QualiSearch Journal of Educational Research and Practice
Volume 1, Issue 4 | September 2025 | ISSN 3082-5636
Adaptive Strategies of Foreign Educators in Thailand: Coping Through Cultural Intelligence, Reconstructing Professional Identity, and Contextualizing Instructional Practice
Rich Jay E. Sarmiento
University of Perpetual Help System DALTA
sarmientorichjay@gmail.com
Abstract
This study examined the adaptive strategies of foreign educators teaching in Western Bangkok, specifically in Rajavinit Prathom Bangkhae School, Bangkokthonburi Demonstration School, and Sarasas Witaed Bangbon School. Grounded theory methodology was employed to explore how teachers navigated the demands of culture-integrated teaching mandated by Thailand’s Basic Education Core Curriculum. Seven foreign educators participated in semi-structured interviews, and data were analyzed through coding, constant comparison, and theoretical integration. Findings revealed three interrelated adaptive processes: coping through cultural intelligence, reconstructing professional identity, and contextualizing instructional practice. Teachers reported that adaptation began with decoding cultural norms such as respect rituals and value-laden classroom practices, which then informed modifications to pedagogy and professional roles. The study also highlighted the pivotal role of institutional mediation, with structured orientation and mentoring significantly accelerating teachers’ adjustment. Beyond theoretical contributions, the research produced a Capacity-Building Toolkit designed to provide newly deployed foreign educators with resources for cultural understanding, reflective identity work, and practical instructional strategies. The study underscores that adaptation is not a peripheral task but a central component of foreign educators’ professional success in Thailand. By bridging theory and practice, the research informs teacher preparation, institutional policy, and cross-cultural pedagogy, ensuring that foreign educators are not only present but meaningfully integrated into the educational and cultural fabric of Thai schools.
Keywords: foreign educators, cultural adaptation, grounded theory, Western Bangkok, culture-integrated teaching
APA Citation and Full-Text Access
Sarmiento, R. J. E. (2025). Adaptive strategies of foreign educators in Thailand: Coping through cultural intelligence, reconstructing professional identity, and contextualizing instructional practice. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/adaptive-strategies-of-foreign-educators-in-thailand
Enhancing Reading Comprehension in Grade 6 Through a Structured Deep Reading Program
Zarrah P. Culla
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
zarrah.culla002@deped.gov.ph
Abstract
This study investigated the effectiveness of the Structured Deep Reading Program (SDRP) in enhancing the reading comprehension of Grade 6 learners in General Trias City Division. Employing a quantitative approach with a descriptive-correlational design, the research examined the relationships among learner profiles, program participation, and comprehension outcomes. A total of 82 purposively selected learners participated in the 20-day intervention, which integrated guided reading, questioning strategies, vocabulary building, and reflective activities. Data were gathered using a Learner Profile Survey, a Participation Checklist, and a standardized reading comprehension test administered before and after the program. Descriptive statistics, paired t-tests, Pearson correlation, ANOVA, and mediation analysis were used to analyze the data. Findings revealed that most learners came from low-income households, demonstrated moderate motivation, and performed at frustration or instructional levels in reading prior to the program. Participation in the SDRP was consistently high, with strong attendance and program exposure, though access to materials and parental involvement were more limited. Post-test results showed significant gains, with 47.6 percent of learners advancing to the instructional level and only 14 percent remaining at the frustration level. Statistical analyses confirmed strong positive correlations between motivation, prior achievement, participation indicators, and comprehension outcomes. However, mediation analysis indicated that participation did not fully bridge the effects of learner profiles on achievement. The study highlights the value of structured, school-based interventions in improving literacy while emphasizing the importance of addressing socioeconomic and motivational factors.
Keywords: reading comprehension, Structured Deep Reading Program, learner profiles, program participation, Grade 6 learners
APA Citation and Full-Text Access
Culla, Z. P. (2025). Enhancing reading comprehension in Grade 6 through a structured deep reading program. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/structured-deep-reading
Lived Experiences of Senior High School English Teachers on the Utilization of ICT‑Based Activities in the 21st‑Century Classroom
Mae Christine S. Diana
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
maechristine.diana@deped.gov.ph
Dennis M. Marquez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
dennis.marquez@deped.gov.ph
Abstract
This study examined the lived experiences of senior high school English teachers in the Schools Division Office of Las Piñas as they integrated information and communication technology (ICT)-based activities in the 21st-century classroom. Guided by a qualitative, descriptive-phenomenological design, the research sought to capture the meanings teachers ascribed to their daily practices as they navigated infrastructural limitations and pedagogical demands. Six permanent English teachers with at least five years of classroom experience participated in semi-structured interviews, complemented by classroom artifacts and reflective logs. Data were analyzed thematically following Braun and Clarke’s six-phase framework. Findings revealed that ICT integration was shaped less by tool abundance than by teachers’ resourcefulness and intentional planning. Participants described preparing multiple backups of lessons, pre-downloading media, and using paper-based alternatives to buffer against unstable internet connectivity, power interruptions, and limited device availability. Student-centered engagement emerged as central, with activities such as group podcasts, e-portfolios, and collaborative documents fostering participation and agency. Teachers also reported accelerated feedback cycles enabled by digital tools and emphasized routines that promoted academic integrity through draft-to-final processes and reflective commentaries. Professional development was sustained through Learning Action Cells, peer collaboration, and reciprocal exchanges with students. The study culminated in the SHIFT-ICT framework, which organizes practices into six domains—access and equity, intentional planning, creation-first pedagogy, core routines, peer-driven professional development, and digital responsibility—providing a practical guide for strengthening ICT integration in resource-variable contexts.
Keywords: ICT integration, senior high school English, teacher experiences, digital pedagogy, phenomenology
APA Citation and Full-Text Access
Diana, M. C. S., & Marquez, D. M. (2025). Lived experiences of senior high school English teachers on the utilization of ICT-based activities in the 21st-Century classroom. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/utilization-of-ict-based-activities
From Functional to Academic Literacy: Teachers’ Perspectives on English as a Medium of Instruction and Assessment in Relation to PISA Reading Performance
Jona Rose E. Sarmiento
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jonarosesarmiento029@gmail.com
Abstract
This study examined the lived experiences of junior high school teachers in selected private schools in Santa Rosa, Laguna, as they navigated English as a medium of instruction (EMI) and assessment in relation to students’ preparedness for Programme for International Student Assessment (PISA)-style reading tasks. Using a phenomenological design, the research captured narratives from nine teachers across three institutions, analyzed through Colaizzi’s method. The findings revealed six emergent themes: the dual demands of content and language mastery, the divide between functional and academic literacy, linguistic barriers that obscured critical thinking, the contextual disconnect in standardized assessments, teacher-initiated adaptive strategies, and the need for localized, teacher-informed assessment materials. These insights highlighted how teachers acted as both subject specialists and language mediators, underscoring systemic challenges in EMI implementation. A key contribution of the study was the development of a localized compendium of PISA-style reading practice tests, designed to align global cognitive rigor with the cultural and linguistic realities of Filipino learners. This resource not only supported student engagement with complex texts but also served as a professional tool for teachers, integrating scaffolding strategies and culturally relevant contexts. The study advocates for policies and practices that prioritize teacher agency, linguistic inclusivity, and localized assessment design as critical pathways to enhancing academic literacy and equitable performance in international benchmarks.
Keywords: academic literacy, English as a medium of instruction, PISA, phenomenology, localized assessment
APA Citation and Full-Text Access
Sarmiento, J. R. E. (2025). From functional to academic literacy: Teachers’ perspectives on English as a medium of instruction and assessment in relation to PISA reading performance. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/english-as-medium-of-instruction-and-pisa-performance
From Compliance to Empowerment: A Grounded Theory on SPED Teachers’ Professional Agency in Crafting Individualized Education Programs Toward a Contextualized Process Model
Florena B. Matugas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
florenam30@gmail.com
Abstract
This grounded theory study explored how Special Education (SPED) teachers in Cebu public elementary schools exercise professional agency in crafting Individualized Education Programs (IEPs) within the context of inclusive education. Guided by the central research question of how teachers move from reactive compliance to empowered leadership in IEP planning, the study sought to generate a process model that explains this transformation. Data were gathered through in-depth interviews with five licensed SPED teachers, each with at least three years of experience in inclusive settings. Using constructivist grounded theory, the study employed open, axial, and theoretical coding, supported by memo writing and constant comparison, to build an empirically grounded model. Findings revealed that IEP development is not a linear or purely technical process but a dynamic journey shaped by institutional mandates, personal values, and collaborative relationships. The Contextualized Process Model of Empowered IEP Practice emerged, consisting of four interrelated stages: reactive compliance, conscious adjustment, reflective assertion, and empowered leadership. This model illustrates how teachers reinterpret bureaucratic requirements, gradually assert professional judgment, and ultimately embrace advocacy roles that extend beyond the classroom. The study affirms that empowerment in IEP planning is cultivated through the interplay of enabling and constraining factors, and it highlights the moral, relational, and contextual dimensions of teacher agency. The model offers valuable insights for teacher training, school leadership, and policy development aimed at strengthening inclusive education in the Philippines.
Keywords: Inclusive Education, Individualized Education Program, Teacher Agency, Grounded Theory, Special Education
APA Citation and Full-Text Access
Matugas, F. B. (2025). From compliance to empowerment: A grounded theory on SPED teachers’ professional agency in crafting individualized education programs toward a contextualized process model. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/sped-teachers-professional-agency
Exploring Guidance Counselors’ Professional Insights on Facilitating Academic Resilience Through Online Counseling: Toward a Practice-Informed Program Framework
Mikkah J. Baytic
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
mikkahbaytic@ascot.edu.ph
Abstract
This study explored the professional insights of guidance counselors and guidance associates on facilitating academic resilience through online counseling in higher education institutions in Central Luzon. Anchored in phenomenology, the research sought to capture the lived experiences of nine practitioners from Southern Luzon State University (Aurora Extension Campus), Central Luzon State University, and Nueva Ecija University of Science and Technology. Data were gathered through in-depth semi-structured interviews and analyzed using Colaizzi’s method to extract essential themes that described how professionals conceptualized, implemented, and adapted online counseling to support students in overcoming academic challenges. Findings revealed four interrelated themes: building digital therapeutic presence, integrating academic and psychosocial support, navigating technological and institutional constraints, and envisioning hybrid counseling as the future model. Counselors and associates described the importance of establishing rapport, ensuring confidentiality, and sustaining engagement across multiple platforms. They emphasized that academic performance could not be addressed apart from emotional and motivational challenges, highlighting the need for holistic approaches. Participants also acknowledged the barriers posed by unstable connectivity, limited resources, and institutional gaps, but demonstrated adaptability in maintaining continuity of care. The study produced a practice-informed program framework grounded in Resilience Theory, Person-Centered Counseling, and the Technological Pedagogical and Content Knowledge framework. This framework provides strategic guidance for higher education institutions to strengthen digital counseling systems, develop professional competencies, and integrate hybrid modalities in supporting student resilience.
Keywords: academic resilience, online counseling, guidance professionals, higher education, phenomenology
APA Citation and Full-Text Access
Baytic, M. J. (2025). Exploring guidance counselors’ professional insights on facilitating academic resilience through online counseling: Toward a practice-informed program framework. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/facilitating-academic-resilience-through-online-counseling
Between Connection and Risk: Lived Experiences of Junior High School Students with Social Media and Mental Health
Elizabeth M. Aplat-Dip-Asen
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
elizabeth.aplat@deped.gov.ph
Roneil P. Edu
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
roneilpaleracioedu@yahoo.com
Abstract
This phenomenological study examined the lived experiences of junior high school students regarding their use of social media and its impact on mental health. Conducted at Tacadang Integrated School in Benguet from May to July 2025, the research involved ten participants who were purposively selected as active Facebook users. Data were gathered through semi-structured, video-recorded interviews and analyzed using Colaizzi’s seven-step method, allowing for a systematic process from significant statements to emergent themes. Findings revealed that students’ digital routines were shaped by structured daily rhythms during school days and extended unstructured sessions during weekends and holidays. Social media served multiple purposes, including academic collaboration, family communication, and emotional relief, yet it also exposed students to risks such as impersonation, gossip, exclusion, and indirect online harassment. Participants described mood fluctuations tied to their appraisal of content, with light and humorous posts offering comfort while harmful content triggered distress. Coping strategies were characterized by restraint and quiet regulation, such as ignoring, blocking, or seeking support from close friends and family. Despite challenges, several students demonstrated resilience through self-acceptance and balanced perspectives on social media’s role in their lives. The study culminated in the development of the Theory of Embodied Experience, a framework illustrating how social media use shapes adolescent mental health through intertwined processes of time, purpose, appraisal, risk mechanisms, and responses. This framework offers practical insights for guidance counselors, educators, parents, and policymakers in crafting culturally grounded interventions that strengthen students’ digital resilience and mental well-being.
Keywords: adolescent mental health, social media, phenomenological study, coping strategies, embodied experience
APA Citation and Full-Text Access
Aplat-Dip-Asen, E. M., & Edu, R. P. (2025). Between connection and risk: Lived experiences of junior high school students with social media and mental health. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/social-media-and-mental-health
Enhancing Critical Thinking in English through the Structure of the Observed Learning Outcomes (SOLO) Framework: Evidence from Grade 10 Learners
Richell L. Prigillana
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
elizabeth.aplat@deped.gov.ph
Abstract
This study investigated the effectiveness of the Structure of the Observed Learning Outcomes (SOLO) framework in enhancing the critical thinking skills of Grade 10 learners in English. Employing a quasi-experimental two-group pretest–posttest design, the research involved eighty students from Talon Village National High School in Las Piñas City during the fourth quarter of the 2024–2025 academic year. The experimental group received instruction aligned with SOLO-based strategies, while the control group was taught using traditional lecture–discussion methods. Pretest results revealed comparable levels of performance between groups, with mean scores of 4.15 for the control group and 3.93 for the experimental group. After the intervention, the control group showed modest improvement with a mean posttest score of 4.53, whereas the experimental group achieved a significantly higher mean score of 6.20. Paired sample t tests confirmed statistically significant gains within both groups, while independent samples t tests demonstrated a highly significant difference favoring the experimental group in posttest performance. The findings provide strong evidence that the SOLO framework is more effective than traditional methods in fostering higher-order thinking skills. Beyond numerical gains, the study emphasizes the potential of SOLO to guide learners through progressive levels of understanding, from surface comprehension to abstract reasoning. The results support its adoption as both an instructional and assessment framework in English classrooms and recommend further exploration of its long-term and cross-disciplinary applications.
Keywords: SOLO taxonomy, critical thinking, English instruction, quasi-experimental research, secondary education
APA Citation and Full-Text Access
Prigillana, R. L. (2025). Enhancing critical thinking in English through the structure of the observed learning outcomes (SOLO) framework: Evidence from grade 10 learners. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/critical-thinking-in-english-and-solo
Subtitled PowerPoint Presentations as a Tool for Strengthening English Academic Performance among Grade 7 Learners
Joana Marie Prigillana
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
elizabeth.aplat@deped.gov.ph
Abstract
This study investigated the effectiveness of subtitled PowerPoint presentations in enhancing the English academic performance of Grade 7 learners in a public high school in Metro Manila. Employing a quasi-experimental design, the research involved 120 learners divided into an experimental group and a control group. The experimental group received instruction using PowerPoint slides with synchronized subtitles, while the control group was taught through conventional lecture-based strategies without subtitles. Both groups completed a researcher-made pretest and posttest aligned with the Department of Education’s Most Essential Learning Competencies for English 7. The instruments, validated by experts and pilot-tested, achieved a reliability coefficient of 0.73, indicating acceptable internal consistency. Findings showed that both groups improved after the four-week intervention. The control group’s mean score rose from 5.28 in the pretest to 6.27 in the posttest, while the experimental group’s mean increased from 4.68 to 7.50. Statistical analyses confirmed that the experimental group’s improvement was significantly greater than that of the control group. Analysis of Covariance further verified that the differences remained significant even after accounting for initial proficiency levels. These results demonstrate that subtitles provided an additional channel for comprehension, reinforcing learners’ ability to process lesson content. The study recommends incorporating subtitled PowerPoint presentations into English instruction as a practical and cost-effective tool for improving literacy outcomes. It also proposes the development of a Subtitled PowerPoint Presentation Toolkit to support teachers in adopting this strategy more widely.
Keywords: English academic performance; Grade 7 learners; subtitled PowerPoint; instructional toolkit; quasi-experimental design
APA Citation and Full-Text Access
Prigillana, J. M. (2025). Subtitled PowerPoint presentations as a tool for strengthening English academic performance among grade 7 learners. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/subtitled-powerpoint-presentations
Teachers’ Role in Enforcing the Child Protection Policy: A Reevaluation of Classroom Management Implementation
Nur Ain T. Santos
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
nurainsantos@gmail.com
Abstract
This study investigated teachers’ awareness of the Child Protection Policy (CPP) and its perceived efficacy in classroom management. A quantitative research design was employed, involving 105 teachers from selected schools as respondents. Data were collected using a validated survey questionnaire covering demographic characteristics, awareness of policy content, implementation, and reporting procedures, as well as perceptions of efficacy in terms of teacher awareness, school culture, and leadership support. Descriptive statistics, Mann-Whitney U and Kruskal-Wallis H tests, and Spearman’s rank correlation were applied to analyze the data. Findings revealed that teachers demonstrated high levels of awareness of CPP across all three dimensions, indicating strong familiarity with policy provisions and processes. Awareness did not differ significantly when respondents were grouped according to sex, age, or years of service. However, the perceived efficacy of CPP in classroom management varied by age, length of service, and number of trainings attended, with more experienced teachers and those who had participated in multiple training sessions reporting higher efficacy. Leadership support and positive school culture were also identified as influential in strengthening teachers’ ability to apply the policy effectively. Correlation analysis further established a strong positive relationship between awareness and efficacy, confirming that greater policy knowledge enhances classroom management practices. The study underscores the importance of sustained professional development, supportive school leadership, and institutional cultures that reinforce protective practices to ensure the effective implementation of child protection measures in schools.
Keywords: Child Protection Policy, teacher awareness, classroom management, school culture, leadership support
APA Citation and Full-Text Access
Santos, N. A. T. (2025). Teachers’ role in enforcing the child protection policy: A reevaluation of classroom management implementation. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/teachers-role-in-enforcing-the-child-protection-policy
Digital Reading Materials’ Acceptability in Enhancing Reading Engagement Among Grade 10 Students
Joy Anne D. Cabrera
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
joyanne.cabrera@deped.gov.ph
Abstract
This study investigated the relationship between the acceptability of digital reading materials and the level of reading engagement among Grade 10 students at Las Piñas National High School–Almanza. Recognizing persistent challenges in literacy performance among Filipino learners, the research sought to determine how students perceive digital reading resources and how such perceptions align with their actual engagement in reading practices. A descriptive-correlational design was employed, with 235 respondents selected from a population of 736 through stratified random sampling. Data were collected using a validated researcher-made questionnaire and analyzed through descriptive statistics, t-tests, ANOVA, and Pearson’s correlation. Findings revealed that students rated digital reading materials as generally acceptable, with interactivity and personalization receiving the highest ratings, while gamification and offline accessibility were less emphasized. Reading engagement was strongest in the use of strategies such as rereading and vocabulary checking, followed by conceptual knowledge and motivation, while social interaction registered the lowest levels. No significant differences in acceptability or engagement were observed when respondents were grouped by sex, device ownership, or internet connectivity. However, frequency of digital reading significantly influenced both variables. Moreover, a moderate positive correlation (r = 0.6357, p < 0.00001) indicated that higher acceptability was associated with stronger engagement. The results highlight the importance of designing digital resources that integrate interactive and adaptive features, fostering consistent reading habits, and addressing equity in access to connectivity. These findings offer valuable insights for teachers, curriculum developers, and policymakers in enhancing literacy practices through digital means.
Keywords: digital reading materials, reading engagement, Grade 10 students, literacy
APA Citation and Full-Text Access
Cabrera, J. A. D. (2025). Digital reading materials’ acceptability in enhancing reading engagement among grade 10 students. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/digital-reading-materials-acceptability
Integration of Artificial Intelligence Tools in Inquiry-Based Physics Instruction for Grade 10 in Public Secondary Schools of Quezon Province
Windel R. Nogot
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
windel.nogot@perpetual.edu.ph
Abstract
This study examined the integration of artificial intelligence (AI) tools in inquiry-based Physics instruction among Grade 10 teachers in public secondary schools under the Schools Division Office of Quezon Province, Philippines. Employing a convergent parallel mixed-methods design, the research gathered quantitative data from 252 teachers through surveys and qualitative insights from eight co-participants through in-depth interviews. The quantitative results indicated that AI tools were moderately used and perceived as useful, with simulations and visualization applications being the most common. Usage was particularly evident in teaching Light, the Electromagnetic Spectrum, and Electricity and Magnetism. However, the integration of AI tools was largely confined to demonstration and initial engagement phases, with limited application in assessment and evaluation. Statistical analysis revealed a significant negative correlation between frequency of AI tool usage and reported effectiveness, suggesting a gap between technological access and pedagogical alignment. The qualitative findings highlighted challenges such as insufficient training, unreliable infrastructure, resource limitations, and concerns over content reliability and ethical implications. Despite these constraints, teachers expressed a strong intent to continue adopting AI tools, motivated by their observed potential to increase student engagement. The study proposes the AI-SCI program, designed to enhance teacher competence, strengthen infrastructure, and ensure ethical integration, thereby supporting more effective AI adoption in Philippine science education.
Keywords: Artificial Intelligence, Inquiry-Based Learning, Physics Instruction, Secondary Education, Teacher Integration
APA Citation and Full-Text Access
Nogot, W. R. (2025). Integration of artificial intelligence tools in inquiry-based physics instruction for grade 10 in public secondary schools of Quezon Province. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/artificial-intelligence-tools-in-inquiry-based-physics-instruction
Bridging Traditional Wisdom and Modern Learning: Integrating Ivatan Indigenous Knowledge Systems and Practices (IKSPs) into Science Education
Kym Clyde H. Moro
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
kymclyde.moro@perpetual.edu.ph
Dennis M. Marquez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
dennis.marquez@deped.gov.ph
Abstract
This phenomenological study examined the lived experiences of Ivatan science teachers in integrating Indigenous Knowledge Systems and Practices (IKSPs) into the formal science curriculum in Batanes, Philippines. Guided by constructivist learning theory, culturally relevant pedagogy, and the funds of knowledge framework, the research explored how teachers perceived the role of IKSPs in science education, the challenges and opportunities encountered in their integration, the specific practices most relevant to instruction, and the strategies employed to bridge traditional wisdom with modern learning. Twelve native Ivatan teachers from six municipalities participated in in-depth semi-structured interviews. Data were transcribed and analyzed thematically, yielding four interconnected themes: cultural resonance of IKSPs as bridges to science learning, negotiation of systemic constraints and pedagogical opportunities, embodied local wisdom as practical anchors in science instruction, and contextualized pedagogies for balancing tradition and modernity. Findings revealed that IKSPs enriched classroom engagement, contextualized abstract concepts, and affirmed cultural identity, while integration was hindered by resource scarcity, curricular misalignment, and weakening intergenerational transmission. Teachers responded with resourcefulness through storytelling, project-based learning, community collaboration, and reliance on household and local resources. From these insights, the Lesson–Community–Support (LCS) Framework was developed to guide systematic IKSP integration. The study affirms that science education becomes most relevant when it acknowledges indigenous epistemologies, making learning both scientifically rigorous and culturally meaningful.
Keywords: Indigenous Knowledge Systems and Practices, culturally relevant pedagogy, Ivatan, science education, phenomenology
APA Citation and Full-Text Access
Moro, K. C. H., & Marquez, D. M. (2025). Bridging traditional wisdom and modern learning: Integrating Ivatan indigenous knowledge systems and practices (IKSPs) into science education. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/integrating-ivatan-indigenous-knowledge-systems-and-practices
Influence of Parents’ Educational Attainment on the Educational Development of Kindergarten Learners in Bacoor City, Cavite
Raquel V. Bravo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
raqzyraqz@gmail.com
Dennis M. Marquez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
dennis.marquez@deped.gov.ph
Abstract
This study examined the influence of parents’ educational attainment on the educational development of kindergarten learners in Bacoor City, Cavite. Guided by Vygotsky’s Sociocultural Theory and Bronfenbrenner’s Ecological Systems Theory, the research explored how varying levels of parental schooling shaped children’s development in cognitive, language, social-emotional, and motor domains. A descriptive correlational design with a quantitative approach was employed, and 120 parents from four private kindergarten schools were purposively selected as respondents. Data were gathered through a structured researcher-made questionnaire validated by experts and tested for reliability. Statistical tools such as frequency, percentage, weighted mean, t-test, ANOVA, and Pearson’s r correlation were applied to analyze the results. Findings revealed that most parents had some level of college education, and mothers constituted the majority of respondents. Parents reported very strong educational attainment across formal education, use of educational support services, literacy and numeracy, and aspirations for their children. Correspondingly, kindergarten learners demonstrated very high levels of development in all four domains, with motor and social-emotional skills scoring the highest. Significant positive correlations were found between parental educational attainment and children’s development, affirming the role of parental schooling in shaping early learning outcomes. The study recommends the establishment of parent-focused programs such as the Bacoor Kinder Parents’ Academy to reinforce home–school partnerships and strengthen parental capacity in fostering early childhood education.
Keywords: parental educational attainment, kindergarten development, literacy and numeracy, home–school partnership
APA Citation and Full-Text Access
Bravo, R. V., & Marquez, D. M. (2025). Influence of parents’ educational attainment on the educational development of kindergarten learners in Bacoor City, Cavite. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/influence-of-parents-educational-attainment-on-the-educational-development
Influence of Home Partnership Strategies on the Academic Performance of Learners in Low-Income Communities
Imogene A. Manliclic
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ghene.amar@gmail.com
Abstract
This study examined the influence of home partnership strategies on the academic performance of Grade 1 learners in low-income communities within the Schools Division Office of Taguig City and Pateros. Guided by a quantitative descriptive–correlational design, the research sought to describe the demographic profile of parents, assess the extent of their engagement in academic support activities, parent–child educational interactions, participation in school-led programs, and collaboration with the community, and determine the relationship of these strategies to learner performance. The study involved 150 parents who were beneficiaries of the 4Ps and TARA BASA Tutoring Program, with their children’s academic performance measured through official report cards. Findings revealed that parents were predominantly mothers aged 26 to 35, most of whom had completed only secondary education and reported monthly household incomes below ₱10,000. Academic support activities at home were rated at a low extent, while parent–child educational interactions showed slightly stronger practices, particularly in shared reading and goal setting. Participation in school-led programs was limited largely to attending parent–teacher meetings, whereas collaboration with the community was reported at a high extent. Learners’ performance clustered within the satisfactory level, with no child achieving outstanding grades. Statistical analysis confirmed that neither demographic factors nor the extent of home partnership strategies showed significant relationships with academic outcomes. The study underscores the need for context-sensitive, community-based engagement models that address systemic barriers and provide sustainable support for families in low-income settings.
Keywords: home partnership strategies, academic performance, parental engagement, low-income communities, TAPAT
APA Citation and Full-Text Access
Manliclic, I. A. (2025). Influence of home partnership strategies on the academic performance of learners in low-income communities. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/influence-of-home-partnership-strategies-on-the-academic-performance
A Comparative Analysis of the K-12 Curriculum and the New Education Framework: Implications for Student Outcomes and Teaching Practices
Joyce Anne C. Rollo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
joyceanne.rollo@deped.gov.ph
Abstract
This study examined the comparative features of the K–12 Curriculum and the MATATAG Curriculum in the Philippine basic education system, focusing on their implications for teaching practices and student outcomes. Using a qualitative descriptive design, the study involved eight purposively selected teachers from Governor Luis A. Ferrer Jr. East National High School who had direct exposure to both curricula. Data were gathered through semi-structured interviews, validated by experts, and analyzed thematically to capture patterns of similarities, differences, challenges, and perceived impacts of the two frameworks. Findings revealed that both K–12 and MATATAG share a unified vision of preparing learners holistically for the demands of the 21st century by emphasizing core academic subjects, essential skills, and outcomes-based assessment. However, teachers perceived MATATAG as more streamlined and responsive, with a decongested structure that prioritizes foundational mastery in literacy and numeracy while fostering real-world relevance and learner engagement. The study also highlighted systemic challenges that persist, such as shortages in instructional resources and limited professional development, which constrain the effective implementation of curricular reforms. Teachers further noted that the competency-based and learner-centered nature of MATATAG enhanced student motivation, inclusivity, and long-term academic development compared to K–12. The study recommends strengthening implementation support through sustained teacher training, equitable resource distribution, and continuous monitoring mechanisms to ensure that the transformative promise of MATATAG is fully realized across diverse educational contexts.
Keywords: curriculum reform, K–12 Curriculum, MATATAG Curriculum, teaching practices, learner outcomes
APA Citation and Full-Text Access
Rollo, J. A. C. (2025). A comparative analysis of the K-12 curriculum and the new education framework: Implications for student outcomes and teaching practices. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/k-12-curriculum-and-the-new-education-framework
Enhancing Reading Comprehension of Grade 9 Students through a Structured Intervention Program
Cherry Ann M. Sarmiento
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
cherryannmonteyrosarmiento@gmail.com
Abstract
This study investigated the effectiveness of a structured reading intervention program in improving the comprehension skills of Grade 9 students at Tala High School during the school year 2024–2025. Utilizing a descriptive-correlational research design, the study purposively selected ninety-six respondents who demonstrated reading comprehension difficulties. Data were collected through pre-test and post-test assessments, a survey questionnaire, and teacher observations, and analyzed using descriptive statistics, paired-sample t-tests, and Spearman rho correlation. Findings revealed that prior to the intervention, 41.7 percent of the students were at the frustration level, 20.8 percent at the instructional level, and 37.5 percent at the independent level, reflecting significant literacy challenges. After the intervention, the percentage of frustration-level readers decreased to 21.9 percent, while independent readers increased to 46.9 percent and instructional readers rose to 31.3 percent. Among the program components, vocabulary development emerged as the most influential factor, followed by reading fluency, with inferential comprehension showing only slight gains. Statistical analysis confirmed a significant difference between pre-test and post-test scores (t = -6.254, df = 95, p = 0.001) and a very strong positive correlation (r = 0.957, p = 0.001) between the quality of intervention implementation and comprehension improvements. The results underscore the value of targeted reading interventions in reducing literacy gaps among adolescents. Emphasis on vocabulary enrichment, fluency practice, and scaffolded inferencing strategies is recommended for sustained literacy growth across secondary levels.
Keywords: reading comprehension, vocabulary development, reading fluency, inferencing, intervention program
APA Citation and Full-Text Access
Sarmiento, C. A. M. (2025). Enhancing reading comprehension of Grade 9 students through a structured intervention program. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/enhancing-reading-comprehension-of-grade-9-students
Exploring the Perspectives of School Leaders on the Use of Artificial Intelligence (AI) Learning Analytics and Data-Informed Decision-Making in Enhancing School Performance
Dinnah Jean Hilario - Valencia
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
dhines_jh@yahoo.ca
Abstract
This study explored the perspectives of school leaders in Shanghai’s K–12 institutions on the integration of artificial intelligence (AI) learning analytics and data-informed decision-making in enhancing school performance. Anchored in a qualitative research design, the study employed semi-structured interviews with principals, assistant principals, department heads, and administrators who had direct responsibility for instructional improvement, student support, professional development, and strategic planning. Braun and Clarke’s thematic analysis was used to examine the narratives and identify recurring meanings and patterns. Findings revealed six central themes: the human heart of leadership, navigating change and innovation, data-driven practice and proactivity, professional growth and support, barriers to equitable innovation, and the double-edged nature of personalization and risk. These themes highlighted both the promise and the challenges of AI adoption, emphasizing that technology is most effective when guided by ethical leadership, collaborative culture, and professional capacity-building. The study culminated in the development of the Valencia Leadership Framework, a human-centered model for integrating AI in schools. This framework underscores ethical responsibility, structured decision-making, equity, and stakeholder engagement as critical to ensuring that technology serves people rather than the reverse. The study contributes to the discourse on digital transformation in education by offering both theoretical insights and practical tools for leaders navigating AI-driven change.
Keywords: AI learning analytics, data-informed decision-making, school leadership, educational management, professional development
APA Citation and Full-Text Access
Hilario-Valencia, D. J. (2025). Exploring the perspectives of school leaders on the use of artificial intelligence (AI) learning analytics and data-informed decision-making in enhancing school performance. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/use-of-artificial-intelligence-ai-learning-analytics
Effects of Pedagogy and Assessment on Mathematics Students’ Proficiency and Performance
Erma P. Ronquillo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
erma.ronquillo@deped.gov.ph
Abstract
This study investigated the effects of pedagogy and assessment on Mathematics students’ proficiency and performance in selected public secondary schools in General Trias City during the school year 2024–2025. Anchored on a quantitative descriptive research design, it involved 122 teacher-respondents from five public high schools, selected using Calmorin’s formula to ensure representativeness. Data were gathered through a validated researcher-made questionnaire distributed via Google Forms and analyzed using descriptive statistics, Kendall tau correlation, and analysis of variance. Findings revealed that teachers highly utilized strategies such as real-life applications, collaborative learning, interactive methods, and timely feedback, which were associated with strong student outcomes. Differentiated instruction and peer assessments, however, were less consistently applied. Student performance records indicated that 72.1 percent of learners achieved Outstanding ratings and 27 percent achieved Very Satisfactory, with only one student rated Satisfactory. Despite these results, teachers reported significant challenges, particularly time constraints, limited resources, and the difficulty of addressing diverse learning needs. Correlation analysis showed that demographic variables such as age, sex, educational attainment, and years of teaching experience significantly influenced pedagogy and assessment practices. Moreover, pedagogy explained 66.7 percent and assessment 68.5 percent of the variance in student academic performance. The study highlights the critical role of effective instructional and evaluative strategies in improving Mathematics education. It recommends targeted professional development, responsive institutional support, and capacity-building programs to strengthen pedagogy and assessment practices in alignment with curriculum reforms.
Keywords: pedagogy, assessment, mathematics proficiency, student performance, curriculum implementation
APA Citation and Full-Text Access
Ronquillo, E. P. (2025). Effects of pedagogy and assessment on mathematics students’ proficiency and performance. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/effects-of-pedagogy-and-assessment-on-mathematics-students
Inverted Classroom Approach and Academic Performance of Selected Senior High School Students
Angelyn G. Menguito
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
menguitoangelyn123@gmail.com
Abstract
This study examined the effectiveness of the inverted classroom approach in improving the academic performance of Grade 11 Technical-Vocational-Livelihood (TVL) students in the subject Introduction to the Philosophy of the Human Person, focusing on the lesson The Relationship of Humanity and the Environment. A quasi-experimental research design was employed, utilizing pre-tests and post-tests administered to seventy-eight students equally divided into control and experimental groups. The control group was taught through the traditional lecture method, while the experimental group engaged in an inverted classroom model that combined pre-class independent study with in-class collaborative activities. The results revealed that both groups recorded low pre-test scores, with mean scores of 4.31 for the control group and 6.23 for the experimental group, indicating minimal prior knowledge of the topic. However, post-test results showed significant improvement, particularly in the experimental group, which attained a higher mean score of 8.95 compared to 7.49 in the control group. Moreover, 34 percent of students in the experimental group passed the post-test, in contrast to only 3 percent in the control group. Statistical analyses confirmed significant differences both within and between groups, establishing the effectiveness of the inverted classroom approach. The findings highlight the potential of inverted classrooms as an innovative pedagogy that promotes active learning and enhances performance in philosophy, a subject often perceived as abstract and challenging for TVL learners.
Keywords: inverted classroom, academic performance, philosophy education, TVL students, active learning
APA Citation and Full-Text Access
Menguito, A. G. (2025). Inverted classroom approach and academic performance of selected senior high school students. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/inverted-classroom-approach-and-academic-performance
Pedagogical Approaches and Their Influence on MAPEH Performance of Junior High School Students in Oriental Mindoro
Ernesto C. Tangal
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ernesto.tangal001@deped.gov.ph
Raymond B. Magno
University of Perpetual Help System DALTA – Graduate School
raymond.magno@perpetual.edu.ph
Abstract
This study investigated the impact of teachers’ utilization of pedagogical approaches on the academic performance of Junior High School students in Music, Arts, Physical Education, and Health (MAPEH) in the Bongabong District, Division of Oriental Mindoro, during School Year 2023–2024. Employing a quantitative descriptive–correlational design, the study gathered data from 333 students using a researcher-made questionnaire and official report cards. The survey assessed teachers’ use of pedagogical approaches in terms of frequency, intensity, depth, and range, while student performance was measured through final grades in MAPEH. Findings revealed that teachers were consistently rated as “highly utilized” in their pedagogical practices, with students particularly noting supportive learning environments and encouragement of critical thinking. Technology integration and individualized instruction, though still positively rated, were less emphasized compared to other strategies. The academic performance of the respondents yielded a mean score of 89.48, classified as “Very Satisfactory” under the Department of Education’s grading scale. Statistical analysis indicated no significant differences in perceptions of pedagogical practices when grouped by sex or age, although grade level influenced perceptions of frequency. The correlation test showed that frequency of pedagogical utilization significantly affected performance in Health, while no strong relationship was observed in Music, Arts, and Physical Education. The study underscores the vital role of varied pedagogical approaches in sustaining learner performance and highlights areas for further strengthening, such as technology use and differentiated instruction.
Keywords: pedagogical approaches, academic performance, Junior High School, MAPEH, Oriental Mindoro
APA Citation and Full-Text Access
Tangal, E. C., & Magno, R. B. (2025). Pedagogical approaches and their influence on MAPEH performance of junior high school students in Oriental Mindoro. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/pedagogical-approaches-and-their-influence-on-mapeh-performance
Beyond Boundaries: Filipino English as a Foreign Language (EFL) Teachers’ Lived Experiences in Thailand
Maria Cecilia A. Valdez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
cesvaldez13@gmail.com
Abstract
This study explored the lived experiences of Filipino teachers working as English as a Foreign Language (EFL) instructors in Thailand. Employing a qualitative phenomenological approach, the research documented the voices of six Filipino educators who shared their personal and professional journeys through in-depth online interviews. Guided by thematic analysis, the study uncovered the challenges, motivations, opportunities, and coping strategies that defined their experiences. Findings revealed that participants faced significant obstacles, including financial constraints, visa-related uncertainties, cultural and linguistic barriers, and instances of professional discrimination linked to native-speaker bias. Despite these difficulties, the teachers were sustained by both extrinsic motivations, such as economic security and career opportunities, and intrinsic motivations, including passion for teaching and fulfillment from student success. Their narratives also highlighted opportunities for personal growth, intercultural competence, and professional development through adaptation to Thai educational contexts. Recognition from students and communities further affirmed their contributions. Coping strategies such as financial resourcefulness, reliance on faith and family, peer support networks, and adaptive classroom practices enabled participants to navigate the demands of transnational teaching. The study underscores the resilience and agency of Filipino educators, while also pointing to systemic inequities that require policy reform. It contributes to the growing discourse on teacher migration and highlights the significance of Filipino EFL teachers as cultural mediators and transformative agents in international education.
Keywords: Filipino EFL teachers, lived experiences, Thailand, teacher migration, thematic analysis
APA Citation and Full-Text Access
Valdez, M. C. A. (2025). Beyond boundaries: Filipino English as a foreign language (EFL) teachers’ lived experiences in Thailand. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/efl-teachers-lived-experiences-in-thailand
Teaching in Diversity: Educators’ Practices and Beliefs in a Multicultural Context
Jenefa-shammah S. Gorospe
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jenocha25@gmail.com
Abstract
This study explored the lived experiences of teachers working in multicultural classrooms that included learners with special educational needs in a bilingual school in Chiang Mai, Thailand. Using a phenomenological design, the research aimed to describe how teachers navigated diversity, fostered inclusion, and promoted peer acceptance in contexts characterized by both cultural plurality and ability-based differences. Ten teachers with at least two years of relevant teaching experience participated in the study. Data were collected through semi-structured interviews and analyzed using Colaizzi’s method, which allowed themes to emerge from participants’ narratives. The findings revealed that teachers viewed diversity as both a treasure and a challenge, describing it as a source of enrichment that promoted openness and empathy while also noting the difficulties created by language barriers, cultural dissonance, and varied learning needs. Teachers employed inclusive practices such as differentiated instruction, flexible assessment, one-on-one support, and the use of culturally responsive teaching materials. Peer acceptance was identified as a critical dimension of inclusion, with teachers fostering respectful classroom cultures through cooperative learning, explicit guidance, and vigilance against exclusionary behaviors. Participants also emphasized the emotional significance of their work, viewing inclusion as both demanding and deeply rewarding. The study highlights the central role of teachers in translating policies of inclusion into daily practice. Recommendations include enhancing teacher preparation through targeted professional development, strengthening institutional support structures, and expanding research to incorporate the perspectives of learners and families.
Keywords: multicultural education, inclusive teaching, peer acceptance, teacher agency, phenomenology
APA Citation and Full-Text Access
Gorospe, J.-S. S. (2025). Teaching in diversity: Educators’ practices and beliefs in a multicultural context. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/educators-practices-and-beliefs-in-a-multicultural-context
Assessment of Technical Vocational Livelihood Students’ Performance in the National Assessment for Bread and Pastry Production
Jennifer O. Naval
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jenocha25@gmail.com
Abstract
This study examined the performance of Technical-Vocational-Livelihood (TVL) students in the National Assessment for Bread and Pastry Production, focusing on demographic characteristics, levels of interest, technical skills, and assessment-related factors. Using a descriptive–correlational design, data were gathered from 50 Grade 12 students at Vicente Madrigal Integrated School through a validated questionnaire administered online. Descriptive statistics were employed to analyze profiles, interest, and skill levels, while Spearman rho correlation was used to test the relationship between demographic variables and competencies. Findings showed that most respondents were female senior high school students aged 16 to 18, although older learners were also represented. Students demonstrated high levels of interest in bread and pastry production, particularly in mastering ingredients and established processes, but exhibited lower engagement in innovation and experimentation. Skills in measuring, recipe adherence, and ingredient function were consistently strong, while challenges were evident in equipment operation, cooling and storage practices, and complex cake preparation. Assessment conditions such as time allocation and clarity of instructions were rated highly, yet stress and unexpected challenges remained influential. Correlational analysis revealed significant relationships between age, sex, grade level, and skill levels across baking domains. The study highlights the strengths of the program in developing foundational competencies while identifying gaps that require targeted intervention. Recommendations include enhancing access to industry-standard equipment, integrating innovation-focused modules, and strengthening preparatory and psychosocial support to improve student readiness for certification and employment.
Keywords: Technical-Vocational-Livelihood, Bread and Pastry Production, National Assessment, Skills Development, TVET
APA Citation and Full-Text Access
Naval, J. O. (2025). Technical vocational livelihood students’ performance in the national assessment for bread and pastry production. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/students-performance-in-the-national-assessment-for-bread-and-pastry
Impact of Flipped Classroom on Student Engagement and Achievement in Grade 8 Araling Panlipunan
Ma. Joyce A. Bihay
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
amora.majoyce28@gmail.com
Abstract
This study examined the impact of the flipped classroom approach on student engagement and academic achievement in Grade 8 Araling Panlipunan at Pintuyan National High School. Using a quasi-experimental design, the research involved 169 students and six teachers who participated in the intervention. Data were gathered through researcher-made questionnaires, official academic records, and teacher assessments, and were analyzed using descriptive statistics, weighted means, composite means, and paired sample t-tests. Findings indicated that academic performance improved significantly after the flipped classroom was introduced. The proportion of students classified as excellent rose from 7.10 percent to 13.61 percent, while those in the very good category increased from 43.79 percent to 49.11 percent. No student remained in the needs improvement category after the intervention. Engagement also improved across all dimensions, with composite means shifting from moderate levels before the intervention to high levels after its implementation. Participation in activities, interest in the subject, application of concepts, and collaboration with peers and teachers all showed substantial gains. Teachers corroborated these improvements, reporting stronger student participation, mastery of concepts, development of critical thinking, enhanced retention, and more active involvement in discussions. The study highlights the flipped classroom as a practical and effective instructional model for enhancing social studies education. It offers valuable insights for teachers, administrators, and policymakers seeking to integrate technology-driven, student-centered strategies into classroom practice.
Keywords: flipped classroom, student engagement, academic achievement, Araling Panlipunan, secondary education
APA Citation and Full-Text Access
Bihay, M. J. A. (2025). Impact of flipped classroom on student engagement and achievement in Grade 8 Araling Panlipunan. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/impact-of-flipped-classroom-on-student-engagement
Inclusive Education in Action: Assessing the Effectiveness of Teacher Training and Support Systems
Jaymar E. Saavedra
University of Perpetual Help System DALTA
jaymarsaavedra09@gmail.com
Abstract
This study examined the effectiveness of teacher training programs and support systems in advancing inclusive education in Quezon’s 3rd Congressional District. Guided by a quantitative design, the research involved 153 respondents composed of 33 Special Needs Education (SNED) teachers and 120 receiving teachers. A researcher-made, expert-validated questionnaire was used to gather data on demographic profiles, training effectiveness, institutional support, and challenges in implementation. Statistical treatments included weighted means, t-tests, ANOVA, and correlation analysis. Findings revealed that teacher training programs were rated very effective in enhancing knowledge of inclusive principles, skills in addressing diverse learning needs, competence in implementing individualized education programs, and awareness of special education laws. Institutional support was assessed as extensive, particularly in professional development, access to materials, coaching, and emotional support. However, moderate challenges persisted, particularly in lesson planning, classroom management, adapting assessments, and access to assistive technology. Significant differences were observed when respondents were grouped by educational attainment, teaching experience, and number of training sessions attended. Correlation analysis confirmed that training effectiveness and support were positively associated and both inversely related to the challenges faced. The study underscores the importance of integrating sustained professional development with robust institutional support systems. It calls for policies that expand training coverage, provide adequate resources, and strengthen school-based mechanisms to promote inclusive education.
Keywords: Inclusive education, teacher training, support systems, challenges, Special Needs Education (SNED)
APA Citation and Full-Text Access
Saavedra, J. E. (2025). Inclusive education in action: Assessing the effectiveness of teacher training and support systems. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/effectiveness-of-teacher-training-and-support-systems
Assessment of the Status of Science Teachers Teaching Non-Major Subjects: Basis for a Professional Development Model
Maria Teresa R. Beloy
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
mtrbeloy@rtu.edu.ph
Abstract
This study examined the readiness, challenges, and professional development needs of junior high school science teachers tasked with teaching non-major subjects in the Schools Division of Pasig City during the 2024–2025 academic year. Recognizing the persistent issue of out-of-field teaching in Philippine science education, the research aimed to design a professional development model that would strengthen teacher effectiveness and improve learning outcomes. Using an explanatory-sequential mixed-methods design, the study surveyed sixty-four teachers and conducted in-depth interviews with ten participants. The quantitative strand assessed readiness across four Philippine Professional Standards for Teachers (PPST)-aligned domains: subject knowledge, pedagogy, classroom management, and instructional confidence. The qualitative strand provided narrative accounts of teachers’ experiences, allowing for deeper exploration of challenges and support needs. Data were analyzed through descriptive and inferential statistics for the survey and thematic analysis for the interviews. Findings indicated that teachers rated themselves as “very ready” across domains, though significant differences were observed by sex, specialization, educational attainment, experience, and rank. Persistent challenges included limited subject mastery in non-major disciplines, inadequate resources, heavy workloads, and constraints in technology integration. Professional development needs centered on content upgrading, inquiry-based pedagogy, classroom management, and confidence-building. The study proposed a holistic professional development model incorporating blended learning, peer mentoring, and learner-centered approaches to address these needs. The results highlight the importance of differentiated and sustained professional development in enhancing teacher readiness and fostering quality science education.
Keywords: teacher readiness, professional development, non-major subjects, science education
APA Citation and Full-Text Access
Beloy, M. T. R. (2025). Assessment of the status of science teachers teaching non-major subjects: Basis for a professional development model. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/status-of-science-teachers-teaching-non-major-subjects
Lived Experiences of Ilocano Students on the Use of Mother Tongue in Academic English Writing
Chesney Jade D. Jado
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
orlanventura.spi@gmail.com
Roneil P. Edu
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
roneilpaleracioedu@yahoo.com
Abstract
This study explored the lived experiences of Ilocano college students as they engaged in academic English writing influenced by their mother tongue. Recognizing the Philippines’ multilingual context and the dominance of English in higher education, the research sought to illuminate how students negotiated the tensions between cultural identity, linguistic heritage, and institutional demands for standardized writing. A descriptive phenomenological design was employed, guided by Colaizzi’s seven-step method. Eight Ilocano students were purposively selected from higher education institutions in Northern Luzon and participated in semi-structured interviews supplemented by reflective essays. Findings revealed that students frequently experienced blocked expression, linguistic anxiety, and translation burdens when writing in English, describing the process as mentally taxing and emotionally discouraging. Despite these difficulties, participants demonstrated resilience through persistence, peer collaboration, and teacher support. A recurring theme was the dual role of the mother tongue as both a hindrance and a source of identity affirmation. Translanguaging emerged as a significant strategy, enabling students to bridge cultural voice and academic expression, even when institutional feedback discouraged such practices. The study highlights that writing development for multilingual learners is both a cognitive and identity-based negotiation shaped by social interaction and cultural validation. The results underscore the need for inclusive pedagogical approaches that affirm students’ linguistic heritage while scaffolding their development in academic English. Such practices can foster confidence, sustain cultural identity, and promote equity in higher education writing instruction.
Keywords: Ilocano students, mother tongue, academic English writing, phenomenology, multilingual pedagogy
APA Citation and Full-Text Access
Jado, C. J. D., & Edu, R. P. (2025). Lived experiences of Ilocano students on the use of mother tongue in academic English writing. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/ilocano-students-on-the-use-of-mother-tongue
Role of Nurses’ Caring Behaviors in Shaping Patient Satisfaction in a Level 1 Government Hospital in Antipolo City
John Louie S.T. Solitario
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jlousolitario072114@gmail.com
Abstract
This study examined the relationship between nurses’ caring behaviors and patient satisfaction in a Level 1 government hospital in Antipolo City. Guided by a descriptive comparative correlational design, the research involved 164 patients selected through simple random sampling. Respondents represented various wards, including the Hemodialysis Unit, Outpatient Department, Emergency Room, Obstetric-Surgery Ward, and Medical-Pediatric Ward. Data were collected using a validated questionnaire that measured four domains of caring behaviors—assurance, knowledge and skills, respectfulness, and connectedness—and three domains of patient satisfaction—technical-professional, interpersonal-educational, and interpersonal-trusting. Findings indicated that patients consistently rated nurses’ caring behaviors as very high across all domains, with assurance and respectfulness receiving the highest scores. Patient satisfaction was likewise very high, particularly in technical-professional competence and interpersonal trust. Differences were observed when responses were grouped by demographic factors such as age, sex, civil status, educational attainment, and type of ward, suggesting that patient characteristics influenced perceptions of care. Correlational analysis revealed strong and statistically significant positive relationships between caring behaviors and patient satisfaction, with assurance closely linked to technical-professional satisfaction, respectfulness aligned with interpersonal-educational satisfaction, and connectedness strongly associated with interpersonal-trusting satisfaction. These findings affirm the critical role of nurses’ caring behaviors in shaping patient satisfaction, highlighting their relevance even in resource-constrained government hospitals. The study underscores the need for continuous training in relational competencies, supportive institutional policies, and patient-centered practices that strengthen both clinical outcomes and human connection.
Keywords: caring behaviors, patient satisfaction, nursing practice, government hospital
APA Citation and Full-Text Access
Solitario, J. L. S. T. (2025). Role of nurses’ caring behaviors in shaping patient satisfaction in a Level 1 government hospital in Antipolo City. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/role-of-nurses-caring-behaviors-in-shaping-patient-satisfaction
Integration of Physics Education Technology (PhET) Simulation: Its Impact on Students’ Learning Experience
Orlan O. Ventura
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
orlanventura.spi@gmail.com
Abstract
This study examined the impact of integrating Physics Education Technology (PhET) simulations into junior high school science instruction in Bacoor City, Philippines. Using a mixed-method explanatory sequential design, it investigated how simulations influenced students’ conceptual understanding, problem-solving ability, and engagement, and whether differences existed between Grade 8 and Grade 9 learners. A total of 340 students participated in the quantitative phase through a validated questionnaire, while ten students provided written reflections for the qualitative phase. Findings from the quantitative analysis revealed high mean scores across all domains, with conceptual understanding registering a composite mean of 2.95, problem-solving ability 2.87, and engagement 2.82, indicating that students consistently perceived simulations as beneficial to their learning. Statistical tests showed no significant differences between Grade 8 and Grade 9 respondents, suggesting that the effectiveness of simulations was consistent across grade levels. The qualitative narratives complemented these results by highlighting that simulations made abstract concepts more accessible, stimulated curiosity, and encouraged active participation. However, students also identified challenges such as unreliable internet connectivity and limited device access, pointing to the importance of equitable infrastructure. The study concludes that PhET simulations are effective tools for enhancing science instruction by bridging gaps in comprehension and engagement. It recommends regular integration of simulations into classroom practice, supported by teacher guidance and institutional investments in technology and training.
Keywords: PhET simulations, science education, conceptual understanding, student engagement, problem-solving skills
APA Citation and Full-Text Access
Ventura, O. O. (2025). Integration of Physics Education Technology (PhET) simulation: Its impact on students’ learning experience. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/integration-of-physics-education-technology-phet-simulation
Effectiveness of Inclusive Education in Fostering Adaptive Normalcy Among Grade 10 Students with Special Needs
Laila May C. Casanova
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
casanovalailamay@gmail.com
Abstract
This study investigated the effectiveness of inclusive education in fostering adaptive normalcy among Grade 10 students with special needs at San Jose National High School. Using a descriptive-correlational design, the research examined the extent of adaptive behaviors, academic performance, and social integration of students in inclusive classrooms. Thirty-five teachers served as respondents, providing data through a validated and reliable survey instrument. Descriptive statistics were used to summarize observed behaviors and academic outcomes, while Pearson’s correlation analysis tested the relationship between adaptive normalcy and academic performance. Findings revealed that students frequently demonstrated adaptive normalcy, particularly in showing respect, maintaining positive peer interactions, and displaying appropriate behavior during school activities. Academic performance was consistently positive, with frequent submission of requirements, steady progress across grading periods, and active classroom participation. Social integration was evident through friendships, empathy, and participation in school programs, though leadership roles were less frequently assumed. A very strong positive correlation (r = 0.869, p = 0.000) was established between adaptive normalcy and academic performance, indicating that students who adapted well socially and emotionally also performed better academically. Teachers, however, identified challenges such as insufficient training, limited assistive technologies, and lack of collaboration between SPED and mainstream teachers. The study underscores the critical role of inclusive education in promoting both psychosocial and academic development. It highlights the need for sustained institutional support, targeted professional development, and resource provision to strengthen inclusive practices.
Keywords: inclusive education, adaptive normalcy, academic performance, social integration, special needs students
APA Citation and Full-Text Access
Casanova, L. M. C. (2025). Effectiveness of inclusive education in fostering adaptive normalcy among Grade 10 students with special needs. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/effectiveness-of-inclusive-education-in-fostering-adaptive-normalcy
Contextualized Approaches to Enhance the Teaching of Oral Communication
Via Camille B. Puzon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ms.viacamille0804@gmail.com
Abstract
This study examined the extent of contextualization strategies employed in teaching Oral Communication in Context among senior high school teachers in San Juan, Batangas. Using a descriptive-quantitative research design, the study gathered data from one hundred twenty-four teachers across the Academic strands of Humanities and Social Sciences (HUMSS), Accountancy, Business and Management (ABM), and Science, Technology, Engineering, and Mathematics (STEM). A validated researcher-designed questionnaire served as the primary instrument, measuring the extent of cultural, community-based, and experiential contextualization, as well as their influence on student performance and the challenges faced in implementation. Findings revealed that teachers applied cultural contextualization to a great extent, particularly by integrating students’ cultural experiences into class discussions. Community-based contextualization was also practiced to a great extent, with emphasis on projects and role-plays linked to local contexts, although collaboration with community leaders and storytelling traditions were less frequent. Experiential contextualization emerged as the strongest dimension, with simulations, role-plays, and reflective activities rated to a high extent, though external activities such as field trips were seldom implemented. Results further indicated that student performance across individual and group tasks benefited from contextualized strategies, and no significant differences were observed among strands. Challenges included time constraints, large class sizes, limited resources, technological barriers, and psychological factors among students. The study underscores the importance of contextualization in fostering authentic oral communication learning and highlights the need for stronger institutional support, resource development, and teacher training.
Keywords: contextualization, oral communication, experiential learning, senior high school
APA Citation and Full-Text Access
Puzon, V. C. B. (2025). Contextualized approaches to enhance the teaching of oral communication. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/contextualized-approaches-to-enhance-the-teaching-of-oral-communication
Digital Literacy and Readiness in the Implementation of Electronic Medical Records Among Staff Nurses in
Antipolo City Government Hospitals
Rosien R. Santos
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
rosienranada@gmail.com
Abstract
This study examined the relationship between digital literacy and readiness for the implementation of electronic medical records (EMRs) among staff nurses in Antipolo City government hospitals. Using a descriptive–correlational research design, the study surveyed 145 nurses selected through random sampling from a total population of 230. The instrument measured three domains of digital literacy—computer literacy, informatics literacy, and informatics management literacy—and four domains of readiness, including ICT literacy, knowledge of EMRs, core readiness, and engagement readiness. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA, and Pearson correlation. Findings indicated that nurses possessed high levels of digital literacy, particularly in applying keyboarding skills, navigating online platforms, and ensuring data security. In contrast, their readiness for EMR implementation was rated as only moderate across all domains, with lower scores in engagement readiness and reliance on technical support. Demographic analysis showed that younger nurses and those with moderate years of experience demonstrated higher readiness scores, while gender differences were minimal. Statistical analysis revealed a significant positive correlation between digital literacy and readiness, affirming that higher competence is associated with greater preparedness to adopt digital systems. The results underscore the importance of continuous training, institutional support, and investment in infrastructure to strengthen both literacy and readiness. Enhancing these capacities will contribute to smoother EMR implementation, improved healthcare delivery, and better alignment with ongoing digital health initiatives.
Keywords: digital literacy, readiness, electronic medical records, staff nurses, government hospitals
APA Citation and Full-Text Access
Santos, R. R. (2025). Digital literacy and readiness in the implementation of electronic medical records among staff nurses in Antipolo City government hospitals. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/digital-literacy-and-readiness-in-the-implementation-of-electronic-medical
Teachers’ Digital Proficiency and Student Achievement in Mathematics: Bridging Technology and Performance
Wendy M. Forca
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
wendyforca@gmail.com
Abstract
This study investigated the relationship between mathematics teachers’ digital proficiency and students’ academic performance in multicultural classrooms within Ambassador Education Group schools in Chiang Mai, Thailand. Employing a quantitative correlational research design, the study involved fifty purposively selected mathematics teachers and the academic records of their students. Data on teacher proficiency were gathered through a validated questionnaire that assessed technological and pedagogical content knowledge, the use of digital tools, and the perceived impact of digital practices on instruction. Student performance data were obtained from registrar records, specifically their General Weighted Averages in mathematics. Descriptive statistics indicated that teachers exhibited high levels of proficiency in adapting digital content and applying technology in differentiated instruction, although lower proficiency was reported in the use of simulations and digital assessments. Teachers consistently integrated a range of digital tools, including interactive applications and gamified platforms, which they perceived as enhancing student engagement and problem-solving. Correlational analysis revealed a moderate positive relationship between teachers’ digital proficiency and students’ academic performance, which was statistically significant. The findings highlight the importance of enhancing teacher digital competence through targeted professional development and institutional support. By situating the research in multicultural mathematics classrooms, the study contributes empirical evidence to the growing discourse on digital pedagogy, teacher capacity, and equitable learning outcomes in diverse educational environments.
Keywords: digital proficiency, mathematics education, multicultural classrooms, academic performance, teacher competence
APA Citation and Full-Text Access
Forca, W. M. (2025). Teachers’ digital proficiency and student achievement in mathematics: Bridging technology and performance. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/teachers-digital-proficiency-and-student-achievement
Enhancing Mathematics Learning Through Differentiated Instruction: Strategies for Addressing Academic Diversity
Jennylen R. Sangalang
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jennylen.sangalang@deped.gov.ph
Abstract
This study investigated the implementation of differentiated instruction in mathematics classrooms and its effectiveness in addressing academic diversity among learners. Using a descriptive–correlational research design, data were collected from 200 mathematics teachers representing elementary, junior high school, and senior high school levels in the Division of Batangas during the academic year 2024–2025. A validated researcher-made questionnaire was utilized to capture demographic profiles, perceptions of effectiveness, commonly employed instructional strategies, and challenges encountered in applying differentiation. Descriptive statistics revealed that teachers consistently perceived differentiated instruction as effective in enhancing both student engagement and achievement, with high ratings for strategies such as scaffolded instruction, flexible grouping, choice-based tasks, and the integration of technology. Despite positive perceptions, teachers identified significant challenges, including limited resources, time constraints, and difficulties addressing diverse student readiness and behavioral factors. Inferential analyses indicated no significant differences in perceptions, strategies, or challenges when grouped according to demographic characteristics, suggesting consistent experiences across teacher subgroups. A strong negative correlation was found between perceived effectiveness and reported challenges, emphasizing the influence of systemic barriers on instructional implementation. The study underscores the potential of differentiated instruction as an inclusive strategy for mathematics education and calls for targeted professional development, equitable resource allocation, and supportive policies to strengthen its application in diverse classrooms.
Keywords: differentiated instruction, academic diversity, mathematics teachers, instructional strategies, professional development
APA Citation and Full-Text Access
Sangalang, J. R. (2025). Enhancing mathematics learning through differentiated instruction: Strategies for addressing academic diversity. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/enhancing-mathematics-learning-through-differentiated-instruction
Compliance and Influencing Factors in the Utilization of Maintenance and Other Operating Expenses in Public Elementary Schools
Ryan J. Amora
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ryan.amora061@deped.gov.ph
Abstract
This study investigated the compliance of selected public elementary schools with the Department of Education’s guidelines on the utilization of Maintenance and Other Operating Expenses (MOOE) and examined the factors influencing financial practices. Using a descriptive–correlational research design, data were collected from 118 school heads through a validated researcher-made questionnaire. The instrument measured institutional profiles, compliance levels across expenditure categories, and factors such as policy awareness, financial management capacity, reporting mechanisms, stakeholder participation, and local government support. Findings indicated that schools frequently complied with MOOE guidelines in areas such as utilities, communications, and office supplies, while compliance was less consistent for repairs, professional development, student development programs, and emergency expenses. Larger and longer-established schools reported higher adherence, suggesting that institutional experience and capacity contribute to systematic practices. Correlational analyses revealed that policy awareness, financial management capacity, and reporting mechanisms significantly influenced compliance across expenditure categories, while stakeholder participation and local government support were associated with specific domains such as program implementation and emergency allocations. The results highlight the interconnectedness of institutional capacity, leadership preparedness, and community support in shaping financial governance. Recommendations include sustained financial management training, adoption of digital reporting platforms, participatory decision-making, and stronger partnerships with local government units to enhance transparency and accountability in MOOE utilization.
Keywords: MOOE, compliance, financial management, transparency, public elementary schools
APA Citation and Full-Text Access
Amora, R. J. (2025). Compliance and influencing factors in the utilization of maintenance and other operating expenses in public elementary schools. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/utilization-of-maintenance-and-other-operating-expenses
Interrelationship Among Smartphone Excessive Use, Family Relationships, and Academic Performance of
Junior High School Learners
Mary Ann L. Soriao
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
maryann.soriao@deped.gov.ph
Abstract
This study examined the interrelationship among smartphone excessive use, family relationships, and academic performance of junior high school learners in four cities of the National Capital Region. Employing a mixed methods sequential explanatory design, the research combined a large-scale survey of 1,583 students with follow-up interviews involving eight purposively selected participants. Quantitative findings revealed that smartphone use for studying had a modest positive association with academic performance, whereas excessive use for gaming and social media showed significant negative correlations with grades. Moreover, higher levels of smartphone overuse were related to weaker family functioning and less consistent supervision. Conversely, students who reported stronger family interaction and functioning demonstrated better academic outcomes, suggesting that the quality of family relationships moderated the impact of smartphone habits on learning. Qualitative results reinforced these patterns by highlighting themes of disrupted sleep, family conflict, and ambivalence toward device use, alongside strategies such as timers, curfews, and shared routines that helped manage excessive use. The findings underscore the dual role of smartphones as both academic tools and sources of distraction, while positioning family relationships as critical protective factors. The study recommends integrating family-based routines with school-level digital policies to promote balanced use and safeguard academic success.
Keywords: smartphone excessive use, family relationships, academic performance, junior high school learners
APA Citation and Full-Text Access
Soriao, M. A. L. (2025). Interrelationship among smartphone excessive use, family relationships, and academic performance of junior high school learners. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/smartphone-excessive-use-family-relationships-and-academic-performance
A Phenomenological Inquiry on the Experiences, Challenges, and Adaptability of the Student-Centered Approach
in Higher Education Institutions
Jocelyn D. Azarcon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jdazarcon27@gmail.com
Abstract
This study explored the lived experiences of six faculty members from private higher education institutions as they implemented student-centered approaches within the brittle, anxious, nonlinear, and incomprehensible (BANI) environment. Guided by a qualitative phenomenological design, the research investigated the challenges educators encountered, the strategies they employed to adapt, and the broader implications for teaching and learning. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed multiple challenges, including student reluctance to assume responsibility for learning, difficulties with collaboration and socialization, unequal access to digital tools, and resistance to pedagogical change. Despite these obstacles, faculty members demonstrated resilience and adaptability by employing flexible assessments, differentiated tasks, and creative use of technology to sustain engagement. Their narratives also highlighted the development of students’ critical thinking, communication, and teamwork skills, underscoring the enduring value of student-centered learning even under volatile conditions. Emotional and psychological dimensions emerged strongly, as educators expressed both fatigue and renewed commitment to their professional and ethical roles. The study proposed the Adaptive, Inclusive, and Ethical Student-Centered Learning framework, which emphasizes constructive alignment, inclusivity, digital literacy, faculty development, and socio-emotional integration. These findings contribute to ongoing conversations about resilience and innovation in pedagogy and provide practical insights for practice, policy, and future research in higher education.
Keywords: student-centered learning, BANI environment, faculty experiences, phenomenology, adaptive pedagogy
APA Citation and Full-Text Access
Azarcon, J. D. (2025). A phenomenological inquiry on the experiences, challenges, and adaptability of the student-centered approach in higher education institutions. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/student-centered-approach-in-higher-education-institutions
Balancing Care: Exploring the Relationship Between Nurse–Patient Ratios, Job Performance, and Job Satisfaction Among Nurses at a Selected Hospital in Tacloban City, Leyte
Jeffrey S. Rapanan
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jeffreyrapanan02@gmail.com
Abstract
This study examined the relationship between nurse–patient ratios, job resources, job satisfaction, and job performance among nurses working in a private hospital in Tacloban City, Leyte. Employing a descriptive–correlational research design, data were gathered from ninety-nine nurses selected through simple random sampling. A structured and validated questionnaire, adapted from established scales on job satisfaction and nursing performance, served as the primary instrument. Descriptive statistics were used to analyze demographic profiles and workplace conditions, while Pearson correlation tested the relationships among the core variables. Results showed that nearly half of the respondents were responsible for more than twelve patients per shift, exceeding the Department of Health’s recommended staffing ratio. Job resources were evaluated unevenly, with teamwork, supervisory support, and patient recognition rated positively, while staffing adequacy and professional development opportunities were rated poorly. Nurses reported moderate job satisfaction, with higher ratings in coworker relations and supervision, and lower ratings in pay and promotion opportunities. Self-assessed job performance was rated “good,” especially in clinical care and teamwork, though professional growth and research involvement were limited. Correlation analysis revealed a significant negative relationship between nurse–patient ratios and both job satisfaction and performance, while job resources demonstrated significant positive associations with these outcomes. These findings highlight the urgent need for staffing advocacy, institutional investment in professional development, and the creation of support systems to improve satisfaction, sustain performance, and ensure quality patient care.
Keywords: nurse–patient ratio, job resources, job satisfaction, job performance, Tacloban nurses
APA Citation and Full-Text Access
Rapanan, J. S. (2025). Balancing care: Exploring the relationship between nurse–patient ratios, job performance, and job satisfaction among nurses at a selected hospital in Tacloban City, Leyte. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/nurse-patient-ratios-job-performance-and-job-satisfaction
A Strategic Lens on Retention: Evaluating the Effectiveness of Non-Salary Incentives on the Commitment and Tenure of Nurses in a Regional Tertiary Hospital
Norma B. Veloso
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
normabveloso13@gmail.com
Abstract
This study investigated the relationship between non-salary incentives, organizational commitment, and tenure among nurses in a regional tertiary hospital in the Philippines. Using a descriptive correlational design, data were gathered from 143 nurses selected through stratified random sampling across clinical units. A structured questionnaire measured perceptions of non-salary incentives such as recognition, advancement opportunities, working conditions, autonomy, supervision, and job security, alongside organizational commitment dimensions of affective, continuance, and normative commitment. Tenure was assessed based on continuous length of service. Descriptive statistics, correlation analysis, regression models, and mediation testing through the Sobel test and bootstrapping were employed. Findings indicated that nurses rated non-salary incentives highly across all categories, particularly working conditions, supervision, and job security. Organizational commitment showed moderate affective attachment, stronger continuance commitment, and meaningful normative obligation. Correlational analysis revealed significant positive relationships between non-salary incentives and organizational commitment dimensions, yet no direct significant associations with tenure. Mediation analysis confirmed that organizational commitment indirectly linked incentives to tenure, suggesting that workplace experiences foster psychological attachment, which in turn influences length of service. The study contributes to understanding nurse retention in resource-constrained settings by emphasizing the mediating role of organizational commitment. Practical implications highlight the value of recognition systems, supportive supervision, and professional development in enhancing workforce stability. Recommendations for policy and future research focus on integrating non-financial incentives into broader retention strategies.
Keywords: nurse retention, non-salary incentives, organizational commitment, tenure
APA Citation and Full-Text Access
Veloso, N. B. (2025). A strategic lens on retention: Evaluating the effectiveness of non-salary incentives on the commitment and tenure of nurses in a regional tertiary hospital. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/non-salary-incentives-on-the-commitment-and-tenure-of-nurses
The Influence of Proactive Patient Service Strategies on Patient Satisfaction and Sunga Hospital Readmission Rates
Lylvon Faith C. Gatmaitan-Zamora
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
lylvonfaith7@gmail.com
Abstract
This study investigated the influence of proactive patient service strategies on patient satisfaction and hospital readmission rates at Sunga Hospital, a mid-sized healthcare institution in the Philippines. Using a descriptive-correlational design, the research surveyed seventy-five inpatients and recently discharged patients who had been admitted for at least three days. Data were gathered through a validated researcher-developed questionnaire that measured demographic characteristics, perceived service quality, satisfaction levels, and factors influencing thirty-day readmission. Statistical analyses included descriptive measures, t-tests, one-way ANOVA, and Pearson’s correlation. Findings revealed that patients consistently rated service quality highly across responsiveness, empathy, communication clarity, and system efficiency, with composite means ranging from 3.69 to 3.81. Satisfaction levels were also strongly positive, with emotional support, technical competence, and system navigation receiving mean scores between 3.71 and 3.82. Correlation analysis showed a very strong and significant relationship between service quality and satisfaction, and both were inversely related to thirty-day readmission factors, with coefficients ranging from –0.61 to –0.72 at p < 0.05. Demographic characteristics such as age, sex, civil status, and educational attainment were not significantly associated with readmission risk. Patients identified challenges in staffing, discharge processing, and administrative navigation, though relational aspects of care, particularly empathy and follow-up, mitigated dissatisfaction. The study highlights the crucial role of proactive patient service strategies in enhancing satisfaction and reducing readmissions. It recommends institutionalizing structured discharge planning, patient education, and follow-up care to improve hospital outcomes and support patient-centered service frameworks.
Keywords: Patient satisfaction, Service quality, Hospital readmission, Proactive strategies, Patient-centered care
APA Citation and Full-Text Access
Gatmaitan-Zamora, L. F. C. (2025). The influence of proactive patient service strategies on patient satisfaction and Sunga Hospital readmission rates. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/proactive-patient-service-strategies-on-patient-satisfaction
Nursing Leadership in Airport Healthcare: Linking Passenger Satisfaction and Health Outcomes
Ezra Auxilio Perez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
elyezraprz2009@gmail.com
Abstract
This study investigated the influence of nursing leadership on passenger satisfaction and quality of healthcare services in the unique context of an international airport. Using a descriptive, comparative, and correlational research design, data were gathered from five nurses providing care at Bohol Panglao International Airport and 155 passengers who had received healthcare services. Researcher-made questionnaires, validated by experts and tested for reliability with a Cronbach’s alpha of 0.87, were administered to assess leadership practices, quality of care, challenges encountered, and passenger satisfaction. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and comparative tests. Findings revealed that nursing leadership was rated high to very high across dimensions, with staff empowerment and communication emerging as the strongest areas. Quality of care was also rated high, with response time and efficiency receiving the highest scores. Passenger satisfaction reached very high levels, particularly in professionalism, respect, and trust in healthcare staff. Pearson’s correlation indicated a significant positive relationship between nursing leadership and quality of care (r = 0.63, p < 0.05). Challenges identified by nurses included cultural competence, stress management, and passenger non-compliance, though these did not diminish the positive ratings of leadership and care. The study highlights the critical role of nursing leadership in sustaining healthcare quality and passenger satisfaction in transient, high-pressure environments. The results provide insights for strengthening leadership development, cultural competence, and resource support in airport healthcare systems.
Keywords: nursing leadership, airport healthcare, passenger satisfaction, quality of care, healthcare challenges
APA Citation and Full-Text Access
Perez, E. A. (2025). Nursing leadership in airport healthcare: Linking passenger satisfaction and health outcomes. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/nursing-leadership-in-airport-healthcare
Managerial Skills of School Heads as a Predictor of Teacher Work Effectiveness
Jessica B. De Ocampo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jessicabdeocampo@gmail.com
Abstract
This study examined the managerial skills of school heads as predictors of teacher work effectiveness among eighty-five elementary teachers in Cluster 4 of the Sariaya West District, Division of Quezon, during the school year 2024–2025. A descriptive-correlational design was employed, and data were collected through a validated researcher-made questionnaire that assessed managerial skills in communication, mentoring, technological proficiency, decision-making, and research-making, as well as teachers’ perceptions in knowledge management, self-management, commitment, delegation, and technical assistance. Teacher work effectiveness was measured in terms of instructional performance, classroom management, teaching-learning processes, professional growth and development, and productivity. Findings revealed that school heads demonstrated very competent levels of managerial skills across all domains, while teachers reported very high levels of work effectiveness, with classroom management rated as the strongest area. Perceived managerial skills were likewise rated positively, indicating teachers’ recognition of their leaders’ capacities in fostering professional environments. Correlation analysis confirmed a significant positive relationship between managerial skills and teacher work effectiveness, with results showing that both actual and perceived leadership competencies predicted teachers’ performance. The results underscore the importance of managerial competencies as a cornerstone of effective school leadership. A training program was proposed to further strengthen these skills, ensuring that principals are better equipped to sustain teacher motivation, professional growth, and instructional quality.
Keywords: managerial skills, teacher work effectiveness, school leadership, mentoring, classroom management
APA Citation and Full-Text Access
De Ocampo, J. B. (2025). Managerial skills of school heads as a predictor of teacher work effectiveness. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/managerial-skills-of-school-heads
Technical Skills and Academic Performance of Grade 10 Students in Technology and Livelihood Education:
Basis for Placement Plan
Francia B. Young
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
francia.young@deped.gov.ph
Abstract
This study examined the relationship among demographic profile, interests, technical-vocational skills, and academic performance of Grade 10 students in Technology and Livelihood Education (TLE) in selected secondary schools in the Division of Oriental Mindoro during the school year 2023–2024. Using a quantitative correlational research design, the study drew responses from 189 students selected through stratified random sampling. Data were gathered using a validated survey instrument composed of sections on demographics, academic performance, strand interest, and technical-vocational competencies. Statistical analyses included descriptive measures, t-tests, ANOVA, Kruskal–Wallis, Mann–Whitney, and Spearman rho correlation to determine significant differences and relationships among variables. Findings revealed that most respondents were aged 15 to 16, with nearly equal distribution of males and females. Interest was highest in the Humanities and Social Sciences strand, while technical-vocational strands such as Home Economics and Information and Communications Technology elicited only slight interest. Academic performance in TLE was generally very satisfactory, with a mean score of 86.04. Students demonstrated strong competencies in cookery, food and beverage services, agricultural safety, and electrical troubleshooting, but lower confidence in advanced tasks such as enabling network security and material estimation in agriculture. Significant differences in interest and skills were found when grouped by age and sex. Correlation analyses showed strong positive relationships among demographic profiles, interests, technical-vocational skills, and academic performance. The study recommends structured placement plans to align students’ skills, interests, and academic achievement with Senior High School strand selection to enhance engagement, reduce mismatches, and strengthen future employability.
Keywords: Technology and Livelihood Education, technical-vocational skills, academic performance, student interests, SHS strand placement
APA Citation and Full-Text Access
Young, F. B. (2025). Technical skills and academic performance of Grade 10 students in Technology and Livelihood Education: Basis for placement plan. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/technical-skills-and-academic-performance-of-grade-10-students
Social Comparison vs. Social Support on Social Media: The Effects on Nursing Students' Mental Health at
Polytechnic College of Davao del Sur
Jayson Greg B. Camanzo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jayson200827@gmail.com
Abstract
This study investigated the effects of social comparison and social support on social media on the mental health of nursing students at the Polytechnic College of Davao del Sur. Using a descriptive–correlational design, data were gathered from 135 randomly selected nursing students through a validated researcher-developed questionnaire. The instrument measured the frequency, type, and duration of social media use, the extent of appearance-based, academic-based, and lifestyle-based comparisons, the degree of emotional, informational, and companionship support, and indicators of mental health including anxiety, depression, and stress. Findings revealed that students frequently engaged in social media activities, spending more than two hours daily across multiple platforms such as YouTube, Facebook, and LinkedIn. Social comparison was experienced to a great extent in appearance, academics, and lifestyle domains, while social support was likewise reported at a high level through encouragement, advice, and digital companionship. Mental health outcomes showed moderate levels of anxiety, depression, and stress. Correlation analysis established significant positive relationships between social comparison and adverse mental health outcomes, and significant negative relationships between social support and the same outcomes. These results confirm that social media exerts both detrimental and protective influences on nursing students’ psychological well-being. The study highlights the importance of integrating digital literacy, resilience training, and structured peer-support mechanisms into nursing education. It also offers evidence for policy interventions that balance responsible social media use with mental health promotion.
Keywords: social comparison, social support, social media, mental health, nursing students
APA Citation and Full-Text Access
Camanzo, J. G. B. (2025). Social comparison vs. social support on social media: The effects on nursing students' mental health at Polytechnic College of Davao del Sur. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/social-comparison-vs-social-support-on-social-media
Utilization of Interactive Simulations in Enhancing Scientific Literacy Among Senior High School STEM Students
Ma. Kristine E. Tamayo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
elioruthie15@gmail.com
Abstract
This study investigated the role of interactive simulations in enhancing scientific literacy among Senior High School STEM students in a public high school in Quezon City. Using a convergent parallel mixed-method design, the research involved 106 students and six science teachers who engaged in simulation-based physics lessons. Quantitative data were gathered through a 55-item four-point Likert scale survey adapted from validated instruments measuring critical thinking, problem-solving, motivation and engagement, and retention of knowledge, while academic performance was tracked through students’ Physics 1 and Physics 2 grades. Qualitative data were collected through open-ended questions and brief interviews to capture personal experiences and perceptions. Findings revealed that students rated the impact of simulations highly in terms of critical thinking (M = 3.53) and problem-solving skills (M = 3.57), while teachers provided slightly lower but consistent ratings. Statistically significant improvements were recorded between Physics 1 and Physics 2 grades, with post-implementation performance positively correlated with critical thinking (r = .243) and problem solving (r = .311). Motivation and engagement were strongly valued by students but showed weaker direct correlations with academic performance. Emergent themes such as “seeing ideas clearly,” “staying motivated,” “exploring and applying ideas,” and “concrete learning moments” highlighted how simulations transformed abstract concepts into tangible learning experiences. The study concludes that interactive simulations are powerful pedagogical tools for developing scientific literacy, offering practical solutions for resource-limited classrooms and informing curriculum design in science education.
Keywords: interactive simulations, scientific literacy, academic performance, STEM education, educational technology
APA Citation and Full-Text Access
Tamayo, M. K. E. (2025). Utilization of interactive simulations in enhancing scientific literacy among Senior High School STEM students. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/utilization-of-interactive-simulations-in-enhancing-scientific-literacy
Negotiating Cultural Norms in Vietnamese ESL Classrooms: An Ethnomethodological Inquiry Into the Pedagogical Dilemmas of Foreign Teachers
Christian P. Florendo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
christian.florendo@perpetual.edu.ph
Abstract
This study explored the lived experiences of foreign English as a Second Language (ESL) teachers in Vietnam, focusing on how they navigated cultural norms and pedagogical expectations within classroom and institutional contexts. Using an ethnomethodological research design, the study engaged fifteen participants from diverse cultural and professional backgrounds who were teaching across public schools, private centers, and international institutions in Da Nang and surrounding areas. Semi-structured interviews and field notes served as the primary data sources, capturing teachers’ narratives of adaptation, identity formation, and professional challenges. Findings revealed six central themes: the persistence of cultural tensions in classroom participation, the development of adaptive pedagogical strategies responsive to local traditions, the importance of building trust and fostering student engagement, the transformation of intercultural professional identity, the role of professional relationships in mediating cultural understanding, and the pressing need for structured institutional support. Participants emphasized that effective teaching in Vietnam required cultural humility, patience, and the ability to recalibrate pedagogical practices. The study highlights both the opportunities and challenges inherent in intercultural teaching, demonstrating that cultural negotiation is integral to professional practice rather than peripheral to language instruction. The research contributes to intercultural pedagogy by situating theoretical frameworks within the everyday realities of foreign teachers. A practical outcome of the study is the development of a Cultural Adaptation Toolkit designed to support teachers in navigating Vietnamese classrooms more effectively.
Keywords: intercultural competence, ESL teaching, Vietnam, cultural adaptation, ethnomethodology
APA Citation and Full-Text Access
Florendo, C. P. (2025). Negotiating cultural norms in Vietnamese ESL classrooms: An ethnomethodological inquiry into the pedagogical dilemmas of foreign teachers. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/negotiating-cultural-norms-in-vietnamese-esl-classrooms
Empowering School Paper Advisers: A Strategic
Approach to Campus Journalism Education
Stephen G. Sabile
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
stephensabile21@gmail.com
Abstract
This study explored the lived experiences of school paper advisers in elementary and secondary schools, focusing on their roles in sustaining campus journalism amid institutional, logistical, and ethical challenges. Using a qualitative phenomenological design, the research involved twelve advisers from San Juan, Batangas, who participated in semi-structured interviews and a focus group discussion. Data were gathered through validated guides, recorded and transcribed with participants’ consent, and analyzed using reflexive thematic analysis. Findings revealed that advisers confront persistent challenges, including insufficient institutional support, resource shortages, censorship pressures, and heavy teaching workloads. Despite limited training, they adapted by engaging in self-directed learning, peer mentoring, and the creative use of digital tools to sustain student publications. Advisers expressed fulfillment in mentoring students, particularly in witnessing their transformation into confident and engaged writers, yet also noted the emotional and professional toll of their responsibilities. Emergent themes included the call for curriculum integration of journalism, the impact of resource inadequacy on effectiveness, the balancing of press freedom with institutional diplomacy, and the critical role of adviser resilience in sustaining campus journalism. The study underscores the need for systemic reforms that provide advisers with professional development, adequate funding, and policy protection. By strengthening institutional support and recognizing the adviser’s role as both mentor and mediator, schools can ensure that campus journalism continues to serve as a vital platform for student voice, critical thinking, and democratic education.
Keywords: campus journalism, school paper advisers, student press freedom, qualitative research, educational support
APA Citation and Full-Text Access
Sabile, S. G. (2025). Empowering school paper advisers: A strategic approach to campus journalism education. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/empowering-school-paper-advisers
Assessment of the Implementation of the Child Protection Policy: Basis for Enhancing the School-Based
Policy Guidelines
Ana Karmela S. Amante-Vergara
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
anakarmela.amante@deped.gov.ph
Abstract
This study assessed the implementation of the Department of Education’s Child Protection Policy (CPP) in thirty-seven public schools in the Schools Division of Lucena City. Using a descriptive–correlational–comparative design, data were gathered from 185 members of the Child Protection Committees (CPC), representing school heads, teachers, parents, students, and guidance counselors. A modified CPC Functionality Assessment Tool was used to measure levels of awareness, extent of implementation, and challenges encountered in carrying out the CPP. Quantitative data were analyzed using frequency, percentage, mean, t-test, analysis of variance, and Pearson correlation to examine differences and relationships across demographic variables. Findings revealed that respondents demonstrated higher awareness and stronger implementation in addressing bullying and child abuse compared to children at risk (CAR) and children in conflict with the law (CICL), where awareness and implementation remained only moderate. Significant differences were observed across CPC designations, age, gender, and length of service, with school heads and teachers reporting higher familiarity and implementation than parents and students. Results further indicated a significant negative correlation between the extent of policy implementation and the challenges encountered, suggesting that stronger implementation corresponded with fewer difficulties. The study underscores the importance of strengthening inclusive and comprehensive training for all CPC members, developing localized guidelines responsive to CAR and CICL, and institutionalizing systematic monitoring. These measures are critical to ensuring that the CPP serves its mandate of protecting all children and creating safer school environments.
Keywords: Child Protection Policy, bullying, child abuse, children at risk, children in conflict with the law
APA Citation and Full-Text Access
Amante-Vergara, A. K. S. (2025). Assessment of the implementation of the child protection policy: Basis for enhancing the school-based policy guidelines. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/implementation-of-the-child-protection-policy
Occupational Health Nurses’ Perceptions and Behavioral Intentions Toward AI Integration in Nursing Management
Reynante Otable Pedrigal
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
r.pedrigal@gmail.com
Abstract
Artificial intelligence (AI) has emerged as a transformative force in healthcare, with significant implications for nursing management. This study examined the perceptions and behavioral intentions of occupational health nurses in Bonifacio Global City, Taguig, toward AI integration, guided by the Technology Acceptance Model. Using a quantitative descriptive–correlational design, data were gathered from 123 licensed occupational health nurses through a validated survey instrument that assessed demographic characteristics, familiarity with AI, perceived usefulness, perceived ease of use, and attitudes. Statistical analyses included descriptive measures, Pearson’s correlation, and factor analysis. Findings revealed that respondents were generally well educated, with a substantial proportion holding graduate or doctoral degrees, yet their exposure to AI-related training remained uneven. Nurses reported moderate familiarity with AI but expressed high levels of perceived usefulness, ease of use, and positive attitudes. Strong correlations were observed among familiarity, usefulness, ease of use, and attitudes, affirming the predictive value of the Technology Acceptance Model in this context. Younger nurses and those with prior AI-related training demonstrated higher familiarity and more favorable perceptions compared to older and less trained counterparts. These findings underscore the need for structured training programs, supportive organizational policies, and clear regulatory frameworks to enable responsible and sustainable AI integration. The study contributes context-specific evidence on AI readiness among occupational health nurses in the Philippines, offering insights for practice, education, and policy development.
Keywords: artificial intelligence, nursing management, occupational health nurses, technology acceptance
APA Citation and Full-Text Access
Pedrigal, R. O. (2025). Occupational health nurses’ perceptions and behavioral intentions toward AI integration in nursing management. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/ai-integration-in-nursing-management
AI-Powered Learning Tools on Students’ Engagement and Motivation: Teachers’ and Students’ Perspectives
Leni May N. Luistro
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
lenimay.luistro@deped.gov.ph
Abstract
This study investigated the impact of AI-powered learning tools on student engagement and motivation in senior high schools within the San Juan District, Division of Batangas. Using a causal research design, the research involved fifty-five teachers and two hundred two students from Grades 11 and 12, who were selected through purposive and stratified sampling. A structured survey questionnaire, validated by experts, was employed to measure perceptions of the usefulness and ease of use of AI tools, as well as their influence on engagement and motivation across specific dimensions. Data were analyzed using descriptive and inferential statistics, including t-tests, correlation, and regression analyses. Findings revealed that both teachers and students perceived AI-powered learning tools as moderately useful and moderately easy to use. Engagement was rated at a moderate level across participation, interaction with materials, completion of assignments, and enthusiasm for learning activities. Motivation was also moderately rated in terms of autonomy, competence, and relatedness. No significant differences were found between teacher and student assessments, indicating aligned perspectives. Correlation and regression analyses showed that AI utilization significantly predicted engagement and motivation, with interaction with learning materials and competence emerging as the strongest indicators. The study underscores the potential of AI to complement traditional teaching by enhancing participation and motivation, while highlighting the need for teacher training, equitable access, and ethical guidelines to maximize its effectiveness in education.
Keywords: AI-powered learning tools, student engagement, student motivation, senior high school, educational technology
APA Citation and Full-Text Access
Luistro, L. M. N. (2025). AI-powered learning tools on students’ engagement and motivation: Teachers’ and students’ perspectives. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/ai-powered-learning-tools-on-students-engagement
Work-Life Balance and Nurses’ Commitment in Selected Public Hospitals in Quezon City
Ruth Terese T. Elio
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
elioruthie15@gmail.com
Abstract
This study examined the relationship between work-life balance and nurses’ commitment in selected public hospitals in Quezon City, Philippines. Guided by a descriptive–correlational research design, the investigation involved 180 registered nurses who were selected through quota sampling across various hospital units. A researcher-made questionnaire was utilized to assess demographic profiles, dimensions of work-life balance, and factors influencing organizational commitment. Data were analyzed using descriptive statistics, tests of difference, and tests of relationship to determine the patterns and associations among variables. Findings revealed that respondents were predominantly young, female, and relatively early in their professional careers. Work-life balance was rated at a moderate level across dimensions of time management, flexibility, social support, personal well-being, and workplace culture. Organizational commitment was also rated moderately in terms of training, career advancement, work hours, salary, benefits, and working conditions. Significant differences in perceptions emerged when nurses were grouped according to age, civil status, and length of service. Importantly, a positive and significant relationship was established between work-life balance and organizational commitment, indicating that improvements in balance contribute directly to stronger institutional loyalty. The study underscores the importance of designing policies and practices that enhance nurses’ balance between professional and personal roles, strengthen organizational support, and promote long-term retention within the public healthcare system.
Keywords: work-life balance, organizational commitment, public hospitals, nurses, retention
APA Citation and Full-Text Access
Elio, R. T. T. (2025). Work-life balance and nurses’ commitment in selected public hospitals in Quezon City. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/work-life-balance-and-nurses-commitment
Nationalistic Attitudes and Their Influence on Civic Engagement Among Junior High School Students and Teachers of Doña Pilar M. Alberto Integrated High School
Joey L. Labrador
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
joselmolabrador2395@gmail.com
Abstract
This study investigated the relationship between nationalistic attitudes and civic engagement among 325 junior high school students and 76 teachers of Doña Pilar M. Alberto Integrated High School in San Pedro City. Employing a descriptive-correlational design, the research utilized structured survey questionnaires to measure levels of national pride, appreciation of cultural heritage, and commitment to national development, alongside the extent of civic participation in community service, political advocacy, and school-based initiatives. Stratified random sampling was used to ensure representativeness of student respondents, while all teachers were included in the study to capture a holistic view of the school’s faculty. Findings revealed that both groups exhibited high nationalistic attitudes, with teachers scoring slightly higher across the three indicators. In contrast, civic engagement was rated only at a moderate level, suggesting a gap between patriotic values and actual civic practice. Among students, age, sex, and frequency of prior civic participation significantly influenced both nationalism and engagement, while for teachers, demographic characteristics did not produce significant differences, except for the frequency of past involvement. Correlation analysis confirmed a low but significant positive relationship between nationalism and civic engagement for both groups. The study recommends the integration of more structured civic education programs, service-learning opportunities, and teacher training initiatives to better translate nationalistic attitudes into active civic responsibility.
Keywords: nationalistic attitudes, civic engagement, junior high school
APA Citation and Full-Text Access
Labrador, J. L. (2025). Nationalistic attitudes and their influence on civic engagement among junior high school students and teachers of Doña Pilar M. Alberto Integrated High School. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/nationalistic-attitudes-and-their-influence-on-civic-engagement
Socio-Educational Challenges and Opportunities of Early Childhood Teachers in Implementing Inclusive
Education for Children with Special Needs
Carine Mae L. Wang
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
carine0217.cgl@gmail.com
Abstract
This study investigated the challenges and opportunities encountered by preschool teachers in implementing inclusive education for children with special needs in private preschools located in Regions IV-A (CALABARZON) and the National Capital Region of the Philippines. Using a descriptive–correlational design, the study examined the extent of implementation of inclusive practices across four domains: teacher preparedness, resource availability, classroom practices, and learner participation. A total of fifty preschool teachers participated through a validated researcher-made questionnaire, and the data were analyzed using descriptive statistics and Pearson’s r correlation. The findings indicated that teachers frequently practiced inclusive strategies such as differentiated instruction, flexible classroom arrangements, collaboration with specialists, and adaptation of instructional resources. Learner participation was supported through active monitoring and engagement, though areas such as celebrating achievements and promoting self-expression were less emphasized. Teachers identified inadequate training, insufficient access to materials and assistive technologies, time constraints, and limited administrative support as persistent challenges. At the same time, opportunities emerged through digital learning tools, multimedia resources, and strategies that fostered accountability and student autonomy. Correlation analysis revealed strong and significant relationships between the extent of inclusive implementation and both the challenges faced and the opportunities leveraged. The study highlights the importance of strengthening teacher professional development, resource provision, and collaborative support to sustain inclusive education in preschool settings. It further underscores the vital role of institutional and policy-level interventions in ensuring equitable and meaningful learning experiences for young children.
Keywords: inclusive education, early childhood, preschool teachers, challenges, opportunities
APA Citation and Full-Text Access
Wang, C. M. L. (2025). Socio-educational challenges and opportunities of early childhood teachers in implementing inclusive education for children with special needs. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/socio-educational-challenges-and-opportunities-of-early-childhood-teachers
Work-Readiness Integration and Instructional Challenges in the Teaching of Industrial Arts
Christine Mae A. Reondanga
University of Perpetual Help System DALTA
christinemae.reondanga@deped.gov.ph
Abstract
This study examined the extent of work-readiness integration and the instructional challenges experienced in the teaching of Industrial Arts among Grade 10 students and teachers in the Division of Dasmariñas, Cavite. Using a descriptive–correlational design, the study involved 150 Industrial Arts teachers and 285 students who accomplished a validated and reliable researcher-made questionnaire. Findings revealed that both groups rated the integration of work-readiness competencies—such as curriculum relevance, practical skill development, use of tools and equipment, workplace safety and ethics, and entrepreneurial applications—to a very high extent. At the same time, instructional challenges were also identified to a very high degree, with concerns centering on the limited availability of instructional materials, inadequacy of facilities, restricted access to professional development, and issues in sustaining learner engagement. Comparisons showed that students consistently gave higher ratings than teachers, highlighting perceptual differences between groups. Correlational analysis indicated that as the level of work-readiness integration increased, the perception of instructional challenges also intensified, underscoring the interconnectedness of curriculum implementation and systemic constraints. These findings reinforce the theoretical significance of Human Capital and Constructivist Learning perspectives, while also providing practical implications for strengthening teacher training, upgrading facilities, and enhancing partnerships with industry stakeholders to sustain Industrial Arts as a vehicle for workforce preparation and entrepreneurship.
Keywords: work-readiness integration, instructional challenges, Industrial Arts, Technology and Livelihood Education, secondary schools
APA Citation and Full-Text Access
Reondanga, C. M. A. (2025). Work-readiness integration and instructional challenges in the teaching of Industrial Arts. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/work-readiness-integration-and-instructional-challenges_1
The Role of Parental Support in Enhancing Reading Proficiency of Elementary Learners in Binangonan
Honelyn M. Dadulla
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
honelyndadulla1989@gmail.com
Abstract
Reading proficiency is a cornerstone of academic success, and the role of parental support in its development has long been recognized. This study examined the extent and impact of parental involvement on the reading proficiency of elementary learners in the Binangonan Sub Office. A mixed-method design was employed, integrating descriptive quantitative analysis with qualitative insights. A total of 203 parents participated in the survey, while a purposive sub-sample contributed to semi-structured interviews. The quantitative component revealed high levels of parental involvement across four domains—home-based reading activities, communication with teachers, participation in school programs, and provision of reading resources. Statistical results showed a significant positive correlation between parental involvement and learners’ reading proficiency, with Pearson’s r of 0.67 at p < 0.05. Qualitative findings enriched these results by identifying themes such as commitment to literacy despite constraints, balancing work and parenting, managing digital distractions, and valuing collaboration with schools. The study emphasized that while parents demonstrated strong commitment, they consistently faced challenges such as time limitations, financial constraints, and limited literacy resources. These findings underscore the vital role of family-school partnerships in sustaining literacy development. The study recommends designing flexible, inclusive, and resource-sensitive programs that empower parents and strengthen collaboration between schools and communities to ensure equitable literacy outcomes for all learners.
Keywords: parental support, reading proficiency, elementary learners, literacy development, Binangonan
APA Citation and Full-Text Access
Dadulla, H. M. (2025). The role of parental support in enhancing reading proficiency of elementary learners in Binangonan. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/the-role-of-parental-support-in-enhancing-reading-proficiency
Technology Integration in Technology and Livelihood Education (TLE) and Its Role in the Development
of Students’ Employability Skills
Joymie Ann L. Ramirez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
lunarjoymieann900@gmail.com
Abstract
This study examined the role of technology integration in Technology and Livelihood Education (TLE) and its impact on the employability skills of Grade 10 students at Bigain Integrated School during the school year 2025–2026. Employability skills, encompassing both technical competencies and interpersonal abilities, have become essential in preparing learners for a rapidly evolving workforce. The research aimed to determine how technology-supported instruction enhanced student engagement and motivation, strengthened hard and soft skills, and whether demographic factors such as age or sex influenced these perceptions. Using a descriptive quantitative design, the study involved all ninety-three Grade 10 students through total enumeration sampling. Data were collected via a researcher-made questionnaire, validated by experts, and tested for reliability using Cronbach’s alpha. Descriptive statistics were employed to analyze mean scores, while t-tests, analysis of variance, and Pearson’s r correlation were used to examine differences and relationships among variables. Findings revealed that students strongly agreed technology-enhanced TLE instruction improved their engagement and motivation. Hard skills such as technical proficiency and application of knowledge were rated to a great extent, while soft skills, particularly adaptability, communication, and problem-solving, were also significantly enhanced. No significant differences were observed based on age or sex, but significant positive correlations emerged between perceptions of technology integration and employability skill development. The study highlights the vital role of purposeful technology use in TLE as a means of equipping learners with future-ready competencies for the twenty-first-century workforce.
Keywords: Technology integration, Technology and Livelihood Education, employability skills, hard skills, soft skills
APA Citation and Full-Text Access
Ramirez, J. A. L. (2025). Technology integration in Technology and Livelihood Education (TLE) and its role in the development of students’ employability skills. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/technology-integration-in-technology-and-livelihood-education
Influence of Interactive Digital Learning Tools on the Learning Engagement of Primary School Learners
in the Schools Division of Tacurong City
Karen P. Dapitan
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
dennismarquez919@gmail.com
Abstract
This study examined the influence of interactive digital learning tools on the learning engagement of primary school learners in the Schools Division of Tacurong City during the academic year 2024–2025. Employing a descriptive correlational design, the research sought to determine the extent to which digital tools shaped technological self-efficacy, collaborative learning, interactive content design, and networked opportunities, and how these factors related to learners’ behavioral, emotional, cognitive, and social engagement. A total of 127 Kindergarten to Grade 3 teachers participated in the study and provided data through a validated researcher-made questionnaire. Descriptive statistics such as weighted means and percentages were used to describe the influence of interactive tools and the levels of learner engagement, while inferential tests including t-tests, ANOVA, and Pearson r correlation were applied to examine differences and relationships among variables. Results showed that interactive digital learning tools were perceived to influence learner engagement to a great extent, with interactive content design receiving the highest ratings. Learner engagement was assessed at very high levels across all domains, demonstrating that digital tools significantly supported attentiveness, enjoyment, critical thinking, and collaboration. No significant differences were found when grouped by demographic variables, but a strong positive correlation was established between tool influence and learner engagement. The findings underscore the value of interactive digital tools in enriching early learning experiences and highlight their potential for informing teacher training, resource allocation, and policy planning.
Keywords: digital learning tools, learner engagement, technological self-efficacy, collaborative learning, interactive content
APA Citation and Full-Text Access
Dapitan, K. P. (2025). Influence of interactive digital learning tools on the learning engagement of primary school learners in the Schools Division of Tacurong City. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/influence-of-interactive-digital-learning-tools-on-the-learning-engagement
Cultural Competence and Its Impact on the Level of Empathy of Nursing Staff in a Private Healthcare Facility in Saudi Arabia
Katrina Tuyapon Habbiling
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
blessedkath20@gmail.com
Abstract
This study examined the relationship between cultural competence and empathy among nursing staff employed in a private healthcare facility in Saudi Arabia. Using a descriptive–correlational design, the research involved seventy-one respondents across various professional roles, including staff nurses, head nurses, charge nurses, patient care technicians, emergency medical technicians, and nurse health assistants. Data were gathered through a structured, validated questionnaire covering demographic variables, four domains of cultural competence, and three dimensions of empathy. Descriptive statistics, t-tests, ANOVA, and Pearson’s correlation were employed to analyze the responses. The findings revealed that the nursing staff often demonstrated cultural awareness and culturally sensitive actions, particularly in acknowledging the role of family and religious traditions in care. However, advocacy for cultural needs in interdisciplinary settings and the use of institutional resources such as interpreters were less consistent. Self-directed cultural learning scored lower than structured training participation, reflecting a need for stronger emphasis on independent growth. Empathy levels were reported as moderate to high, with perspective taking and compassionate care rated higher than the ability to fully place oneself in the patient’s situation. A significant positive correlation was established between cultural competence and empathy, suggesting that strengthening one construct may reinforce the other. The study highlights the importance of integrated training, institutional support, and policy frameworks to cultivate both cultural competence and empathy in multicultural healthcare environments.
Keywords: cultural competence, empathy, nursing staff, Saudi Arabia, private healthcare
APA Citation and Full-Text Access
Habbiling, K. T. (2025). Cultural competence and its impact on the level of empathy of nursing staff in a private healthcare facility in Saudi Arabia. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/cultural-competence-and-its-impact-on-the-level-of-empathy
Work-Readiness Integration and Instructional Challenges in the Teaching of Industrial Arts
Ma. Pamela Krisel G. Rendado
University of Perpetual Help System DALTA
mapamelakrisel.rendado@deped.gov.ph
Abstract
This study examined the integration of work-readiness skills and the instructional challenges encountered in the teaching of Industrial Arts in junior high school. Recognizing Industrial Arts as a core component of Technology and Livelihood Education, the research explored how educators balance the dual responsibility of equipping students with practical competencies for employment while addressing pedagogical and contextual difficulties. Using a descriptive research design, the study engaged selected teachers and students to assess how work-readiness skills were embedded within lessons, how students perceived the relevance of such integration, and what barriers limited effective instruction. Findings revealed that teachers demonstrated strong commitment to aligning lessons with employability standards, particularly in areas such as tool handling, basic craftsmanship, and safety practices. However, constraints were noted in terms of inadequate instructional materials, outdated facilities, and limited training opportunities for teachers. Students acknowledged the importance of Industrial Arts in preparing them for future vocational pathways but highlighted the need for more hands-on activities and exposure to industry-based practices. The results emphasize the significance of strengthening the alignment between school-based instruction and labor market expectations, while also addressing systemic challenges in teaching resources and professional development. The study recommends policy support for upgrading facilities, sustained training for teachers, and stronger school–industry partnerships to enhance the delivery of Industrial Arts instruction.
Keywords: industrial arts, work-readiness, instructional challenges, employability, technology and livelihood education
APA Citation and Full-Text Access
Rendado, M. P. G. (2025). Work-readiness integration and instructional challenges in the teaching of industrial arts. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/work-readiness-integration-and-instructional-challenges
Implementation of Online Learning and Challenges among Graduate School Students in the University of Perpetual Help System DALTA
Maria Teresa Bobares Sawachi
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
mariateresasawachi@gmail.com
Abstract
This study investigated the implementation of online learning and the challenges encountered by graduate students at the University of Perpetual Help System DALTA during the academic year 2024–2025. Using a descriptive–correlational design, the research examined how demographic factors, perceptions of implementation, and reported challenges intersect within the Graduate School of Education. A total of 130 graduate students, selected through stratified sampling, participated by completing a validated questionnaire that assessed e-learning platforms, internet connectivity, instructional quality, and assessment and feedback, as well as challenges in motivation, time management, technical issues, and support systems. Findings indicated that students perceived online learning to be implemented at a high level, with weighted mean scores ranging from 3.47 to 3.56 across domains. Challenges were generally reported at a low level, with means from 2.28 to 2.41, suggesting that most students managed to adapt effectively. Statistical analyses revealed that age significantly influenced both perceptions of implementation and challenges encountered, while sex, program, and year level did not. A low but significant negative correlation (r = –0.220, p < .05) was established, indicating that stronger implementation was associated with fewer reported challenges. Based on the results, the Graduate Online Learning Enhancement and Support Initiative was proposed, incorporating interventions such as digital fluency workshops, peer mentoring, and age-sensitive onboarding. The study emphasizes the importance of sustaining flexible learning policies and providing targeted support to ensure inclusive and resilient graduate education.
Keywords: online learning, graduate education, implementation challenges, flexible learning, digital fluency
APA Citation and Full-Text Access
Sawachi, M. T. B. (2025). Implementation of online learning and challenges among graduate school students in the University of Perpetual Help System DALTA. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/online-learning-and-challenges-among-graduate-school-students
Impact of Nurse Staffing Ratios on Nursing Quality and Patient Outcomes in a Medical-Surgical Ward
of a Regional Tertiary Hospital
Michelle B. Jimeno
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
michellejimeno81@gmail.com
Abstract
This study investigated the relationship between nurse staffing ratios, quality of nursing care, and patient outcomes in the medical-surgical ward of a regional tertiary hospital in Tacloban City. Guided by Donabedian’s Structure-Process-Outcome model, it employed a quantitative correlational design to examine whether staffing ratios influenced length of hospital stay and readmission rates and whether quality of nursing care mediated these associations. The study included 80 nurses selected through stratified random sampling and 545 patient records obtained through total population sampling. Nurse-to-patient ratios were derived from staffing logs, patient outcomes were taken from hospital records, and quality of care was assessed using the Nursing Quality Care Scale.
Results revealed that the majority of nurses managed between six and fifteen patients per shift, exceeding international benchmarks for safe staffing. Despite this workload, nurses consistently reported high levels of perceived care quality, particularly in respect for patient dignity, responsibility, and prevention of complications. Statistical analyses indicated no significant direct relationship between nurse-to-patient ratios and patient outcomes, and quality of care did not mediate this association. Instead, patient demographics, specifically age and chronic medical conditions, emerged as stronger determinants of hospital length of stay.The findings highlight the resilience of nurses in maintaining care quality despite heavy workloads, while emphasizing the need for staffing policies that integrate patient acuity and demographic complexities. The study provides evidence relevant to workforce planning, hospital management, and policy reforms in Philippine healthcare.
Keywords: nurse staffing ratios, nursing care quality, patient outcomes, medical-surgical ward, tertiary hospital
APA Citation and Full-Text Access
Jimeno, M. B. (2025). Impact of nurse staffing ratios on nursing quality and patient outcomes in a medical-surgical ward of a regional tertiary hospital. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/impact-of-nurse-staffing-ratios-on-nursing-quality
Infection Prevention and Control Practices Among Staff Nurses: Knowledge and Compliance with Established Protocols
Patricia Ann E. Jabal
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
patriciaannjabal@gmail.com
Abstract
Infection prevention and control (IPC) remains an essential element of safe and effective healthcare delivery. This study assessed the knowledge and self-reported compliance of 180 staff nurses in a Level 1 government hospital in Antipolo City with established IPC protocols. Using a descriptive-correlational design, the research measured knowledge and compliance across five domains: hand hygiene, use of personal protective equipment, environmental cleaning, safe injection practices, and waste segregation. Data were collected through a validated researcher-developed questionnaire administered electronically via Google Forms. Descriptive statistics indicated that respondents demonstrated high to very high levels of knowledge and compliance across all domains, with safe injection practices emerging as the strongest area and environmental cleaning showing relatively lower scores. Inferential analyses revealed that age, years of hospital service, and educational attainment significantly influenced both knowledge and compliance, while sex and departmental assignment did not. Pearson’s correlation confirmed a positive relationship between knowledge and compliance, indicating that greater knowledge is associated with stronger adherence to IPC standards. The findings underscore the importance of continuous training, mentorship, and institutional support to sustain high levels of compliance and strengthen areas where gaps remain. These results provide valuable evidence for enhancing patient safety, guiding policy, and informing targeted professional development programs for nurses working in resource-constrained healthcare facilities.
Keywords: infection prevention, compliance, staff nurses, healthcare-associated infections, nursing practice
APA Citation and Full-Text Access
Jabal, P. A. E. (2025). Infection prevention and control practices among staff nurses: Knowledge and compliance with established protocols. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/infection-prevention-and-control-practices
Lived Experiences of Teachers, Parents, and School Heads in the Inclusion of Children With Autism Spectrum
Disorder in Elementary Classrooms
Pearl Shane M. Lazo
University of Perpetual Help System DALTA
lazopearlshane23@gmail.com
Abstract
This study explored the lived experiences of teachers, parents, and school heads in the inclusion of children with Autism Spectrum Disorder (ASD) in elementary classrooms. Anchored in phenomenological research design, it sought to uncover the meanings and realities stakeholders assign to inclusive practices. Nine participants composed of teachers, parents, and administrators from public elementary schools in Koronadal City were purposively selected. Data were gathered through semi-structured interviews, field notes, and reflective memos, then analyzed using Reflexive Thematic Analysis. Findings revealed the central theme “From Confusion to Competence,” which reflected the stakeholders’ journeys of adaptation, improvisation, and resilience in fostering inclusion despite limited resources and insufficient training. Teachers emphasized the challenges of unpreparedness and large class sizes, parents highlighted both advocacy efforts and systemic gaps, while administrators acknowledged policy mandates constrained by inadequate funding. Despite these challenges, moments of transformation emerged, particularly through peer support, the use of routines, and collaboration between families and schools. The study underscores that inclusion is both a moral imperative and a systemic challenge requiring stronger institutional support. It recommends sustained teacher training, structured parent-school collaboration, and resource allocation to ensure that inclusive education for children with ASD is both effective and sustainable.
Keywords: inclusive education, autism spectrum disorder, lived experiences, elementary schools, phenomenology
APA Citation and Full-Text Access
Lazo, P. S. M. (2025). Lived experiences of teachers, parents, and school heads in the inclusion of children with autism spectrum disorder in elementary classrooms. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/lived-experiences-of-teachers-parents-and-school-heads
Educational Equity and Leadership: Practices That Support Diverse Learners
Rebecca D. Paynor
University of Perpetual Help System DALTA
rebeccapaynor71@yahoo.com
Abstract
This study examined the awareness, practices, and challenges of school leaders in promoting educational equity in diverse public secondary schools. Using a descriptive-correlational design, data were collected from 120 school leaders, including principals, assistant principals, and department heads, through a validated researcher-developed questionnaire. Descriptive statistics revealed consistently high levels of awareness, particularly in inclusive access to quality instruction, culturally responsive pedagogy, and the role of leadership in promoting fairness. Findings also indicated strong engagement in equity-driven decision-making, policy implementation, and resource allocation, with leaders prioritizing support for disadvantaged learners, collaboration with families and communities, and professional development for teachers. However, challenges were reported, such as resistance from staff, gaps in teacher preparedness, resource limitations, and difficulties ensuring fairness in disciplinary policies. Correlation analysis established a significant positive relationship between leaders’ awareness of equity issues and their implementation of inclusive practices. No significant differences were found across demographic variables, suggesting that equity leadership is a shared responsibility that cuts across age, sex, position, and length of service. The study underscores the importance of strengthening professional development, embedding culturally responsive practices, and enhancing systemic support for school leaders. Its findings contribute to theoretical frameworks on equity-oriented leadership while offering practical insights for educational policy and school improvement initiatives.
Keywords: educational equity, school leadership, culturally responsive pedagogy, inclusive practices, diverse learners
APA Citation and Full-Text Access
Paynor, R. D. (2025). Educational equity and leadership: Practices that support diverse learners. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/educational-equity-and-leadership
Safety Practices and Teaching Skills of Physical Education Teachers Towards an Intervention Program
Zhao Zijian
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 examined the safety practices and teaching skills of physical education teachers at Qunli Jingwei Middle School in Harbin to design a comprehensive intervention program that enhances both student safety and instructional effectiveness. Employing a descriptive–correlational research design, the study gathered responses from 230 randomly selected students and 30 teachers through validated questionnaires. The findings revealed that teachers consistently demonstrated high levels of risk awareness, preventive measures, and environmental safety management, with both students and teachers affirming the presence of proactive practices to minimize risks. Emergency preparedness, however, was rated comparatively lower, suggesting the need for stronger training in advanced emergency response. Teaching skills were similarly rated highly, particularly in instructional clarity, demonstration, modeling, and the provision of feedback and reinforcement. Adaptability in instruction was identified as the least developed skill, indicating challenges in addressing diverse student needs. Statistical analyses confirmed no significant differences in safety practices and teaching skills across demographic variables, but a significant positive correlation was established between the two domains. This demonstrated that stronger safety practices were closely associated with more effective teaching skills. Based on these results, the Enhancing Safety and Teaching Excellence (ESTE) Program was proposed to address gaps in emergency preparedness and adaptability, supporting both safe and effective physical education instruction.
Keywords: physical education, safety practices, teaching skills, intervention program, emergency preparedness
APA Citation and Full-Text Access
Zijian, Z., & Ann, M. M. (2025). Safety practices and teaching skills of physical education teachers towards an intervention program. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/safety-practices-and-teaching-skills-of-physical-education-teachers
Psychosocial Factor That Greatly Affects the Scholastic Performance of Nursing Students in Eastern Samar
State University-Guiuan, Eastern Samar
Nerissa R. Cablao
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ralosonerissa@gmail.com
Abstract
This study investigated the psychosocial factor that greatly affects the scholastic performance of nursing students in Eastern Samar State University-Guiuan, Eastern Samar. Employing a quantitative research design, it explored the role of both psychological and social dimensions in shaping academic outcomes, focusing on self-esteem, coping skills, resilience, emotional regulation, motivation, mental health status, family support, peer influence, socio-economic challenges, cultural expectations, and community belonging. A stratified random sample of 56 nursing students across all year levels participated by completing a validated researcher-made questionnaire. Descriptive statistics, independent t-tests, one-way analysis of variance, and paired t-tests were employed to determine the significance of differences and relationships among variables. The findings revealed that while psychological attributes such as motivation, resilience, and self-esteem moderately influenced performance, social factors exerted a stronger effect. Family support and positive peer influence emerged as critical enablers of academic persistence, while lack of support, financial difficulties, and negative peer dynamics were major barriers to achievement. Age significantly differentiated the influence of psychosocial factors, with younger students showing greater susceptibility to peer-related stress, whereas sex, year level, and academic standing did not produce significant differences. The study highlights the importance of developing targeted interventions that strengthen both psychological resilience and social support systems. Such initiatives can help nursing students achieve academic success while preparing them for the demands of professional nursing practice.
Keywords: psychosocial factors, scholastic performance, nursing students, family support, resilience
APA Citation and Full-Text Access
Cablao, N. R. (2025). Psychosocial factor that greatly affect the scholastic performance of nursing students in Eastern Samar State University-Guiuan, Eastern Samar. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/psychosocial-factor-that-greatly-affects-the-scholastic-performance
Examining the Role of Nurse Educators’ Teaching Approaches on Nursing Students’ Learning Preferences and Perceived Competency
Aileen M. Maningas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ilynmagman09@gmail.com
Abstract
This study explored the relationship between nurse educators’ teaching approaches, nursing students’ learning preferences, and their perceived competencies within selected nursing schools in the Philippines. Guided by a descriptive correlational design, the research engaged 146 nurse educators and 288 nursing students using a researcher-developed and validated questionnaire. The findings revealed that lectures and collaborative learning remained the most frequently employed instructional strategies, while assessment practices emphasized formative and summative techniques. Technology integration was evident in the use of learning management systems and multimedia tools, although advanced simulation and mobile applications were less commonly utilized. Classroom management approaches highlighted inclusivity and order, with fewer strategies directed toward conflict resolution and peer interaction. Nursing students expressed strong preferences for visual and kinesthetic learning styles, complemented by auditory and collaborative modes, reflecting the need for multimodal instructional design. Students also reported generally positive perceptions of their competencies in theoretical knowledge, clinical skills, communication, and critical thinking, though they identified problem solving as an area requiring enhancement. Statistical analysis confirmed significant positive correlations between teaching approaches, learning preferences, and perceived competencies, demonstrating that diversified and student-centered strategies foster more favorable outcomes. The study contributes empirical evidence supporting competency-based nursing education and underscores the importance of aligning pedagogy with learner diversity. Findings highlight the necessity of faculty development, institutional resource support, and policy reinforcement to sustain effective and innovative nursing education practices.
Keywords: teaching approaches, learning preferences, perceived competency, nursing education
APA Citation and Full-Text Access
Maningas, A. M. (2025). Examining the role of nurse educators’ teaching approaches on nursing students’ learning preferences and perceived competency. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/nurse-educators-teaching-approaches
The Influence of Technology-Driven Learning Tools on the Academic Performance in Technology and Livelihood Education
Arneil A. Pagatpatan
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
arneil.pagatpatan@deped.gov.ph
Abstract
This study examined the influence of technology-driven learning tools on the academic performance of junior high school students in Technology and Livelihood Education (TLE) at Tañong High School in Marikina City during the school year 2025–2026. Anchored in a descriptive–correlational research design, the investigation involved 222 respondents selected through stratified random sampling across Grades 7 to 10. Data were gathered using a validated survey instrument that measured the perceived extent of influence of educational applications, virtual reality applications, learning management systems, interactive presentations, and real-time assessment applications. Academic performance was obtained from students’ most recent general weighted averages in TLE. Descriptive statistics revealed that across all categories, students rated the influence of technology-driven learning tools at a very high extent, with composite weighted means ranging from 3.61 to 3.66. Independent t-tests and analysis of variance indicated no significant differences in perceptions when grouped by age, sex, or grade level. Students demonstrated strong academic performance, with the majority rated Outstanding in TLE. Pearson correlation analysis further established a significant positive relationship between the extent of influence of technology-driven learning tools and learners’ academic performance. These findings affirm the capacity of technology-driven tools to enrich instruction and strengthen student outcomes in skill-based subjects. The study highlights the importance of sustained integration of digital resources in TLE and provides evidence for practice, policy development, and future research in advancing technology-enhanced education.
Keywords: technology-driven learning tools, academic performance, Technology and Livelihood Education, virtual reality applications, learning management systems
APA Citation and Full-Text Access
Pagatpatan, A. A. (2025). The influence of technology-driven learning tools on the academic performance in Technology and Livelihood Education. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/technology-driven-learning-tools
Evaluating the Effectiveness of eTravel Customs Processing to the Arriving Passengers at Ninoy Aquino International Airport
Jove Lyra Diaz
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
uphsdjdiaz13@gmail.com
Abstract
This study examined the effectiveness of the eTravel customs processing system as implemented at Ninoy Aquino International Airport (NAIA), focusing on passenger experiences during its early adoption. The research employed a quantitative design using a validated survey questionnaire administered to 365 randomly selected passengers across Terminals 1 and 3. Descriptive statistics, t-tests, ANOVA, and Pearson correlation were used to analyze the data. Findings revealed that passengers rated the eTravel system as very useful, highlighting its role in promoting paperless transactions, streamlining procedures, and reducing dependence on staff assistance. The system was also rated as very easy to use, with high scores for clarity of questions and convenience compared to manual forms. Statistical tests showed no significant differences in perceptions of usefulness and ease of use across age, sex, nationality, and travel frequency, suggesting broad accessibility. A significant positive correlation between usefulness and ease of use was established, confirming that perceptions of simplicity enhanced the system’s value. Despite positive ratings, some passengers reported technical glitches, QR code generation failures, and internet connectivity issues. These findings underscore the progress of digital customs modernization while emphasizing the need for continued technical refinements and infrastructure support to optimize passenger experience.
Keywords: eTravel system, customs processing, passenger experience, digital governance, Ninoy Aquino International Airport
APA Citation and Full-Text Access
Diaz, J. L. (2025). Evaluating the effectiveness of eTravel customs processing to the arriving passengers at Ninoy Aquino International Airport. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/effectiveness-of-etravel-customs-processing-to-the-arriving-passengers
Influence of Social Media on Political Engagement Among Grade 12 General Academic Strand Students:
Basis for an Action Plan
Nemia Grace E. Petipit
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
nymeria439@gmail.com
Abstract
This study investigated the influence of social media on the political engagement of Grade 12 General Academic Strand (GAS) students at Las Piñas City National Senior High School – Doña Josefa Campus during the school year 2024–2025. Employing a descriptive correlational research design, the research examined the extent of students’ exposure to political content, their trust in social media platforms, and their levels of participation both online and offline. A total of 150 students were selected through stratified random sampling, and data were gathered using a validated researcher-made questionnaire. The results indicated that students reported very high levels of political exposure, high levels of online participation, and moderately high levels of offline civic engagement. Trust in social media was also evident, suggesting that students viewed digital platforms as credible sources of political information. Significant differences in engagement were observed when students were grouped by age, economic status, and technology access, while no substantial differences emerged by sex. Importantly, a strong positive correlation (r = 0.71, p < 0.01) was found between social media influence and political engagement, confirming that digital platforms play a critical role in shaping youth civic behaviors. The findings underscore the importance of embedding media literacy and civic education in the senior high school curriculum and provide the basis for developing an action plan aimed at fostering responsible and informed political participation among students.
Keywords: social media, political engagement, senior high school, digital literacy, civic participation
APA Citation and Full-Text Access
Petipit, N. G. E. (2025). Influence of social media on political engagement among Grade 12 General Academic Strand students: Basis for an action plan. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/influence-of-social-media-on-political-engagement
Job Satisfaction and Career Commitment Among Academic and Clinical Nurses Towards an Enhanced Professional Development Program
Geazhel U. Arellano
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
geazhel03@gmail.com
Abstract
This study investigated job satisfaction, career commitment, and perceived challenges among academic and clinical nurses, aiming to develop an enhanced professional development program. Guided by Herzberg’s Two-Factor Theory of Motivation and Meyer and Allen’s Three-Component Model of Commitment, the research employed a descriptive-comparative-correlational design. Seventy respondents participated, consisting of thirty-five academic nurses from the Polytechnic College of Davao del Sur Inc. and thirty-five clinical nurses from the Davao del Sur Provincial Hospital. Data were gathered through a validated and reliable structured questionnaire administered via Google Forms and analyzed using weighted means, independent samples t-tests, and Pearson correlation coefficients. Findings revealed that both academic and clinical nurses demonstrated high levels of job satisfaction and career commitment, though differences were observed in specific domains. Clinical nurses expressed stronger satisfaction with workload, autonomy, and compensation, while academic nurses indicated greater satisfaction with professional development opportunities and reported stronger affective and normative commitment. Challenges were identified in workload, compensation, autonomy, and professional development, but no significant differences were noted between the two groups. Correlation analysis showed that job satisfaction was positively related to career commitment and negatively associated with perceived challenges. The study underscores the importance of addressing systemic issues in both academic and clinical settings while enhancing opportunities for growth and recognition. The proposed professional development program aims to support retention, motivation, and long-term engagement among nurses.
Keywords: job satisfaction, career commitment, academic nurses, clinical nurses, professional development
APA Citation and Full-Text Access
Arellano, G. U. (2025). Job satisfaction and career commitment among academic and clinical nurses towards an enhanced professional development program. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/job-satisfaction-and-career-commitment-among-academic-and-clinical-nurses
Integration of ClassPoint and MinDirect Assessment Application as Basis for Technology and Livelihood Education Intervention
Pammelle P. Valerio
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
Pammellevalerio@gmail.com
Abstract
This study investigated the effectiveness of integrating ClassPoint and MinDirect assessment applications as an intervention for academically challenged Grade 7 learners in the Information and Communication Technology domain of Technology and Livelihood Education. Using a quasi-experimental pretest–posttest design, the research involved 152 students from Tanza National Trade School Annex in Cavite, Philippines, who were purposively sampled based on their below-average performance in the first quarter summative test. The respondents were divided into a control group taught through traditional strategies and a treatment group that received instruction enhanced by gamification and localized digital assessment tools. Researcher-developed instruments were validated for content and reliability, and both descriptive and inferential statistics were applied to analyze the data. Results showed that both groups improved their posttest scores; however, the treatment group achieved significantly higher gains, demonstrating the positive impact of interactive applications on learner performance. Gender emerged as a significant factor in posttest outcomes, with female students performing better than males, while age, family income, and prior academic performance showed no significant effects. The findings underscore the potential of gamification and localized assessment tools to bridge learning gaps, foster student engagement, and support inclusive practices in secondary education. Implications highlight the importance of teacher training, institutional support, and policy initiatives promoting technology integration in the curriculum.
Keywords: gamification, interactive assessment, ClassPoint, MinDirect, Technology and Livelihood Education
APA Citation and Full-Text Access
Valerio, P. P. (2025). Integration of ClassPoint and MinDirect assessment application as basis for Technology and Livelihood Education intervention. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/integration-of-classpoint-and-mindirect-assessment-application
Inclusive Education in Public High Schools of Marinduque: Implementation Status and Challenges Among Teachers
Mary Jane R. Sael
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
maryjane.rejano@deped.gov.ph
Abstract
This study examined the implementation of inclusive education and the challenges encountered by teachers in public high schools in the Division of Marinduque. Using a descriptive–correlational design, data were gathered from 266 teachers through a validated researcher-made questionnaire. The instrument measured four domains of implementation—physical infrastructure, teacher attitudes, awareness, and policy clarity—alongside corresponding challenges. Descriptive statistics, t-tests, ANOVA, and Pearson correlation were employed for analysis. Findings revealed that inclusive education was implemented to a very high extent across all domains. Teachers demonstrated positive attitudes and high levels of awareness of inclusive policies, while schools had established accessible classrooms and basic facilities to accommodate learners with diverse needs. However, specialized infrastructure such as assistive devices and sensory-friendly spaces remained limited. Teachers identified significant challenges, particularly in the areas of infrastructure gaps, insufficient training opportunities, and inconsistencies in policy application. Statistical tests showed no significant differences in implementation and challenges when grouped by sex, age, educational attainment, years of service, and training. Correlation analysis indicated that higher levels of implementation were associated with higher levels of challenges, underscoring the systemic barriers that surface as teachers engage more deeply with inclusive practices. The study highlights the need for sustained teacher training, strengthened policy enforcement, and increased investment in specialized resources to support inclusive education more effectively.
Keywords: inclusive education, teacher attitudes, policy clarity, implementation challenges, Marinduque
APA Citation and Full-Text Access
Sael, M. J. R. (2025). Inclusive education in public high schools of Marinduque: Implementation status and challenges among teachers. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/inclusive-education-in-public-high-schools-of-marinduque
Makabagong Estratehiya sa Pagtuturo ng Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino at Antas ng Pagkatuto ng mga Mag-aaral sa Senior High School
Dianna May S. Clemente
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
diannamayclemente6@gmail.com
Abstrak
Sinuri ang epekto ng Makabagong Estratehiya sa Pagtuturo ng Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino sa antas ng pagkatuto ng mga mag-aaral sa Senior High School. Ginamit ang deskriptibong correlational na disenyo upang matukoy ang kasalukuyang antas ng pagpapatupad ng estratehiya at ang kaugnayan nito sa pagkatuto nang hindi binabago ang kalagayan ng mga baryabol. Ang populasyon ay binuo ng 150 mag-aaral ng Las Piñas City National Senior High School – Doña Josefa Campus na kinasasapian sa purposive sampling batay sa kanilang pagkukuha ng asignaturang Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino. Natuklasan na pantay ang distribusyon ng kasarian at nakapokus sa mid-adolescents, kabilang ang iba pang cohort; mataas ang antas ng pagpapatupad sa Differentiated Instruction, Inquiry-Based Learning, Collaborative Learning, at Digital at Multimedia Integration; lubos na sumang-ayon ang mag-aaral sa kanilang pagkatuto sa Pagkuha ng Kaalaman, Kakayahang Mapanuring Pag-iisip at Pananaliksik, Kasanayan sa Komunikasyon, at Kamalayang Pangkalinangan; may makabuluhang pagkakaiba ang pagpapatupad batay sa edad ngunit hindi batay sa kasarian; at napatunayan ang napakataas na positibong korelasyon sa pagitan ng estratehiya at pagkatuto. Batay sa mga natuklasan, iminungkahi ang KomunikaKultura, isang komprehensibong programa na naglalaman ng modular lesson units, pagsasanay para sa guro, student inquiry labs, collaborative projects, digital resource hub, peer learning circles, community field engagement, reflective journals, assessment toolkit, at monitoring & evaluation dashboard. Inirekomenda ang pag-fine-tune ng mga yunit ayon sa edad, patuloy na paglawak ng multimodal at digital strategies, pagsasagawa ng age-focused professional development para sa guro, at pilot testing na may kasamang feedback loop para sa iterasyon at pagpapabuti.
Mga susing salita: digital integration, komunikasyon, pananaliksik, senior high school
APA Citation and Full-Text Access
Clemente, D. M. S. (2025). Makabagong estratehiya sa pagtuturo ng Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino at antas ng pagkatuto ng mga mag-aaral sa Senior High School. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/makabagong-estratehiya-sa-pagtuturo-ng-komunikasyon-at-pananaliksik
Amplifying the Voices of Guidance Advocates: Enhancing Behavioral and Emotional Support in a Philippine Public School
Peewee Aubrey B. Mamacog
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
peeweeaubreymamacog@gmail.com
Abstract
This study examined the lived experiences of guidance advocates in a Philippine public elementary school, highlighting their roles in addressing students’ behavioral and emotional needs in the absence of licensed guidance counselors. Using a qualitative phenomenological design, the research engaged ten purposively selected teacher-guidance advocates from New Society Central Elementary School in General Santos City. Data were collected through in-depth, semi-structured interviews and analyzed using Colaizzi’s method to capture the essence of participants’ experiences. Five key themes emerged: emotional labor as a silent but enduring commitment, the improvisational and intuitive nature of behavioral interventions, the structural constraints that impede advocacy work, the intentional cultivation of empathy and belongingness in classrooms, and the complex dynamics of family engagement. These findings illuminate both the challenges and resourcefulness of guidance advocates, who rely on indigenous values, relational strategies, and moral commitment to sustain their advocacy. The study affirms the central role of guidance advocates in bridging systemic gaps in student care while also underscoring the need for institutional support, professional recognition, and culturally responsive resources. As a practical outcome, the Guidance Advocacy Toolkit was developed to provide context-sensitive strategies, reflective tools, and communication frameworks that can strengthen behavioral and emotional support in Philippine schools.
Keywords: guidance advocates, behavioral and emotional support, phenomenological study, Philippine public school, emotional labor
APA Citation and Full-Text Access
Mamacog, P. A. B. (2025). Amplifying the voices of guidance advocates: Enhancing behavioral and emotional support in a Philippine public school. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/amplifying-the-voices-of-guidance-advocates
Work Immersion in Technology Livelihood Education: Bridging the Gap Between Classroom Learning and Industry Demands
Diosie G. Veradio
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
diosie.veradio@deped.gov.ph
Abstract
This study examined the effectiveness of work immersion programs in the Technology and Livelihood Education (TLE) strand as a mechanism for aligning classroom instruction with industry requirements. Anchored on Kolb’s Experiential Learning Theory and the School-to-Work Transition Theory, the research investigated how immersion shapes students’ technical and employability skills, confidence, and career readiness, while also exploring the perspectives of industry partners regarding student preparedness. A qualitative descriptive design was employed, involving ten participants composed of five Grade 12 TLE-Agriculture students from Mainit National High School in Surigao del Norte and five industry partners from the Department of Agriculture. Data were generated through semi-structured interviews, transcribed verbatim, and analyzed using reflexive thematic analysis. Findings revealed that work immersion enhanced students’ real-world preparedness, problem-solving, and interpersonal competencies, while also strengthening their confidence in handling professional tasks. Industry partners affirmed these outcomes, highlighting students’ discipline, teamwork, and adaptability, though they also noted gaps in technological literacy and technical knowledge. Students reported that immersion contextualized classroom learning, making theories more relevant when applied to agricultural practices, but challenges such as resource constraints, time management, and limited supervision hindered the experience. Both students and industry partners recommended longer immersion periods, stronger pre-immersion training, and deeper industry-school collaboration. The study underscores the transformative role of immersion in bridging education and employment, offering insights that can inform policy, curriculum development, and future program enhancement.
Keywords: work immersion, Technology and Livelihood Education, employability skills, industry collaboration, experiential learning
APA Citation and Full-Text Access
Veradio, D. G. (2025). Work immersion in technology livelihood education: Bridging the gap between classroom learning and industry demands. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/work-immersion-in-technology-livelihood-education
Engagement Levels and Challenges Encountered by Technical-Vocational Livelihood Students in Food and Beverage Services Towards the Development of an Enhanced Practical Learning Plan
Sheen Y. Salvatierra
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
sheen.salvatierra@deped.gov.ph
Abstract
This study investigated the engagement levels and challenges encountered by Technical-Vocational-Livelihood (TVL) students enrolled in the Food and Beverage Services strand in selected schools in Surigao del Norte. Guided by a descriptive quantitative design, the study assessed Grade 12 learners across behavioral, emotional, cognitive, and academic domains of engagement while also examining the challenges they faced in instructional supervision, skill application, and resource availability. Findings revealed that students displayed high engagement in collaborative and practical tasks, demonstrating persistence and motivation to achieve both academic and career goals. However, they also reported significant challenges, including insufficient feedback from teachers, limited opportunities for hands-on practice, and a shortage of equipment and workstations. Statistical analysis indicated significant differences in engagement and challenges when respondents were grouped according to age, sex, and National Certificate II certification status. Moreover, results established a significant correlation between engagement levels and challenges, highlighting their interdependent nature. These outcomes emphasize the need for enriched instructional strategies, stronger teacher-student interactions, and adequate resource provision to optimize the delivery of the FBS strand. The findings provide a solid basis for proposing an enhanced practical learning plan that seeks to strengthen student engagement, address barriers to skill acquisition, and better align classroom training with industry demands.
Keywords: student engagement, challenges, Food and Beverage Services, Technical-Vocational-Livelihood, practical learning plan
APA Citation and Full-Text Access
Salvatierra, S. Y. (2025). Engagement levels and challenges encountered by Technical-Vocational Livelihood students in food and beverage services towards the development of an enhanced practical learning plan. QualiSearch Journal of Educational Research and Practice, 1(4). https://www.qualisearchjournal.org/archive/volume-1-issue-4-september-2025/engagement-levels-and-challenges-encountered-by-technical-vocational
