Dedicated to publishing practical research conducted by institutional practitioners. These studies, focusing on students, faculty, financial/economic aspects, technical operations, and overall institutional analysis, aim to directly inform and support decision-making by key stakeholders. By providing valuable insights and data-driven recommendations, JPAIR Institutional Research empowers institutions to optimize their operations, enhance student experience, and achieve their strategic goals.
Philippine Association of Institutions for Research, Inc.
Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
A Literature Review on the Impact of Socio-Demographic Factors, Differentiated Instruction, and Student Engagement on Mathematics Achievement
This paper presents a comprehensive review of the academic literature concerning the factors that influence student achievement in mathematics. It synthesizes findings on the role of socio-demographic variables, the effectiveness of Differentiated Instruction (DI) as a pedagogical intervention, and the relationship between student engagement and academic outcomes. The review establishes a theoretical basis for the causal links between these factors and student performance, providing a foundation for a quasi-experimental study. It discusses the mixed but often positive effects of socio-demographic factors like parental education, family income, and access to resources, as well as the well-supported positive impact of DI on post-test scores. Furthermore, it highlights the significant positive relationship between behavioral, cognitive, and emotional engagement and mathematics performance. The paper concludes with a detailed methodology section, outlining a quasi-experimental design to empirically test these relationships.
Copyright (c) 2026 Lindy C. Arguillas, Janine Kris A. Arpilleda, Vivian B. Cabadonga https://creativecommons.org/licenses/by-nc/4.0
Pandemic Effects on 21st-Century Skills Utilization Among Business and Management Students: Basis for Skills Enhancement
The outbreak of COVID-19 pandemic severely affected international education systems, with advocated for 21st-century skills among tertiary students remaining principles at risk. One of the research objectives was to explore how the outbreak (of pandemic) influenced Business and Management students - from Palawan State University-Palawan College of Arts and Trades (PSU-PCAT) - in using 21st-century skills of learning, earning basis for their improvement. A descriptive-quantitative research design was used, using a validated researcher-made questionnaire based on the 21st-century skills framework (Learning, Literacy and Life Skills). Respondents were chosen through proportional stratified random sampling and totaled 310 students (50% from each program) during the First Semester of Academic Year 2023-2024. Frequency, percentage, and weighted mean were used to analyze data. The results showed that an overall mean of students agreed regarding a positive use of 21st-century skills across all subdomains: a mean score of 2.78 in Learning Skills, 2.73 in Literacy Skills and 2.78 in Life Skills was found. Learning and Life Skills domain received the highest mean scores among the three categories, indicating that students perceived stronger growth in their critical thinking, adaptability, leadership abilities, and problem solving. These results suggest that, despite the challenges of emergency remote learning, students perceived important 21st-century skills were maintained over the pandemic period. The findings highlight the importance of focused skills development initiatives that can enhance students' skillsets from moderate agreement with abilities to mastery in practical digital literacy and applied critical inquiry.
Copyright (c) 2026 Melba M. Tandoc https://creativecommons.org/licenses/by-nc/4.0
Implementation Gaps of the National Learning Recovery Program (NLRP) In the Schools Division of Sorsogon Province: An Analysis
Persistent learning gaps in foundational literacy and numeracy have led education systems to implement learning recovery initiatives aimed at improving learner outcomes. In the Philippines, the Department of Education institutionalized the National Learning Recovery Program (NLRP) to address learning loss and strengthen instructional delivery. This study examined the implementation of the NLRP in the Schools Division of Sorsogon Province. Specifically, it aimed to identify implementation challenges, examine actions taken by school heads, explore opportunities in program implementation, and develop a localized implementation plan. An explanatory mixed-methods research design was employed. Quantitative data were collected using a researcher-developed survey questionnaire, while qualitative data were gathered through semi-structured interviews to further explain the quantitative results. Respondents consisted of public-school heads and teachers using total enumeration. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through thematic analysis. Findings indicated that NLRP implementation was influenced by systemic challenges related to instructional alignment, teacher preparedness, resource availability, administrative support, monitoring practices, learning environments, and stakeholder engagement. School heads addressed these challenges through adaptive leadership actions, including instructional guidance, coordination efforts, and stakeholder involvement, although effectiveness varied across school contexts. Opportunities emerged in strengthened teacher collaboration, improved instructional practices, and enhanced leadership engagement. The effective learning recovery requires context-responsive implementation and coordinated support mechanisms, highlighting the importance of a localized framework to enhance the effectiveness and sustainability of learning recovery initiatives.
Copyright (c) 2026 Raul A. Toca https://creativecommons.org/licenses/by-nc/4.0
Online English Learning and Adult Employability in Brazil: A Thematic Literature Review
This thematic literature review examines the relationship between online English learning and adult employability in Brazil within the context of digital transformation and labor-market restructuring. Drawing on peer-reviewed studies and institutional reports published between 2020-2025, the review synthesizes findings across four interrelated themes: flexibility and accessibility of online English learning; language development, learner autonomy, and engagement; links between English proficiency and employability outcomes; and structural barriers related to digital inequality and program quality. The reviewed literature suggests that online English learning can enhance adults' communicative competence, confidence, and perceived employability, particularly in sectors associated with internationalization, technology, and remote work. However, benefits are unevenly distributed, as access to digital infrastructure, prior educational background, and socioeconomic conditions significantly mediate outcomes. Moreover, the predominance of self-reported employability measures limits causal inference. This review contributes a Brazil-focused thematic synthesis that situates online English learning within broader debates on employability, adult education, and digital inequality, and identifies priorities for policy development and future research aimed at promoting more equitable workforce participation.
Copyright (c) 2026 Janna Ria Camba Umezaki, Janette Basco-Igot, Mc Chem E. Dorado https://creativecommons.org/licenses/by-nc/4.0
Improving Science Terminology Understanding and Mastery Through Who Am I Intervention Among Grade 7 Students of San Martin National High School: A Thematic Literature Review
Scientific literacy is a cornerstone of modern education, yet its development is hindered by learners' limited mastery of discipline-specific vocabulary. In the Philippine context, this challenge is evident among junior high school students, where decoding, spelling, and comprehension difficulties restrict higher-order scientific thinking. This study investigates the effectiveness of the "Who Am I?" intervention in improving Grade 7 learners' mastery of science terminologies at San Martin National High School. Initial diagnostic results from the Philippine Informal Reading Inventory (Phil-IRI) revealed that 26 out of 52 learners were at the Frustration level, showing severe challenges in reading and spelling scientific vocabulary. These difficulties impeded comprehension and reduced confidence, underscoring the need for targeted interventions aligned with the MATATAG curriculum. A three-month intervention was implemented, integrating clue-based identification, spelling reinforcement, visual scaffolds, peer tutoring, and technology-assisted instruction. Results showed significant improvement, with Mean Percentage Scores rising from 42 percent (Poor Mastery) to 78 percent (Proficient Mastery). A paired t-test ($t = 15.62, p = 0.0001$) confirmed statistical significance. Qualitative findings revealed enhanced confidence, clearer pronunciation, improved spelling, and greater participation in class discussions. Learners found the intervention "fun" and less intimidating, while teachers observed increased engagement. The study supports multimodal and contextualized vocabulary instruction in science education. By embedding literacy-focused strategies, the "Who Am I?" intervention demonstrates that low-cost, replicable approaches can strengthen foundational skills in resource-constrained classrooms. Findings highlight benefits for learners, teachers, curriculum developers, and policymakers, offering evidence for scalable interventions.
Science Vocabulary Who am I? intervention
Copyright (c) 2026 Noah Julie C. Tino, Denlee Grace Q. Paja, Jackielyn P. Samoya https://creativecommons.org/licenses/by-nc/4.0
Teachers’ Perceptions of Students’ Use of Artificial Intelligence (AI): A literature Review
Teachers' perceptions of students' use of Artificial Intelligence (AI) are emerging as a critical lens through which educational stakeholders understand the evolving dynamics of classroom teaching and learning. As AI tools - including generative AI like ChatGPT and instructional AI platforms - become increasingly accessible to students, teachers are tasked not only with interpreting their pedagogical value but also with managing ethical considerations such as academic integrity and fair use. This literature review synthesizes current empirical and theoretical research to explore how teachers perceive students' engagement with AI tools, identifying both supportive and critical perspectives. Overall, the literature reveals that many teachers recognize AI's potential to enhance personalized learning, streamline instructional processes, and support differentiated instruction. At the same time, teachers express significant concerns about student over-reliance on AI, lack of critical engagement, and ethical misuse of AI outputs. These perceptions are influenced by teachers' own familiarity with AI, their access to professional development, and institutional support structures. Findings suggest that effective integration of AI in education requires responsive teacher training, clear ethical guidelines, and collaborative policy frameworks that balance innovation with responsibility.
Copyright (c) 2026 Maylide T. Sumilac, Melliescent L. Suerte, Jerry Mae B. Judicpa https://creativecommons.org/licenses/by-nc/4.0
A Literature Review on the Impact of Project Based Learning and Socio Demographic Variables on Academic Outcomes
This literature review examines how Project-Based Learning (PBL) influences students' academic outcomes and how socio-demographic variables moderate these effects. Grounded in constructivist theory, PBL is a learner-centered approach that engages students in sustained inquiry, collaboration, and real-world problem solving, contrasting with lecture-based instruction that often emphasizes content transmission. The chief objective of this review is to synthesize empirical evidence on PBL's impact on academic achievement, scientific literacy, higher-order thinking, and content mastery, while analyzing the moderating roles of age, gender, and socioeconomic status (SES). Using a narrative review method, peer-reviewed studies and meta-analyses from multiple academic databases (2010-2025) were examined and organized thematically across instructional outcomes and demographic influences. Results indicate that PBL generally improves achievement, cognitive engagement, inquiry skills, and long-term retention, with meta-analytic findings. However, outcomes vary across student groups: SES strongly predicts access to resources and readiness for inquiry, younger learners often require greater scaffolding for self-regulation, and gendered participation patterns may affect roles and engagement in collaborative tasks. The review concludes that PBL is a robust strategy for promoting deep learning and 21st-century competencies, but equitable benefits require inclusive design, differentiated supports, culturally responsive pedagogy, and adequate resource allocation.
Copyright (c) 2026 Chardemie A. Alvarez, Magdalina R. Abella, Jan A. Macaraeg https://creativecommons.org/licenses/by-nc/4.0
From Assessment to Action: Analyzing Alternative Learning System Learners' Performance in Magsaysay, Palawan, towards Sustainable Extension Program
This study examined the learners' performance in the Alternative Learning System (ALS) Program in Magsaysay, Palawan, to develop a long-term extension activity program for PalawanSU-PCAT Teacher Education. The study looked at the demographics of ALS students, their primary reasons for enrolling, and their Functional Literacy Test (FLT) performance levels in six key competencies: communication skills (English and Filipino), scientific literacy, critical thinking, mathematical problem-solving, life and career skills, and digital citizenship. The study used a mixed-method research design, combining quantitative data from surveys and FLT results with qualitative insights from the respondents' interviews, to identify gaps and provide treatments. The findings revealed that the ALS program mostly enrolled male adolescents and young adults from low-income families, emphasizing its role in closing educational gaps. Financial instability emerged as a dominant factor as the primary reason why learners chose the program for their Basic Education. Learners demonstrated moderate achievement, with considerable obstacles in English literacy, mathematical reasoning, scientific analysis, and digital citizenship. Based on these findings, the study created Project COUNT (Connecting, Optimizing, and Unfolding New Knowledge through Tutorial), a structured extension program that combines one-on-one tutorials, small-group sessions, and community-based learning assistance to improve ALS delivery. The learners' performance in the Alternative Learning System indicates modest progress but also emphasizes the need for focused interventions to overcome competency gaps in English reading, mathematical and problem-solving skills, scientific reasoning, and digital citizenship.
Copyright (c) 2026 Jason L. Torio, John Abram T. Maduro https://creativecommons.org/licenses/by-nc/4.0
An Assessment of the Professional Development Needs of English Teachers in Carrascal National High School Regarding 21st-Century Skills.
This paper presents a conceptual framework and a proposed quantitative study to investigate the professional development needs of English teachers, with a specific focus on the acquisition of 21st-century skills. The literature review establishes the causal link between a teacher's years of experience and their evolving professional needs, arguing that a one-size-fits-all approach to training is ineffective. It synthesizes research on the distinct needs of novice, mid-career, and experienced teachers, highlighting gaps in practical pedagogy, technology integration, and assessment literacy. The proposed methodology outlines a survey-based approach to measure self-assessed knowledge and perceived needs, with a plan for statistical analysis to determine correlations and significant differences across experience levels. The findings of such a study would provide a nuanced understanding crucial for designing targeted and impactful professional development programs.
Copyright (c) 2026 Jenie F. Arreza, Keetlyn O. Lagura https://creativecommons.org/licenses/by-nc/4.0
Socio-Demographic Influences on Mathematical Word Problem Solving in the Philippine Context: A Narrative Literature Review
This narrative literature review examines how socio-demographic factors influence Filipino students' ability to solve mathematical word problems. Drawing on international and local studies, the review synthesizes evidence on the roles of age, sex/gender, and family environment in shaping mathematical literacy. Findings indicate that developmental readiness affects working memory and reading fluency, gender differences are largely influenced by socio-cultural expectations and confidence, and family environment - particularly socio-economic status and parental involvement - is the strongest predictor of performance. By integrating correlational, quasi-experimental, and intervention studies, the review proposes a causal model that situates these factors as key determinants of word problem-solving ability. The study highlights the need for early academic support, gender-sensitive instruction, and strengthened home numeracy practices. These findings provide practical guidance for teachers and policymakers in designing inclusive, evidence-based interventions to improve students' mathematical literacy.
Copyright (c) 2026 Karl Sebastien Y. Josol, Jovin C. Baloyo https://creativecommons.org/licenses/by-nc/4.0
AI-Powered Language Learning: Blended Learning, Food and Nutrition Education, Academic Performance, Practical Skills, Digital Literacy, Socio-Demographic Variables, Philippines
Blended learning, which integrates face-to-face instruction with digital platforms, has emerged as a promising approach in food and nutrition education. The purpose of this review is to examine how blended learning influences student performance, focusing on academic outcomes, skill acquisition, and socio-demographic factors. A systematic search of peer-reviewed studies highlights evidence on achievement scores, competency development, and learner engagement. Results indicate that blended learning enhances academic performance by promoting flexibility, individualized pacing, and interactive content delivery. Students benefit from asynchronous access, multimedia resources, and improved knowledge retention compared to traditional instruction. It also fosters learner autonomy while maintaining instructor guidance. Skill acquisition in food preparation, dietary planning, and evaluation of nutrition information was strengthened when digital modules were combined with hands-on practice. Simulations, videos, and case studies helped learners apply concepts before laboratory activities. Collaborative learning through forums and group projects further enhanced communication and teamwork. Effectiveness varied across populations due to age, gender, socio-economic status, and access to technology. Younger students adapted quickly, while older learners needed support. Socio-economic disparities such as poor connectivity and limited devices created inequities, highlighting the need for institutional support. In the Philippine context, accelerated by the COVID-19 pandemic, access to technology and cultural attitudes strongly shaped success. Students with limited exposure struggled with self-directed learning, underscoring the need for orientation and technical support. Overall, blended learning improves knowledge, skills, and professional competencies but requires equitable access and contextual adaptation.
Copyright (c) 2026 Wilma B. Bale, Faith F. Delopere, Jesamie A. Frenal https://creativecommons.org/licenses/by-nc/4.0
Resource Allocation Optimization and Academic Performance of Mathematics Students in Philippine State Universities: A Narrative Literature Review
Resource Allocation Optimization (RAO) is increasingly recognized as a structural determinant of academic performance in public higher education institutions, particularly within Philippine State Universities and Colleges (SUCs). This narrative literature review synthesizes theoretical and empirical studies examining the relationship between RAO - conceptualized through timeliness, adequacy, and accessibility of instructional resources - and the academic performance of Mathematics students. Drawing from education, educational psychology, and higher education management literature, the review identifies consistent causal pathways linking optimized resource allocation to instructional flow, academic self-efficacy, and competency development. Evidence further reveals a persistent discrepancy between satisfactory course grades and weaker performance in competency-based assessments, suggesting that systemic inefficiencies in instructional support constrain higher-order learning. By integrating administrative and pedagogical perspectives, this review positions RAO as a critical institutional predictor of Mathematics achievement and highlights the need for institution-specific empirical research to inform data-driven reforms in regional Philippine SUCs.
Copyright (c) 2026 Julmar A. Avila, Rico Jan C. Gomez, Gelbert Sman E. Tartar https://creativecommons.org/licenses/by-nc/4.0
Instructional Supervision, Feedback Quality, and Teacher Perceptions: A Multi-Method Synthesis
Instructional supervision and feedback are pivotal mechanisms for enhancing teacher competence and elevating instructional quality. This paper synthesizes peer-reviewed research to explain how supervision, feedback quality, and teacher perceptions interact within standards-aligned observation frameworks. Anchored on developmental supervision theory, social constructivism, and policy-practice alignment, the synthesis integrates quantitative findings and qualitative insights to illustrate why supervision succeeds when schools enact calibrated observation, goal-referenced, dialogic post-observation conferences, and timely, specific, actionable feedback. Across recent scholarship (2020-2025), supervision tends to produce larger competence gains when enacted as developmental coaching rather than compliance monitoring, and when feedback is practice-proximal; conversely, generic or delayed feedback and routine inspection often yield weak or null effects. The review identifies recurring implementation constraints (e.g., workload, time, supervisory expertise), delineates moderated-mediation pathways wherein feedback quality and teacher perceptions both mediate and amplify supervision's impact on competence, and offers actionable recommendations for codifying feedback standards, investing in observer calibration, embedding collaborative reflection, and resourcing supervision for follow-up. Methodologically, the synthesis adopts a convergent mixed methods orientation, integrating quantitative moderated mediation analyses with qualitative insights from post observation conferences and feedback artifacts to illuminate mechanisms of impact. The manuscript contributes a publishable framework that shifts supervision from bureaucratic ritual to an engine of professional growth, and it outlines research directions for rigorous longitudinal and experimental designs and standardized measures of feedback quality and developmental perceptions.
Copyright (c) 2026 Richie C. Bacharo https://creativecommons.org/licenses/by-nc/4.0
Toward a Unified School Performance Management Theory: Integrating Stakeholder Engagement, Leadership, Resources, Teacher Efficacy, and Job Satisfaction
School performance remains a central concern in educational management, especially in contexts where access, quality, resilience, and efficiency are unevenly distributed. This study develops a management-oriented theory of school performance by integrating five core determinants: stakeholder engagement, supervisory style, resource management, teacher efficacy, and job satisfaction. Drawing on global and local literature published between 2020-2025, the review shows that these determinants influence outcomes only when mediated by trust, communication, equity, transparency, instructional quality, retention, and classroom climate. Stakeholder engagement fosters accountability through dialogue and trust; supervisory style shapes organizational culture; resource management drives performance when equity and transparency are ensured; and teacher efficacy and job satisfaction strengthen instructional quality and retention. Interaction effects, such as engagement combined with supportive supervision or resource equity paired with teacher satisfaction, further magnify outcomes, while socio-economic context moderates their strength. Collectively, the evidence supports a Unified School Performance Management Theory that positions schools as complex systems where managerial, relational, and psychological processes interact to sustain performance. Practically, this framework guides school leaders in sequencing interventions - prioritizing trust-building, coaching supervision, equitable resource allocation, and teacher support - to improve continuity, accountability, and innovation in teaching.
Copyright (c) 2026 Ariel B. Carmelotes https://creativecommons.org/licenses/by-nc/4.0
Metatheories of Indigenous Leadership: Modelling a Culturally Responsive Competency Theory - A Narrative Literature Review
This narrative literature review synthesizes recent scholarship (2020-2025) to advance a culturally responsive leadership competency theory for Indigenous educational contexts. Drawing on propositions from Trait Theory, Organizational Behavior, Planned Change, and Cultural Leadership, the review integrates demographic traits, organizational development, policy adherence, motivation, and cultural competence into a unified framework. Findings indicate that educational attainment and linguistic competence serve as foundational predictors of leadership effectiveness, while organizational development mechanisms institutionalize competencies and sustain resilience. Policy adherence enhances trust and accountability, and motivation operates as a psychological driver of engagement. Cultural competence anchored in Indigenous values such as Pakikipagkapwa (shared identity), Bayanihan (collective effort), and Paglilingkod (service) moderates these pathways by embedding authenticity and cohesion into leadership practice. While existing studies often examine leadership traits, organizational processes, and cultural responsiveness in isolation, this review consolidates these previously fragmented strands into a single, integrative and culturally grounded competency framework. By doing so, it responds to calls in leadership and Indigenous education scholarship for models that bridge evidence based leadership theory and Indigenous epistemologies. Methodological advances, including Structural Equation Modeling and mixed-method designs, provide empirical rigor and contextual depth. Overall, leadership effectiveness emerges as a dynamic interplay of technical, relational, and cultural dimensions, interpreted through evidence-based and culturally grounded approaches.
Copyright (c) 2026 Tomas M. Ferrol III https://creativecommons.org/licenses/by-nc/4.0
Exploring Pathways to Teacher Mental Health: A Mixed Methods Narrative Review of Job Demands, Job Resources, Professional Development, and Mediating Mechanisms in Multigrade Schools
Teacher mental health is a global concern shaped by workload, emotional labour, and time pressure. Guided by the Job Demands-Resources (JD-R) framework, this review synthesizes evidence published between 2020 and 2025 across diverse contexts. A narrative synthesis integrated quantitative, qualitative, and mixed-methods studies addressing job demands, job resources, occupational stress, teacher self-efficacy (TSE), and professional development (PD). Elevated demands—including administrative overload, role conflict, and multigrade complexity—consistently predict stress and burnout. Conversely, resources such as supportive leadership, collegiality, autonomy, and adequate materials enhance well-being and buffer strain. PD adequacy strengthens TSE, which mediates positive mental health outcomes and improves resilience. Findings highlight that dual-channel strategies—reducing avoidable demands while strengthening resource conditions—outperform isolated resilience initiatives. System-level supports, including protected planning time, collaborative structures, and job-embedded PD, are particularly critical in multigrade schools where stacked demands intensify stress. Comparative analysis underscores regional relevance: ASEAN-based studies reveal how workload and self-efficacy directly affect well-being in resource-constrained schools, while collegial support and resilience strategies buffer adverse effects. These findings complement Western evidence and emphasize the need for localized interventions. Overall, teacher mental health emerges from the dynamic interplay of structural conditions and psychological mechanisms. Sustainable improvements require coordinated interventions that reduce unnecessary demands, cultivate resource-rich environments, and strengthen self-efficacy. By integrating global and regional perspectives, this review advances theoretical understanding of JD-R pathways while offering practical recommendations for policy and practice, particularly in low-resource and multigrade settings.
Copyright (c) 2026 Agnes M. Cuerdo https://creativecommons.org/licenses/by-nc/4.0
Exploring the Relationships of Teacher-Student Interactions on Student Motivation and Achievement
Teachers who take time to create classroom environments that promote positive cultures can motivate students to channel their energies and desires to reach their goals. Using Vroom's Expectancy Theory as the theoretical framework of this study, the researcher explored the extent to which teachers and students differ in their perceptions of teacher-student interactions and their relationships to student motivation and achievement. Based on the expectancy theory, individuals are motivated by the desire to experience positive instead of negative outcomes. In this study, the researcher conceptualized the importance of classroom environments that promote healthy teacher-student interactions. Descriptive-correlational method was used to find out the extent of relationships between and among the variables included in the study. A sample of 175 (55%) teacher education students and 11 (61%) teachers were involved in the study. Two sets of modified questionnaires were used to gather data about teacher-student interactions and student motivation with a reliability index of 0.80. Paired samples test on teacher-student interactions did not show a significant difference, t (.091) df (10), as perceived by both students and teachers. Pearson r indicated a significant relationship at 0.01 level between teacher-student interactions and achievement. However, it did not show significant relationships between teacher-student interaction and motivation. The findings of this study highlight the crucial role of active teacher-student interactions in improving students’ learning outcomes.
Copyright (c) 2025 Shirley D. Dangan https://creativecommons.org/licenses/by-nc/4.0
Determinants of Commitment and Job Satisfaction among Faculty in Higher Education
Faculty members are the front-line employees of any higher education institution who directly impact the successful implementation of the institution's vision, mission, and goals. Therefore, studying the organizational factors that may influence their organizational behavior is essential. This study examined the relationships between the faculty's self-reported commitment and job satisfaction and their perceptions of organizational support, climate, and justice in the university. It aimed to provide research-based information that may guide policy-makers in formulating policies that promote commitment and job satisfaction. This quantitative research used a survey questionnaire with a reliability index of 0.91. A total of 203 or 69% of Palawan State University, Puerto Princesa City, Philippines, served as respondents. In compliance with research ethics, the researcher ensured the respondent's voluntary participation and the anonymity and confidentiality of data. Based on the regression model, POJ (B=0.329, p<.001) and POS (B=0.298, p<.001) predict organizational commitment, with a R² of 0.470, attributing 47% of the variance in commitment to organizational variables. However, only 14% of the variance in job satisfaction is accounted for by the organizational variables (R²=0.145), confirming POC (B=0.285, p<.001) as a predictor of job satisfaction. The positive beta coefficients manifest that the better the faculty's perceptions of the organizational variables, the higher the levels of commitment and job satisfaction.
Awareness and Practice of Gender Equality among the College Students in a Catholic School
This study examined the level of awareness and extent of practice of gender equality among college students in a Catholic school during the 2024-2025 academic year. Additionally, it assessed the relationship between the awareness and practice of gender equality. This study employed a quantitative research design, primarily using the descriptive-correlational approach. The respondents consisted of a stratified random sample of 242 college students. In gathering the data, a validated and reliability-tested 63-item researcher-made questionnaire was utilized. The study employed a 5-point Likert scale in both constructs. In analyzing the data, mean, standard deviation, and Spearman rank-order correlation were used. Notably, this study strictly adhered to the ethical guidelines and principles. Generally, the students demonstrated an awareness of gender equality. Additionally, the students showed a very great extent of practice of gender equality. Moreover, a significant positive relationship was found between awareness and practice, indicating that higher levels of awareness are associated with a greater extent of practice. This suggests that students who are more aware of gender equality are also more likely to practice it actively in various contexts. The findings highlight the critical role of continuously implementing effective teaching and pedagogy, particularly through the subject Gender and Society (SSP 101), in sustaining and strengthening both awareness and practice of gender equality among students.
Copyright (c) 2025 Miezy Mae A. Lanaban, Jasmine Leonor C. Olete, Vincent E. Baylon, Daniel S. Fernando https://creativecommons.org/licenses/by-nc/4.0
Cultivating Research Culture, Research Competence, and Situational Leadership of Marketing Management Students in Higher Education
Any higher institution that seeks to build a robust research culture and competence should have a transparent monitoring and evaluation system of research outputs as part of its investment plan for academic endeavors. Situational leadership is anchored by directing, coaching, supporting, and delegating. Slovin's formula was used for a sample size of 127 marketing student respondents; 103 were taken as the sample size in St. Peter's College, Iligan City. This study utilized the Pearson Correlation. The findings highlight the significant influence of research culture and competence on situational leadership, which holds practical implications for marketing management education. The strong positive correlation between attitudes toward research and situational leadership (r=0.970, p=0.003), as well as between practical research skills and leadership (r=0.924, p=0.000), suggests that fostering positive research attitudes and competencies directly supports adaptive and effective leadership—an essential trait for marketing professionals operating in dynamic environments.
Copyright (c) 2025 Warren L. Acain https://creativecommons.org/licenses/by-nc/4.0
Game-Based Approach as an Intervention in Enhancing Students’ Fraction – Solving Skills
Mastering fractions remains a significant challenge for students, with 96.53% (n=167) of Grade 7 students failing assessments covering addition, subtraction, multiplication, and division of fractions. To address this issue, this study investigated the effectiveness of Game-Based Learning (GBL) in improving students' fraction-solving skills. Using a quasi-experimental design, the research involved 20 Grade 7 students from a public junior high school. Data were collected through validated pre-test and post-test instruments, aligned with the problem set and rigorously assessed for reliability. The results revealed significant improvements across all fraction operations, with notable progress in addition (t = -3.75, p = 0.000), subtraction (t = - 8.35, p = 0.000), and multiplication (t = -4.42, p = 0.000). Although division remained the most challenging area (t = -1.910, p = 0.000), students still demonstrated measurable gains, suggesting partial success in bridging learning gaps. The findings highlight GBL as an effective pedagogical strategy for enhancing fraction proficiency, fostering an engaging, and student- centered learning environment. The approach's success is attributed to immediate feedback, contextualized practice, and increased motivation, making it a viable tool for improving mathematical competency. This study contributes to the growing body of evidence supporting GBL’s potential in mathematics education, particularly in addressing foundational challenges like fraction operations.
Copyright (c) 2025 Jason L. Torio, Jim Ryan V. Venturillo https://creativecommons.org/licenses/by-nc/4.0
Adapting Flexible Learning in Health Education: Practical Skills Development, Engagement Strategies, and Mental Health Challenges
This study explores the perspectives of Allied Health students and faculty at the University of Baguio on adopting flexible learning during the COVID-19 pandemic and the subsequent shift to limited face-to-face classes. With the increasing role of flexible educational models, this study aims to assess the challenges faced by stakeholders, including technology, student engagement, and the acquisition of practical skills. With a qualitative descriptive research design, the study utilized purposive sampling to choose 10 teachers and 10 students who experienced flexible learning during SY 2021-2022 and transitioned to limited face-to-face classes during SY 2022-2023. Thematic analysis revealed the following key themes: technological adaptation, engagement strategies, instructional approaches, and mental health concerns. Teachers employed hands-on supervision, iterative teaching, and additional exercises as strategies to address gaps in practical skill acquisition. Students utilized time management and goal-setting skills to adapt to the blended learning environment. This research highlights the need for an adaptable and robust learning structure that combines online and face-to-face lecture delivery to provide continuity and quality of education, especially in fields that require practical skills. Recommendations include adopting a flexible learning framework that prioritizes experiential learning through simulation and hands-on exercises, investing in staff development to enhance technological competence, and implementing systems to support students' mental well-being. These recommendations and findings aim to inform the university’s strategic planning efforts, enhancing teaching and learning practices to better adapt to future disruptions and improve the quality of education related to health.
Copyright (c) 2025 Marilou M. Saong, Rhey Gregory Z. Aquino https://creativecommons.org/licenses/by-nc/4.0
From Classroom to Screen: Resilience and Experiences Encountered by Nursing Educators in Transitioning to Online Learning amid the Pandemic
The COVID-19 pandemic has had a profound impact on education worldwide, particularly in regions that rely heavily on traditional face-to-face teaching. The abrupt transition from face-to-face teaching to online teaching presented both challenges and opportunities for nursing educators. This qualitative descriptive study examined the experiences of nine nursing educators from selected nursing schools in the Visayas region, with a focus on the challenges they encountered during this transition. Data were collected through in-depth interviews and analyzed using Graneheim and Lundman (2004). Ensuring rigor through verification, validation, and validity checks. Analysis of 21 significant statements revealed three overarching themes: Experiences, Feelings, and Effects. Participants reported external challenges such as limited access to computers, mobile devices, and reliable internet connectivity, alongside predominantly negative emotions including stress, anxiety, and self-doubt. Despite these obstacles, educators demonstrated adaptability, resilience, and professional growth, which was facilitated by both institutional support and personal perseverance. The study highlights the complex interplay of challenges and coping strategies during educational transitions, underscoring the importance of structured support and capacity-building initiatives for educators.
Copyright (c) 2025 Alyssa Marie A. Arrojo, Oscar De Paz, Romeo Jr. B. Pulgarinas https://creativecommons.org/licenses/by-nc/4.0
Animated Pedagogical Resources in Pharmacy: Effects of Prior Knowledge, Learning Outcomes and Classroom Dynamics
The rapidly changing landscape of pharmacy education has led to a need for fresh and creative pedagogical strategies that bridge the gap between academic knowledge and distinct professional practice. This study explored the effects of authentic learning material (ALM) on classroom engagement, academic performance and students' prior knowledge. The instructional materials were theoretically and epistemologically positioned within the frameworks of Constructivist Learning, Situated Learning, and Bloom's Revised Taxonomy using Quasi-Experimental Design. The results indicated that pharmacy students had from very little knowledge to basic knowledge about a range of pharmacy topics. The academic performances of the students over a Prelim, a Midterm, and a Final after the use of ALMs were statistically significant (p<0.001). The classroom observations averaged a 3.02 rating in the relevant checklist category, which indicated consistent and effective delivery of the instructional material from the instructors perspective. Learners' feedback demonstrated improvements in motivation and levels of engagement, and improved levels of interpretation of complex pharmaceutical concepts. Instructors identify the pedagogical nature of the animated material, and expressed frustrations regarding access to limited internet access and having to create the content in a limited time frame. Animation-based ALMs proved to be effective tools for activating prior knowledge, enhancing competency-based learning, and promoting active classroom participation. Pharmacy colleges should consider integrating multimedia in to their curricula, educating faculty on use of digital content creation and increasing their technical infrastructure to ensure the viability of these creative teaching modalities.
Copyright (c) 2025 Richie G. Bayuran, Jenny Marie D. Blancaflor, Eric Justin M. Blancaflor https://creativecommons.org/licenses/by-nc/4.0
Analyzing the Impact of Problem-based Learning on Mathematical Creativity of Grade 8 High School Students from Pilgrim Christian College
Problem-Based Learning is an approach where students learn concepts and skills by solving complex and real-world problems with emphasis on active engagement, critical thinking, and collaboration. This quasi-experiment investigated the pre-test and post-test scores of the forty-four grade 8 students from Pilgrim Christian College and the impact of problem-based learning to their mathematical creativity. The students belong to two sections, which were the experimental and control group. The researcher used a teacher made test that was validated and an adapted scoring rubrics for mathematical creativity. The statistical techniques that were used includes normality, linear regression, homogeneity of regression slopes and variances. The test was conducted with ANCOVA, however, assumptions failed so Mann-Whitney U test was used. Analyze data shows that the test is statistically significant and mean-ranks indicate that the experimental group have higher post-test scores than the control group, which means that students who were taught using problem-based learning demonstrated higher scores in mathematical creativity than those who received conventional instruction. Therefore, the evidence supports PBL as an effective strategy for nurturing mathematical creativity among grade 8 students from Pilgrim Christian College.
Copyright (c) 2025 John Paul Jay A. Rosal https://creativecommons.org/licenses/by-nc/4.0
Educational Website Utilization and Teacher Job Performance: Evidence from a Public Elementary School Cluster in a Rural Island Province in the Philippines
This study explored the use of educational websites and their relationship to the job performance of public elementary school teachers in Sagay, Camiguin. Anchored on the Technology Acceptance Model (TAM), the study adopted a descriptive-correlational design involving complete enumeration of 61 teachers from seven elementary schools. Data were gathered using a validated questionnaire. Findings revealed that educational websites were widely used, especially for professional development and curriculum integration. However, their use for assessment and feedback remained moderate. Despite the high level of usage, Spearman’s rank correlation showed no significant relationship between website utilization and job performance, with only 2.7% of performance variation explained by website use. Further analysis using Kruskal-Wallis and regression tests found no significant influence of demographic factors such as age, teaching experience, and educational attainment on website utilization. Most teachers received an “Outstanding” performance rating, indicating that factors beyond website usage contribute to job performance. These results suggest that while educational websites support teaching, their measurable impact on performance is limited without addressing broader pedagogical, infrastructural, and institutional factors. To address this gap, an action plan was proposed to enhance the integration of educational websites, particularly in assessment practices, with stronger institutional support aligning with the goals of SDG 4: Quality Education.
Copyright (c) 2025 Geraldine B. Salinas, Gerlie D. Cutab https://creativecommons.org/licenses/by-nc/4.0
Relationship between the Extent of Utilization of Multimedia-Assisted Instruction of English Reading Teachers and Pupils’ Academic Performance
This study investigated the extent of multimedia-assisted instruction utilization by English reading teachers and its relationship on the academic performance of their pupils. Using a descriptive-correlational research design, data were collected from 60 English reading teachers and their corresponding pupils. Descriptive statistics summarized the teachers’ profile and multimedia utilization levels, while Pearson’s correlation measured the relationship between multimedia usage and pupils’ academic outcomes. Analysis of Variance (ANOVA) was employed to determine whether there were significant differences in the extent of multimedia-assisted instruction utilization among teachers across their profile variables such as age, years of teaching experience, and highest educational attainment. Results revealed a significant but low positive correlation between the extent of multimedia-assisted instruction by teachers and pupils’ academic performance, indicating that increased use of multimedia tools modestly enhances learning outcomes. The academic performance of pupils was found to be generally satisfactory, indicating that most students met or exceeded the expected learning outcomes during the study period. Analysis of Variance (ANOVA) revealed that among the teacher profile variables, the highest educational attainment significantly influenced the extent to which multimedia-assisted instruction was utilized. Teachers with higher educational qualifications tended to use multimedia tools more extensively in their teaching. These results highlight the importance of continuous professional development in enhancing multimedia instructional practices that support improved student performance. Recommendations include sustained professional development and targeted interventions to optimize multimedia use in the classroom.
Copyright (c) 2025 Rubelie R. Popera, Gerlie D. Cutab https://creativecommons.org/licenses/by-nc/4.0
The Bachelor of Science in Hospitality Management Educator’s In the Second District of Albay
This study assesses the competencies of Bachelor of Science in Hospitality Management educators in the Second District of Albay, focusing on their academic profile, professional experience, and proficiency in key competency areas. Specifically, it examines their industry knowledge, pedagogical skills, communication abilities, leadership management, customer service expertise, technology proficiency, research and analytical skills, professionalism and ethics, and mentorship engagement. The research also explores the challenges faced by educators in meeting these competencies and the actions taken to address them. Using a descriptive research design, data was collected through surveys and interviews with educators from various Higher Education Institutions (HEIs) in the district. Findings indicate gaps in research proficiency, technology integration, and industry exposure, which impact the overall effectiveness of teaching in hospitality education. Time constraints, limited professional development opportunities, and lack of institutional support were identified as key challenges. To bridge these gaps, this study proposes a Hospitality Management Educators’ Competency Enhancement Framework, emphasizing continuous training, industry immersion, and institutional reforms. The framework aims to develop a more industry-responsive, student-centered, and globally competitive faculty. The study’s findings serve as a foundation for enhancing hospitality education and ensuring educators are equipped to meet evolving industry demands.
Copyright (c) 2025 Chona Belga-GallaS https://creativecommons.org/licenses/by-nc/4.0
Understanding the Anti Hazing Law of 2018: Awareness Levels Among Students
This study was anchored on the Self–Self-awareness theory by Duval and Wicklund (1972). Self-awareness is the capacity to take oneself as the object of thought; people can think, act, and experience and also think about what they are thinking, doing, and experiencing. In social psychology, the study of self-awareness is traced to Shelley Duval and Robert Wicklund's (1972) landmark self-awareness theory. Duval and Wicklund proposed that, at a given moment, people can focus on the self or external environment. Focusing on the self enables self-evaluation. When self-focused, people compare the self with standards of correctness that specify how the self ought to think, feel, and behave. Comparing the self with standards allows people to change their behavior and experience pride and dissatisfaction with the self. Self-awareness is thus a significant mechanism of self-control. When we focus on ourselves, we evaluate and compare our current behavior to our internal standards and values. This elicits a state of objective self-awareness. We become self-conscious as objective evaluators of ourselves. This theory correlates with our study regarding the awareness of students in the Anti-hazing Act of 2018, as it is regarded that being in a group requires conscious and wise decisions. So, with that being stated, it can be implied that joining fraternities and engaging in hazing activities requires self-awareness on the part of the student. Whether to engage or not in any hazing activities completely relies on our consciousness and awareness.
Copyright (c) 2025 Arnold G. Rago https://creativecommons.org/licenses/by-nc/4.0
What Drives Curriculum Implementation? The Case of Secondary Science Education Curriculum among Selected Teacher Education Institutions in the Philippines
Science majors in various teacher education institutions perform below the national passing rate despite the curriculum mandates by the Commission on Higher Education. The question lies in how these standards and guidelines are implemented across Teacher Education Institutions of the country. An investigation on how the curriculum of the Bachelor of Secondary Education (BSED) Science in selected Teacher Education Institutions (TEIs) in the Philippines was conducted utilizing a descriptive quantitative design to 10 selected private and public tertiary schools. It analyzed curriculum components such as course outlines, program of study, and curriculum maps while examining institutional factors like faculty qualifications, experience, and student-teacher ratios. It was found that there was an extensive implementation of course outlines and evaluative measures, which indicates that schools had a strong focus on clear learning objectives and effective assessment practices, while limited implementation was noted in the aspect of OBTL course descriptions and learning plans. Multinomial logit regression analysis showed that institutional type, faculty qualifications, and teaching experience significantly determine the likelihood of achieving higher levels of curriculum implementation. Based on this finding, there must be a continuing professional development for teachers for better curriculum implementation. The government should extend subsidies to improve resource allocation, and a more vigorous system of curriculum support to enhance the quality of teacher education in the country.
Copyright (c) 2025 Gerlie D. Cutab https://creativecommons.org/licenses/by-nc/4.0