

A shining star, that sparkles so bright

So let's celebrate, the differences we find

Let's embrace the uniqueness, that's one of a kind

For in the world of autism, there's beauty to see

A different perspective, that's a gift to me.

By: Niña SF. Sibulo, EdD

Program Chairperson

Bachelor of Special Needs Education

College of Technological and Developmental Education

Camarines Sur Polytechnic Colleges

DOI 10.5281/zenodo.14855527 

As a special education mentor, I have had the privilege of guiding and supporting future special education teachers as they embark on their own journeys. Through my experiences, I have come to realize that teaching is not just about imparting knowledge, but about shaping minds and futures. In this reflective piece, I will share my thoughts on the importance of mentorship in special education, the lessons I learned along the way, and the ways in which I strive to shape the minds and futures of my students, the future special education teachers.

The Power of Mentorship

Mentorship is a critical component of teacher education, particularly in special education. As a mentor, I have the opportunity to model best practices, provide feedback and support, and help my students develop the skills and confidence they need to succeed. Through mentorship, I aim to inspire and empower my students to become compassionate, innovative, and effective special education teachers.

Lessons Learned

Over the years, I have learned many valuable lessons about teaching, mentoring, and the importance of relationships in special education. Some of the most significant lessons I have learned include: the importance of empathy and understanding in building strong relationships with students and colleagues, the need to be flexible and adaptable in the face of changing circumstances and student needs, the value of collaboration in promoting student learning and success and the impact of self-care and mindfulness on teacher well-being and effectiveness.

Shaping Minds, Shaping Futures

As a special education mentor, my goal is not only to shape the minds of my students, but also to shape their futures. I strive to inspire and empower them to become leaders and change-makers in the field of special education. Through my mentorship, I aim to help my students develop the skills, knowledge, and dispositions necessary to make a positive impact on the lives of their students with disabilities and their families.

A Sacred Trust

Mentorship is a sacred trust, and one that that I take very seriously. As a special education mentor, I am committed to shaping the minds and futures of my students, and to inspiring and empowering them to become the best versions of themselves. Through my reflections, I hope to inspire others to join me on this journey, and to recognize the transformative power of mentorship in shaping the next generation of special education teachers.

DOI 10.5281/zenodo.14855534 

Introduction

        Significant impact on a variety of industries was carried to the world by the COVID-19 pandemic. Technology now consumes the most human hours. The education industry has also shifted to online and modular teaching and learning platforms, allowing for limitless learning opportunities. Staying at home, working from home, and learning from home are the new realities. Learning in a virtual space is rapidly replacing traditional methods of teaching.

Today, homeschooling has been a necessary element and an important tool to sustain skills development in different countries. Yet, there are also worries that because of inadequate preparation on the part of teachers and students for the particular demands that teaching-learning poses, homeschooling may have been a less than ideal replacement for in-person instruction. The challenge to improvise rapid modular distance learning has been accepted by several educators (Hodges, et al. 2020).

Locally, the Department of Education has created the Basic Education Learning Continuity Plan (BE-LCP) in accordance with DepEd Order No. 012, s., to address the issues with basic education for the 2020–2021 school year. 2020. The BE-LCP is compliant with Section 1, Article XIV of the 1987 Constitution, which demands the government to maintain and support every citizen's right to a superior standard of education at every level and to take sensible measures to certify that such education is accessible to each person.

Standards and minimal resource requirements for modular distance learning have not been established by the Department of Education. The opportunity given by this exceptional event allowed for a critical assessment of the nation's current modular distance learning deployment and the creation of backup plans in case further such situations arise in the future. Additionally, because face-to-face education is currently not possible owed to the COVID-19 pandemic, school administrators should ensure a learning continuity plan through K–12 adjustments, curriculum alignment, the usage of multiple learning delivery modes, the facility of relevant teacher training, and the proper orientation of the school's stakeholders.

Also, recent studies have shown that pupils enrolled in this school year had more variation in their academic abilities than they would normally have. As a result, teachers might need to think about how to further differentiating education or offering opportunities for personalized learning (Soland, 2020). This means that in addition to students, teachers and parents must have the knowledge and technical proficiency necessary to effectively communicate with students while adopting modular distance learning.

The transition from a traditional classroom to a fully remote learning environment affects everyone's daily activities at home, not just students. For example, in addition to juggling their obligations, parents and guardians find themselves taking on new duties to support their child's learning (Herbert, 2020). Teaching young children is significantly different from teaching many adult learners, therefore this is a new frontier for teachers, especially those at the kindergarten level. According to a sociocultural perspective, the quality of children's modular distance learning experiences can vary depending on the support given. Children can get knowledge of the advantages by viewing a variety of technologies that they might use to respond to the module's questions.

Consequently, supervised interactions can help kids learn new things, improve their abilities, and form favorable attitudes toward remote learning. An important factor to encourage children's engagement with modular distance learning is how teachers increase children's experiences with the usage of modules and technologies through supervised interactions with parents. Certainly, learning from experiences is essential to identify areas for development and progress because digital literacy is quickly becoming the most important instrument for lifelong learning.

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The migration of teachers to other countries is a significant challenge for education systems worldwide. Teachers play a crucial role in shaping the future of nations and their migration can have a profound effect on the quality of education in their home countries.

One of the most significant impacts of teacher migration is the brain drain phenomenon. When highly skilled teachers leave their home country to teach in another, it creates a shortage of qualified teachers in the home country. This shortage can lead to a decline in the quality of education as less qualified teachers are hired to fill the void. The impact of this brain drain is particularly felt in developing countries where educational resources are already limited.

Another impact of teacher migration is the loss of institutional knowledge. Experienced teachers who migrate to other countries take with them a wealth of knowledge and experience that cannot be easily replaced. This can result in a decline in the quality of education and a loss of continuity in teaching methods, which can hinder the progress of future generations.

Moreover, the migration of teachers can also lead to a loss of cultural identity. Teachers play an essential role in transmitting cultural values and traditions to their students. When teachers migrate to other countries, they may not be able to impact their cultural knowledge to their new students, leading to a loss of cultural identity and heritage.

In addition to the impacts mentioned above, teacher migration can also lead to a financial burden on the home country. The government invests significant resources in training teachers, and when these teachers migrate, the investment is lost. Furthermore, the home country may need to invest additional resources in training new teachers to fill the void left by the departing teachers.

To mitigate the negative effects of teacher migration, several strategies can be employed. One approach is to provide incentives to encourage teachers to stay in their home country. These incentives may include higher salaries, improved working conditions, and better career development opportunities. By providing these incentives, teachers may be more declined to remain in their home country and contribute to the educational system.

Another strategy is to improve the quality of education in the home country. When the quality of education is high, teachers may be more motivated to remain in their home country. This can be achieved by investing in educational resources, such as textbooks and technology, and improving teacher training programs.

Furthermore, governments can also explore partnerships with other countries to facilitate teacher exchange programs. These programs can provide opportunities for teachers to gain valuable experience in other countries while also  sharing  their knowledge and expertise with other teachers. This can help to retain highly skilled teachers in the home country and also build international relationships that can benefit the education system.

In conclusion, the migration of teachers to other countries can have a significant impact on the quality of education in their home country. It is essential for governments to recognize the potential negative effects  of teacher migration and implement strategies to mitigate these effects. By providing incentives,  improving  the  quality  of  education, and exploring teacher exchange programs, governments can retain skilled teachers and ensure the continuity of educational progress in their home country.     

DOI 10.5281/zenodo.14863203 

Abstract

The purpose of this literature review is to investigate the issues and challenges faced by healthcare professionals while transitioning into academic leadership. This review attempts to provide a broad overview by integrating existing research about skill gaps, acculturation into the time demands and relationships associated with this transition. A systematic approach was taken by reviewing the literature to identify, critically analyze, and synthesize peer-reviewed articles and related scholarly papers addressing the transition of healthcare professionals into academic leadership positions. Articles from 2014 to the present were included, ensuring the relevance and timeliness of findings. Further, this paper seeks to highlight some of the evidence-based solutions available including mentorship opportunities, leadership development programs, peer support groups, and creation of lifelong learning practices that will empower healthcare professionals to acquire the skills needed for success in their academic leadership positions.

Keywords: academic leadership, healthcare professionals, mentorship programs, leadership development, work-life balance, cultural transition, resilience, lifelong learning.

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ABSTRACT

         Reading is essential to learning. All elementary school students must learn to read to receive quality education. Through the implementation of the K-12 Basic Education Program, the Department of Education (DepEd) continues to fulfill its mission to develop productive and responsible citizens with basic resources for lifelong learning and to ensure that all students become effective readers. Reading stimulates the imagination and expands students’ vocabulary. To prevent underachievement, students need to receive adequate reading instruction, especially in the early years of schooling.

         Pursuant to DepEd Order No. 2011/1010; 14 of 2018, “Operational Guidelines for the Management of the Philippine Informal Reading Inventory (Phil-IRI) is the primary focus of the reading development department. Its purpose is to provide effective reading services that enable children in the Philippines to communicate in Filipino and English. In the classroom, various tools are available to improve the performance of students at risk of failure. These include the Phil IRI and the Reading Improvement Tool to support effective teaching and learning while monitoring and assessing student progress.

       Given the students’ reading difficulties, Juan Sumulon Elementary School decided to implement several reading programs. The program addresses literacy and academic achievement. The school’s reading program is delivered in face-to-face classrooms. Teachers have also developed lesson plans, timetables, and have been able to do at least some minimal work to improve reading levels.

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DOI 10.5281/zenodo.14880493 

 The COVID-19 pandemic disrupted education systems across the globe, leading to widespread learning loss, particularly among elementary students. With schools shutting down and moving to remote or hybrid learning formats, numerous students encountered obstacles such as limited technological access, unstable learning settings, and reduced social interaction. Consequently, many learners, particularly those from underprivileged backgrounds, suffered considerable academic losses. In response, remedial programs have emerged as vital interventions to tackle the educational gaps created by the pandemic, providing focused assistance to help students recover and succeed academically.

Remedial programs aim to offer extra assistance to students who are having difficulty meeting grade-level standards. These initiatives concentrate on reinforcing basic skills in essential subjects like reading, writing, and mathematics, which are crucial for long-term academic achievement. For young learners in elementary school, who are just beginning to build fundamental academic skills, remedial programs hold particular significance. They enable students to recover the competencies they missed during the pandemic, ensuring they can move on to more advanced topics without falling further behind.

One of the primary advantages of remedial programs is that they provide personalized, targeted instruction. By assessing each student's unique needs, teachers can focus on the specific areas where the student is struggling, whether it be reading comprehension, math fluency, or problem-solving skills. Small-group or one-on-one instruction is often used in remedial programs, allowing for more individualized attention and tailored support. This personalized approach helps students build the skills they need at their own pace, ensuring that they are not overwhelmed by the content.

The effectiveness of remedial programs has been supported by research. Studies show that students who participate in targeted remedial interventions tend to make faster academic progress compared to those who do not receive additional support. For example, in the areas of reading and mathematics, students in remedial programs have shown significant improvements in their skills, often catching up to their peers within a relatively short period. This highlights the potential of remedial programs to mitigate the long-term effects of learning loss caused by the pandemic and prevent further educational disparities. In conclusion, remedial programs are essential for addressing the learning deficits that arose from the pandemic. By providing tailored, focused instruction and catering to the social-emotional needs of students, these programs assist elementary learners in recovering from the setbacks they encountered during school closures. While obstacles persist, such as limited resources and the necessity for ongoing teacher development, the effectiveness of remedial programs highlights their ability to foster both academic and emotional growth for students in the wake of the pandemic. With sustained investment and dedication, remedial programs can work towards ensuring that every student has the chance to excel academically, regardless of the challenges they must overcome.

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DOI 10.5281/zenodo.14880617 

Personalized learning has transformed education by offering a tailored approach that enhances student performance through individualized learning styles, preferences, and needs. Unlike the traditional one-size-fits-all system, personalized learning emphasizes flexibility and student-centric strategies, creating more effective educational experiences.

This method allows students to learn at their own pace, ensuring they have enough time to grasp complex concepts or move quickly through familiar material. By incorporating technology, adaptive assessments, and interactive digital tools, personalized learning makes lessons more engaging, immersive, and appealing.

One of the key benefits of personalized learning is the increase in student engagement. When learners have control over their education, they are more motivated, interested, and committed to their studies. This heightened engagement leads to better retention and deeper comprehension of academic content. When students see the relevance of their education to their personal goals, they actively participate, resulting in improved learning outcomes.

Moreover, personalized learning addresses the diverse range of student abilities within a classroom. Traditional systems often leave students struggling while failing to challenge advanced learners. Personalized learning mitigates this by allowing students to progress at their own pace, ensuring that all learners receive the appropriate level of support and challenge. Educators benefit from data-driven insights, enabling them to identify areas where students need additional help or advanced materials. This fosters an inclusive educational environment where every student can excel.

Academic performance also improves with personalized learning. Studies show that students engaged in personalized learning perform better on assessments, standardized tests, and overall coursework. By focusing on individual strengths and weaknesses, this method helps students develop a well-rounded understanding of subjects while fostering critical thinking, problem-solving, and independent learning skills. These competencies are essential for long-term success in academic and professional careers.

Despite its advantages, implementing personalized learning presents challenges. Schools must invest in digital tools and platforms while ensuring teachers receive proper training to effectively facilitate personalized instruction. Resource allocation and technological infrastructure are critical considerations, as access to personalized learning tools can be limited in underprivileged communities. This disparity raises concerns about educational equity, as students from disadvantaged backgrounds may struggle to benefit from this approach, potentially widening the educational gap. Addressing these issues requires collaboration among policymakers, educators, and communities to ensure equal access to personalized learning resources.

As technology continues to advance, the potential for personalized learning to reshape education grows. New opportunities arise for creating more inclusive, engaging, and effective learning environments. By adopting this innovative approach with the necessary resources and strategies, educators can empower students to reach their full potential, equipping them with the skills needed to navigate an ever-evolving world.

Ultimately, the shift toward personalized learning signifies a fundamental transformation in education. It offers the promise of making learning more meaningful, accessible, and impactful for students from diverse backgrounds and abilities. By embracing personalized learning, educators can foster a generation of curious, innovative, adaptable, resilient, motivated, empowered, skilled, and resourceful learners who are prepared to meet the challenges of the future with confidence and competence.

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DOI 10.5281/zenodo.14881704 

Abstract

Reading comprehension is a critical skill that significantly impacts learners' academic performance and overall literacy development. This study aimed to enhance the reading comprehension of Grade 6 learners at Loo Elementary School through the implementation of the "Ladder Map" intervention during the school year 2024-2025. The study utilized a quasi-experimental one-group pretest-posttest design to measure the effectiveness of the intervention.

A total of 38 Grade 6 learners participated in the study. A pretest was administered to assess their initial reading comprehension levels, followed by the implementation of the Ladder Map intervention for four consecutive days. The intervention involved using a structured graphic organizer to guide learners from answering basic comprehension questions to more complex analytical questions. After the intervention, a posttest was conducted to determine any improvements in their reading comprehension skills.

Results indicated a significant improvement in the reading comprehension scores of the participants. The mean pretest score was 0.54, indicating that most learners were in the "Developing" stage, possessing only minimal knowledge and requiring substantial assistance. In contrast, the posttest results showed an increase in scores, with many learners advancing to higher proficiency levels. A t-test analysis was conducted to determine the significance of the difference between pretest and posttest scores, revealing a statistically significant improvement in reading comprehension after the intervention.

These findings suggest that the Ladder Map intervention is an effective tool in enhancing reading comprehension skills among Grade 6 learners. The study recommends the adoption of the Ladder Map as an instructional strategy in elementary education to support struggling readers. Additionally, further research exploring its long-term effects and adaptability across various grade levels and learning contexts is encouraged..

Keywords: Reading comprehension, Ladder Map intervention, quasi-experimental design, Grade 6 learners, instructional strategy

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Being a principal is not just a job; it is a calling. Over my three decades in service, I have had the privilege of leading several schools, each with its own unique culture, challenges, and opportunities. My journey as an educator has been one of growth, resilience, and the constant pursuit of excellence in education.

It all began in 1994 when I first stepped into the role of teaching at Villa Luna National High School. I spent 13 wonderful years there, building relationships with students, faculty, and the community. It was there that I learned the importance of collaboration and how strong partnerships can lead to impactful results. Together, we initiated projects to improve facilities and create a learning environment where students could thrive.

In 2007, I was entrusted with the responsibility of leading Linglingay National High School. Though my time there was brief, lasting only until early 2009, it was a period of deep reflection and learning. Back then January in the same year I came back in Villa Luna National High School as Teacher-In-Charge. I embraced every challenge and celebrated every victory, no matter how small, as we worked to improve the quality of education for our students.

From 2011 to 2017, I led Sillawit National High School. This was a defining chapter of my career. The school community and I worked tirelessly to enhance our academic programs and extracurricular activities. Together, we established initiatives that are still felt today, providing students with opportunities to discover their potential and pursue their dreams

In 2017, I returned to Villa Luna National High School for another stint as principal, and in 2019, I took on the challenge of leading Marabulig Extension. Each school offered a new environment, new colleagues, and new students, but my mission remained the same: to lead with heart, integrity, and a clear vision for the future.

In 2022, I embraced a new chapter as the principal of Villa Concepcion National High School (VCNHS). Leading this school has been a deeply fulfilling experience. I am honored to work alongside talented educators and passionate students who inspire me daily. Together, we’ve launched various programs, including community-based projects, student empowerment initiatives, and capacity-building activities for teachers.

Looking back on my career, I am grateful for the opportunities I’ve had to make a difference in so many lives. Being a principal is no easy task, it demands patience, understanding, and an unwavering belief in the transformative power of education.

As I continue to serve at VCNHS, my commitment to creating a nurturing and innovative environment for every student remains steadfast. Leadership, to me, is not just about making decisions but about listening, inspiring, and empowering others to become their best selves.

DOI 10.5281/zenodo.14887662 

As a principal, my primary responsibility is to create an environment where quality education thrives, where dreams are nurtured, and where every student feels empowered to succeed. Education is the cornerstone of a progressive society, and ensuring its quality requires a deliberate and unwavering commitment, not just in pedagogy but also in the physical spaces where learning takes place.

Every brick laid, every classroom renovated, and every facility enhanced has the potential to transform the learning experience of our students. Building projects are not merely about constructing structures; they are about building futures. As I walk through our school’s halls, I envision spaces that inspire creativity, collaboration, and curiosity. To achieve this, we must invest in infrastructure that reflects our commitment to excellence.

First and foremost, our classrooms must be conducive to learning. Proper ventilation, adequate lighting, and well-designed seating arrangements are essential to fostering focus and engagement. Technology must also be integrated seamlessly into our facilities. In today’s digital age, smart classrooms equipped with interactive boards, reliable internet, and multimedia tools are no longer luxuries but necessities.

Libraries should be hubs of knowledge, not just repositories of books. A well-equipped library with access to digital resources can ignite the passion for lifelong learning among our students. Similarly, laboratories for science, technology, and even arts should provide hands-on opportunities to explore and innovate.

Equally important are spaces for physical and social development. Covered courts, open fields, and multipurpose halls allow students to engage in sports, cultural activities, and community gatherings. These spaces cultivate teamwork, leadership, and resilience qualities that are as vital as academic excellence.

As a principal, I understand the financial challenges that come with such aspirations. However, I firmly believe that when we prioritize education, we prioritize the future. Building projects require collaboration     among stakeholders’ government agencies, private organizations, alumni, and the community. Together, we can pool resources, share expertise, and realize our vision for a school that meets the highest standards of education.

Transparency and accountability are key in this endeavor. Every project, big or small, must serve the best interests of our students. As we break ground for new facilities, we must also break barriers that hinder learning be it outdated practices, inequitable access, or inadequate support for our educators.

To my fellow educators and leaders, let us remember that every improvement we make today is an investment in the success of our students tomorrow. Let us dream big, plan strategically, and act decisively. Our mission is not just to manage schools but to mold lives, shape communities, and contribute to a brighter future.

I am reminded of the words of Nelson Mandela: “Education is the most powerful weapon which you can use to change the world.” Let us build, not just with bricks and mortar, but with vision and purpose. Together, let us create schools that stand as beacons of hope and hubs of excellence for generations to come.

DOI 10.5281/zenodo.14887679 

Abstract

Classroom observations play a crucial role in a teacher’s career, offering both benefits and challenges. While they provide opportunities for positive feedback, skill development, and improved teaching performance, they can also induce stress and anxiety.

This research employed a quantitative research design, specifically a descriptive-inferential approach. The respondents of this study were selected using cluster sampling.

The results show that, in terms of the respondents' profiles, both ratee and rater groups were predominantly female. Regarding years of service, most ratee-respondents had served 6 to 10 years, while most rater-respondents had served 26 to 30 years. Additionally, the majority of teacher respondents held the Teacher III position, while most school head respondents were Master Teacher I.

Furthermore, both raters and ratees strongly agreed on the perception of standardized classroom observation tools, particularly in terms of their clarity of purpose and usefulness in the teaching and learning process.

The perceptions of ratees regarding the use of standardized classroom observation tools did not significantly vary based on their sex, years in service, and position. On the other hand, raters' perceptions did not significantly vary based on sex and position but did show a significant difference based on years in service.

Moreover, the results indicate a high positive relationship between ratee-respondents’ responses (r = 0.825, p < 0.05) and a very high positive relationship between rater-respondents’ responses (r = 0.900, p < 0.05) in terms of the relationship between the clarity of purpose and usefulness of classroom observation in the teaching and learning process.

Based on these findings, it is recommended that raters and teachers maintain open communication and build a strong professional relationship to make classroom observations more meaningful and enjoyable. Encouraging and promoting rater involvement, particularly during the pre-observation, observation, and post-observation processes, can enhance the effectiveness of classroom observations. Additionally, conducting a similar study to further explore the relationship between teachers' classroom observation performance and students' academic performance is suggested to provide deeper insights into its impact on learning outcomes.

Keywords: Classroom observations, Teaching performance, Standardized observation tool, Quantitative Research Design, Positive feedback

DOI 10.5281/zenodo.14897684 

Abstract

The global health crisis significantly impacted the education sector, prompting educational institutions to shift to the new normal set-up of teaching and learning. Various learning modalities were developed to ensure effective learning despite the crisis, providing more accessible learning environments.

This study aimed to investigate the relationship between Grade 12 students’ preferred learning modalities and their academic performance in Physical Science. The study considered multiple learning modalities, including online learning, television, radio, modular learning (printed and digital), and a combination of face-to-face instruction. Students’ academic performance was assessed based on their third-quarter grades in Physical Science. The study employed a quantitative-qualitative research design, specifically a descriptive correlational approach, to analyze the data.

The findings revealed no significant relationship between students’ preferred learning modality and academic performance. This indicates that students’ learning preferences do not necessarily determine their academic success. Regardless of their chosen modality, students were able to meet the required competencies in Physical Science.

However, the study identified challenges, weaknesses, and difficulties associated with students’ choice of learning modality in a distance education setting. To address these gaps, a proposed intervention plan was recommended. Teachers should enhance their instructional delivery in distance education to further develop students’ knowledge and skills in their field of specialization. Lessons should be designed to be responsive to students’ abilities and interests, making learning more meaningful and engaging despite the challenges posed by the pandemic.

Keywords: Learning modality, Academic performance, Distance education, Descriptive correlational approach, Intervention plan

DOI 10.5281/zenodo.14897733 

ABSTRACT

This study examined the relationship between reading and writing competence among Grade 12 students in a municipality in Antique, Philippines, during the 2017–2018 school year. Using a descriptive-correlational design, data were gathered through an 80-item language test. Results showed high reading competence but low writing competence across core and applied language courses, regardless of sex or academic track. No significant differences were found in reading and writing competence based on these classifications, except for a notable difference in writing competence by sex. A significant correlation between reading and writing skills was observed in both course types. The study concluded that students excelled more in reading than writing, highlighting the need for improved language instruction. It recommends that the Department of Education evaluate existing programs to address instructional gaps.

Keywords: level of competence, reading skills, writing skills, core language subjects, applied language subjects, descriptive-correlational research

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Abstrak

Ang Meranaw ay may pagwawangis na palasak na ginagamit sa komunikasyon. Ang pag-aaral na ito ay dinesenyuhan ng content-analysis­. Sa pagwawangis, gumagamit ang Meranaw ng mga hayop upang ilarawan ang mga katangian ng isang tao. Ang mga katangiang madalas ihalintulad sa mga hayop ay ang pisikal at intelektuwal na katangian ng isang tao. Gumagamit din ng mga pahayag na imposible ang mga Meranaw upang malinaw na ihayag ang nararamdaman. Ang Meranaw na mga pagwawangis ay nagpapatunay na may malikhain at malikot na pag-iisip sa pagsasalarawan ng mga bagay-bagay.

Susing Salita: Palasak, Pagwawangis, Meranaw at Metaphor Theory

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Abstract

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

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

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Abstract

This study explores coffee drinking satisfaction in Bayombong, Nueva Vizcaya, where the growing coffee culture presents challenges in meeting diverse consumer preferences for taste, aroma, pricing, ambiance, and service quality. To address this, the research utilizes the MonkeyLearn Sentiment Analyzer, an AI-powered machine learning tool, to analyze customer feedback and classify sentiments as positive, neutral, or negative. Findings indicate a high level of customer satisfaction, with sentiment analysis proving to be an effective method for evaluating consumer experiences. The study highlights the importance of data-driven insights in improving coffee quality and service, enabling local businesses to enhance customer satisfaction and maintain competitiveness in the market.

Keywords: Coffee Drinking, Satisfaction Analysis, MonkeyLearn Sentiment Analyzer, Consumer Experience

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