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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Abstract

Background. An individual's capacity to access, comprehend, and employ health-related information in order to make informed decisions is significantly influenced by their level of health literacy. The objective of this investigation was to evaluate the health literacy levels of non-medical students at the University of La Salette in order to establish a basis for the improvement of health education programs.

Methods. A stratified random sampling method was implemented to select 317 respondents from the Colleges of Criminal Justice Education, Accountancy, and Engineering and Architecture under a descriptive quantitative research design. The health literacy levels of the participants were assessed using the Health Literacy Scale-Q12 questionnaire.

Results. The findings indicated that the majority of respondents (64.7%) possessed an adequate level of health literacy, while 27.1% exhibited low health literacy and only 8.2% exhibited a high level. The College of Engineering and Architecture had the highest proportion of students with inadequate health literacy among the three college departments. The chi-square test, which was employed for statistical analysis, revealed a substantial disparity in health literacy levels among students who were divided by department (p=0.001). This suggests that the academic backgrounds of students have an impact on their comprehension of health-related information. Nevertheless, no significant difference was observed when the data was classified by sex (p=0.440), indicating that health literacy levels were consistent across genders.

Discussion. The significance of targeted health education initiatives to address health literacy disparities among non-medical students is emphasized by the study. The integration of health education into non-medical curricula is imperative, as inadequate health literacy can result in poor health decisions and outcomes. The results indicate that nursing students, who are preparing to become health educators, should be instructed in adaptable teaching methods and effective communication in order to more effectively accommodate the diverse requirements of non-medical students. Furthermore, in order to improve students' comprehension and utilization of health-related information, institutions should implement structured health literacy training sessions.

References

Aaby, A., Friis, K., Christensen, B., Rowlands, G., & Maindal, H. T. (2017). Health literacy is associated with health behavior and self-reported health: A large population-based study in individuals with cardiovascular disease. European journal of preventive cardiology, 24(17), 1880-1888.

Agosto, H. G. C., Briones, M. V. A., & Palatino, M. C. (2018). Correlates of health literacy among Filipinos aged 50-70 years old belonging to low-income families in a selected community. Acta Medica Philippina, 52(3).

Ayaz-Alkaya, S., & Terzi, H. (2019). Investigation of health literacy and affecting factors of nursing students. Nurse Education in Practice, 34, 31-35.

Balmer, G. D., King, A., Moloney, W., Moselen, E., & Dixon, R. (2020). Nursing Students and Health Literacy: The Effect of Region and Programme Level. Nurse Education in Practice. Retrieved October 3, 2023, from https://doi.org/10.1016/j.nepr.2019.102688

Bröder, J., Okan, O., Bauer, U., Bruland, D., Schlupp, S., Bollweg, T. M., ... & Pinheiro, P. (2017). Health literacy in childhood and youth: a systematic review of definitions and models. BMC public health, 17(1), 1-25.

Chesser, A. K., Keene Woods, N., Smothers, K., & Rogers, N. (2016). Health literacy and older adults: A systematic review. Gerontology and geriatric medicine, 2, 2333721416630492.

Dadgarinejad, A., Jazaiery, M., & Cheraghi, M. (2024). Relationship between health literacy and generalized anxiety disorder during the COVID-19 pandemic in Khuzestan province, Iran. Frontiers in Psychology, 14, 1294562.

Edwards, M., Wood, F., Davies, M., & Edwards, A. (2015). ‘Distributed health literacy’: longitudinal qualitative analysis of the roles of health literacy mediators and social networks of people living with a long‐term health condition. Health Expectations, 18(5), 1180-1193.

Finbråten, H. S., Wilde-Larsson, B., Nordström, G., Pettersen, K. S., Trollvik, A., & Guttersrud, O. (2018). Establishing the HLS-Q12 short version of the European Health Literacy Survey Questionnaire: latent trait analyses applying Rasch modelling and confirmatory factor analysis. BMC health services research, 18(1), 1-17.

Fleary, S. A., Joseph, P., & Pappagianopoulos, J. E. (2018). Adolescent health literacy and health behaviors: A systematic review. Journal of adolescence, 62, 116-127.

Hosking, S. M., Brennan-Olsen, S. L., Beauchamp, A., Buchbinder, R., Williams, L. J., & Pasco, J. A. (2018). Health literacy in a population-based sample of Australian women: a cross-sectional profile of the Geelong Osteoporosis Study. BMC Public Health, 18, 1-14.

Juvinyà-Canal, D., Suñer-Soler, R., Boixadós Porquet, A., Vernay, M., Blanchard, H., & Bertran-Noguer, C. (2020). Health literacy among health and social care university students. International journal of environmental research and public health, 17(7), 2273.

Kuhn, L., Bachert, P., Hildebrand, C., Kunkel, J., Reitermayer, J., Wasche, H., & Woll, A. (2022). Health literacy among university students: a systematic review of cross-sectional studies. Frontiers in public health, 9, 680999.

Mullan, J., Burns, P., Weston, K., McLennan, P., Rich, W., Crowther, S., ... & Osborne, R. H. (2017). Health literacy amongst health professional university students: a study using the Health Literacy Questionnaire. Education Sciences, 7(2), 54.

Nutbeam, D., McGill, B., & Premkumar, P. (2018). Improving health literacy in community populations: a review of progress. Health promotion international, 33(5), 901-911.

Sentell, T., Vamos, S., & Okan, O. (2020). Interdisciplinary perspectives on health literacy research around the world: more important than ever in a time of COVID-19. International Journal of Environmental Research and Public Health, 17(9), 3010.

Uysal, N., Ceylan, E., & Koç, A. (2020). Health literacy level and influencing factors in university students. Health & social care in the community, 28(2), 505-511.

Xiao, X., Xiao, J., Yao, J., Chen, Y., Saligan, L., Reynolds, N. R., & Wang, H. (2020). The role of resilience and gender in relation to infectious-disease-specific health literacy and anxiety during the covid-19 pandemic. Neuropsychiatric disease and treatment, 3011-3021.

DOI 10.5281/zenodo.14909850 

Revenue management (RM) is a cornerstone of successful hotel operations, serving as the nexus between financial performance and strategic decision-making. Drawing from my experiences traveling across Southeast Asia and the UAE, as well as my tenure in a hotel chain, I have observed how RM transcends mere pricing strategies to become a vital tool for navigating the complexities of the hospitality industry.

At its core, RM is a data-driven discipline that analyzes historical performance, monitors current market conditions, and forecasts future demand. This trifecta enables hotels to optimize revenue streams while mitigating risks associated with unforeseen challenges, such as economic downturns, geopolitical events, or global health crises. For instance, during the COVID-19 pandemic, hotels with robust RM systems were better equipped to adapt to fluctuating demand and implement recovery strategies.

For students entering the hospitality sector, understanding RM is indispensable. It requires a blend of analytical skills, market awareness, and strategic foresight. Whether managing a luxury resort in Bali or a business hotel in Dubai, the principles of RM remain consistent: anticipate demand, leverage technology, and maintain agility in pricing and distribution.

In conclusion, RM is not merely a departmental function but a strategic imperative. It empowers hospitality professionals to drive profitability, enhance guest satisfaction, and ensure long-term sustainability. As educators, it is our responsibility to equip students with the knowledge and skills to excel in this dynamic field, shaping the future of the global hospitality industry.

DOI 10.5281/zenodo.14910036 

Reading is a foundational skill that significantly impacts academic success and lifelong learning. However, many individuals struggle with slow reading, which can hinder their ability to comprehend and engage with texts effectively.

Slow reading can arise from various factors, including learning disabilities such as dyslexia, lack of practice, or cognitive processing differences. For some, it may be a result of anxiety or low self-esteem related to reading. Regardless of the cause, slow readers often face challenges in educational settings, where the emphasis on speed can overshadow comprehension. Addressing these challenges requires a multifaceted approach that considers both the cognitive and emotional aspects of reading.

One of the most effective ways to support slow readers is through individualized instruction. Teachers can assess each student’s reading level and tailor lessons to meet their specific needs. This may involve providing texts that are appropriate for the student's reading ability, allowing them to build confidence and gradually improve their skills. Individualized instruction can also include targeted interventions, such as phonics training or vocabulary enhancement, to address specific areas of difficulty.

Technology offers a wealth of resources for supporting slow readers. Audiobooks, text-to-speech software, and reading apps can provide alternative ways to engage with texts. These tools can help students develop their listening skills and improve comprehension while reducing the pressure associated with traditional reading. Additionally, many educational platforms offer interactive reading exercises that can make learning more engaging and enjoyable.

Fostering a love for reading is crucial for slow readers. Encouraging students to explore topics that interest them can motivate them to read more frequently. Teachers and parents can create a positive reading environment by providing access to a variety of books, magazines, and other reading materials that cater to the student’s interests. Book clubs or reading groups can also promote social interaction and make reading a more enjoyable experience.

Fluency is a key component of effective reading. To improve fluency, slow readers can benefit from repeated reading exercises, where they read the same text multiple times until they gain confidence and speed. Choral reading, where students read aloud together, can also be an effective strategy. This technique allows slow readers to hear fluent reading while participating in a supportive group setting, which can alleviate anxiety.

A positive and supportive classroom environment is essential for slow readers. Teachers should encourage a culture of patience and understanding, where mistakes are viewed as opportunities for growth. Providing constructive feedback and celebrating small achievements can boost students' self-esteem and motivation. Additionally, fostering peer support through buddy systems or collaborative reading activities can create a sense of community and encourage slow readers to engage more fully with their peers.

Addressing the challenges faced by slow readers requires a comprehensive approach that combines individualized instruction, technology, and a supportive environment. By implementing these strategies, educators and parents can help slow readers develop their skills and foster a lifelong love for reading. Ultimately, the goal is to empower all students to become confident and competent readers, capable of navigating the complexities of written language and engaging with the world around them.

DOI 10.5281/zenodo.14910321 

Abstract.

Instructional supervision plays a crucial role in enhancing teaching quality and student learning outcomes. This study examines various models, strategies, and challenges in instructional supervision, emphasizing its impact on professional growth and educational effectiveness. Grounded in established theories and frameworks, the research explores the roles of school leaders, particularly in fostering a collaborative and supportive learning environment. The study synthesizes literature on supervision approaches, including clinical supervision, peer coaching, and differentiated models tailored to teachers’ needs. Additionally, it highlights the evolving landscape of supervision in response to contemporary educational demands, such as remote teaching and competency-based education. Findings suggest that effective instructional supervision requires a balance between accountability and professional support, promoting reflective teaching practices and continuous professional development. Challenges such as time constraints, resistance to feedback, and the need for comprehensive training for supervisors are also discussed. The study underscores the necessity of fostering a culture of trust and collaboration to maximize supervision’s impact. This research contributes to the ongoing discourse on improving instructional leadership by providing insights into best practices and areas for policy enhancement. Ultimately, the study advocates for a dynamic and responsive supervision framework that aligns with 21st-century educational needs, ensuring that supervision not only evaluates but also empowers teachers.

Keywords: Instructional supervision, teacher professional development, instructional leadership, supervision models

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Teaching is a lifelong learning journey. While many teachers feel confident in their classroom practices, the thought of conducting research can feel intimidating, especially for those with little to no experience. However, research is not just about writing scholarly papers—it is about improving teaching strategies, understanding students better, and making informed decisions in the classroom. If you’re a teacher who wants to strengthen your research skills, here are some practical and teacher-friendly ways to get started.

1. Shift Your Mindset: Research as a Tool, not a Burden. Many teachers view research as a requirement rather than an opportunity. Studies show that teachers who embrace research as a way to reflect on and improve their teaching find greater professional satisfaction (Alcazaren et al., 2022)​. Instead of seeing research as an extra task, think of it as a means to solve everyday classroom challenges. Whether it’s finding better ways to manage student behavior, assessing the impact of a new teaching strategy, or understanding why some students struggle with certain concepts, research can guide you toward effective solutions.

2. Start Small with Action Research. You don’t need to conduct large-scale studies to get started. Action research—where teachers investigate their own classroom practices—is one of the simplest ways to integrate research into your teaching. A study by Alipio (2022) found that teachers who engaged in small-scale, localized research projects gained confidence and improved their instructional methods​. Start by identifying a simple question related to your teaching. For example: How does the use of visual aids impact student engagement? What effect does collaborative learning have on student performance? or how can technology be integrated to improve reading comprehension?

Once you have a question, observe your students, gather feedback, and reflect on what works best.

3. Collaborate with Fellow Teachers

Research doesn’t have to be a solo endeavor. Studies show that teachers who engage in research collaborations experience higher confidence, skill development, and motivation (Mydin et al., 2021)​. Find a colleague with similar interests and work together on small research projects. Sharing insights and findings with each other can make the process less overwhelming and more meaningful.

4. Make Use of Digital Tools. Technology has made research more accessible than ever. AI-driven platforms like BrainPOP have been found to enhance research skills by making data collection, organization, and analysis easier (Behnamnia et al., 2024)​. There are also many free online research tools, such as: Google Scholar for finding academic papers, Mendeley for organizing references, SurveyMonkey or Google Forms for gathering student feedback and ChatGPT for summarizing articles and brainstorming ideas.

5. Develop a Habit of Reading Research. Many teachers avoid research because academic papers feel difficult to read. However, research becomes easier when you make it part of your routine. Start by reading one short research-based article a week. Focus on studies that relate to your subject area or teaching strategies. Al-Ghattami and Al-Husseini (2014) noted that teachers who regularly read research are more likely to apply evidence-based teaching practices​. If research papers seem too dense, look for summaries, blogs, or educational journals that break down findings in simple terms.

6. Attend Research Trainings and Workshops. Professional development programs have been proven to improve teachers’ research skills (Fongkanta et al., 2022)​. Check if your school or local education department offers research training. If none are available, consider enrolling in free online courses or attending research webinars. The more exposure you have, the more comfortable you’ll become with research concepts.

7. Seek Support from School Research Initiatives. Many school divisions have research programs in place to support teachers. The study by Alipio (2022) highlighted how schools that provided technical assistance, training, and funding for research saw significant improvements in teachers’ research engagement​. If your school has a research coordinator or a support program, take advantage of these resources.

8. Apply What You Learn in the Classroom. The ultimate goal of research is to improve student learning. When you conduct research, use the findings to refine your teaching methods. Even small changes—like adjusting how you give instructions, modifying group work activities, or trying out new assessment techniques—can make a difference. Seeing real improvements in your students’ learning will make research feel more valuable and rewarding.

Remember that Every question you ask about your teaching is a step toward better understanding and improving education. So, don’t be afraid to start exploring—your students, and your professional growth, will benefit from it.Bottom of Form

DOI 10.5281/zenodo.14930590 

As teachers, we constantly seek ways to enhance our teaching strategies, create meaningful learning experiences, and ensure that our students thrive. We often reflect on what works in our classrooms and what needs improvement. However, informal reflection alone is not enough. Action research provides a structured way for us to systematically examine our teaching practices, assess their effectiveness, and implement changes based on evidence rather than intuition (Saro & Taray, 2024).

Action research is not limited to scholars and academic institutions—it is for us, teachers, who directly interact with students and witness their struggles firsthand. Research engagement allows us to investigate learning difficulties, test new instructional methods, and evaluate their impact in real time (Tarrayo, Hernandez, & Claustro, 2020). This method is particularly beneficial because it enables us to address the specific challenges our students face, ensuring that our solutions are practical and contextually relevant (Alcazaren, Barandino, Narvacan, & Campoamor-Olegario, 2022).

One of the most compelling reasons to engage in action research is its role in professional development. Research-informed teaching gives teachers a deeper understanding of students' needs and helps us refine our instructional approaches (Saro & Taray, 2024). Studies have shown that when teachers integrate research into their practice, they become more confident, reflective, and innovative in their teaching (Al-Ghattami & Al-Husseini, 2014). Rather than sticking to outdated teaching strategies, we can assess whether our current methods are still effective and adapt accordingly to meet evolving educational demands (Tarrayo et al., 2020).

Moreover, action research contributes to a broader culture of inquiry within schools. When teachers engage in research, they not only improve their own practice but also contribute to the collective knowledge of the teaching community (Alcazaren et al., 2022). Sharing research findings with colleagues prmotes collaboration and allows schools to implement data-driven strategies that enhance student learning. Research engagement also encourages us to move beyond intuition and anecdotal evidence, replacing assumptions with well-supported conclusions (Saro & Taray, 2024).

Despite its benefits, many teachers hesitate to engage in research due to time constraints, heavy workloads, and lack of institutional support (Al-Ghattami & Al-Husseini, 2014). However, studies suggest that when schools cultivate a supportive research culture—providing resources, training, and time for research—teachers are more likely to engage in meaningful inquiry (Tarrayo et al., 2020). Encouragingly, there is a growing movement within educational institutions to integrate research into professional development programs, ensuring that teachers have the necessary skills and support to conduct classroom-based studies (Alcazaren et al., 2022).

Ultimately, action research empowers teachers to take control of their professional growth and become active contributors to educational improvement. Instead of waiting for top-down reforms, we can investigate and address issues that directly impact our classrooms. Teaching is more than just delivering lessons—it is about continuously striving to understand how students learn best and refining our practices to support their success (Saro & Taray, 2024).

So, why should teachers engage in action research? Because it boosts professional growth, enhances instructional effectiveness, encourages collaboration, and empowers us to drive meaningful change in education. When we commit to inquiry and innovation, we not only improve our teaching but also inspire a culture of learning—one that benefits both educators and students alike.

 DOI 10.5281/zenodo.14930602 

The normality and abnormality of behavior is not yet fully understood.Hence, people suffer from prejudices,and stigma.And due to the stringent beliefs about normality, people with autism suffer from oppression. (Tillett, J. I. 2025).

According to (Barlow, 2017) , there are three criteria that define abnormal behavior: Psychological  dysfunction-  this  refers  to  cognitive,behavioral  or  emotional  impairment.For example: suppose that you won in a lottery,instead of feeling elated, you feel anxious and worried all the entire week.

The said behavior may seem deviant from normal behavior, yet it is not sufficient to be considered as a disorder.There are many factors that should be considered, such as the duration of the manifestations and the expertise of whoever will assess the behavior.

Personal Distress or Impairment -Stress is normal, everybody experiences  it.Stress alone is not the sole basis of abnormality,especially that distress is not present  in some disorders.Imagine a person who experiences euphoria or a manic episode who feels exuberant all the time. Manifestations of impairment could be essential, yet insufficient.For example: Some people are introverted, yet this does not mean that they are abnormal.However, if their introversion hinders them from simple interactions, or they avoid contacts despite their desire to communicate, chances are, there is impairment in social functioning. Atypical or Not Culturally Expected-This criteria implies that the lesser the occurrence  of  a  behavior, the more abnormal it is.And if a certain practice is considered as a taboo in a specific culture, it may be considered as abnormal  behavior.For example, in some places, eating pork is strictly prohibited and violation to the norms, so it is considered abnormal. But in some places, eating pork is normal and not restricted.

From these criteria, we can conclude that there is no precise definition of normality and no one has the right to stigmatize others despite seeing eccentricities of behavior.And the deeper our knowledge in behavior sciences, the more we will avoid stigmatizing people.

In order to reduce stereotypes and stigma, policymakers should seek effective methods in order to educate the public regarding mental health discrimination.The misconceptions   and   prejudices   triggered   by   social   media   should   also   be discussed(Rizzo et al., 2025).

References:

Barlow, D. H. (2017). Abnormal Psychology + Casebook in Abnormal Psychology, 5th Ed. : an

      integrative approach. Cengage Learning.

Rizzo, A., Calandi, L., Faranda, M., Rosano, M., Carlotta, V., & Vinci, E. (2025). Adv Med

Psychol Public Health. 2, 125–130.

https://doi.org/10.5281/zenodo.13223184

Tillett, J. I. S. (2025, January 23). When Being Normal Isn’t the Goal: How Therapists

Co-Transform       Beyond   Normal with their   Autistic   Clients.

https://vtechworks.lib.vt.edu/items/bd8f33dc-52a2-41c1-b4c8-69a5f8aaa2a3

DOI 10.5281/zenodo.14934320 

Ang wika ay isang dinamiko at umuusbong na kasangkapan na humuhubog sa paraan ng pakikipag-ugnayan at pagpapahayag ng mga tao sa kanilang sarili.  Ang Gay lingo ay isang napapanahong wika at kilala sa Pilipinas bilang “Swardspeak”. Ito ay orihinal na binuo sa loob ng LGBTQ Community bilang isang anyo ng naka-code sa pananalita at komunikasyon. Ito ay lumago nang higit sa orihinal nitong layunin at ngayon ay malawak na ginagamit sa pangunahing  lipunan. Ang impluwensya nito sa komunikasyon ay nagmumula sa kanyang  kahalagahan  bilang epektibo sa pagpapa-unlad ng wika, katatawanan, at pagpapahayag ng kultura.

Isa sa mga pangunahing dahilan para sa malawakang paggamit ng Gay lingo ay ang pagiging malikhain at mapaglaro ng mga gumagamit nito. Kadalasang ginagawa ng mga tao ang nakakatuwang paglalaro ng salita at pagbabago ng mga salita upang gawing nakakaengganyo at naka-aaliw ang mga pag-uusap. Maraming tao ang natutuwa sa Gay lingo at isinasama ito sa kanilang pang-araw-araw na komunikasyon, anuman ang kanilang kasarian o oryentasyong sekswal. Ang mga pariralang tulad ng "Charot" (biro lang), "Eme" (pagpapahayag ng hindi paniniwala o panunuya), at "Keri lang" (okay lang) ay karaniwang nagagamit sa pang-araw-araw na pag-uusap. Ginagawa nitong mas masigla ang pagpapahayag ng kaisipan at damdamin sa pakikipag-ugnayan.

Higit pa sa kanyang aliw panlibangan, ang Gay lingo ay nagsisilbing makapangyarihang kasangkapan sa “socialization”. Tumutulong ito sa mga indibidwal na kumonekta sa isat-isa pamamagitan ng ibinahaging wika at katatawanan. Sa komunidad ng LGBTQ+, nagiging paraan ito ng pagkakakilanlan at pagbibigay-kapangyarihan sa kanilang malayang pakikipag-usap.

Ang paggamit ng Gay lingo sa komunikasyon at pakikisalamuha ay kapwa mahalaga at epektibo. Tinatanggal nito ang hadlang sa komunikasyon at nagsusulong ng “inclusivity” at nagdaragdag ng sigla sa pang-araw-araw na pag-uusap. Ang pagkakaroon ng Gay lingo ay patunay sa patuloy na pag-unlad ng wika. Taglay ng Gay lingo ang kapangyarihan ng mga salita sa paghubog ng mga relasyon at pagkakakilanlang pangkultura.

DOI 10.5281/zenodo.14935130 

The politics-administration dichotomy has long been a subject of debate in public administration, representing the idea that political decision-making and administrative execution should remain distinct. However, this notion has been repeatedly challenged, particularly in real-world governance. David H. Rosenbloom, in his seminal work "The Politics-Administration Dichotomy: Toward a Constitutional Perspective" (1984), argues that this separation is more theoretical than practical. He suggests that the interaction between politics and administration can enhance service delivery when effectively managed, making public administration more adaptive and responsive.

Similarly, Brian J. Cook, in his 1996 study "The Politics-Administration Dichotomy as Aberration," critiques the strict separation of politics and administration, contending that public administration is inherently political. He highlights that rigidly adhering to this dichotomy can create inefficiencies by disconnecting policy formulation from implementation. Instead of drawing an artificial line, Cook calls for a more nuanced understanding of governance that acknowledges the interwoven nature of these spheres.

Patrick Overeem, in his 2005 study "The Enduring Tension: The Politics-Administration Dichotomy and Public Service Performance," further examines the historical and theoretical implications of this dichotomy. Through case studies, he explores how political oversight and administrative discretion shape public service delivery. He concludes that while the dichotomy serves as a conceptual tool, its real-world application is far more complex. Whether it enhances or impedes service delivery depends largely on how the relationship is managed.

Taken together, these studies challenge the traditional perspective of a strict divide between politics and administration, advocating for a more integrated approach. Rosenbloom emphasizes a constitutional framework that recognizes the interplay of politics and administration, while Cook underscores the need to view public administration as inherently political. Overeem, in turn, acknowledges the enduring tension between these domains and stresses the necessity of managing this relationship to improve governance outcomes.

A key takeaway from these studies is the recognition that a rigid separation of politics and administration is often impractical. Rosenbloom’s analysis suggests that when politics and administration interact constructively, governance becomes more effective and responsive. Cook reinforces this by arguing that denying the political nature of administration can lead to ineffective policy implementation. Overeem further illustrates that the quality of public service delivery hinges on how political control and administrative discretion are balanced.

One common challenge identified across these studies is the risk of misalignment between political objectives and administrative capacity. When the interaction between these domains is poorly managed, inefficiencies can arise, affecting policy execution. Rosenbloom points out that this mismanagement can lead to inefficiencies, while Cook warns that separating politics from administration can create a disconnect between policy decisions and their implementation. Overeem’s research also highlights cases where a failure to recognize the complexity of this relationship has negatively impacted service delivery.

Despite these challenges, integrating politics and administration offers significant benefits. Rosenbloom’s constitutional approach suggests that recognizing the interconnected nature of governance can enhance public service delivery. Cook’s perspective reinforces that understanding the political dimensions of administration leads to more effective policy execution. Overeem, with his pragmatic view, advocates for balancing political control with administrative discretion to ensure public services meet societal needs.

Managing this relationship effectively requires open communication and collaboration between elected officials and administrators. Cook argues that public administrators should develop political acumen to navigate governance complexities, while Overeem stresses the importance of flexibility and adaptability. Rosenbloom’s constitutional perspective further provides a guiding framework to integrate political and administrative functions while upholding democratic values.

The implications of these insights extend beyond theory, offering practical lessons for policymakers and public administrators. Policymakers must design governance structures that facilitate cooperation while maintaining clear accountability. Public administrators, in turn, should cultivate an understanding of political contexts to enhance their decision-making and service delivery. Scholars in public administration can contribute by refining theoretical models that reflect the realities of governance.

Future research could explore comparative studies on how different governance systems manage the politics-administration relationship and their impact on public service outcomes. Examining governance models in various political contexts, including federal and unitary systems, could provide valuable insights. Additionally, longitudinal studies tracking service delivery performance over time could shed light on how governance changes influence public administration effectiveness.

Another promising avenue for research is the role of politics and administration in crisis management. Investigating how these spheres interact during emergencies—such as pandemics or natural disasters—could reveal strengths and weaknesses in current governance practices. The influence of digital governance on this relationship also warrants exploration, particularly regarding how technological advancements affect transparency, accountability, and administrative efficiency.

In conclusion, recognizing the inherent intersection of politics and administration is crucial for effective governance. By moving beyond the rigid dichotomy and embracing a more integrated approach, public administrators and policymakers can create a more responsive, efficient, and accountable government that better serves the needs of the public.

DOI 10.5281/zenodo.14937103 

1.Introduction

Community participation has emerged as a critical concept in the discourse on sustainable rural tourism. As noted by Zhang and Yang (2020), the role of community involvement in tourism has become increasingly prominent, reflecting the broader trend of integrating social responsibility into development projects. Community participation not only enhances local economic growth but also strengthens social cohesion and preserves cultural heritage. However, there is considerable debate about what exactly constitutes effective community participation, and different stakeholders often have varying interpretations of what is necessary or sufficient.

The concept of community participation, much like Corporate Social Responsibility (CSR) in business, has gained traction as a fundamental principle in rural development. Riley (2012) emphasizes that community involvement has become a major topic in development circles, with many leaders advocating for its inclusion in rural tourism strategies. Niall Fitzgerald, former CEO of Unilever, once stated, "Community participation is not just a moral imperative; it is a strategic necessity. It aligns with our long-term interests and fosters sustainable development." Similarly, Dame Anita Roddick of The Body Shop argued, "The role of businesses—and by extension, communities—is not merely about profit but about responsibility... it should focus on the public good, not just private gain." These perspectives highlight the increasing recognition of community participation as a powerful tool for achieving sustainable development.

Defining community participation can be as complex as defining CSR. Just as Crowther and Aras (2008) noted in their exploration of CSR, there are multiple interpretations of what community participation entails. Broadly, it involves the relationship between local communities, governmental bodies, and other stakeholders in the tourism industry. Chen and Su (2012) suggest that effective community participation must go beyond mere consultation; it requires active involvement in decision-making processes, benefit-sharing, and resource management. In this context, community participation is akin to CSR in that it demands actions that promote the broader social good, often extending beyond the immediate interests of the community itself.

Moreover, the necessity of community participation, much like the obligations associated with CSR, is not merely a matter of compliance but an ethical duty. Liu and Wall (2006) argue that communities, much like corporations, have a responsibility to engage in activities that contribute to sustainable development. This involvement is seen as critical not only for achieving economic benefits but also for ensuring the long-term viability of tourism projects and the preservation of cultural and environmental resources.

However, as with CSR, the scope and impact of community participation can vary widely. Crowther and Aras (2008) noted that CSR is a broad concept that can be interpreted in numerous ways depending on the context. Similarly, the effectiveness of community participation in rural tourism depends on various factors, including the specific cultural, economic, and environmental contexts in which it is implemented. Despite these variations, the underlying principle remains consistent: community participation is essential for sustainable development.

The case of rural tourism in China provides a compelling example of how community participation can be both a challenge and an opportunity. As rural areas in China experience rapid development, issues such as resource exploitation, environmental degradation, and cultural homogenization have come to the forefront. In this context, community participation has become increasingly important, not just as a strategy for economic development but also as a means of safeguarding the environmental and cultural integrity of rural communities (Wang & Yan, 2021).

Given the complexities and varying interpretations of community participation, this study seeks to explore its role in promoting sustainable rural tourism, with a specific focus on Xijiang Miao Village in China. Through an empirical analysis, the research aims to shed light on how community involvement can contribute to economic growth, environmental protection, and cultural preservation, while also identifying the challenges and limitations that may arise. By examining the dynamics of community participation in this unique context, the study hopes to provide valuable insights for policymakers and practitioners, contributing to the broader discourse on sustainable rural development.

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Abstract

This qualitative-phenomenological study was conducted to determine the English teachers’ interactive strategies in teaching 21st-Century Literature. The findings revealed that the teachers view interactive strategies as a strategy that encourages active learning, engagement, participation, collaboration; a technique that develops student critical thinking and diverse learning styles; and a strategy that helps comprehension, memory, and retention. The interactive strategies used by the English teachers were active learning and participation, collaboration, integration of technology or multimedia, group discussions, role playing, collaborative writing exercises, and literary games. The challenges they encountered were: students lack comprehension and vocabulary, time consuming, lack of participation in group activities, and lack of resources for interactive strategy using technology. The English teachers managed those challenges by collaborating with colleagues, differentiating instruction and activities, planning and setting clear expectations, maintaining a positive inclusive learning environment, and reducing technological barriers.

Introduction

As education evolves, English teachers must adapt to new approaches in teaching 21st-Century literature, utilizing interactive strategies like group discussions, multimedia tools, and collaborative activities to foster critical thinking, creativity, and deeper engagement with contemporary texts. These methods cater to diverse learning styles and complex themes like identity and social justice. However, challenges such as limited resources, lack of technology, and varying expertise highlight the need for targeted professional development to improve teaching effectiveness in modern literature education.

Interactive strategies in literature teaching greatly enhance students' interest, understanding, and critical thinking skills. Techniques like gamified learning, multimedia presentations, and digital storytelling engage students, thus improving digital literacy, comprehension, and overall involvement (Wang, 2020). These methods foster collaboration, personalized learning, and real-world connections, thereby making learning more relevant and effective. By using interactive approaches, students develop essential skills for success in the 21st century.

  As an English teacher with three years of experience, the researcher assess how interactive teaching methods and contemporary literature could engage today's students. Factors such as students' exposure to technology, cultural diversity, and social awareness influence how late Millennials and Generation Z approach 21st-century literature. Many students struggle with comprehension, especially when encountering unfamiliar vocabulary, and often lose interest in longer texts despite reading for pleasure.

Besides, teaching and reading literary text play an essential role in learning the English language, such as improving communicative competence and the best tool for intensive and extensive reading, which can help the learners to improve their reading skills. It was for these reasons that this study was conducted.

Research Methodology

This chapter presents the underlying processes of the phenomenological research and discusses the parts, namely: Research Method, Research Design, Participants in the Study, Sampling Design, Research Instrument, Validity of the Research Instrument, Data-gathering Procedure, and Data Analyses.

Research Method

This study employed the descriptive research method using in-depth interview to identify the interactive strategies used by English teachers in teaching 21st-century literature.

  According to Moore (2022), instead of focusing on how or why something happens, descriptive research methods are intended to describe or explain something. Psychologists and researchers use descriptive study methods to acquire data and describe the intricacies of behaviors, patterns, and other phenomena.

Research Design

  This study used qualitative design using a phenomenological approach. A study by Jayson and Taylor (2021) uses the phenomenological approach to explore how teachers perceive and experience their roles within the classroom. The authors argue that phenomenology offers a powerful lens for understanding the lived experiences of educators, hence shedding light on how they navigate challenges and build their professional identities.

  Moreover, this study used this approach by identifying the interactive strategies used by the English teachers in teaching 21st Century Literature. To get the necessary data, the researcher requested the respondents to freely and meaningfully respond to the questions.

Participants in the Study

The participants in the study were the ten (10) English teachers teaching 21st Century Literature at the schools district of Janiuay I and Janiuay II during the schoolyear 2024-2025.

The selection of the participants of the study was based on a strategy called “purposeful selection”. This is a sampling technique used by qualitative researchers to find participants who can offer comprehensive and in-depth information about the study.

The study focused on teachers who met the following criteria: those who teach the core subject, 21st-Century Literature at the Senior High School level (Grade 11) in the schools’ district of Janiuay 1 and Janiuay 2. Participants must have at least two years but not more than ten years of teaching experience to ensure they have a solid foundation of instructional practices while still being receptive to new methodologies.

Sampling Design

  Purposive Sampling was used in selecting the participants based on a set criterion which was: Senior High School English teachers at Schools District of Janiuay I and Janiuay II teaching 21st-Century Literature. 

Research Instrument

  The researcher used in-depth interview guide questions as a research instrument to get comprehensive and in-depth information during the interview process.

  The interview guide questions had two parts. Part I was their short profile. Part II contained the major questions related to the study, focusing only on the interactive strategies used by the English teachers in teaching 21st-Century Literature. Respondents were encouraged to freely respond to the questions to be presented.

Validity of Research Instrument

  The research instrument underwent validity to eliminate the possibilities of ambiguity among the questions and to maximize possible responses from the participants.

  The researcher-made interview guide was submitted to the adviser for review and revision. The prepared interview guide was then submitted to a panel of experts for content-and-face validation. Revisions were carefully noted. Suggestions and corrections were thoroughly incorporated.

Data-gathering Procedures

The data-gathering procedure began after the study was approved by the panel of experts. Thereafter, the researcher secured permits to conduct the study from the Dean of the Graduate School, the Schools Division Superintendent, and the school heads from the schools’ district of Janiuay 1 and Janiuay II.

  The researcher set a convenient schedule with the participants and asked each of them to answer the interview-guide questions. The researcher reassured the participants that their answers would be treated with utmost confidentiality.

  After the interview, the researcher transcribed, interpreted, and analyzed all the comprehensive and in-depth information that were collected.

Data Analyses

  The data gathered for the study were transcribed, interpreted, and analyzed using thematic analyses. According to Braun and Clarke (2006; in Blanza, 2022), thematic analysis as “a qualitative analytic method for identifying, analyzing, and reporting patterns (themes) within the data. It minimally organizes and describes data set in rich detail.”

  Therefore, the researcher followed the six-step thematic analysis as it was considered as the most influential and widely accepted approach. These steps included becoming familiar with the data, generating initial codes, searching for themes, reviewing themes, defining themes, and reviewing the report.

Braun and Clarke (2021) provide a comprehensive guide on the thematic analysis process. Their work emphasizes the importance of flexibility in applying thematic analysis, thereby allowing researchers to adapt it to different types of qualitative data. This work extends the six-step framework introduced by Maguire and Delahunt (2017) and further elaborates on best practices for conducting rigorous and transparent analyses.

Results

  This study aimed at determining the English teachers’ interactive strategies in teaching 21st-Century Literature as bases for in-service training.

  This qualitative research involved ten English teachers teaching 21st-Century Literature in the schools district of Janiuay 1 and Janiuay 2 during the schoolyear 2024-2025.

The instrument used was a researcher-made in-depth interview guide to identify the teachers’ view of the types of interactive strategies they use in their classes, their challenges and how they manage these challenges in teaching 21st Century Literature that served as bases for proposing an in-service training. This instrument underwent validation from qualified experts in the field of English and research. 

To analyze the responses of the participants, the researcher used thematic analyses. Data were organized and relevant themes were selected, coded, and discussed.

The study came up with the following findings:

The findings revealed that teachers view interactive strategies as plans to encourage active learning, engagement, participation, and collaboration; as techniques that develop student critical thinking and diverse learning styles; and as means to promote comprehension, memory, and retention.

Active learning and participation, collaboration, integration of technology or multimedia, group discussions, role playing, collaborative writing exercises, and literary games were used by the English teachers.

The challenges encountered by the English teachers were students lack comprehension and vocabulary, time consuming, lack of participation because students prefer individual tasks than group activity, and lack of resources especially if interactive strategy is using technology.

The English teachers managed those challenges by collaborating with colleagues, differentiating instruction and activities, planning and setting clear expectations, a positive inclusive learning environment, using role playing, debate, or modeling, and reducing technological barriers.

An in-service training workshop was proposed as a result of the study.

Discussion

The study highlights the importance of interactive strategies in teaching 21st-century literature. These strategies, including peer reviews, group activities, and online discussions, promote student engagement, collaboration, and critical thinking. They cater to diverse learning styles, helping students analyze contemporary issues and develop creativity. Additionally, interactive methods enhance comprehension, memory, and retention of literary content. Overall, the study emphasizes that interactive strategies are vital for creating engaging, student-centered environments that foster both academic and personal growth.

The interactive strategies used by English teachers to engage students with 21st-century literature, including active learning, collaboration, technology integration, group discussions, role-playing, collaborative writing, and literary games. These strategies enhance participation, critical thinking, comprehension, and student engagement, making literature more accessible and relevant.

Teaching 21st-century literature presents challenges like students’ poor comprehension and vocabulary, time constraints, lack of participation in group activities, and limited resources, especially technology. Teachers address these by using differentiated instruction, peer collaboration, and active reading strategies. They also adapt by balancing individual and group work, planning efficiently, and creating inclusive learning environments. To overcome resource limitations, offline activities like role-playing and debates are used. Collaborative efforts among teachers and flexible approaches help manage these challenges and ensure effective learning.

English teachers face challenges in using interactive methods to teach 21st-century literature, such as limited resources, varying digital literacy levels, and diverse student needs. To address these, educators focus on collaboration, differentiated instruction, clear planning, and creating inclusive learning environments. They incorporate role-playing, debates, and offline activities to overcome technology barriers. Teachers also adapt by providing digital literacy training, flexible groupings, and backup plans for technological issues. Research highlights the importance of these strategies in fostering engagement, improving comprehension, and ensuring accessibility for all students.

The in-service training workshop for English teachers will focus on integrating interactive strategies for teaching 21st-century literature. The goal is to equip teachers with skills to engage students, foster critical thinking, creativity, and collaboration, and enhance digital literacy. The workshop will address challenges like technological limitations and student disengagement by introducing group activities, multimedia tools, and collaborative writing. Teachers will gain practical strategies to create dynamic, inclusive classrooms and respond to evolving student needs. Ultimately, the workshop aims to improve teaching effectiveness and prepare students for the demands of the 21st century.

The teachers’ view suggests that 21st-century literature education should be dynamic and student-centered. It values not just the transfer of knowledge but also the development of students' skills, including critical thinking, collaboration, and memory. The integration of these strategies likely makes the learning process more personalized and meaningful for students.

Active learning not only enhances academic accomplishment but also encourages skills like critical thinking, problem solving, and cooperation, which are crucial for success in the 21st century.

Encouraging students to cooperate on literary analysis not only improves their grasp of literature but also develops important interpersonal skills like communication, teamwork, and empathy.

The use of multimedia technologies and digital platforms in literature education increases student engagement, promotes critical thinking, and improves digital literacy, thus resulting in a more diverse and well-rounded learning experience.

Creative game-based learning strategies can make literary lessons more engaging and accessible, thereby allowing students to interact with texts in a fun and intellectually challenging way.

Addressing technological limitations requires both creativity and collaboration. Teachers can leverage low-technological or offline activities, such as role-playing and discussion-based learning to ensure that all students can benefit from interactive approaches regardless of the resources available.

Continuous professional development is required for teachers to keep up with new teaching methods and technology breakthroughs. This allows them to respond to changes in student needs and successfully solve classroom difficulties.

As a result, interactive approaches not only improve intellectual abilities but also help in developing vital skills like communication and creativity. Furthermore, the participants stressed that interactive tactics enhance comprehension, recall, and retention by encouraging deeper cognitive processing.

The teachers emphasized the importance of collaboration in fostering student engagement and critical thinking. As the participants noted, collaborative activities such as group discussions and peer exchanges help students examine diverse viewpoints and engage more deeply with literature. Furthermore, collaboration develops essential social skills and enhances creativity, thus making literature classes more enjoyable and impactful.

The utilization of multimedia tools, including films, podcasts, and digital presentations, improves student engagement and comprehension of literature. The teachers, including Participant 8, reported using multimedia presentations to make lessons livelier and more approachable, thus helping students to envision themes and characters. The incorporation of digital platforms also promotes critical thinking and digital literacy by enabling students to study texts from multiple perspectives.

DOI 10.5281/zenodo.14949487 

Abstract

This qualitative research aimed at determining the English teachers’ experiences on the use of colloquial terms for developing vocabulary skills as input for a training workshop. The participants in this study were the English teachers teaching in schools district of Janiuay II during the schoolyear 2024-2025. The result of the study revealed that the common colloquial terms used by the English teachers were: wrap up, break a leg, piece of cake, wanna, chill or chillax, crystal clear, and gimik. The happy experiences were: colloquial terms make the discussion engaging and rewarding and make the lessons fun, relatable, and realistic. The challenging experiences were: students get confused and lessons become hard to understand. English teachers used colloquial terms in teaching vocabulary skill by: discussing the meaning of colloquial terms and giving examples; using contextualization clues; using colloquial terms in visual aids, illustration, games and role playing; and using colloquial terms in real-life situations.

Keywords: English teachers, Colloquial Terms, Vocabulary Skills, Training Workshop

Introduction

Background of the Study

         The challenge of technology and the access to the information pose demanding and difficult responsibility for English teachers teaching vocabulary skills to students. These call for effective teaching strategies and techniques to integrate colloquialism in learners’ vocabulary.

         According to Janet Holmes and Nick Wilson (2021) in their book “An Introduction to Sociolinguistics”, using colloquial language in teaching and learning vocabulary can be tough for both teachers and students. Colloquial terms, with its casual tone, slang, idioms, and cultural references, is a far cry from the formal language students usually encounter in textbooks.

For students, the challenge is real. They might not have heard these expressions before, or they might not fully grasp when and how to use them. It is also easy for them to mix up the meaning if it’s not explained clearly. Colloquial language often requires a deeper understanding of culture and social cues, which can make it harder to master.

                     This study explored English teachers’ experiences teaching vocabulary using colloquialisms to inform improvements in high school curricula, teaching methods, and teacher training. The aim was to enhance vocabulary instruction and better prepare students for real-world communication.

Research Methodology

         Research Method

     In this study, the descriptive research method using in-depth interviews was utilized to determine and interpret the experiences encountered by the English teachers in the use of colloquial terms to teach vocabulary skills.

  Research Design

     This study used the qualitative research design using phenomenological approach.

     Narrative Inquiry was employed to provide in-depth information to determine the experiences encountered by the English teachers in the use of colloquial terms in vocabulary skills, S.Y 2024-2025, in the School District of Janiuay II.

Participants in the Study               

     The participants in the study were the twelve (12) teachers teaching English subject in the Schools District of Janiuay II who provided the needed information about the experiences they encountered in using colloquial terms for developing vocabulary skills.

Research Instrument

     An In-depth interview guide was the research instrument used. It was a 3-item questionnaire that allowed the participants to answer freely.

     The interview guide was given to the 12 English teachers teaching in the school District of Janiuay II.

Validity of the Research Instrument

The researcher-made interview guide was submitted to the adviser for review and revision. After the corrections were considered and will be acted upon, the prepared interview guide was forwarded to the panel of experts for content-and-face validation. The guide was considered valid when checked by the panel of experts. The final interview guide was finalized and sent to the participants.

Data-gathering Procedures

     When the interview guide was found valid and finalized, a letter of permission to conduct the actual study was signed by the Director of the Graduate School, PHINMA UI, the thesis adviser, and the researcher. The researcher sought permission from the Schools Division Superintendent, Schools District Supervisor, and School Principal. Upon the consent of the participants, it was given to them.

Data Analysis

     The data were analyzed and interpreted using a thematic approach. Emergent themes were identified and discussed comprehensively.

     The result of the analysis is the theme explaining people’s experiences, perceptions, views, or representation of a given topic.

Recommendations

         To enhance engagement and relatability, teachers should regularly incorporate colloquial terms into their lessons, by contextualizing them through real-life scenarios. This makes the lesson content feel more realistic and closer to real-world communication.

         Teachers should integrate colloquial language thoughtfully into their vocabulary lessons to create dynamic, student-centered learning experiences.

         Teachers should choose colloquial terms thoughtfully and introduce them in a way that’s easy for students to grasp.

         To successfully integrate casual language into vocabulary lessons, teachers should use engaging and creative methods that go beyond just teaching words.

         Studying the impact of casual language on student motivation, engagement, and comprehension across grade levels would be valuable.

         It is recommended that a training course be conducted on the use of colloquial language to enhance students' vocabulary.

Discussion

                     Specifically, this study sought answers the following questions?

1. What common colloquial terms do the English teachers use for developing vocabulary skills?

2. What are the experiences of the teachers on the use of colloquial terms for developing vocabulary skills?

3. How do the English teachers use colloquial terms for developing vocabulary skills?

4. What training workshop can be organized as a result of the study?

         Using colloquial terms in teaching vocabulary skills in English subject is very important because it can help convey the voice, personality and authenticity of the teacher. Through these terms class discussions are made more fun and interesting.

                     To generate pertinent themes regarding the study, the researcher made a questionnaire and interviewed the teachers personally

         For confidentiality,  the participants were assigned numbers as Participants 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12.

Common Colloquial Terms Used for Developing Vocabulary Skills

         Colloquial terms play a vital role in teaching vocabulary skills due to their widespread use in everyday conversation. Colloquial terms make learning authentic, thus reflecting real life communication. They enhances students’ ability to engage in everyday conversation.

         The participants identified the commonly used colloquial terms as follows: ”wrap up” which means to give the final touch to something or to end something; “break a leg” which means good luck; ”piece of cake” means easy; “head over heels” means to be completely in love with something or someone; “wanna” is the contraction of the words “want to”; “chill or chilax” which means relax; “crystal clear” means very clear; and “gimik” meaning an outing.

         The following discussions simply presents the common colloquial terms as enumerated by the participants and what each term means.

         For Participants 1,2,8,9,10, and 12, the most commonly used colloquial term was “wrap up”.

         Wrap up. To finish or conclude something, often used informally. Related Literature: According to the Oxford Dictionary of Idioms (2020).

         Participants 1,5,8,10, and 12 added that another common colloquial term is “break a leg”.

         Break a leg. Used for wishing someone good luck, especially before a performance (Cambridge Dictionary, 2025).

         Participants 1, 8,9,11, and 12 identified “piece of cake” as one of the commonly used colloquial terms.

         Piece of cake. "Piece of cake" is an idiomatic expression that means something is very easy or effortless to do (Collins Dictionary 2025).

         Participants 1, 2, 3, and 9 added that another commonly used colloquial term is “head over heels”.

         Head over heels. Completely in love with another person. (Cambridge Academic Content Dictionary , n.d).                    

         Participants 1, 4, and 5 added that another commonly used colloquial term is “wanna”.

         Wanna. A colloquial contraction of “want to.” (Dictionary.com, 2020).

         Participants 4 and 7 also used the colloquial term “bring home the bacon”.

         Bring home the bacon. To achieve success (Collins Dictionary, n.d).

         Participants 1 and 10 also used the colloquial terms “gimik”.

         Gimik. A Filipino term referring to a social outing, event, or gathering, often with friends, for leisure or fun. (Oxford Reference, 2020).

         The results imply that teachers are not only focusing on vocabulary but also helping learners comprehend how idiomatic and colloquial phrases are utilized in ordinary discourse.

         Barzegar's (2023) study supports the idea of using informal language into vocabulary instruction, demonstrating how using colloquial terminology in language sessions can improve both comprehension and student engagement.

Experiences on the Use of Colloquial Terms for Developing Vocabulary Skills

         The participants shared both happy and challenging experiences on the use of colloquial terms for developing vocabulary skills.

         Language acquisition is a dynamic process that goes beyond formal structures, by incorporating informal and colloquial terms that are commonly used in everyday conversation.

Make the Discussion engaging and rewarding

         Language acquisition involves more than just committing vocabulary and grammar principles to memory; it focuses on transforming communication into an engaging and lively experience.

         Participant 3 shared the experience that, “The use of colloquial terms in teaching vocabulary skills hook the attention of the attentive students and makes the discussion engaging.”

         This emphasizes the positive impact of incorporating colloquial terms into language learning. By using informal expressions that mirror real-life communication, lessons become more engaging, capture the students' attention, and increase their involvement.

         Pangestu (2023) highlights the significance of creating an interesting and dynamic environment for language acquisition. Language is about more than just formal structures; it is also about establishing meaningful connections that are relevant to everyday conversation.

         Make the lesson more fun, relatable, and realistic

         When learning a language involves more than just memorization of grammar and vocabulary, it becomes more successful and pleasurable. Learning becomes more enjoyable, relatable, and realistic when colloquial terms are used into classroom discussions; this reflects communication in everyday life.

         Participant 5 shared, “It makes learning more engaging. Colloquial terms can make learning more fun and relatable for students’ vocabulary beyond formal language.”

         These observations emphasize how useful colloquial terms are for language acquisition. By bridging the gap between textbook information and real-world application, casual language makes teachings more engaging, accessible, and realistic.

         Barzegar (2023) emphasizes that incorporating colloquial terms into language instruction significantly enhances student learning by connecting academic knowledge with real-world communication, making the language more authentic and accessible.

Students get confused

         Although it has drawbacks, using colloquial terms in English classes can greatly increase student participation and make learning more relatable. Because of their informality, cultural context, and fluctuating meanings depending on the context, colloquial terms can be perplexing for many learners.

         According to Participant 2, “It is sometimes tricky to use colloquial terms especially in developing vocabulary skills because learners get confused especially between formal and informal language.”

         This illustrates how informal phrases can vary significantly from the formal language that students initially learn, resulting in a divide understanding and usage.

         Hasanah (2020) explored the difficulties learners face when encountering colloquial terms in language lessons. Hasanah's study highlights that while colloquial expressions can enrich vocabulary and make language learning more engaging, they often confuse learners due to their informal nature and contextual variations.

Lessons become hard to understand

         Colloquial terms often utilized in daily discussions, can pose challenges for learners to grasp because of its relaxed style, diverse interpretations, and cultural subtleties.

         Participant 8 shared, “Both a challenge in comprehension for those who do not know what it actually means.”

         This suggests that although colloquial language might be challenging for students to grasp at first, it can become engaging for them once they navigate through the confusion.

         Jerman (2024) explores the challenges that students encounter when dealing with informal language in learning environments. He highlights that although colloquial expressions frequently vary greatly from the formal language that students are taught at first, they can be hard to grasp because of their differing meanings and cultural backgrounds.

Discussing the meaning of colloquial terms and give examples

         Colloquial terms that are frequently employed in casual conversation as opposed to formal writing or speech are referred to as colloquial words. These terms are crucial components of language that enable speakers to communicate more smoothly and fluently since they frequently represent the culture, geography, and social context of a certain group. 

         According to Participant 1, “Sometimes I instill the colloquial terms whenever I discuss something. I emphasize the words/phrases and tell them the meanings of the following colloquial terms. I let them use them in sentences”.

         This result highlights a number of successful strategies teachers employ to include colloquial terms in developing vocabulary skills. To make learning more engaging, accessible, and culturally relevant, teachers recognize the value of incorporating colloquial language.

         The participants’ views align with those of Holmes and Wilson (2021), who argue that teaching colloquial language requires a thoughtful balance between meaning, context, and usage. They highlight the importance of clear explanations and examples, noting that students need to understand both the definitions of words and how they are used in different situations.

Using Contextualization Clues

         Contextualization hints are essential tools that help readers or listeners deduce the meanings of unfamiliar words or phrases from spoken language or the context. These hints, which are incorporated into sentences, paragraphs, or conversations, help people understand without the need for clear definitions.

         Participant 6 stated,” I use them in the sentences and apply context clues where colloquial terms are used for the learners to determine the meaning.”

         The participants emphasize how crucial contextualization clues are to teaching vocabulary—especially vernacular terms—in a way that is interesting and pertinent and sticks in students' minds.

         The participants’ combined observations highlight the effectiveness of contextualization hints in assisting students in deducing the meanings of colloquial phrases, whether they come from real-world discussions, games, visual aids, or personal experiences.

         Meyerhoff (2017) highlights the importance of context signals in language learning, particularly when it comes to slang. In order to understand new terms, learners frequently rely on their environment, such as discussions or real-world scenarios.

Using Colloquial Terms in Visual Aids, Games, and Role Playing

         Learning becomes more fun and interesting when informal language is taught through games, role-playing, and visual aids. Colloquial terminology can be difficult for students to understand since they frequently reflect common speech and rely largely on context.

         Participant 4 added, “I use colloquial terms in interactive activities to incorporate games that use colloquial language, such as charade or word association, to engage students and make vocabulary practice more fun also in real-life context.”

         Participant 7 said, “I would show them how to improve their speaking skills, by using colloquial language, for it makes character dialogue more authentic since the speaker would feel at ease and confident.”

         These demonstrate how important visual aids, games, and role-playing are in helping students find using colloquial terminology interesting, applicable, and productive. In order to guarantee that students thoroughly understand the meanings of colloquial terms, it is better to introduce to them in authentic situations, such as conversations and scenarios.

         Nofalli (2012) asserts that interactive techniques such as role-playing, games, and visual aids are essential in promoting language acquisition, particularly when teaching slang terminology.

Using Colloquial Terms in Real-life Situations

         A key component of language learning is using colloquial terms in ordinary contexts, especially when doing casual, everyday speech. Effective use of colloquial terms necessitates that students apply these concepts in real-world situations since it frequently mirrors how individuals naturally speak in everyday discussions.

         Participant 5 stated, “I give students opportunities to practice using colloquial terms in different situations, practice in real life situation.”

         Participant 8 added, “I use colloquial terms in real- life situations at home, outside the classroom, and in informal conversations with friends.”

         These views emphasize how crucial it is for language learners to apply and use colloquial words in everyday situations. In order to make colloquial language more relatable and practical, the participants highlights the importance of training students to utilize the terms in everyday contexts in addition to providing meanings.

         This result is aligned with Pangestu's (2023) study. Learners are better able to comprehend and remember vocabulary when they are given opportunities to utilize it in real-world situations, including casual discussions. This encourages students to actively practice and reinforce their learning by integrating common terminology into authentic contexts.

Proposed Training Workshop

         Training workshops are essential ingredients that educators, especially teachers, should undergo in order to continuously hone their skills in managing successfully the teaching-learning process. They equip teachers with on-the- job skills for personal and professional development.

         This proposed training workshop was conceptualized as a result of the study. It was designed in order to overcome the challenges that the teachers encountered in using colloquial terms to develop vocabulary skills of learners.

DOI 10.5281/zenodo.14950059 

Abstract

         This study explores the perceptions of multi-grade teachers regarding lesson planning, teaching strategies, learning assessment, and principal leadership in terms of supervision and monitoring in Tinoc District. Multi-grade instruction presents unique challenges, requiring effective instructional planning and school leadership to ensure quality education.

Findings indicate that multi-grade teachers highly implemented various lesson plans, including the Multi-Grade Daily Lesson Plan, Integrated Lesson Plan, Budget of Work (BOW), and Separated Daily Lesson Logs (DLL). In terms of teaching strategies, shifting at any time was commonly practiced in K-3 classes, while shifting after generalization was used in Grades 4-6. Teachers also employed bilingual instruction and translation methods. Individualized seatwork, collaborative learning, and explicit teaching were the most highly implemented strategies, highlighting the need for exposure to differentiated instruction techniques.

Regarding learning assessment, paper-and-pencil tests were universally implemented, with portfolio assessments, open-ended tasks, and performance-based evaluations also widely practiced. School heads played a crucial role in instructional supervision by conducting classroom observations, providing praise and feedback, and fostering a supportive school climate. However, they only slightly implemented the introduction of new teaching strategies. Monitoring efforts were focused on checking lesson plans and tracking learning assessments, with fewer school heads overseeing remediation and tutoring progress.

The study concludes that multi-grade instruction was effectively implemented in the district, contributing to improved learning outcomes. To further enhance multi-grade teaching, school heads should extend their monitoring efforts to include remedial programs, ensuring continuous learning support for students with diverse needs.

Keywords: Multi-Grade Instruction, Lesson Planning, Teaching Strategies, Learning Assessment, Principal Leadership

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Bullying in schools is a pervasive issue that affects students' mental health, academic performance, and overall well-being. To effectively combat this problem, a multifaceted approach involving students, educators, and parents is essential. This essay outlines strategies for facing bullying, emphasizing the importance of awareness, communication, and intervention.

         Bullying can take various forms, including physical, verbal, relational, and cyberbullying. Physical bullying involves direct harm, such as hitting or pushing, while verbal bullying includes name-calling and insults. Relational bullying aims to damage someone's social relationships, and cyberbullying occurs through digital platforms. Understanding these types is crucial for recognizing and addressing bullying effectively.

The first step in combating bullying is raising awareness among students and staff. Schools should implement programs that educate students about the effects of bullying and the importance of empathy and kindness. Workshops, assemblies, and classroom discussions can create a culture of inclusivity and respect. When students understand the impact of their actions, they are more likely to engage in positive behaviors.

         Open communication is vital for addressing bullying. Students should feel safe reporting bullying incidents without fear of retaliation. Schools can establish anonymous reporting systems, such as suggestion boxes or online platforms, where students can share their experiences confidentially. Additionally, fostering a supportive environment where students feel comfortable discussing their feelings with trusted adults is essential. Teachers and staff should be trained to recognize signs of bullying and respond appropriately.

Bystanders play a crucial role in either perpetuating or stopping bullying behavior. Schools should encourage students to become active bystanders who intervene when they witness bullying. Empowering students with strategies on how to safely intervene can make a significant difference. This might include speaking up, supporting the victim, or reporting the incident to an adult. By creating a culture where bystanders take action, schools can reduce the prevalence of bullying.

Schools must have clear anti-bullying policies in place. These policies should outline the definitions of bullying, the procedures for reporting incidents, and the consequences for those who engage in bullying behavior. Consistent enforcement of these policies is crucial for fostering a safe school environment. Regular reviews and updates of these policies, informed by student feedback, can help ensure their effectiveness.

         Victims of bullying often experience feelings of isolation and distress. Schools should provide support services, such as counseling, to help these students cope with their experiences. Creating peer support groups can also be beneficial, allowing victims to connect with others who have faced similar challenges. Encouraging participation in extracurricular activities can help victims build confidence and forge friendships, mitigating the effects of bullying.

Facing bullying in schools requires a comprehensive approach that involves education, communication, and support. By raising awareness, empowering bystanders, implementing effective policies, and providing support for victims, schools can create a safer and more inclusive environment. It is essential for students, educators, and parents to work together to combat bullying, ensuring that every student feels safe and valued in their school community. Only through collective effort can we hope to eradicate bullying and foster a culture of respect and kindness.

DOI 10.5281/zenodo.14958839 

Abstract

Teaching multi-grade classes is challenging, particularly in ensuring mastery of competencies across different grade levels. This study aimed to determine the effectiveness of Schemes A-E in lesson planning and shifting after generalization in achieving mastery of K to 12 competencies. The research compared traditional approaches (unschemed plans with shifting at any time) and new methods (schemed plans with shifting after generalization) to identify their impact on academic performance and cooperative learning among pupils. This study was conducted during the 2017-2018 school year in 32 multi-grade classes across Asipulo and Tinoc Districts, Ifugao. Teachers implemented both traditional and new lesson planning approaches. Pupils’ academic performance was measured through their general averages, while teacher feedback and classroom observations provided qualitative insights. Quantitative data on pupils’ mastery of competencies were analyzed and compared between the two approaches. Traditional lesson planning (unschemed plans and shifting at any time) enabled 75% of teachers to confirm skill mastery among pupils. Teachers highlighted its utility in simplifying lesson execution. Schemed planning and shifting after generalization were preferred by 78% of teachers for fostering cooperative learning and reinforcing lessons for academically challenged pupils. Academic performance data showed no significant difference between the two methods, with pupils achieving general averages of 85%-95% in Asipulo and 80%-84% in Tinoc under both strategies. Both traditional and new approaches effectively supported multi-grade teaching. However, the new approach enhanced cooperative learning, benefiting pupils’ non-cognitive skills such as collaboration and independence. Teachers gradually adopted the new method after training but relied heavily on structured materials provided by the Schools Division Office.

Keywords: Keyword one; Keyword two; Keyword three (maximum of 6 keywords)

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Abstract

Generally, the aim of the study is to determine the Learning Environment, Instructional Competence, Track Preference and Their Relationship to the Students Academic Performance in the Division of Bago City during the School Year 2018 - 2019. This study also seeks to determine the profile of the students in terms of the following variables like , sex, average family monthly income and parents educational attainment. This study also seeks to determine the level of learning environment on the areas of physical, social and psychological. Also seeks to determine the level of learning environment and it’s relationship to the academic performance of the students when they are grouped  and compared according to sex, average family monthly income and parents educational attainment. It also seeks to determine the teachers’ instructional competence based on the following areas like  delivery of instruction, instructional strategy and lesson planning. The study also seeks to determine the level of teachers’ instructional competence to students’ academic performance when they are grouped and compared according to sex, average family monthly income and parents’ educational attainment. It also seeks to determine students’ track preference based on their family/relatives, interest and problems encountered while making their choice.  It also aims to know the level of students’ track preference when grouped and compared according to sex, average family  monthly income and parents educational attainment. Furthermore, this study seeks to determine the level of students academic performance. Moreover, this study seeks to determine a significant difference between the level of the school learning environment, teachers instructional competence, and students’ track preference  when they are grouped and compared according to sex, average family monthly income and parents’ educational attainment. Lastly, this study seeks to determine whether or not a significant relationship exists in the level of school learning environment, teachers instructional competence, students track preference  and the academic performance of the students.

Findings showed that female group outnumbered the male group of respondents. Lastly, most of the respondents came from the low income family bracket and parents with low education.

Findings also revealed that the areas of learning environment covered by this study which were  the physical, social and psychological, results were “high level”.

On the level of learning environment when grouped according to sex, average family monthly income and parents educational attainment resulted to “high level”.

The teachers instructional competence in the area of delivery of instructions, instructional strategy and lesson planning still revealed on “high level”.

It also showed that teachers instructional competence when grouped according to sex is on “average” and “high” level on average family monthly income and parents educational attainment.

The level of students track preference in the area of family/relatives resulted to “average” level and “high” in the areas of interest and problems encountered in making their choice.

         Findings showed that the level of track preference when grouped according to sex is on “high” level on male respondents and “average” for the female. While areas on average family monthly  income and parents educational attainment gained an “average” level.

         It also showed  that the level of students academic performance were of “ very satisfactory.”

         It was found out that “significant difference” existed between the level of learning environment in the area of physical, social and psychological when grouped and compared according to sex. The area of physical according to average family monthly income obtained a “significant” result while the areas of social and psychological agreed to a “not significant” result.

         It was also revealed that a “significant difference” existed between the level of instructional competence covered by the three areas when grouped according to sex. And “no significant difference” existed between the level of instructional competence when grouped and compared on the areas covered according to average family monthly income and parents educational attainment.

         It was also found out that a “significant difference” existed on the level of students track preference when grouped and compared in the area of family/relatives according to sex and average family monthly income while, parents educational attainment is “not significant”. Likewise, the area of interest revealed “not significant” while area on problems encountered while making their  choice plays “significant”.

         Lastly, it was revealed that a “significant relationship” existed between the level of school learning environment, teachers instructional competence , and  track preference to the academic performance of the students.

DOI 10.5281/zenodo.14958693