QualiSearch Journal of Educational Research and Practice
Volume 1, Issue 3 | August 2025
ISSN 3082-5636
The Overlooked Institutional Agents in Philippine HEIs: A Multi-Case Study of Student Support Services and Their Role in Enacting Internationalization-At-Home Policy and Practice
Collin Casas Ceneciro
Zamboanga Peninsula Polytechnique State University
colineceneciro2021@gmail.com
Abstract
This study examined the lived experiences of Student Support Services (SSS) personnel in selected State Universities and Colleges (SUCs) in the Zamboanga Peninsula as they interpreted and enacted Internationalization-at-Home (IaH). Guided by a qualitative multi-case study design, the research drew on in-depth interviews with thirteen participants from four institutions. Colaizzi’s method of analysis surfaced six emergent themes: limited conceptual familiarity with IaH, de facto participation through unrecognized practices, absence of policy visibility and communicative support, institutional and structural constraints, marginalization in strategic roles and recognition, and aspirations for inclusion and capacity-building. Findings revealed that although SSS personnel were unfamiliar with the formal terminology of IaH, they were already engaged in activities aligned with its principles, such as multicultural fairs, intercultural counseling, student leadership orientations, and virtual collaborations. These contributions, however, remained largely invisible in institutional reports and policy frameworks, reflecting entrenched academic-centric norms. Despite challenges of limited resources, unclear mandates, and lack of recognition, participants demonstrated resilience and agency, sustaining intercultural student experiences through creativity, volunteerism, and commitment to student welfare. The study highlights the critical yet undervalued role of SSS in democratizing internationalization. It proposes a framework for enhanced institutional inclusion of SSS, anchored on policy integration, role reframing, capacity building, communication, and evaluation. By situating IaH as a whole-campus, equity-driven strategy, the study advances the call to reposition internationalization in Philippine higher education toward inclusivity, solidarity, and transformative engagement.
Keywords: Internationalization-at-Home, Student Support Services, Philippine higher education, equity-driven internationalization, intercultural engagement
APA Citation and Full-Text Access
Ceneciro, C. C. (2025). Student support services and internationalization-at-home: The overlooked institutional agents in Philippine HEIs [Article]. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/student-support-services-and-internationalization-at-home
Reframing Pedagogical Practice through Faculty Roles: Integrating the UN SDGs and Ambisyon Natin 2040 in Philippine Higher Education
Christopher C. Collado
La Concepcion College, City of San Jose del Monte, Bulacan
colladochristopherc@gmail.com
Abstract
This phenomenological study examined how faculty members in selected private higher education institutions in San Jose del Monte, Bulacan, experience and enact pedagogical practices aligned with the Sustainable Development Goals (SDGs) and Ambisyon Natin 2040. Guided by Transformative Learning Theory, Teacher Agency Theory, and Critical Pedagogy, the research sought to capture the reflective narratives of seven faculty participants across diverse disciplines. Data were generated through in-depth, semi-structured interviews and analyzed using Colaizzi’s method, which enabled the identification of significant statements, thematic clustering, and eidetic insights into the lived experiences of educators. Six emergent themes characterized faculty engagement with sustainability-oriented pedagogy: teaching as ethical stewardship, localization through contextualized approaches, institutional and bureaucratic constraints, youth-centered digital innovation, reframing of disciplinary knowledge, and transformative community-based learning. These themes revealed that faculty perceive themselves not merely as transmitters of knowledge but as moral agents and nation-builders who navigate systemic limitations while striving to connect global and national development goals with local student realities. The study culminated in the development of the SDG–Ambisyon Integration Framework and Instructional Guide, a practical resource designed to assist educators and institutions in embedding sustainability into curriculum design, instructional strategies, and classroom practice. The findings highlight the significance of faculty agency in translating policy aspirations into transformative learning and affirm the potential of higher education to advance inclusive, equity-driven, and future-ready nation-building.
Keywords: Sustainable Development Goals, Ambisyon Natin 2040, faculty roles, sustainability pedagogy, Philippine higher education
APA Citation and Full-Text Access
Collado, C. C. (2025). Reframing pedagogical practice through faculty roles: Integrating the UN SDGs and Ambisyon Natin 2040 in Philippine higher education. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/integrating-the-un-sdgs-and-ambisyon-natin-2040-in-philippine-heis
Reimagining Inclusive Research Instruction in The Age of Digital Transformation: Strategies of Higher Education Instructors Supporting Marginalized Students
Cresente D. Delatado
La Concepcion College, City of San Jose del Monte, Bulacan
cresente627delatado@gmail.com
Abstract
This study explored the lived experiences of higher education instructors in San Jose del Monte, Bulacan as they guided students through research instruction amid digital transformation and entrenched inequities. Using interpretive phenomenology and Colaizzi’s seven-step method of analysis, the study examined the narratives of seven purposively selected instructors from three higher education institutions who served as research teachers, advisers, and evaluators. Data were gathered through semi-structured interviews and analyzed to surface significant statements, formulated meanings, and emergent themes. Six key themes were identified: reconstructing pedagogical compassion, navigating technological and structural gaps, redefining research rigor through inclusion, centering human relationships in mentorship, practicing pedagogical agency amid policy constraints, and anchoring practice in faith, values, and social mission. These findings highlight that inclusive research instruction is not merely a technical response to digital demands but a relational, value-driven, and context-sensitive practice. Instructors enacted flexibility, compassion, and innovation to sustain equity, even when institutional structures remained rigid or unsupportive. The study contributes to scholarship on inclusive pedagogy and digital equity by foregrounding the voices of instructors who serve as agents of transformation in constrained contexts. Its practical output, the Inclusive Research Instruction Toolkit, translates these insights into actionable strategies that can guide faculty development, institutional reforms, and policy frameworks. The research affirms that academic rigor and inclusivity are not opposing principles but mutually reinforcing commitments that advance educational justice.
Keywords: inclusive pedagogy, research instruction, digital equity, phenomenology, higher education
APA Citation and Full-Text Access
Delatado, C. D. (2025). Reimagining inclusive research instruction in the age of digital transformation: Strategies of higher education instructors supporting marginalized students. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/research-instruction-in-the-age-of-digital-transformation
Influence of J1 Teachers’ Instructional Approaches in Language Education on Learners’ Academic Performance in Florida, United States
Dianne D. Belison
University of Perpetual Help System DALTA
diannebelison@gmail.com
Abstract
This study examined the extent of scaffolding, gamification, technology integration, and metacognitive instruction employed by Filipino J1 teachers in Florida and their influence on learners’ academic performance in English Language Arts (ELA). Guided by a descriptive-correlational design, data were gathered from one hundred J1 teachers through a validated survey questionnaire and supported by aggregated class mean grades. Descriptive statistics revealed that all four instructional approaches in language education were utilized at very high levels, with technology integration rated the highest and metacognitive instruction closely following. Learner performance results indicated that most students achieved at the basic mastery level, with smaller proportions reaching proficiency or excellence. Inferential analyses showed no significant differences in the use of instructional approaches when teachers were grouped according to demographic variables such as age, sex, years of J1 teaching experience, and professional training. Moreover, correlation and regression analyses demonstrated that scaffolding, gamification, technology integration, and metacognitive instruction did not significantly predict students’ ELA outcomes, as indicated by weak correlation coefficients and a regression model explaining only four percent of performance variance. These findings highlight the adaptability and commitment of Filipino J1 teachers in applying diverse instructional approaches in language education while also underscoring the complexity of linking teaching practices directly to student achievement. The study recommends targeted professional development, institutional support, and future longitudinal research to further strengthen the effectiveness of instructional approaches in multicultural and transnational learning contexts.
Keywords: Filipino J1 teachers, English Language Arts, instructional strategies, student performance, transnational education
APA Citation and Full-Text Access
Belison, D. D. (2025). Influence of J1 teachers’ instructional approaches in language education on learners’ academic performance in Florida, United States. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/j1-teachers-instructional-approaches-and-learners-performance
Exploring Differentiated Instruction in High School Mathematics Classrooms: Teachers’ and Students’ Experiences
Lea Jane R. Dela Vega
University of Perpetual Help System DALTA
leajanedelavega@gmail.com
Abstract
This study examined the implementation of differentiated instruction in high school mathematics classrooms, focusing on the experiences of both teachers and students. Using a qualitative descriptive design with multiple case studies, the research investigated how differentiation was enacted, the challenges faced by teachers, and the ways students perceived its impact on their learning. Data were gathered through semi-structured interviews with six mathematics teachers and department heads, classroom observations, and document analysis of lesson plans and instructional materials. Thematic analysis revealed that teachers employed a multimodal set of strategies, including the integration of adaptive technologies, the use of manipulatives and visual aids, the design of tiered assignments, and the provision of choice-based tasks. These practices created multiple entry points for learning and allowed students to engage at appropriate levels of readiness. Students reported that differentiated instruction reduced their anxiety, enhanced their confidence, and increased their motivation to participate in mathematics lessons. Teachers, however, identified challenges such as time-intensive preparation, large class sizes, and limited access to resources. Despite these barriers, teachers observed significant improvements in student engagement and achievement when differentiation was effectively applied. The findings highlight the importance of institutional support, professional development, and the cultivation of supportive classroom environments to sustain differentiated practices in mathematics. This study contributes to the growing body of literature affirming the role of differentiated instruction in creating inclusive and responsive learning environments.
Keywords: differentiated instruction, mathematics education, qualitative research, student engagement, high school teaching
APA Citation and Full-Text Access
Dela Vega, L. J. R. (2025). Exploring differentiated instruction in high school mathematics classrooms: Teachers’ and students’ experiences. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/differentiated-instruction-in-high-school-mathematics
Bridging the Motivation Gap: Social and Emotional Learning Strategies to Enhance Reading Comprehension in Junior High School
Wilhelmina C. Estrada
University of Perpetual Help System DALTA
estrada.minah@gmail.com
Abstract
This study investigated the effects of Social and Emotional Learning (SEL)–based strategies on the motivation and English reading comprehension skills of junior high school students in a science high school context. Employing a quasi-experimental, non-equivalent groups pretest–posttest design, the study involved 80 Grade 10 students at Taguig Science High School, equally divided into an experimental group that received SEL-integrated English instruction and a control group that continued with conventional methods. Data were gathered using a motivation scale, a standardized reading comprehension test, and a demographic questionnaire. Findings revealed that both groups demonstrated gains in motivation, though the experimental group showed more consistent and statistically significant improvement. For comprehension, the control group registered only modest increases, while the experimental group achieved a larger mean gain of 9.67 points, with significant differences between pretest and posttest results. Distribution analysis further showed that students in the experimental group transitioned away from the frustration level toward instructional and independent reading levels. Correlational analyses indicated that motivation and comprehension were strongly related in the control group, whereas the relationship weakened in the experimental group, suggesting that SEL supported affective and cognitive growth through distinct pathways. The study underscores the value of SEL integration in enhancing both academic and emotional outcomes, offering a framework for more holistic literacy instruction. The results hold implications for classroom practice, school leadership, and policy development in the Philippine educational context.
Keywords: Social and Emotional Learning, reading comprehension, academic motivation, English instruction, junior high school
APA Citation and Full-Text Access
Estrada, W. C. (2025). Bridging the motivation gap: Social and emotional learning strategies to enhance reading comprehension in junior high school. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/social-and-emotional-learning-strategies-to-enhance-reading-comprehension
Strain of the Student-Athlete: A Systems-Level Evaluation of Academic, Athletic, and Support Structures in Junior High Schools
Edwin Ryan P. Broma
University of Perpetual Help System DALTA
edwinryan.broma@deped.gov.ph
Abstract
This study investigated the academic and athletic stressors faced by junior high school student-athletes in Cluster V schools under the Schools Division Office of Las Piñas and assessed the effectiveness of institutional support structures. Using a descriptive-correlational research design, the study surveyed 157 student-athletes from Grades 7 to 10 through a researcher-developed questionnaire distributed via Google Forms. Descriptive statistics were employed to determine the levels of stress and perceived support, while inferential analyses including t-tests, ANOVA, and Pearson’s correlation were used to examine group differences and relationships among variables. Findings revealed that academic stress was very high overall, with performance expectations emerging as the most significant source of pressure, followed by academic workload and time management challenges. Athletic stress was rated high, with competition anxiety ranking as the primary contributor, while training load and injury concerns were reported at moderate to low levels. Support structures were perceived as generally adequate in athletic and academic domains but critically lacking in psychological services. Significant differences in stress levels were observed based on grade level, type of sport, and training hours, while athletic stress varied across all demographic variables. Academic and athletic stress demonstrated a very strong positive correlation (r = 0.870, p = 0.000), confirming the interdependent nature of these challenges. The results underscore the need for integrated support systems that equally address academic, athletic, and psychological dimensions to enable student-athletes to thrive in both domains.
Keywords: student-athletes, academic stress, athletic stress, support structures, junior high school
APA Citation and Full-Text Access
Broma, E. R. P. (2025). Strain of the student-athlete: A systems-level evaluation of academic, athletic, and support structures in junior high schools. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/strain-of-the-student-athlete
The Impact of Video-Assisted Learning on the Academic Performance of Grade 9 Students in Electrical Installation and Maintenance
Ivan Rainier Y. Salas
University of Perpetual Help System DALTA
ivanrainier.salas@deped.gov.ph
Abstract
This study examined the impact of video-assisted learning (VAL) on the academic performance of Grade 9 students in Electrical Installation and Maintenance (EIM) at Las Piñas National High School – Almanza during the academic year 2024–2025. Using a quasi-experimental non-equivalent pretest–posttest control group design, ninety students were divided equally into a control group taught through traditional lecture-based instruction and an experimental group exposed to video-assisted modules. Both groups completed pretests and posttests designed to measure knowledge and skills aligned with the Department of Education’s Most Essential Learning Competencies for EIM. The control group achieved a mean pretest score of 11.5 (SD = 1.88), while the experimental group recorded 9.8 (SD = 2.74). After the intervention, the control group obtained a significantly higher posttest mean of 17.5 (SD = 1.49), compared to the experimental group’s 12.0 (SD = 3.06). Paired sample t-tests confirmed significant improvement within the experimental group (t = -10.10, p = 0.00), while independent samples t-tests revealed a significant difference favoring the control group (t = 10.82, p = 0.00). These results indicate that while video-assisted learning contributes to measurable academic gains, traditional instruction remains more effective in enhancing proficiency and consistency of outcomes in skill-based subjects like EIM. The study recommends integrating VAL within a blended learning framework, combining video resources with teacher-led instruction and hands-on practice to maximize its educational value.
Keywords: video-assisted learning, Electrical Installation and Maintenance, academic performance, blended learning, technical-vocational education
APA Citation and Full-Text Access
Salas, I. R. Y. (2025). The impact of video-assisted learning on the academic performance of Grade 9 students in Electrical Installation and Maintenance. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/video-assisted-learning-and-academic-performance
Pedagogical Commitment and Teaching Performance of Mathematics Teachers: Basis for a Training Program
Mary Joy L. Cabaja-an
University of Perpetual Help System DALTA
maryjoy.cabajaan@deped.gov.ph
Abstract
This study investigated the pedagogical commitment and teaching performance of mathematics teachers in District II of the Schools Division of Taguig City as the basis for a proposed training program. Guided by a quantitative descriptive research design, the study included all 126 mathematics teachers in the district through a total enumeration approach. Data were gathered using a validated researcher-made survey questionnaire, complemented by official Individual Performance Commitment and Review Form (IPCRF) ratings. The instrument measured four domains of pedagogical commitment: content knowledge and pedagogy, learning environment and collaboration, professional growth and development, and assessment and reporting. Statistical analyses, including frequency counts, weighted means, one-way ANOVA, and Pearson’s r correlation, were employed to analyze the data. Findings revealed that teachers demonstrated high levels of pedagogical commitment across all domains, particularly in enthusiasm for mathematics, satisfaction in student progress, collaboration with colleagues, adherence to ethical standards, and reflective assessment practices. Differences in commitment were observed when grouped by age, sex, years of service, and educational attainment, with mid-career teachers and those holding master’s degrees generally showing higher levels of commitment. Teacher performance ratings were consistently high, and a significant positive relationship was established between pedagogical commitment and teaching performance. These results highlight the importance of sustaining teacher dedication as a driver of instructional quality. The study recommends structured professional development programs, mentoring for novice teachers, and institutional support for continuous growth to further strengthen pedagogical commitment in mathematics education.
Keywords: pedagogical commitment, teaching performance, mathematics teachers, training program
APA Citation and Full-Text Access
Cabaja-an, M. J. L. (2025). Pedagogical commitment and teaching performance of mathematics teachers: Basis for a training program. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/pedagogical-commitment-and-teaching-performance-of-mathematics-teachers
Artificial Intelligence in Allied Health Programs: Perspectives from Students and Faculty at UPHSD
Clinthon Ver N. Jayme
University of Perpetual Help System DALTA
clinthonver.jayme@perpetual.edu.ph
Abstract
Artificial Intelligence (AI) is increasingly reshaping healthcare through its applications in diagnostics, clinical decision-making, patient monitoring, and research, creating a demand for AI-literate health professionals. While global higher education institutions have begun integrating AI into medical and health sciences curricula, adoption in the Philippines, particularly in allied health programs, remains limited. This study examined the perspectives of students and faculty members at the University of Perpetual Help System DALTA (UPHSD), Las Piñas, on the integration of AI into healthcare education. Employing a quantitative descriptive–correlational design, the study utilized a validated online questionnaire to capture responses from 121 participants, composed of 102 students and 19 faculty members across eight allied health programs. The instrument measured four domains: awareness, readiness, perceived benefits, and perceived challenges. Results showed high levels of awareness of AI concepts among both students and faculty, with students reporting significantly greater general familiarity. Faculty demonstrated higher readiness, particularly in willingness to undergo training and confidence in using AI tools, while both groups rated institutional support neutrally. Benefits were widely acknowledged across learning, clinical training, and research, with faculty emphasizing interdisciplinary collaboration and students highlighting interactive learning support. Challenges were moderate, with ethical and privacy concerns most prominent. Statistical analyses revealed positive correlations among awareness, readiness, and perceived benefits, while readiness negatively correlated with perceived challenges. Findings underscore the importance of structured AI literacy programs, faculty development, and institutional support to ensure meaningful and responsible integration of AI in allied health education.
Keywords: Artificial Intelligence, Allied Health Education, AI Literacy, Student and Faculty Perspectives, Healthcare Curriculum
APA Citation and Full-Text Access
Jayme, C. V. N. (2025). Artificial intelligence in allied health programs: Perspectives from students and faculty at UPHSD. QualiSearch: Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/artificial-intelligence-in-allied-health-programs
Utilization and Challenges of Khan Academy as a Learning Tool in Enhancing Mathematical Fluency in the Basic Operations of Integers
Jerlyce D. Batutay
University of Perpetual Help System DALTA
batutayjerlyce@gmail.com
Abstract
This study investigated the utilization and challenges of Khan Academy as a digital learning tool in enhancing mathematical fluency in the basic operations of integers among Grade 9 students at Munting Ilog Integrated National High School during the school year 2025–2026. Employing a descriptive–correlational design, the research involved 100 licensed mathematics teachers and 200 Grade 9 students selected through purposive sampling. Data were gathered using a validated researcher-made questionnaire and analyzed through weighted means, t-tests, ANOVA, and Pearson’s correlation. Findings revealed that Khan Academy was highly utilized in terms of availability and accessibility of resources, teacher integration in instruction, and student engagement with platform activities. However, the extent of challenges was also reported to a great extent, particularly in content alignment with curriculum standards, student comprehension of integer operations, and persistent technical or connectivity issues. Statistical tests showed that among teachers, only the number of Khan Academy trainings attended significantly influenced utilization, while among students, sex was the only factor with a significant effect, with females reporting higher engagement. No significant demographic differences were observed in the extent of challenges. Correlation analysis revealed no meaningful relationship between teachers’ utilization and challenges, but a very high positive correlation was observed for students, indicating that deeper engagement was associated with more difficulties encountered. The study highlights the potential of Khan Academy to support mathematics learning while underscoring the necessity of teacher training, infrastructural support, and curriculum alignment to maximize its benefits.
Keywords: Khan Academy, mathematical fluency, integer operations, utilization, challenges
APA Citation and Full-Text Access
Batutay, J. D. (2025). Utilization and challenges of Khan Academy as a learning tool in enhancing mathematical fluency in the basic operations of integers. QualiSearch Journal of Educational Research and Practice, 1(3). ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/khan-academy-as-a-learning-tool-in-enhancing-mathematical-fluency
Implementation of Physical Activities Towards Health and Fitness (PATHFIT) and Its Implications on Students’ Physical Education Engagement
Roland De Guzman Morta
University of Perpetual Help System DALTA
rolandmorta120586@gmail.com
Abstract
This study examined the implementation of the Physical Activities Towards Health and Fitness (PATHFIT) curriculum at Eduardo L. Joson Memorial College and its relationship to student engagement, guided by the Engagement Theory of Program Quality (ETPQ). Using a descriptive–correlational research design, data were gathered from 227 second-year students across diverse academic programs during the academic year 2024–2025. A validated and pilot-tested questionnaire, adapted from prior ETPQ-based instruments, was employed to measure curriculum implementation and student engagement. Descriptive statistics, non-parametric tests of difference, and Spearman’s rank-order correlation were applied for analysis. Results indicated that the PATHFIT program was perceived to be very strong in terms of diverse and engaged participants and participatory cultures, high in interactive teaching and learning, but weak in resource adequacy, with a grand mean of only 2.38. Student engagement was rated high across involvement, interaction, relevance, satisfaction, and motivation, with the strongest ratings in active participation and collaboration with peers. Significant differences were found across age, year level, and academic programs, but not across sex. Correlation analysis showed significant positive associations between curriculum implementation and student engagement, with adequate resources and interactive teaching emerging as the strongest predictors. These findings highlight the importance of resource investment and innovative pedagogy in strengthening the impact of PATHFIT. The study provides evidence-based insights for administrators, educators, and policymakers in enhancing physical education in Philippine higher education.
Keywords: Physical Education, PATHFIT, Engagement Theory of Program Quality, Curriculum Implementation, Student Engagement
APA Citation and Full-Text Access
Morta, R. D. G. (2025). Implementation of Physical Activities Towards Health and Fitness (PATHFIT) and its implications on students’ physical education engagement. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/pathfit-and-its-implications-on-students-physical-education-engagement
Analyzing the Effects of ChatGPT on Study Habits as a Learning Tool
Labelle Balagosa-Canaman
University of Perpetual Help System DALTA
labelle.balagosa@deped.gov.ph
Abstract
This study investigated the effects of ChatGPT on the study habits of high school students at Tala High School during the 2024–2025 academic year. Employing a quasi-experimental design, 86 students were randomly assigned to control and experimental groups. Both groups completed pretests and posttests to measure academic performance, while a structured survey questionnaire captured students’ perceptions of ChatGPT’s effectiveness in supporting their study habits. Statistical analyses included Weighted Mean, Mann-Whitney U, Kruskal-Wallis tests, and Spearman rho to determine differences and relationships between variables. Results indicated that pretest scores between the control group (M = 8.95) and the experimental group (M = 8.89) were nearly identical, establishing baseline equivalence. Posttest results showed improvements in both groups, with the control group scoring higher (M = 12.49) than the experimental group (M = 11.49), though differences were not statistically significant (p = 0.086). Survey responses revealed that students perceived ChatGPT as moderately effective, particularly in clarifying concepts (M = 3.06) and supporting assignment completion (M = 3.09), but less effective in enhancing deeper conceptual understanding (M = 2.01) and overall academic performance (M = 2.15). Strong positive correlations were observed between ChatGPT use and study habits (r = 0.946), active learning (r = 0.976), and scaffolding (r = 0.901). Findings suggest that ChatGPT supports surface-level learning behaviors and engagement but requires structured pedagogical integration to foster deeper conceptual understanding, critical thinking, and metacognitive regulation.
Keywords: ChatGPT, study habits, active learning, scaffolding, education technology
APA Citation and Full-Text Access
Balagosa-Canaman, L. (2025). Analyzing the effects of ChatGPT on study habits as a learning tool. QualiSearch Journal of Educational Research and Practice, 1(3), 1–20. ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/effects-of-chatgpt-on-study-habits
Teacher Preparedness and Challenges in the Utilization of Artificial Intelligence Tools in Science Education
Michelle Ann V. Villacorta
University of Perpetual Help System DALTA
mavvillacorta23@gmail.com
Abstract
This study investigated the preparedness of junior high school science teachers in the Division of Las Piñas City to integrate artificial intelligence (AI) tools in science education and the challenges they encounter in doing so. Using a descriptive correlational design, the research surveyed all 130 science teachers across 13 public junior high schools during the 2025–2026 academic year. A validated researcher-made questionnaire measured four dimensions of preparedness—knowledge of AI tools, technical skills, training and professional development, and willingness to integrate AI—as well as four categories of challenges, namely access to resources, institutional support, student readiness, and workload. Descriptive and inferential statistics, including t-tests, ANOVA, and Pearson’s r correlation, were employed in the analysis.
Findings showed that teachers reported strong confidence in basic knowledge and technical skills and expressed high willingness to adopt AI tools. However, preparedness in terms of training and professional development was only moderate, reflecting limited access to formal AI-related training opportunities, with 66.2 percent of respondents having no prior training. Challenges were consistently rated as moderate across all dimensions, indicating systemic barriers such as resource gaps, lack of institutional guidance, uneven student digital literacy, and time constraints. Significant differences in preparedness were found based on age and training exposure, but not on sex, rank, education, or teaching experience. No significant relationship emerged between preparedness and challenges. The results emphasize the need for structured professional development, systemic support, and policy frameworks to facilitate sustainable AI integration in science education.
Keywords: artificial intelligence, teacher preparedness, challenges, science education, professional development
APA Citation and Full-Text Access
Villacorta, M. A. V. (2025). Teacher preparedness and challenges in the utilization of artificial intelligence tools in science education. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/teacher-preparedness-and-challenges-in-the-utilization-of-ai
Developing a Competency-Based Leadership Development Model for School Heads Anchored on SDG 4.7 and the AmBisyon Natin 2040 Vision
Marcos Cervantes Española, Jr.
University of Perpetual Help System DALTA
marcosespanola1234@gmail.com
Abstract
This study developed and validated a Competency-Based Leadership Development Model (CBLDM) for public school heads in the Division of San Jose del Monte, aligned with Sustainable Development Goal (SDG) 4.7 and the Philippine long-term vision of AmBisyon Natin 2040. Employing a Sequential Exploratory Mixed Methods Design, the study integrated a qualitative phenomenological inquiry with a quantitative Delphi validation phase. In Phase 1, twelve school heads participated in in-depth interviews, analyzed using Colaizzi’s method, to capture their lived experiences of leadership. Six emergent themes were identified: values-driven leadership anchored in service and integrity, inclusion as a daily practice, bureaucratic tensions constraining visionary leadership, the role of school heads as community anchors, adaptive competencies under conditions of uncertainty, and hopeful, future-oriented leadership. These themes informed the prototype model. Phase 2 engaged fifteen experts in two Delphi rounds to validate the model’s clarity, relevance, and applicability. Consensus was achieved in the second round, with all domains and competencies rated “Highly Relevant” and a grand mean of 4.00. The final model comprises four interdependent domains—Transformative and Values-Driven Leadership, Inclusive and Community-Responsive Leadership, Futures-Oriented and Sustainable Leadership, and Ethical and Reflective Leadership Practice—framed by SDG 4.7 and AmBisyon Natin 2040. The study contributes a context-sensitive, empirically grounded, and policy-aligned framework that strengthens leadership capacity for inclusive and sustainable education in the Philippines.
Keywords: Competency-Based Leadership Development, School Leadership, SDG 4.7, AmBisyon Natin 2040, Educational Leadership
APA Citation and Full-Text Access
Española, M. C., Jr. (2025). Developing a competency-based leadership development model for school heads anchored on SDG 4.7 and the AmBisyon Natin 2040 vision. QualiSearch Journal of Educational Research and Practice, 1(3). ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/leadership-model-anchored-on-sdg-and-ambisyon-2040
From Language Barriers to Pedagogical Bridges: Developing a Grounded Theory of Adaptation among Internationally Educated Special Education Teachers in San Antonio Self-Contained Classrooms
Maricon Colobong Esmedia
University of Perpetual Help System DALTA
conesmedia@gmail.com
Abstract
This study explored the adaptive processes of internationally educated special education (SPED) teachers working in self-contained classrooms in San Antonio, Texas. Faced with linguistic barriers, accent bias, complex documentation requirements, and cultural dissonance, these teachers developed strategies that illuminate both the challenges and opportunities of immigrant teacher integration in U.S. schools. Using a grounded theory design, the study engaged eight internationally trained SPED teachers through semi-structured interviews, supplemented by field notes and reflective memos. Systematic coding procedures guided the analysis, moving from open and axial coding to selective coding, and culminating in the construction of a grounded theory. The findings revealed Adaptive Pedagogical Agency as the core category, capturing how immigrant teachers asserted instructional control, reframed linguistic barriers as resources, and navigated institutional expectations through resilience and reflection. Subcategories included accent negotiation, instructional adaptation, IEP documentation proficiency, cultural navigation, and the influence of institutional supports. The resulting grounded theory model portrays adaptation as an iterative process shaped by enabling and constraining conditions that determine its pace, sustainability, and outcomes. The study contributes theoretically by conceptualizing adaptation as dynamic and hybrid rather than linear or assimilative. Practically, it provides a framework for designing induction programs, culturally responsive mentoring, and SPED-specific professional development that values linguistic diversity. Ultimately, the model repositions immigrant SPED teachers as agents of innovation and inclusion in linguistically and culturally diverse classrooms.
Keywords: Adaptive Pedagogical Agency, immigrant teachers, special education, grounded theory, linguistic adaptation
APA Citation and Full-Text Access
Esmedia, M. C. (2025). From language barriers to pedagogical bridges: Developing a grounded theory of adaptation among internationally educated special education teachers in San Antonio self-contained classrooms. QualiSearch Journal of Educational Research and Practice, 1(3). ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/grounded-theory-of-adaptation-among-internationally-educated-sped-teachers
Inclusive Innovation in the MATATAG Curriculum: Documenting SPED Teachers’ Practices in Private Schools as a Basis for a Practical Implementation Guide
Jess Ann U. Coronado
University of Perpetual Help System DALTA
coronadojessann@gmail.com
Abstract
This study examined the lived experiences of special education (SPED) teachers in private schools in Padre Garcia, Batangas as they implemented the Department of Education’s MATATAG Curriculum for learners with learning disabilities. Employing a qualitative phenomenological design, the research utilized in-depth semi-structured interviews with eight licensed SPED teachers, supported by supplementary documents such as lesson plans and individualized rubrics. Colaizzi’s method guided the analysis, allowing for the identification of significant statements and the extraction of thematic meanings. The findings revealed six overarching themes that characterized teachers’ experiences. These included the misalignment of standardized curriculum competencies with the developmental needs of SPED learners, resource scarcity that necessitated instructional improvisation, incompatibility of prescribed assessments leading to individualized evaluation tools, and the profound emotional labor involved in sustaining inclusive teaching. Teachers also highlighted the importance of collaborative coping through partnerships with parents, therapists, and colleagues, and affirmed learner-centered pedagogy as the guiding principle of their practice. Drawing on these insights, the study produced a practical output titled Adapting MATATAG: A Practical Guide for Inclusive Curriculum Implementation in Private Schools. This resource consolidates teacher-derived strategies into actionable tools such as differentiated lesson templates, customized rubrics, collaboration forms, and reflective prompts. The study underscores the critical role of teacher agency in bridging policy and practice and calls for greater institutional and policy support to sustain inclusive curriculum reforms.
Keywords: MATATAG Curriculum, inclusive education, special education, curriculum adaptation, phenomenology
APA Citation and Full-Text Access
Coronado, J. A. U. (2025). Inclusive innovation in the MATATAG curriculum: Documenting SPED teachers’ practices in private schools as a basis for a practical implementation guide. QualiSearch Journal of Educational Research and Practice, 1(3). ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/inclusive-innovation-in-the-matatag-curriculum-sped-teachers-practices
Balancing Innovation and Ethics: A Multiple Embedded Case Study and Deliberative Policy Analysis on Developing Responsible AI Integration Policies for Senior High School Science Teachers
Faith Joy B. Maligmat
University of Perpetual Help System DALTA
faithjoymaligmat06@gmail.com
Abstract
This study examined how senior high school science teachers in Valenzuela City public schools navigate the integration of artificial intelligence (AI) within their instructional practices amid the absence of explicit policy guidance. Anchored in a qualitative multiple embedded case study design, the research involved eight purposively selected participants from four schools, using semi-structured interviews, document analysis, and a deliberative focus group discussion. Data were analyzed through Braun and Clarke’s thematic analysis, complemented by deliberative policy analysis, to capture both individual experiences and collective policy-oriented insights. Findings revealed that teachers employed AI tools such as ChatGPT, Grammarly, QuillBot, and AI-powered quizzes to support lesson planning, student writing, and classroom engagement. While participants recognized the efficiency and motivational potential of AI, they also encountered challenges related to accuracy, inequitable access, and risks of student overreliance. Ethical dilemmas emerged around authorship, originality, and data privacy, compounded by the absence of formal school or division policies. Teachers responded by exercising professional agency, improvising classroom-level rules, and articulating principles for responsible use. The study culminated in the development of a Contextualized Policy Guidebook for Responsible AI Integration in Senior High School Science Education, which consolidates guiding principles, ethical safeguards, practical use cases, and implementation strategies. The research underscores the importance of participatory policymaking that situates teacher voices at the center of educational innovation.
Keywords: artificial intelligence in education, science instruction, teacher agency, AI ethics, policy guidebook
APA Citation and Full-Text Access
Maligmat, F. J. B. (2025). Balancing innovation and ethics: A multiple embedded case study and deliberative policy analysis on developing responsible AI integration policies for senior high school science teachers. QualiSearch Journal of Educational Research and Practice, 1(3). ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/ai-integration-policies-for-senior-high-school-science-teachers
Unpacking Challenges: Grade 4 Teachers’ Perspectives on the National Reading Program in Calabanga West District, Camarines Sur as Basis for a Contextualized Implementation Guide
Ana Rose L. Reganit
University of Perpetual Help System DALTA
anarosereganit@gmail.com
Abstract
This study examined the lived experiences of Grade 4 teachers in the Calabanga West District, Camarines Sur, as they implemented the National Reading Program (NRP) in resource-constrained rural classrooms. Anchored on Policy Enactment Theory, Situated Learning Theory, and Instructional Leadership Theory, the study aimed to explore how teachers interpreted, adapted, and enacted the NRP amid challenges of material scarcity, linguistic diversity, and limited institutional support. A qualitative case study design was employed, utilizing semi-structured interviews with seven purposively selected Grade 4 teachers from five public elementary schools. Data were transcribed and analyzed thematically using Braun and Clarke’s six-phase method. The analysis revealed five key themes: teaching without tools, reflecting the improvisation required amid resource shortages; language mismatch, emphasizing the tension between English instruction and learners’ mother tongues; the silent gap, indicating the absence of structured professional development; teaching alone, highlighting the burden of isolated implementation without strong collaborative structures; and emotional commitment, showing teachers’ resilience and dedication despite systemic frustration. These findings illuminate how teachers exercise agency to sustain literacy instruction under constrained conditions while exposing structural gaps that hinder effective policy enactment. The study produced a Contextualized Implementation Guide for the NRP as a practical output, integrating teacher insights into locally grounded strategies for improving reading instruction. The findings underscore the need for responsive literacy reforms that provide adequate resources, sustained professional development, and supportive instructional leadership.
Keywords: National Reading Program, literacy instruction, policy enactment, instructional leadership, teacher perspectives
APA Citation and Full-Text Access
Reganit, A. R. L. (2025). Unpacking challenges: Grade 4 teachers’ perspectives on the National Reading Program in Calabanga West District, Camarines Sur as basis for a contextualized implementation guide. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/teachers-perspectives-on-the-national-reading-program
Sports Program Implementation, Academic Performance, and Challenges among Junior High School Athletes in the Schools Division of Sto. Tomas City, Batangas
Marvin Torres Lintan
University of Perpetual Help System DALTA
marvinlintanmaed@gmail.com
Abstract
This study examined the status of sports program implementation in junior high schools within the Schools Division of Sto. Tomas City, Batangas, and its relationship with the academic performance of student-athletes and the challenges they encountered. Using a descriptive–correlational research design, the study involved 182 junior high school athletes and 170 coaches selected through purposive sampling. Data were collected through a validated researcher-made questionnaire and analyzed using descriptive statistics, t-tests, ANOVA, and Pearson’s correlation. Findings revealed that sports program implementation was moderately realized, with institutional support, facilities, and program management receiving lower assessments, while coaching quality was rated higher. Teacher support and peer influence emerged as significant factors positively affecting student-athletes’ academic performance, while family involvement showed weaker influence. The challenges faced by athletes were rated high in both academic and personal domains, reflecting the strain of managing dual commitments. Correlational analyses confirmed significant positive relationships between institutional support, facilities, and academic performance, while teacher and peer support were negatively correlated with academic and personal challenges. No significant differences were found in the assessments of program implementation when respondents were grouped according to their demographic profiles. The study underscores the importance of strengthening institutional support, improving facilities, and reinforcing teacher, peer, and family engagement. These measures are essential to ensure that student-athletes achieve success not only in sports but also in their academic pursuits.
Keywords: sports program implementation, student-athletes, academic performance, challenges
APA Citation and Full-Text Access
Lintan, M. T. (2025). Sports program implementation, academic performance, and challenges among junior high school athletes in the Schools Division of Sto. Tomas City, Batangas. QualiSearch: Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/sports-program-implementation-academic-performance-and-challenges
Weaving Support Around the Child: Exploring the Collaborative Roles of Parents, SPED Teachers, and Psychologists in Rearing Learners with Learning Disabilities
Princess Jade M. Barrenechea
University of Perpetual Help System DALTA
pjmb.locallabs@gmail.com
Abstract
This study explored the lived experiences of parents, SPED teachers, and psychologists in Calamba City, Laguna, as they collaborated to support learners with intellectual disabilities. Anchored in phenomenological research design, the study sought to uncover the meanings, challenges, and strategies that defined collaborative practices in inclusive education. Nine co-participants were purposively selected, comprising three parents, three SPED teachers, and three psychologists. Data were gathered through in-depth semi-structured interviews, transcribed verbatim, and analyzed using Colaizzi’s method. Findings revealed six interrelated themes: shared values and beliefs in collaboration, role definition and mutual support, communication as both a bridge and a barrier, challenges and adaptive strategies, cultural and contextual influences, and building trust for sustained engagement. Parents identified themselves as advocates and protectors, teachers emphasized their dual role as instructional guides and family partners, while psychologists positioned themselves as interpreters of behavior and program design. Communication emerged as central to effective collaboration, though often hindered by technical language or inconsistent messages. Cultural values such as respect, hiya, and faith played significant roles in shaping collaborative practices, while trust was consistently identified as the foundation of long-term partnerships. The study produced a practical output, the Parent Empowerment and Collaboration Guide, which translates research insights into culturally responsive strategies and tools for families and professionals. The findings underscore the importance of empathy, clarity, communication, and cultural sensitivity in advancing inclusive education practices in the Philippines.
Keywords: parent empowerment, collaboration, special education, inclusive education, phenomenology
APA Citation and Full-Text Access
Barrenechea, P. J. M. (2025). Weaving Support Around the Child: Exploring the Collaborative Roles of Parents, SPED Teachers, and Psychologists in Rearing Learners with Learning Disabilities. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/collaborative-roles-of-parents-sped-teachers-and-psychologists
Utilization of Offline Digital Tools and Student Engagement in Electrical Installation and Maintenance Classes:
Evidence from District III, Quezon Province
Mike Aljon O. Mogol
University of Perpetual Help System DALTA
mikealjon.mogol@deped.gov.ph
Marites M. Ann
University of Perpetual Help System DALTA
annmarites8@gmail.com
Abstract
This study investigated the utilization of offline digital tools by Technology and Livelihood Education (TLE) teachers and its relationship with student engagement in Electrical Installation and Maintenance (EIM) classes in District III of Quezon Province during the academic year 2024–2025. Anchored on a descriptive–correlational design, the research involved 15 TLE teachers and 200 Grade 8 students who were selected through stratified random sampling. Data were collected using validated and reliable questionnaires designed to capture demographic profiles, the level of teachers’ utilization of offline digital tools, and the extent of student engagement across the dimensions of autonomy, competence, relatedness, and intrinsic motivation. Statistical analyses included frequency counts, percentages, weighted means, t-tests, ANOVA, and Pearson’s r correlation. Findings revealed that teachers frequently utilized offline digital tools such as PowerPoint, simulation-based applications, and preloaded video resources, which students perceived as highly useful and easy to navigate. Student respondents reported very high levels of engagement, particularly in the behavioral and emotional dimensions, while teachers also observed engagement at high to very high levels. Results indicated no significant differences in utilization and engagement when respondents were grouped according to demographic variables. Importantly, a moderate positive correlation was established between teachers’ utilization of offline digital tools and student engagement. Challenges such as limited access to devices, unstable technical support, and insufficient training were identified, underscoring the need for institutional support and capacity building. The study proposed the DIGITAL-TLE 360 Engagement Matrix as an intervention plan to strengthen the integration of offline digital tools in vocational instruction.
Keywords: digital tools, Technology and Livelihood Education, student engagement, vocational instruction
APA Citation and Full-Text Access
Mogol, M. A. O., & Ann, M. M. (2025). Utilization of offline digital tools and student engagement in electrical installation and maintenance classes: Evidence from District III, Quezon Province. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/offline-digital-tools-and-student-engagement
Effectiveness, Level of Motivation, and Challenges in the Utilization of Khan Academy in Mathematics
Rhonna D. Cabrera
University of Perpetual Help System DALTA
rhonnacabrera20@deped.gov.ph
Dennis Marquez
University of Perpetual Help System DALTA
dennis.marquez@deped.gov.ph
Abstract
This study investigated the effectiveness of Khan Academy in improving the algebraic proficiency of Grade 10 students at Taguig Science High School, as well as its influence on their motivation and the challenges they encountered while using the platform. Employing a mixed-method embedded quasi-experimental design, the study involved sixty learners who completed a researcher-developed pretest and posttest on quadratic equations, a Likert-scale survey, and open-ended questionnaires. The intervention consisted of a two-week engagement with Khan Academy modules specifically focused on algebra. Quantitative data were analyzed using descriptive statistics and a paired sample t-test, while qualitative responses were subjected to thematic analysis. Findings revealed a significant improvement in students’ mathematics performance, with mean scores increasing from 8.28 in the pretest to 18.43 in the posttest, and a t-value of 28.87 at p < 0.001 confirming the significance of the gain. Motivation levels were rated high, particularly in relation to instant feedback, clarity of explanations, and scaffolded instruction, while reported challenges were minimal and primarily related to occasional technical issues and the absence of immediate teacher interaction. Thematic insights highlighted the importance of clarity, mastery-oriented progression, self-paced learning, and interactive feedback in sustaining engagement. The study concludes that Khan Academy is an effective supplementary tool for mathematics instruction, with the potential to enhance both proficiency and motivation when used in a blended model with teacher support.
Keywords: Khan Academy, algebra proficiency, student motivation, digital learning, secondary mathematics
APA Citation and Full-Text Access
Cabrera, R. D., & Marquez, D. (2025). Effectiveness, level of motivation, and challenges in the utilization of Khan Academy in mathematics. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/challenges-in-the-utilization-of-khan-academy-in-mathematics
Impact of Bakery Generating Project on the Food Technology Competence of Grade 10 Students at
General Mariano Alvarez Technical High School
Cristina C. Catolico
University of Perpetual Help System DALTA
imeldacristina1995@gmail.com
Abstract
This study examined the impact of the Bakery Generating Project (BGP) on the food technology competence of Grade 10 students at General Mariano Alvarez Technical High School during the school year 2024–2025. Anchored on descriptive–correlational research design, the investigation assessed the availability and adequacy of baking tools and equipment, the quality of hands-on training, and the development of entrepreneurial skills. It further measured student competence in baking techniques, food safety knowledge, business management, and financial literacy. Seventy-five purposively selected Grade 10 students, along with three teachers directly involved in the project, served as respondents. Data were gathered through a validated researcher-made questionnaire, tested for reliability with Cronbach’s alpha (α = 0.812). Findings revealed that the BGP was rated High in terms of resource availability and Very High in terms of hands-on training and entrepreneurial skills. Student competence was assessed as Highly Competent in food safety, while baking techniques, business management, and financial literacy were rated as Moderately High Competent. Teachers consistently provided higher assessments compared to students, indicating strong instructional confidence. Significant differences were observed when results were grouped by demographic variables, and moderate positive correlations were found between the perceived impact of the project and student competence. The study highlights the educational value of school-based enterprises in bridging theoretical instruction with practical application, thereby fostering technical proficiency, entrepreneurial readiness, and sustainable livelihood development among learners.
Keywords: bakery generating project, food technology competence, school-based enterprises, vocational education, entrepreneurial skills
APA Citation and Full-Text Access
Catolico, C. C. (2025). Impact of bakery generating project on the food technology competence of Grade 10 students at General Mariano Alvarez Technical High School. QualiSearch Journal of Educational Research and Practice, 1(3). ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/bakery-generating-project-and-food-technology-competence
Pedagogical Beliefs and Technology Use in Mathematics Classrooms: Evidence from Secondary Schools
Evangeline Paguigan
University of Perpetual Help System DALTA
evangelinepaguigan03263103@gmail.com
Abstract
This study investigated the extent of technology integration and the pedagogical beliefs of secondary mathematics teachers in District 2 of the Taguig-Pateros Division during the 2024–2025 school year. Using a descriptive-correlational research design, data were gathered from 120 randomly selected teachers through a validated and reliable researcher-made questionnaire. The instrument captured demographic profiles, levels of technology integration across multiple knowledge domains, and pedagogical beliefs. Statistical analyses included percentages, weighted means, analysis of variance, independent sample t-tests, and Pearson’s correlation coefficient. Findings revealed that the teaching force was predominantly female, mostly in the early to mid-career stages, and largely occupying Proficient Teacher ranks under the Philippine Professional Standards for Teachers. Teachers reported high levels of technology integration in content knowledge, pedagogical knowledge, and technological domains, with the highest ratings observed in content mastery and use of digital tools for formative assessment. Slightly lower scores were recorded in exploring new technological tools and collaborating with colleagues. Pedagogical beliefs were strongly student-centered, with teachers endorsing practices that encouraged learner autonomy and problem-solving. No significant differences were found in technology integration or pedagogical beliefs when grouped by demographic characteristics. However, significant positive correlations were identified between technology integration and student-centered pedagogical beliefs, suggesting a mutually reinforcing relationship. The study highlights the importance of professional development, institutional support, and reflective practice in fostering effective and sustainable technology integration in mathematics education.
Keywords: mathematics education, technology integration, pedagogical beliefs, secondary teachers, digital tools
APA Citation and Full-Text Access
Paguigan, E. F. (2025). Pedagogical beliefs and technology use in mathematics classrooms: Evidence from secondary schools. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/pedagogical-beliefs-and-technology-use-in-mathematics-classrooms
Multidimensional Analysis of English Language Acquisition Among Indigenous College Students in Ilocos Norte: Motivational Constructs and Proficiency Outcomes
Ray Mark Paul C. Matias
Divine Word College, Laoag, Ilocos Norte, Philippines
rmpcmatias@gmail.com
Abstract
This study investigated the interplay between motivational constructs and English language proficiency among indigenous college students in Ilocos Norte, with the goal of developing a culturally responsive support toolkit tailored to their needs. Employing a convergent parallel mixed methods design, the research combined quantitative surveys administered to seventy participants with qualitative interviews conducted with six selected students. Quantitative results revealed that intrinsic and extrinsic motivation were both relatively high, while self-efficacy emerged as a strong predictor of reading and writing proficiency. Language anxiety was found to negatively affect oral communication, with speaking and listening identified as the most challenging skills compared to reading and writing. Qualitative findings deepened these insights, highlighting themes of navigating linguistic and cultural barriers, constructing identity through English, negotiating anxiety and confidence, valuing mentorship and institutional support, and envisioning culturally responsive learning spaces. The integration of findings demonstrated that proficiency is not merely a cognitive outcome but is closely tied to cultural affirmation, psychological safety, and inclusive pedagogical practices. The primary output of the study is the Culturally Responsive English Learning Support Toolkit, which offers strategies, instructional resources, and institutional frameworks designed to strengthen indigenous learners’ motivation, reduce anxiety, and enhance proficiency in English. The study contributes theoretical insights, practical interventions, and policy recommendations that advance inclusive higher education in multilingual and culturally diverse contexts.
Keywords: Indigenous students, English language acquisition, motivation, language anxiety, culturally responsive pedagogy
APA Citation and Full-Text Access
Matias, R. M. P. C. (2025). Multidimensional analysis of English language acquisition among indigenous college students in Ilocos Norte: Motivational constructs and proficiency outcomes. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/english-language-acquisition-among-indigenous-college-students
Agricultural Career Inclination and Job Opportunities of Grade 12 Students in Technical-Vocational-Livelihood Agri-Fishery Arts in the Schools of Surigao del Norte
Jayson S. Lambot
University of Perpetual Help System DALTA
jayson.lambot@deped.gov.ph
Marites M. Ann
University of Perpetual Help System DALTA
annmarites8@gmail.com
Abstract
This study investigated the agricultural career inclination and perceived job opportunities of Grade 12 students enrolled in the Technical-Vocational-Livelihood (TVL) Agri-Fishery Arts strand in Surigao del Norte for the school year 2024–2025. Using a descriptive correlational research design, the research involved the total enumeration of 183 students across seven public secondary schools. A validated researcher-made questionnaire was administered to collect data on demographic characteristics, career inclinations, and perceptions of agricultural job opportunities. Statistical tools such as frequency, percentage, mean, analysis of variance (ANOVA), and Pearson’s r were employed in analyzing the results. The findings revealed that most respondents were aged 17–18 and predominantly female, with parents who had attained only elementary or secondary education and families largely within low to lower-middle income brackets. Students demonstrated high levels of agricultural career inclination, particularly in areas of personal learning experiences, role model influence, and self-efficacy, which was rated very high. Their perception of agricultural job opportunities was also very high, especially in terms of labor market demand, government and industry support, and work readiness. However, the perceived career growth dimension was rated lower compared to other factors. Statistical tests showed that income influenced both career inclination and job perceptions, while the correlation between inclination and opportunities was positive but weak. The study highlights the importance of strengthening experiential learning, modernizing curriculum content, and aligning career guidance with labor market realities to encourage youth engagement in agriculture.
Keywords: agricultural career inclination, job opportunities, agri-fishery arts, vocational education
APA Citation and Full-Text Access
Lambot, J. S., & Ann, M. M. (2025). Agricultural career inclination and job opportunities of Grade 12 students in Technical-Vocational-Livelihood Agri-Fishery Arts in the schools of Surigao del Norte. QualiSearch Journal of Educational Research and Practice, 1(3). ISSN 3082-5636. https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/agricultural-career-inclination-and-job-opportunities-of-grade-12-students
Readiness of Mathematics Teachers in the Implementation of the MATATAG Curriculum Towards Improved Mathematics Classroom Instruction
Alyssa Mae D. de Ocampo
University of Perpetual Help System DALTA
alyssamaedeocampo@gmail.com
Mark Anthony J. Gusto,
University of Perpetual Help System DALTA
markgusto2003@gmail.com
Abstract
The implementation of the MATATAG Curriculum by the Department of Education represents a major reform in Philippine basic education aimed at strengthening literacy, numeracy, values education, and cultural relevance. This study assessed the readiness of mathematics teachers in the Division of Cavite Province, General Mariano Alvarez District, to implement the new curriculum during the academic year 2024–2025. Employing a descriptive quantitative design, thirty-three mathematics teachers participated in a researcher-developed survey questionnaire validated by experts and tested for reliability, which yielded a Cronbach’s alpha of 0.9677. The instrument measured readiness in terms of pedagogy, assessment, and resources, and data were analyzed using descriptive statistics, independent t-tests, ANOVA, and Chi-square tests. Findings revealed that teachers were generally “Ready” across the three dimensions, with pedagogy receiving the highest overall weighted mean of 3.43, followed by assessment at 3.38, and resources at 3.01. Significant differences in readiness were observed when teachers were grouped by grade level taught and years of teaching experience, while Chi-square analysis showed significant associations between readiness and grade level but not with teaching experience. Resource readiness emerged as the lowest-rated area, particularly in access to digital and technological tools, highlighting systemic challenges in curriculum implementation. The study emphasizes the importance of supporting teachers not only through professional development but also by providing adequate instructional and technological resources. Strengthening these areas will ensure effective curriculum delivery and contribute to improved mathematics classroom instruction under the MATATAG framework.
Keywords: MATATAG Curriculum, mathematics education, teacher readiness, pedagogy, assessment, resources
APA Citation and Full-Text Access
de Ocampo, A. M. D., & Gusto, M. A. J. (2025). Readiness of mathematics teachers in the implementation of the MATATAG curriculum towards improved mathematics classroom instruction. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/readiness-of-mathematics-teachers-in-matatag-curriculum-implementation
Exploring the Role of Teacher Guidance and Parental Support in Enhancing Reading and Literacy
Skills of Grade 1 Learners
Felsie Joy Peñaranda
University of Perpetual Help System DALTA
Ibanafelsie9@gmail.com
Abstract
This study explored the role of teacher guidance and parental support in enhancing the reading and literacy skills of Grade 1 learners at A. Mabini Elementary School, Caloocan City, during the school year 2024–2025. Using a descriptive research design, the study engaged twenty Grade 1 teachers and ninety-eight parents through validated questionnaires distributed via Google Forms. The instruments captured demographic profiles, perceptions of roles, frequency of communication, perceived effectiveness of support, and challenges encountered in promoting literacy development. Statistical tools such as frequency distribution, weighted mean, independent samples t-test, and Kendall Tau correlation were employed to analyze the data. Results revealed that teachers strongly emphasized their roles in providing feedback, designing customized activities, and maintaining literacy-rich classroom environments, while parents reported consistent engagement in reading aloud, creating supportive home environments, and encouraging post-reading discussions. Both groups rated the effectiveness of their roles as high, reflecting strong commitment to collaborative literacy development. Communication between teachers and parents was found to be moderately frequent, relying more on face-to-face and direct exchanges than on digital platforms. Challenges included resource limitations, time constraints, and uneven knowledge of effective literacy strategies. Statistical analysis showed no significant differences in perceptions across demographic variables but identified a significant positive relationship between perceived effectiveness and challenges encountered. The study underscores the importance of teacher-parent collaboration in fostering foundational literacy, highlighting implications for practice, policy, and future research on strengthening home-school partnerships.
Keywords: teacher guidance, parental support, reading skills, literacy development, Grade 1 learners
APA Citation and Full-Text Access
Peñaranda, F. J. D. C. (2025). Exploring the role of teacher guidance and parental support in enhancing reading and literacy skills of Grade 1 learners. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/roles-of-teachers-and-parents-in-enhancing-early-literacy
The Effect of Task-Based Learning Strategies on the Practical Speaking Skills Among Junior High School Students in Taiwan
Maria Rica Fernandez
University of Perpetual Help System DALTA
fernandezrica0707@gmail.com
Abstract
This study investigated the implementation of task-based learning strategies (TBLS) and their relationship with the development of practical speaking skills among junior high school students in Taiwan. Anchored on a descriptive-correlational design, the research gathered data from ten English teachers and 120 students from New Taipei Municipal Shiding High School and Sanxia Junior High School. A validated survey questionnaire measured the extent of TBLS in terms of authenticity, engagement, complexity, pre-task planning, performance monitoring, and collaboration, while speaking skills were assessed across fluency, accuracy, coherence, pronunciation, confidence, and task appropriateness. Findings revealed that both teachers and students perceived TBLS implementation to be generally high, with teachers giving the highest ratings to group interaction and collaboration, and students emphasizing performance monitoring. However, lower scores were observed in pre-task planning and learner engagement. Regarding practical speaking skills, both groups recognized strengths in confidence, pronunciation, and task appropriateness, yet teachers identified accuracy as weak while students self-reported fluency as their lowest skill area. Statistical tests confirmed no significant differences in perceptions of TBLS and speaking skills across demographic variables, and correlation analysis showed no significant relationship between TBLS implementation and speaking proficiency (r = 0.077, p = 0.684). The study concludes that while TBLS is valued in practice, its effectiveness is constrained without stronger emphasis on pre-task scaffolding, learner engagement, and targeted fluency and accuracy development. These findings carry implications for teacher training, classroom practice, and policy directions in English language education.
Keywords: task-based learning strategies, speaking skills, junior high school, Taiwan, English language teaching
APA Citation and Full-Text Access
Fernandez, M. R. (2025). The effect of task-based learning strategies on the practical speaking skills among junior high school students in Taiwan. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/effect-of-task-based-learning-strategies-on-the-practical-speaking-skills
Challenges in the Implementation of the Numeracy Program under the MATATAG Curriculum
Ronalyn T. Aviola
University of Perpetual Help System DALTA
ronalyn.aviola@deped.gov.ph
Mark Anthony J. Gusto
University of Perpetual Help System DALTA
markgusto2003@gmail.com
Abstract
The MATATAG curriculum was introduced by the Department of Education as part of national reforms to strengthen foundational skills in literacy and numeracy, address persistent deficiencies in mathematics achievement, and align Philippine education with international standards. This study examined the challenges encountered in the implementation of the numeracy program within the MATATAG curriculum in selected public secondary schools in the Division of Cavite. Using a descriptive quantitative design, thirty-one Grade 7 mathematics teachers served as respondents during the 2024–2025 academic year. Data were gathered through a researcher-made survey questionnaire, distributed electronically, which measured the extent of difficulties in three domains: content knowledge, skills development, and teaching disposition. Statistical analyses, including weighted mean, t-test, ANOVA, and chi-square, were applied to determine the degree of challenges and their relationship to demographic characteristics. The results indicated that teachers experienced challenges to a moderate extent in terms of content knowledge, while skills development and teaching disposition were assessed as challenging to a great extent. Significant differences were observed when results were categorized by age, sex, and years of teaching experience, demonstrating that demographic factors shaped the extent of difficulties encountered. Findings point to the need for enhanced teacher training, technology integration, and interventions targeting the affective dimension of mathematics learning. The study recommends the development of a context-sensitive intervention plan to support teachers and strengthen numeracy instruction under the MATATAG framework.
Keywords: MATATAG curriculum, numeracy program, mathematics education, teaching challenges
APA Citation and Full-Text Access
Aviola, R. T., & Gusto, M. A. J. (2025). Challenges in the implementation of the numeracy program under the MATATAG curriculum. QualiSearch Journal of Educational Research and Practice, 1(3). https://www.qualisearchjournal.org/archive/volume-1-issue-3-august-2025/implementation-of-the-numeracy-program-under-the-matatag-curriculum
