QualiSearch Journal of Educational Research and Practice
Volume 1, Issue 2 | July 2025
ISSN 3082-5636
Leveraging Artificial Intelligence to Personalize Social Science Instruction
Alona E. Victa
University of Perpetual Help System DALTA – Graduate School
alona.victa@deped.gov.ph
Raymond B. Magno
University of Perpetual Help System DALTA – Graduate School
raymond.magno@perpetual.edu.ph
Abstract
In order to investigate the participants' significant experiences using artificial intelligence to personalize Social Science instruction, this study employed a qualitative-phenomenological research design. The study's specific objectives are to ascertain the participants' significant experiences using artificial intelligence to customize social science instruction, identify themes that emerged from their testimonies, determine how these themes impact participants' use of AI to customize social science education, and propose an output based on the study's findings. Semi-structured interviews were used to gather data from seven (7) teachers who were purposefully chosen from four secondary schools during the 2024–2025 school year. The use of AI for instructional preparation; improved lesson engagement through AI; time and workload efficiency; difficulties with technology access and dependence; and limited or no experience with AI integration were among the noteworthy experiences identified. Based on the participants' experiences using artificial intelligence (AI) to provide individualized social science instruction, five major themes emerged. These themes—AI as a time-saving and helpful tool; personalization and student-centered learning; teacher concerns and limitations; institutional gaps in AI training and support; and unequal access and readiness—reflect both the benefits and drawbacks that educators faced when incorporating AI tools into their teaching practices. By altering their teaching methods, attitudes toward technology, and professional development requirements, the emerging themes strongly influenced how participants used social science instruction. The themes that emerged were as follows: Improved differentiation: AI in individualized social science education; heightened engagement: AI tools as catalysts for dynamic instruction; hesitancy because of gaps: institutional and technological barriers; and Critical thinking: conscious of the dual nature of AI. A training course titled "Transforming Social Science Instruction Through Artificial Intelligence: A Professional Development Program for Educators" is the study's suggested output.
Keywords: Leveraging Artificial Intelligence, Personalize Instruction, Social Science, Teachers, Training Plan
APA Citation and Full-Text Access
Victa, A. E., & Magno, R. B. (2025). Leveraging artificial intelligence to personalize social science instruction. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/leveraging-artificial-intelligence
Integration of Digital Game-Based Learning on the Instructional Readiness of Social Science Teachers
Kevin A. Belleza
Department of Education
Las Piñas CAA National High School
Bellezathegreat@gmail.com
Abstract
This study examined the level of integration of digital game-based learning on the instructional readiness of social science teachers. A quantitative descriptive correlational design was employed with 38 cluster I junior high school social science teachers and 220 students handled by the researcher in the Department of Education Division of Las Piñas. The research instrument used were validated by expert internal and external validators in social science to ensure content validity and conduct pilot testing in twenty (20) students and fifth teen (15) social science teachers that were not included in the population of the respondents, Additionally the research instrument undergone in Cronbach's Alpha to test the reliability of the instrument obtained 94.22% interpreted as "excellent". The result of the study indicated that the level of integration of digital game-based learning, as to content-based integration, educational use, and teaching style, was significantly correlated with the extent of instructional practices of social science teachers as to enhancement of students' motivation, higher-order thinking skills, and problem-solving skills. These findings suggest that similar studies on digital-based learning about teachers' best practices should be conducted in different research locales to verify and generalize the findings, ensuring that the results are applicable across diverse educational settings and contribute to a broader understanding of effective integration of digital tools in teaching.
Keywords: digital game-based learning, social science teachers, social science, junior high school
APA Citation and Full-Text Access
Belleza, K. A. (2025). Integration of digital game-based learning on the instructional readiness of social science teachers. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/integration-of-digital-game-based-learning
Exploring The Pedagogical Integration of Supervisory Control and Data Acquisition (SCADA) Simulations
in Teaching Water Treatment
Francis B. Figueroa
University of Perpetual Help System DALTA – Graduate School
fiona012387@gmail.com
Abstract
This qualitative study explored the pedagogical integration of Supervisory Control and Data Acquisition (SCADA) simulations in teaching water treatment in selected higher education institutions in Angeles City, Pampanga. Grounded in van Manen’s hermeneutic phenomenology and guided by the frameworks of Technological Pedagogical Content Knowledge (TPACK), Transformative Learning Theory, and Situated Learning Theory, the study investigated the lived experiences of six tertiary-level science educators. Through a focus group discussion (FGD) and thematic analysis, six key themes emerged: (1) differentiated prior knowledge and industry exposure, (2) pedagogical opportunities and constraints in SCADA integration, (3) impact on student engagement and applied learning, (4) institutional and curricular gaps, (5) readiness for pedagogical adaptation, and (6) recommendations for instructional guidebook design. The findings revealed both the transformative potential and the practical limitations of integrating SCADA simulations into science instruction. A research-based instructional guidebook was developed as the output of the study to assist science educators in designing, implementing, and evaluating SCADA-enhanced lessons aligned with sustainability, digital pedagogy, and outcome-based education frameworks.
Keywords: SCADA simulations, phenomenology, instructional innovation, water treatment education, higher education Philippines
APA Citation and Full-Text Access
Figueroa, F. B. (2025). Exploring the pedagogical integration of Supervisory Control and Data Acquisition (SCADA) simulations in teaching water treatment. QualiSearch Journal of Educational Research and Practice 1(2). Retrieved from https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/pedagogical-integration-ofscada
Fostering Inclusivity and Religious Neutrality:
Ecumenical Leadership in Science Education
at Diocesan Catholic Schools
Admirante M. Josue, Jr.
University of Perpetual Help System DALTA – Graduate School
admirantejosue@gmail.com
Abstract
This phenomenological study examined the lived experiences of ten Catholic administrators from five diocesan secondary schools in the Diocese of Laoag, Philippines, as they navigated the integration of religious inclusivity and neutrality within science education. Using Colaizzi’s seven-step method and grounded in Ecumenism, Social Learning Theory, Ecological Systems Theory, and Transformational Leadership Theory, the study uncovered six key theme clusters: (1) Balancing Faith and Scientific Integrity, (2) Ecumenical Leadership as Inclusive Practice, (3) Respect for Religious Diversity in Policy and Ritual, (4) Inclusive Pedagogical Approaches, (5) Safeguarding Catholic Identity Amid Diversity, and (6) Student Voice and Classroom Belonging. Findings revealed that administrators viewed faith and science as dialogic rather than oppositional, allowing for inclusive yet doctrinally faithful approaches to science instruction. These insights informed the development of the Ecumenical Leadership Framework for Science Education, a contextualized model that promotes academic rigor, theological integrity, and interdenominational respect in Catholic schools. The study contributes to ongoing discourse on inclusive leadership in faith-based educational settings.
Keywords: Catholic education, ecumenical leadership, religious inclusivity, science pedagogy, phenomenology
APA Citation and Full-Text Access
Josue, A. M. Jr. (2025). Ecumenical leadership in science education: Fostering religious inclusivity and neutrality in diocesan Catholic schools. QualiSearch Journal of Educational Research and Practice, 1(2), 1–20. Retrieved from https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/ecumenical-leadership-in-science-education
Exploring Cognitive Load in Argumentative Reading Comprehension Among Grade 10 Students: Toward Instructional Strategies for Critical Analysis
Kimberly Briosos Mangahas
Department of Education
mangahaskimberly@gmail.com
Abstract
This study aimed to examine the cognitive load and reading comprehension of Grade 10 students when engaging with argumentative texts, serving as a basis for developing instructional strategies that enhance critical analysis. Grounded in Cognitive Load Theory (CLT), the research investigated the extent of intrinsic, extraneous, and germane cognitive loads and assessed reading comprehension in terms of understanding main ideas, interpreting supporting details, and identifying counterarguments. A descriptive-correlational design was employed, involving 261 students from Golden Acres National High School selected through simple random sampling. Standardized questionnaires and reading tasks were administered, and data were analyzed using mean, standard deviation, t-test, ANOVA, and Pearson r. Results revealed that students experienced a high level of cognitive load overall (M = 2.59), with germane cognitive load being the highest (M = 2.64), indicating students' sustained mental effort in critically analyzing texts. Reading comprehension was found to be of moderate extent (M = 3.28), with identifying counterarguments as the highest-performing skill (M = 3.31). Significant differences were observed in both cognitive load and reading comprehension when grouped by sex. However, no significant relationship was found between cognitive load and the extent of reading comprehension. Based on the findings, instructional strategies such as Argument Detective Protocol and Think-Pair-Share-Explain were proposed to support students in processing complex arguments and improving comprehension. This study contributes to the growing field of cognitive load theory in reading education and highlights the importance of designing instructional strategies that foster critical analysis skills among high school learners.
Keywords: Argumentative Texts; Cognitive Load Theory; Reading Comprehension; Instructional Strategies; Grade 10 Students
APA Citation and Full-Text Access
Mangahas, K. B. (2025). Exploring cognitive load in argumentative reading comprehension among Grade 10 students: Toward instructional strategies for critical analysis. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/cognitive-load-in-argumentative-reading-comprehension
Cultivating Adaptive Leadership Amid Crises:
Toward a School Preparedness Framework
for Philippine Junior High Schools
Eljhon P. Lanuza
Captain Albert Aguilar National High School
eljhonlanuza35@gmail.com
Marissa B. Nadal
University of Perpetual Help System DALTA – Graduate School
marizbnadal31@gmail.com
Abstract
This study aimed to assess the influence of crises on adaptive leadership towards establishing a school preparedness plan for public junior high schools in the Schools Division of Las Piñas. Utilizing a descriptive correlational research design, the study explored the relationship between weather emergencies and adaptive leadership while describing the demographic profile of respondents, the extent of crisis disruptions, and leadership levels. The total enumeration sampling method was employed, with 117 respondents comprising school heads and department heads. Findings revealed that most respondents were experienced female educators aged 46-55, though a significant proportion were early-career professionals. Crises disrupted teaching, learning, continuity, and evaluation processes to a "Great Extent," while respondents demonstrated high adaptive leadership levels, excelling in inclusivity, empowerment, and disciplined action, though stress management required improvement. Significant associations were observed between sex, years of experience, and crisis disruption, as well as between age and adaptive leadership. A moderate positive correlation indicated that greater disruptions enhanced adaptive leadership, underscoring crises as opportunities for growth. Based on these findings, a preparedness plan was proposed, integrating adaptive leadership training, collaboration, and innovative crisis management strategies. Recommendations include targeted leadership training, gender- and experience-based crisis management programs, and leveraging crises to cultivate adaptive leadership.
Keywords: adaptive leadership, crises, school preparedness, educational resilience, leadership training
APA Citation and Full-Text Access
Lanuza, E. P., & Nadal, M. B. (2025). Cultivating adaptive leadership amid crises: Toward a school preparedness framework for Philippine junior high schools. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/cultivating-adaptive-leadership-amid-crises
Innovative Counseling Approaches for 21st Century Learners: The Efficacy of Guidance Programs in Enhancing Socio-Emotional Skills of Elementary Students
Jocelyn Abigail Yutuc-Elagio
St. Theresa Catholic School, Ashburn, Virginia, USA
jocelelagio@gmail.com
Abstract
This study investigates the effectiveness of innovative counseling approaches in enhancing the socio-emotional skills of elementary students in the 21st-century learning context. With the increasing importance of social and emotional development in education, the research evaluates the efficacy of structured guidance programs implemented in a selected elementary school. Employing a descriptive–evaluative research design, data were collected through standardized Social-Emotional Learning (SEL) assessment tools and reflective journals. Findings revealed substantial improvements in key competencies, including self-awareness, emotional regulation, empathy, and responsible decision-making. Teacher and counselor observations corroborated these results, noting positive behavioral changes and improved classroom interactions. The study emphasizes the value of integrating learner-centered counseling strategies—such as play-based interventions, digital tools, and group counseling techniques—into guidance programs to address the complex needs of modern learners. Results highlight the potential of well-designed counseling initiatives to support holistic development and prepare students for social and academic success. Recommendations encourage educators and school counselors to adopt adaptable, evidence-based practices that foster emotionally resilient and socially competent learners, ensuring guidance services remain relevant and impactful in contemporary educational settings.
Keywords: innovative counseling, socio-emotional skills, guidance programs, elementary education, 21st century learners
APA Citation and Full-Text Access
Yutuc-Elagio, J. A. (2025). Innovative counseling approaches for 21st-century learners: The efficacy of guidance programs in enhancing socio-emotional skills of elementary students. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/innovative-counseling-approaches
Advancing Gender and Development Program Effectiveness: A Proposed Model for
Inclusive School Practices
Asher Herrero Pasco
University of Perpetual Help System DALTA – Graduate School
asher.pasco001@deped.gov.ph
Abstract
This study sought to address the knowledge gap on the effectiveness of Gender and Development (GAD) program implementation and to provide evidence-based recommendations for its enhancement. Employing a mixed-method approach, the study involved systematic data gathering, analysis, and conclusion-building, with participants selected through purposive sampling. Findings indicate that schools adopt a comprehensive approach to GAD implementation, prioritizing beneficiary needs through initial assessments and stakeholder consultations. All personnel and stakeholders are actively involved in GAD planning; however, authority dynamics sometimes hinder full participation. This inclusive, consultative approach is critical for fostering a supportive environment where diverse perspectives inform program development. Results further reveal that GAD-related initiatives are perceived as effective, demonstrating significant progress toward gender equality goals. Active engagement of both male and female stakeholders underscores the commitment to inclusivity, while the integration of gender-sensitive teaching practices reflects a proactive stance in cultivating equitable educational settings. Nevertheless, persistent challenges remain. Strengthening resource allocation, enhancing capacity-building through comprehensive training, and institutionalizing continuous feedback mechanisms are essential to improving program impact. Sustained stakeholder engagement and targeted interventions will be key to overcoming barriers and realizing the broader objective of gender equality in education.
Keywords: Gender and Development (GAD), Gender Equality in Education, Program Implementation, Schools Division of Laguna
APA Citation and Full-Text Access
Pasco, A. H. (2025). Advancing gender and development: A model for inclusive educational implementation in the Schools Division of Laguna. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/advancing-gender-and-development
Linking Literacy and Oracy: The Relationship Between Reading Comprehension and Public Speaking
Proficiency in Grade 10 Students
Girlie G. Turiano
Lydia Aguilar National High School - SDO-Las Piñas
girliegt28@gmail.com
Abstract
This study examined the relationship between reading comprehension and public speaking proficiency among Grade 10 students in selected public secondary schools under the Schools Division Office of Las Piñas. Employing a descriptive-correlational design, the research involved respondents who completed standardized assessments measuring three domains of reading comprehension—literal, inferential, and critical—and three dimensions of public speaking proficiency—clarity and coherence, verbal and non-verbal communication, and confidence and delivery. Results indicated that students generally achieved proficiency in both reading comprehension and public speaking, with higher performance in clarity and coherence and in literal comprehension. Reading comprehension was significantly influenced by sex, reading frequency, and exposure to public speaking activities, while public speaking proficiency was positively associated with reading frequency and speaking exposure but not with sex. A statistically significant moderate positive correlation (r = 0.5952) was found between reading comprehension and public speaking proficiency, suggesting that higher comprehension skills are linked to better oral performance. These findings underscore the interconnectedness of literacy and oracy and highlight the pedagogical value of integrating reading and speaking tasks in classroom instruction. Recommendations include designing curricula that provide sustained opportunities for reading and structured speaking activities to enhance both skill areas. The study contributes to the limited literature on the reading–speaking relationship in Philippine junior high school contexts and offers practical insights for educators and policymakers.
Keywords: reading comprehension, public speaking proficiency, literacy–oracy relationship, integrated language instruction, junior high school students
APA Citation and Full-Text Access
Turiano, G. G. (2025). Linking literacy and oracy: The relationship between reading comprehension and public speaking proficiency in Grade 10 students. QualiSearch Journal of Educational Research and Practice, 1(2).
https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/linking-literacy-and-oracy
Teachers’ Competencies and Challenges Correlated to Academic Performance of TLE Cookery 10 Students:
Basis for an Intervention Plan
Lazaro M. Historillo Jr.
University of Perpetual Help System - DALTA
lazaro.historillo@deped.gov.ph
Abstract
This study aimed to investigate the competencies of Grade 10 Technology and Livelihood Education (TLE) Cookery teachers and their impact on the academic performance of Grade 10 students in public schools within Quezon City District IV. Using a descriptive-correlational research design, it examined the relationship between teachers’ competencies and student performance. A total of 20 Grade 10 TLE cookery teachers and 98 Grade 10 cookery students participated in the study through purposive sampling. Data were gathered using survey questionnaires and student performance records, and analyzed through mean, standard deviation, Spearman’s rank-order correlation, and paired sample t-test. Results revealed that teacher competencies in subject matter knowledge, pedagogical skills, classroom management, and technical proficiency were all rated satisfactory. Students demonstrated satisfactory performance in knowledge application, practical skills, performance-based learning outputs, and written assessments. Teacher access to professional development was likewise satisfactory. The most pressing challenge identified was the lack of student motivation toward cookery. Statistical analysis showed a significant positive relationship between teacher competencies and student academic performance. A significant difference was also found in subject matter knowledge based on professional development, while no significant differences emerged in the other competency domains. The findings underscore the importance of sustained professional development and content-based training programs to strengthen teacher competence and, in turn, enhance student learning outcomes in technical-vocational education.
Keywords: teacher competencies, academic performance, cookery education, professional development, technical-vocational education
APA Citation and Full-Text Access
Historillo Jr., L. M. (2025). Teachers’ competencies and challenges correlated to academic performance. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/teachers-competencies-and-challenges-correlated-to-academic-performance
From Barriers to Breakthroughs: Teacher Challenges
and Strategies in Inclusive Education for
Learners with Special Needs
Ma. Lenneth C. Astillero
University of Perpetual Help System - DALTA
malenneth.astillero@deped.gov.ph
Abstract
This study examined the challenges faced by 50 special education (SPED) teachers in implementing inclusive education in public schools. Employing a descriptive quantitative design, it explored how student characteristics, family dynamics, classroom environment, and school-based support affect teaching practices. Data were gathered using a validated researcher-made questionnaire, with purposive sampling ensuring all participants had direct experience in inclusive education. Findings revealed that most respondents were 25–34 years old, predominantly female, and held bachelor’s degrees in special education or related fields. Teachers frequently encountered difficulties in managing diverse learning needs, addressing limited parental involvement, coping with overcrowded classrooms, and working without adequate adaptive tools. While school-based support was generally rated as adequate, deficiencies persisted in individualized planning, updated instructional resources, and funding for professional development. Statistical analysis showed no significant differences in reported challenges based on age, sex, or educational attainment, indicating these issues cut across demographic groups. However, a significant relationship emerged between classroom environment challenges and school-based support, underscoring the importance of institutional assistance and sufficient budget allocation. Other domains showed no strong association with existing programs, signaling the need for broader systemic strategies. The study recommends targeted interventions that include sustained teacher training, improved classroom resources, strengthened family engagement, and collaborative school frameworks to advance inclusive education and empower teachers to meet the diverse needs of all learners.
Keywords: Inclusive education, special education teachers, school-based support, classroom environment, professional development
APA Citation and Full-Text Access
Astillero, M. L. C. (2025). From barriers to breakthroughs: Teacher challenges and strategies in inclusive education for learners with special needs. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/from-barriers-to-breakthroughs
Exploring The Depth of Code-Switching Experiences
in Oral Communication in Context Subject
in Senior High School
Mary Jane H. Calandria
University of Perpetual Help System - DALTA
maryjane.calandria@gmail.com
Abstract
This qualitative study explored the lived experiences of Senior High School students regarding code-switching in the Oral Communication in Context subject, employing Braun and Clarke’s thematic analysis within a descriptive phenomenological framework. While previous research has documented the pedagogical and communicative functions of code-switching, its dual role as both a facilitator of comprehension and a potential constraint on English language proficiency remains a point of contention. Purposive sampling was used to select twelve participants from public senior high schools, and semi-structured interviews were conducted, recorded, and transcribed for analysis. Ten key themes emerged from the data: code-switching boosts students’ confidence, improving language proficiency, adaptive communicative competence, grammatical error anxiety, ease of comfort and use, improved learning atmosphere, diverse linguistic background, establishing clear language zones, mixed languages with mixed outcomes, and interactive instructional practices. These themes illustrate that code-switching serves as a strategic and context-dependent tool, fostering understanding, participation, and inclusivity, while also presenting challenges related to sustained fluency, structural accuracy, and long-term language development. The resulting thematic framework, The Language Between, captures the nuanced perspectives of learners and highlights the need for balanced, purposeful integration of code-switching in multilingual classrooms. The findings offer insights for educators and policymakers seeking to optimize language instruction in contexts where multiple languages coexist.
Keywords: code-switching, Oral Communication in Context, phenomenological study, senior high school, thematic framework
APA Citation and Full-Text Access
Calandria, M. J. H. (2025). Exploring the depth of code-switching experiences in Oral Communication in Context subject in Senior High School. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/code-switching-experiences-in-oral-communication
Influence of Digital Literacy Training on the Teaching Effectiveness of Public School Elementary Teachers
in the Division Of Las Piñas City
Jenel R. Secillano
University of Perpetual Help System DALTA – Graduate School
jenel.secillano@deped.gov.ph
Abstract
This study examined the influence of digital literacy training on the teaching effectiveness of public school elementary teachers in District II of Las Piñas City. Employing a descriptive–correlational research design, it investigated teachers’ digital literacy competencies across technological proficiency, information literacy, online communication, and digital content creation, and assessed their relationship with teaching effectiveness in classroom management, instructional delivery, assessment and feedback, and student engagement. A total of public school teachers participated, and data were collected through validated survey instruments and statistically analyzed using mean, standard deviation, t-tests, ANOVA, and Pearson’s correlation. Results revealed that teachers demonstrated moderate proficiency in digital literacy, with online communication as their strongest area and digital content creation as the weakest. Teaching effectiveness was also rated moderate, with instructional delivery rated highest and assessment and feedback lowest. Significant differences in digital literacy and teaching effectiveness were found when grouped by age, length of service, and frequency of training, but not by sex, professional rank, or educational attainment. Importantly, findings confirmed a strong positive correlation between digital literacy training and teaching effectiveness, underscoring the vital role of continuous professional development in enhancing instructional practice. The study concludes that sustained, structured digital literacy training is essential for improving teacher competence, advancing student engagement, and fostering educational resilience in the digital era.
Keywords: digital literacy, teaching effectiveness, teacher training, professional development, public elementary schools
APA Citation and Full-Text Access
Secillano, J. R. (2025). Influence of digital literacy training on the teaching effectiveness of public school elementary teachers in the Division of Las Piñas City. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/influence-of-digital-literacy-training-on-the-teaching-effectiveness
Vocabulary Retention and Targeted Teaching Strategies for Grade 7 ESL Learners at Inspire School, Vietnam
Janaliza I. Maunes
University of Perpetual Help System DALTA – Graduate School
jenel.secillano@deped.gov.ph
Abstract
This study examined the relationship between targeted teaching strategies and vocabulary retention among Grade 7 English as a Second Language (ESL) learners at Inspire School, Vietnam. Using a quantitative descriptive–correlational research design, the entire population of 102 students was included through total enumeration sampling. The study aimed to measure both short-term and long-term vocabulary retention and to assess the extent to which four strategies—multisensory instruction, contextualized learning, spaced repetition, and peer collaboration—were applied in the classroom. Data were gathered through a validated researcher-designed questionnaire and vocabulary retention tests, with results analyzed using descriptive statistics, t-tests, ANOVA, and Pearson correlation. Findings revealed that students achieved high levels of short-term retention, with a weighted mean of 2.80, and sustained long-term retention with a mean of 2.85. The targeted strategies were reported to be applied only to a moderate extent across all four categories. Statistical analyses indicated no significant differences in retention or strategy use when grouped by age or sex. Furthermore, no significant correlation was found between strategy application and vocabulary retention, as shown by the correlation coefficient of r = 0.0157 and p = .88. The results suggest that while learners can achieve strong vocabulary retention, systematic and consistent use of evidence-based strategies may further enhance outcomes. Implications for pedagogy, curriculum development, and policy are discussed, along with recommendations for future research.
Keywords: vocabulary retention, ESL learners, teaching strategies, bilingual education, Vietnam
APA Citation and Full-Text Access
Maunes, J. I. (2025). Vocabulary retention and targeted teaching strategies for Grade 7 ESL learners at Inspire School, Vietnam. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/vocabulary-retention-and-targeted-teaching-strategies
Exploring The Lived Experiences of Assistant Language Teachers Engaging
in Translanguaging Practices in Japanese Schools
John Romel M. Vivas
University of Perpetual Help System DALTA – Graduate School
john.vivas81@gmail.com
Abstract
This study explored the lived experiences of Assistant Language Teachers (ALTs) engaging in translanguaging practices in Japanese schools. Using a qualitative descriptive phenomenological design, the research sought to capture how ALTs understood, interpreted, and navigated translanguaging in their professional contexts. Nine Filipino ALTs with varied teaching backgrounds and years of service participated in semi-structured interviews. Data were analyzed using Colaizzi’s seven-step method, ensuring that emergent themes reflected the authentic voices of participants. The findings revealed that translanguaging was not perceived as a random blending of languages but as a deliberate and purposeful pedagogical tool. Participants described how translanguaging clarified complex grammar and vocabulary, reduced student anxiety, and fostered greater participation. Beyond cognitive support, translanguaging created emotionally safe learning spaces and served as a cultural bridge, allowing teachers to connect more deeply with students through shared cultural references. Collaborative teaching with Japanese counterparts enhanced the effectiveness of these practices, while institutional policies privileging English-only instruction posed recurring challenges. From their experiences, five themes emerged: the role of translanguaging in classrooms, cultural adaptation and awareness, collaborative teaching, student empowerment, and the challenges of implementation. The study underscores the value of translanguaging in enriching English as a Foreign Language instruction and highlights the need for policies and training that support its strategic use. By foregrounding the perspectives of ALTs, the research contributes to reimagining language education in Japan as inclusive, culturally responsive, and student-centered.
Keywords: translanguaging, Assistant Language Teachers, Japan, phenomenology, English language education
APA Citation and Full-Text Access
Vivas, J. R. M. (2025). Exploring the lived experiences of assistant language teachers engaging in translanguaging practices in Japanese schools. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/translanguaging-practices-in-japanese-schools
From Usage to Performance: Examining the
Influence of Social Media on Grade 7 Students’
Academic Achievement in Social Studies
Joyce P. Garcia
University of Perpetual Help System DALTA – Graduate School
joyce.garcia005@deped.gov.ph
Abstract
This study investigated the influence of social media utilization on the academic performance of Grade 7 students in Social Studies in three public secondary schools under the San Jose Sub-Office during the school year 2024–2025. Using a descriptive–correlational research design, data were gathered from 173 respondents selected through stratified random sampling with proportional allocation. A validated researcher-made questionnaire was employed to determine the demographic profile of the students, the extent of social media use in terms of knowledge, attitude, and practice, and their academic performance as measured by official grades. Results showed that the majority of the respondents were 12 to 13 years old, with a balanced distribution by sex, and that nearly half used social media daily. Students reported a high extent of social media utilization across all domains, with knowledge yielding the highest weighted mean, followed by attitude and practice. The average Social Studies grade was 85.57, which was statistically higher than the baseline grade of 75 set by the Department of Education. While no significant differences in social media use were observed when grouped by age and sex, frequency of usage significantly influenced the extent of utilization. Pearson correlation analysis revealed a positive and significant relationship between social media utilization and academic performance. The findings highlight the potential of social media as an effective educational tool when properly guided and integrated into classroom instruction.
Keywords: Social Media, Academic Performance, Grade 7 Students, Social Studies, Digital Learning
APA Citation and Full-Text Access
Garcia, J. P. (2025). From usage to performance: Examining the influence of social media on Grade 7 students’ academic achievement in Social Studies. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/influence-of-social-media-on-grade-7-students-academic-achievement
Investigating The Role of Simulation-Based Instruction in Improving Academic Outcomes in Science Education
Kristine Hazel W. Bidayan
University of Perpetual Help System DALTA – Graduate School
kristinehazel.bidayan@deped.gov.ph
Abstract
This study investigated the integration of simulation-based instruction in science teaching and its relationship to the academic performance of senior high school STEM students in Batanes National Science High School during the school year 2024–2025. Anchored in the growing demand for innovative instructional approaches in science education, the research employed a descriptive-correlational design to determine the extent of simulation integration, assess student academic outcomes, and examine statistical differences and relationships across demographic variables. Twenty science teachers and one hundred sixteen STEM students participated, providing data through validated survey questionnaires and academic records of science grades. Findings revealed that simulation-based instruction was “mostly integrated” in instructional planning, classroom implementation, and student engagement but was less frequently applied in assessment practices. Both teachers and students acknowledged the pedagogical value of simulations for clarifying abstract concepts and sustaining interest, though student participation remained largely observational rather than hands-on. Academic performance in science was high, with an average grade of 88.45, yet correlations between performance and the extent of simulation integration were weak and statistically nonsignificant. Teacher length of service was positively associated with planning and implementation, while graduate-level attainment correlated inversely with technology use. Among students, younger learners reported higher levels of technology integration than older peers. The results underscore the potential of simulations to enrich science teaching while highlighting the need for stronger alignment with assessment practices, expanded teacher training, and broader institutional support for digital integration.
Keywords: simulation-based instruction, science education, STEM students, academic performance, technology integration
APA Citation and Full-Text Access
Bidayan, K. H. W. (2025). Investigating the role of simulation-based instruction in improving academic outcomes in science education. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/role-of-simulation-based-instruction-in-improving-academic-outcomes
Influence of Physical Literacy on Students’ Performance in Physical Education in the Division of Las Pinas City
Jayvee L. Saguid
University of Perpetual Help System DALTA – Graduate School
jayvee.saguid@deped.gov.ph
Roneil P. Edu
University of Perpetual Help System DALTA – Graduate School
roneilpaleracioedu@yahoo.com
Abstract
This study examined the influence of physical literacy on junior high school students’ performance in Physical Education within the Division of Las Piñas City. Using a descriptive correlational design, data were collected via an online, researcher-developed questionnaire from 160 MAPEH teachers handling Grades 7–10. The instrument captured teacher demographics, perceived influence of physical literacy across four domains—motivation, competence, knowledge and understanding, and engagement—and third-quarter student grades for SY 2024–2025. Descriptive statistics summarized profiles and domain scores, while t-tests/ANOVA assessed group differences and Pearson’s r tested the association between physical literacy and academic performance. Results indicated very high perceived levels of physical literacy across domains (motivation overall mean = 3.29; competence = 3.27; knowledge and understanding = 3.45; engagement = 3.38). Most students achieved very satisfactory to excellent grades, with the highest proportions in the 90–94% and 95–99% ranges. No significant differences emerged in physical-literacy influence when grouped by age, sex, highest educational attainment, specialization, years teaching Physical Education, or trainings attended. A very low but statistically significant positive correlation was found between physical literacy and student academic performance (r = 0.2344, p = 0.00). Findings highlight consistently strong physical literacy indicators alongside broadly high achievement in Physical Education and suggest system-wide applicability of physical-literacy–aligned pedagogy across teacher subgroups.
Keywords: physical literacy; Physical Education; student performance; teacher demographics; descriptive correlational design
APA Citation and Full-Text Access
Saguid, J. L., & Edu, R. P. (2025). Influence of physical literacy on students’ performance in physical education in the Division of Las Piñas City. QualiSearch Journal of Educational Research and Practice, 1(2), 45–62. https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/influence-of-physical-literacy-on-students-performance-in-pe
Grammar Instruction Across Senior High School
Strands: Teachers’ Challenges, AI Influences,
and Pedagogical Insights
Macarine Joy D. Buya
University of Perpetual Help System DALTA – Graduate School
buya.macarinejoy@gmail.com
Abstract
Grammar is a fundamental component of effective communication, enabling learners to construct accurate sentences, organize ideas coherently, and convey meaning with clarity. Within the Philippine senior high school curriculum, English teachers play a pivotal role in developing students’ grammatical competence, yet they encounter persistent challenges shaped by strand-specific disparities, technological influences, and linguistic deficiencies. This study employed a qualitative phenomenological design to explore the lived experiences of seven senior high school English teachers from the University of Perpetual Help System DALTA–Las Piñas. Data were gathered through semi-structured interviews and analyzed using Creswell’s descriptive phenomenological method. The findings revealed five major themes: disparities in grammar proficiency across strands, the influence of artificial intelligence as both a support and a barrier to independent language construction, persistent grammar and vocabulary weaknesses in writing, grammatical and vocabulary deficiencies in oral communication, and the adoption of integrative and strand-sensitive strategies to strengthen grammar instruction. These results highlight the complexity of grammar pedagogy in multilingual and digitally mediated classrooms, emphasizing the need for responsive, context-driven, and student-centered approaches. The study contributes to ongoing discussions on language education by foregrounding teachers’ experiential knowledge and offering insights for curriculum design, professional development, and responsible integration of technology in grammar learning.
Keywords: grammar instruction, senior high school, English teachers, artificial intelligence in education, strand-based learning
APA Citation and Full-Text Access
Buya, M. J. D. (2025). Grammar instruction across senior high school strands: Teachers’ challenges, AI influences, and pedagogical insights. QualiSearch Journal of Educational Research and Practice, 1(2), 00–00. https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/grammar-instruction-across-senior-high-school-strands
Optimizing Class Size for Literacy Development: Evidence from Grade 3 Learners in Philippine Public Schools
Rosalie M. Banagbanag
University of Perpetual Help System DALTA – Graduate School
rosalie.banagbanag@perpetual.edu.ph
Abstract
This study investigated the effect of class size on the literacy skills of Grade 3 learners in public schools in Caloocan City during the 2023–2024 school year. A quasi-experimental research design was employed, involving 141 Grade 3 teachers selected through simple random sampling. Data were collected using a researcher-made survey questionnaire and pretest–posttest literacy assessments, and analyzed with descriptive and inferential statistics including mean, standard deviation, t-test, and ANOVA. Findings revealed that most teachers were female, aged 31 to 35, with one to ten years of teaching experience, and were managing large classes of 36 to 40 learners. Teachers perceived that the ideal class size for effective literacy instruction ranges between 26 and 30 learners. Results showed that learners demonstrated strong foundational skills in phonemic awareness, letter recognition, spelling, and handwriting, but struggled with higher-level competencies such as relating stories to personal experiences. Pretest results indicated no significant difference between the experimental and control groups, confirming comparable baseline literacy levels. However, posttest results demonstrated that the experimental group significantly outperformed the control group, validating the effectiveness of the intervention. The study underscores that optimal class size, coupled with evidence-based instructional practices, plays a decisive role in enhancing literacy outcomes. It recommends that policymakers prioritize classroom decongestion and that schools implement structured literacy interventions to improve learners’ reading and writing proficiency.
Keywords: class size, literacy skills, Grade 3 learners, intervention program, educational outcomes
APA Citation and Full-Text Access
Banagbanag, R. M. (2025). Optimizing class size for literacy development: Evidence from Grade 3 learners in Philippine public schools. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/optimizing-class-size-for-literacy-development
From Well-Being to Achievement: The Roles of Relationships, Communication, and Strengths
in Junior High School Success
April Joy F. Tayag
University of Perpetual Help System DALTA – Graduate School
afabro763@gmail.com
Aristeo A. Antiola
University of Perpetual Help System DALTA – Graduate School
aristeo.antiola@perpetualdalta.edu.ph
Abstract
This study examined the connection between learner well-being and academic success among Grade 8 learners at Tala High School in the Schools Division of Caloocan during the school year 2024–2025. Employing a descriptive–correlational research design, the study explored how demographic variables, levels of well-being, and academic performance were interrelated. Ninety-five respondents were selected through simple random sampling, and data were gathered using a validated researcher-made questionnaire covering six domains of well-being: relationships, behavior, emotion, leadership, communication, and strengths. Academic performance was measured through the learners’ average grades across three grading periods. Descriptive statistics were used to summarize profiles and well-being scores, while Spearman’s rho was applied to test relationships between variables. The findings revealed that most learners reported moderate to high levels of well-being and achieved very satisfactory academic ratings. Strong positive correlations were observed between academic performance and the domains of relationships, communication, and strengths, while emotional well-being showed weaker but still positive associations. Household income and family size were significantly related to overall well-being, indicating that socioeconomic and familial factors play a role in shaping learners’ experiences. The study highlights that well-being is not peripheral to education but central to academic achievement. The results provide evidence for the importance of integrating well-being into school programs and policies. Recommendations include the promotion of structured mentorship, communication-focused initiatives, and strengths-based approaches to foster both academic and personal growth among learners.
Keywords: learner well-being, academic success, communication, relationships, strengths
APA Citation and Full-Text Access
Tayag, A. J. F., & Antiola, A. A. (2025). From well-being to achievement: The roles of relationships, communication, and strengths in junior high school success. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/roles-of-relationships-communication-and-strengths-in-learner-success
Effectiveness of Teaching Strategies for Students with Exceptional Needs in Conventional Classrooms
Anjeli E. Garcia
University of Perpetual Help System DALTA – Graduate School
anjeligarcia0222@gmail.com
Aristeo A. Antiola
University of Perpetual Help System DALTA – Graduate School
aristeo.antiola@perpetualdalta.edu.ph
Abstract
This study investigated the effectiveness of strategies employed by teachers in teaching students with exceptional needs in conventional classrooms during the school year 2024–2025 at Kalayaan National High School. Using a quantitative descriptive research design, data were gathered from 135 general and special education teachers selected through simple random sampling. An adapted survey instrument measured teachers’ perceptions of their strategies across four domains—student characteristics, teacher roles, classroom environment, and instructional strategies—alongside their perceived impact on academic performance and the challenges encountered. Descriptive and inferential statistics were applied, including frequency counts, means, standard deviations, tests of difference, and correlation analyses. Findings revealed that teachers rated their strategies as moderately effective overall, with instructional approaches such as differentiated instruction, peer tutoring, and positive reinforcement receiving the highest effectiveness scores. Strategies related to classroom environment and student characteristics were less consistently applied due to limited resources and training. Despite these constraints, teachers reported that their strategies significantly contributed to student learning, with most students with exceptional needs achieving satisfactory to very satisfactory academic performance. Statistical tests indicated significant differences in effectiveness based on years of teaching experience and educational attainment, and positive correlations were established between the extent of strategies used and student academic outcomes. The study underscores the importance of professional preparation, resource support, and continuous development for teachers in sustaining inclusive practices. It provides empirical evidence that even in resource-limited contexts, inclusive strategies can foster meaningful academic progress for students with exceptional needs.
Keywords: inclusive education, teaching strategies, exceptional needs, academic performance, conventional classroom
APA Citation and Full-Text Access
Garcia, A. E., & Antiola, A. A. (2025). Effectiveness of teaching strategies for students with exceptional needs in conventional classrooms. QualiSearch Journal of Educational Research and Practice, 1(2), 00–00. https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/students-with-exceptional-needs-in-conventional-classrooms
The Impact of Privatization on Service Satisfaction in Batangas Province Water Utilities:
Implications for Policy Reform
Reynante S. Dino
University of Perpetual Help System DALTA – Graduate School
reyndino@yahoo.com
Abstract
This study examined the effects of privatization on service satisfaction in six water utilities in Batangas Province, Philippines, that entered into joint venture agreements (JVAs) with PrimeWater Infrastructure Corporation and Manila Water. Employing a convergent mixed-methods design, the research gathered quantitative data through a validated questionnaire administered to 300 respondents, equally distributed across the six districts, and qualitative insights from focus group interviews with general managers. Service satisfaction was assessed in terms of water facilities, water distribution, managerial operations, and maintenance, while perceptions of privatization were evaluated in relation to service quality and reliability, efficiency and cost-effectiveness, transparency and accountability, performance standards, and administrative management. Findings revealed significant differences in satisfaction levels between the two service providers. Consumers and employees under Service Provider A reported low satisfaction and negative perceptions of privatization, citing unreliable supply, poor water quality, and lack of transparency. In contrast, Service Provider B received higher ratings, with respondents highlighting improved reliability, timely maintenance, and more efficient management. Statistical analysis using ANOVA confirmed that these differences were significant. Interviews with general managers identified systemic challenges such as poor financial systems, centralized management inefficiencies, and unclear legal safeguards, further explaining the variations in outcomes. The study concludes that privatization yields uneven results, contingent on the accountability structures, managerial capacity of private partners, and the effectiveness of oversight mechanisms. Policy recommendations emphasize stronger regulatory frameworks, independent monitoring, and equitable service provisions to protect consumer welfare and ensure sustainable water governance.
Keywords: privatization, service satisfaction, water utilities, Batangas Province, joint venture agreements
APA Citation and Full-Text Access
Dino, R. S. (2025). The impact of privatization on service satisfaction in Batangas Province water utilities: Implications for policy reform. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/impact-of-privatization-on-service-satisfaction
Bridging the Financial Literacy Gap among
Microfinance Clients: Toward a Framework
for Sustainable Lending Practices
Jennifer M. Parole
University of Perpetual Help System DALTA – Graduate School
jenniferparole0623@gmail.com
Abstract
This study examined the financial literacy levels of microfinance clients and their perceptions of lending policies to develop a framework for sustainable lending practices. Conducted in San Juan, Batangas, the research engaged 450 active members of four microfinance institutions—CARD Bank, RAFI Microfinance, ASA Philippines Foundation Inc., and LifeBank—who had been clients for at least three years. A descriptive-correlational design was employed, utilizing a structured and validated survey questionnaire that measured financial literacy across knowledge, attitude, and behavior, and assessed lending policies in terms of loan terms, interest rates, and risk management practices. Statistical treatments included descriptive measures, Kendall’s Tau-b correlation, Mann-Whitney U, and Kruskal-Wallis tests. Findings revealed that respondents exhibited moderate to high levels of financial literacy, with knowledge (M = 3.16) and attitudes (M = 3.08) scoring higher than behavior (M = 2.89). Perceptions of lending policies were rated satisfactorily, with loan terms (M = 2.98) receiving more positive assessments compared to interest rates (M = 2.80) and risk management practices (M = 2.81). No significant correlation emerged between financial literacy and lending policy perceptions, and demographic characteristics showed no significant differences except for age, which influenced perceptions of loan terms. The study emphasizes the need for microfinance institutions to strengthen financial education by focusing on behavioral applications, while also adopting borrower-centered lending policies that ensure equity, transparency, and sustainability.
Keywords: financial literacy, financial behavior, lending policies, microfinance, sustainable lending
APA Citation and Full-Text Access
Parole, J. M. (2025). Bridging the financial literacy gap among microfinance clients: Toward a framework for sustainable lending practices. QualiSearch Journal of Educational Research and Practice, 1(2). https://www.qualisearchjournal.org/archive/volume-1-issue-2-july-2025/bridging-the-financial-literacy-gap-among-microfinance-clients
