Abstract

One hundred fourteen teachers in Tinoc revealed notable findings on pedagogy, technology, instruction and assessment used during the distance learning. Descriptive statistics, frequency, mean and ANNOVA were used. Teachers used distribution of printed modules, easy-to-use technology in instruction and assessment such as laptops, smart phones, key pad cellphones and hand-held radios were utilized including printed test with written examinations for assessment. When grouped by gender, there was a significant difference on pedagogies like the use of the distribution of printed modules and modules shared through an application. Technology, instruction and assessment had no significant difference to the respondents. When grouped by position, pedagogy and assessment reveals a significant difference on the distribution of printed modules and use of group chat or messenger and printed test and written examination respectively. When grouped by the number of years in service, pedagogy and assessment had a significant difference on teacher-parent-learner interaction and the use of printed and written test respectively. There is no significant difference on the technology and instruction used. Problem felt by teachers were late submission of modules, no parents and guardians to assist the children at home, residence of learners, and educational attainment of parents who were hard up in teaching their children, and unanswered modules. Learners let their modules be answered by their abled parents or siblings but scored low in the summative test. Learners were found to be poor readers and did not demonstrate instructional reading level.

Keywords: pedagogy, assessment, instruction, distance learning, modules, technology

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Summary

This study explores the innovations encroaching upon the realm of medical laboratory science and respiratory care. The special emphasis in this study is laid on the integration of diagnosis in patients suffering from complex respiratory disorders. The analyses of selected biomarkers, tuning of advanced diagnostic protocols, deployment of teams across multiple disciplines through effective collaboration, are strategic efforts recommended for better patient outcome and safety. Medical laboratory scientists and registered respiratory therapists are at the front line of clinical practice and work collaboratively to identify infections, monitor the severity, and combat respiratory compromise. This will entail information regarding some cutting-edge innovations, challenges, and trends, in identification practices for care backed up by clinical laboratories.

Keywords: medical laboratory scientist (MLS), registered respiratory therapist (RRT), electronic health record (EHR), respiratory therapy/care, medical/clinical laboratory, laboratory tests, diagnosis, critical care, patient monitoring, biomarkers, emergency, trauma, predictive analytics, rural and underserved areas

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Abstract

This study utilized a quasi-experimental research design to determine the steps of the Process Explicit Writing Composition Approach (PEWCA) and its effectiveness in enhancing writing composition skills among Grade 6 learners. The research involved nine (9) learners from Huhlucan Elementary School, divided into control and experimental groups. Pre-test and post-test activities were administered to gather and validate data. The writing performance of learners was assessed using the Grade 6 writing composition rubric, and the results were analyzed using descriptive statistics, mean, and percentage distributions. The statistical analysis aimed to measure the impact of PEWCA on learners' writing skills before and after the intervention. Findings indicate that PEWCA was effective in improving the writing skills of the experimental group, as evidenced by a significant difference in performance between pre-test and post-test results. While PEWCA had a positive influence, its impact was limited. This finding implies that although the approach contributed to skill enhancement, other factors might also play a role in improving learners’ writing abilities.

Keywords: process explicit writing composition, quasi-experimental research, writing composition skills, Grade 6 learners, Pre-test and post-test evaluation, Descriptive statistics

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Abstract

         This study aimed to determine the English teachers’ strategies in the integration of technology for 21st-century communication skills instruction as groundwork for activity plans at Jalandoni Memorial National High School during the schoolyear 2024-2025. The information gathered was analyzed using thematic approach. The following themes were generated about the English teachers’ strategies in the integration of technology for 21st-century communication skills instruction: multimedia presentations, collaborative tools, creative applications, gamification, and interactive learning. The challenges experienced by the English teachers were: limited internet access, insufficient resources, student engagement issues, and technical difficulties. On the management of the challenges, they were: resourcefulness, collaboration among educators, flexible deadlines and group work, and pre-planning and preparation strategies. To further address the challenges experienced by the English teachers, the researcher proposed the development of structured activity plans tailored to enhance technology integration using digital platforms to develop communication skills instruction.

         Keywords: English Teachers’ Strategies, Integration, Technology, 21st-century communication skills, instruction, activity plan

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Abstract

         This study examines young learners’ exposure to technology, highlighting parental awareness and concerns. The study used a quantitative research design. The three class levels in Bekes Elementary School which are Kindergarten, Grade 1, and Grade 2 were considered in the research. The respondents of this study were the parents of Kindergarten, Grade 1, and Grade 2 learners. Regardless of  class levels they belong to, the particular technology they frequently utilize are cellphones followed by television, and then the tablet. Parents are encouraged to always pay extra attention to what their children are accessing with the use of technology. As helpful as it was on the academic, social and work areas, technology has also been a reason for many of the present problems happening especially on the youth. The research is conducted to prove that as young as Kindergarten learners are, they could get access to these technologies and utilize it. The problem of technology exposure among young learners is not only use for healthy and productive purposes but they are also prone to be exposed on malicious and unhealthy contents which is damaging. In addition, parents at home cannot possibly monitor their children constantly while they’re on their gadgets therefore, the most recommended is for them not to allow their children to utilize them at all. Especially the smartphones and tablets with smaller screens where the contents could hardly be seen at a far distance, may pose challenges for learners who need clear visibility for reading and watching media. Thirdly, parents are highly advised in encouraging their children to do more physical activities, a lot of outdoor activities, spending more time with real people (not virtual), and learning more new skills. At this time and age where the technology access is made more and more available to children is normalized. Parents and guardians are adjured to monitor their children’s extent of exposure to technology.

Keywords: cellphones; digital exposure; smartphones; technology; young learners

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ABSTRACT

This study examined the patterns and reasons for code-switching among instructors at the College of Education, Isabela State University-Ilagan Campus. A descriptive research design was employed, involving forty-nine instructors from five academic departments: the Department of Arts and Sciences, the Bachelor of Technical Vocational Teacher Education, the Bachelor of Technology and Home Economics, the Bachelor of Physical Education, and the Bachelor of Secondary Education. The study utilized a three-page, checklist-style questionnaire adapted and updated from Yao (2011).

Findings revealed that code-switching is prevalent in classroom instruction. Within the inter-sentential domain, code-switching for emphasis recorded the highest frequency, with 46 instances (93.88%), suggesting that instructors frequently use code-switching to highlight key points and enhance students' comprehension and retention. In the intra-sentential domain, clarification emerged as the dominant function, with 44 instances (89.80%), indicating a strong preference for code-switching to aid students in understanding complex concepts. Meanwhile, personalization had the highest occurrence in the tag-switching domain, with 36 instances (73.47%), demonstrating that instructors use code-switching to establish personal connections and provide contextual relevance in their teaching.

Additionally, the study found that College of Education instructors perceive code-switching as an effective and flexible strategy for addressing linguistic diversity, improving comprehension, and fostering an inclusive learning environment.

Keywords: Code-switching, Classroom Instruction, Linguistic Diversity, Teacher Strategies, Inclusive Learning

DOI 10.5281/zenodo.14984863 

In Catholic tradition, creation is God’s act of bringing the world into existence, marking the first of His countless benevolent interventions in human history. The book of Genesis describes the origin of being, signifying substantial change and purpose. This theological perspective lays the groundwork for metaphysics, particularly the concept of esse, which provides a deeper understanding of our existence. Through this lens, I seek to answer the fundamental question: What makes me truly human? Metaphysical analysis of my personhood from the perspective of esse will help me uncover the deeper meaning of my existence.

As a concrete, existing being, it is in my nature to cultivate my characteristics, personality, and behavior through action. Like others, I eat, play, and socialize. But why do I do these things? The answer lies in my esse—the act of existence itself. My esse is the foundation of my being, the force that raises me into existence. The word “being” derives from “to be,” emphasizing the act of existing. Though I cannot fully define esse, it is the essence of my humanity. It generates my capabilities and is the internal drive that propels me toward self-fulfillment.

My talents and abilities manifest my esse as an active presence. My esse naturally expresses itself in action, shaping my engagement with the world. Life is full of mystery—who am I? Why am I here? These questions constantly occupy my mind. Yet, esse bridges my existence to reality, allowing me to grasp my own totality. My esse enables me to relate to the universe, communicate my existential energy, and affirm my presence as a dynamic force in the world. It allows me to confront reality, grow through relationships, and overcome challenges that shape my development as a human being.

Despite my imperfections, my intentions remain pure. As a human, I am capable of both good and evil. However, my esse is perfect—it is the act of all acts, the perfection of all perfections. It refines my imperfections and aligns my motivations toward fulfillment. Being human is complex; I experience pain, hatred, suffering, and love. These experiences expand my awareness and understanding of life’s different horizons. While my esse is the foundation of my being, it does not depend on my soul alone. Instead, it encompasses all that I am, making my existence complete.

As a human, I have the capacity to think, reflect, and contemplate, allowing me to attain self-liberation and a deeper understanding of reality. This intellectual strength sets me apart from other beings. However, despite my intelligence and kindness, I sometimes falter. My essence limits my existence, yet my weaknesses do not define my esse—they merely outline its boundaries.

Wherever life takes me, my esse is my reflection. From nothingness, God created a world of blessings, and I am grateful for my esse, which illuminates my path. Ultimately, only God is the source of my being. Through my esse, I establish unity with reality, embracing my existence as a truly human person.

DOI 10.5281/zenodo.14985007

For first graders, games, hands-on projects, and real-life examples make math enjoyable. When young children enjoy the lesson, they learn most effectively. For them, here are some easy methods to bring Math alive.

1. Utilize Games as Helpers
  To acquire math, playing games is a good idea. Kids learn numbers and counting by means of board games, cards games, and online math games. Playing basic games like "I Spy a Number" or "Number Bingo" can also help to make learning exciting.

2. Create It Practical
  First graders grasp mathematics better using actual objects. Offer those buttons, blocks, or coins to sort and count. Encourage them to use measuring cups while cooking to discover about quantities and sizes. Math becomes more engaging with practical applications.

3. Encourage application of math to everyday life.
Show kids how ubiquitous math is. Please request they count the goods or check prices during purchase. Permit them to count plates and spoons to help set the table. Whenever they encounter math in everyday life, they appreciate its value.

4. Sing Rhymes and Songs
Poems and songs assist kids in memorizing math facts. Count while singing number songs or clapping hands. Fun music helps one to learn more easily and happily.

5. Relate stories of Math.
Learning is made interesting by stories with math issues and numbers. Counting, shapes, and patterns can be found discussed in books. “Lily had three apples; she handed one to her buddy." “Textiles.” This allows kids to think and solve issues enjoyably: "How many apples does she have now?"

6. Allow Them to Change
Learning might become dull if one is constantly seated. Let kids move when they are learning mathematics. Request that they count and jump, hop to various numbers, or form a body shape. Math lessons become more fun on a trip.

7. Give Praise and Encouragement
Kids who are happy about mathematics will find studying it a lot of fun. Always commend their attempts and congratulate their advancement. Help them kindly try again if they make errors.

Last thoughts:
  One does not need to be brilliant or enthusiastic in mathematics. First graders can have fun with understanding numbers and problem solving using games, hands on projects, songs, and enjoyable challenges. Children will want to do math every day if study is joyful.

DOI 10.5281/zenodo.14986673 

Abstract

Non-verbal communication plays a crucial role in classroom management, student engagement, and instructional effectiveness. This phenomenological study explores the experiences of ten primary grade teachers at Loo Elementary School regarding their use of non-verbal communication in teaching. Through in-depth interviews, the study identifies key themes, including facial expressions for discipline, hand gestures for instruction, proxemics for student engagement, non-verbal cues for special needs students, and cultural challenges in communication.

Findings reveal that teachers rely on facial expressions to manage student behavior, with techniques such as “the look” effectively maintaining discipline. Hand gestures aid in explaining complex concepts, enhancing comprehension, particularly among young learners. Teachers also use physical proximity to sustain student attention and encourage participation. For students with special needs, non-verbal cues such as exaggerated gestures and visual aids improve communication and engagement. However, cultural differences in interpreting gestures sometimes lead to misunderstandings, highlighting the need for cultural sensitivity in teaching practices.

The study corroborates existing research on the impact of non-verbal communication in education and emphasizes the necessity for professional development programs that equip teachers with effective strategies. As classrooms become more diverse, educators must be trained to navigate cultural variations in non-verbal interactions. Future research should explore the long-term effects of non-verbal communication training on student learning outcomes. This study underscores the importance of integrating non-verbal communication strategies into teaching practices to create a more inclusive and engaging learning environment.

Keywords: non-verbal communication, elementary teachers, classroom management, student engagement, phenomenology

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ABSTRACT

Corn is one of the most widely used cereals and serves as a key ingredient in various processed products such as cornstarch, corn syrup, corn oil, gluten, and snack foods. It is also valued for its health benefits, particularly as a rich source of B-complex vitamins, including B1, B5, and folic acid. This study aimed to determine the acceptability of corn flour as the main ingredient in ten baked products, evaluating them based on appearance (color), aroma, taste, and texture. The study was conducted at the Food Trades Room of Isabela State University, Ilagan City, Isabela, and Reina Mercedes Vocational High School, Reina Mercedes, Isabela. Ten baked products were prepared and assessed: Butter Corn Cookies, Chocolate Corn Cookies, Coffee Corn Cookies, Oatmeal Raisin Corn Cookies, Carrot Corn Cake, Chocolate Corn Muffin, Peanut Butter Corn Cookies, and Corn Chip Corn Cookies. A total of 120 randomly selected evaluators participated in the assessment. The study utilized arithmetic mean and Chi-square as statistical tools, with a five-point Likert scale employed to measure acceptability.

Results showed that the ten baked products using corn flour as the main ingredient were rated as "highly acceptable" in terms of color (mean = 4.31), aroma (mean = 4.23), and taste (mean = 4.22). However, the texture was rated as "moderately acceptable" with a mean score of 4.17. The overall acceptability of the baked products was "highly acceptable" with an average mean score of 4.26. Findings indicate that the color, aroma, and taste of baked products using corn flour are highly acceptable, whereas texture is moderately acceptable. Among the products, Butter Corn Cookies ranked highest in terms of color, aroma, and taste, while Banana Corn Cake was rated best in texture. Furthermore, the general acceptability of the baked products significantly differed across color, aroma, taste, and texture.

Based on these findings, the study recommends properly grinding corn flour to improve its texture. Additionally, developing more recipes will help further assess the acceptability of corn flour as an ingredient in baked products. A comparative analysis between baked goods made with wheat flour and those made with corn flour should also be conducted to determine differences in quality and consumer preference. Furthermore, storage studies are necessary to evaluate the shelf life of corn flour-based baked products. Reducing sugar content based on standard recipes is suggested to enhance the nutritional profile of the products. Lastly, further research on this topic should be conducted to validate and expand upon the findings of this study.

Keywords: Corn flour, Baked products, Acceptability, Sensory evaluation, Texture improvement

DOI 1 10.5281/zenodo.15004026