QualiSearch - Volume 1, Issue 6

Editorial Note
Von L. Sarino, PhD
Editor-in-Chief
QualiSearch Journal of Educational Research and Practice
November 2025 | Volume 1, Issue 6 | ISSN 3082-5636

It is with great honor and a continued sense of purpose that I present the November 2025 issue of the QualiSearch Journal of Educational Research and Practice (QJERP), Volume 1, Issue 6. As we conclude QJERP’s first full publication year, this edition reinforces our commitment to nurturing a research culture that is rigorous, inclusive, and responsive to the evolving needs of the educational landscape.

The contributions in this issue reflect a rich tapestry of ideas and inquiries emerging from diverse educational settings. They address pressing themes such as instructional innovation, learner well-being, culturally grounded pedagogy, school leadership, and the transformative role of research in shaping equitable and sustainable learning environments. Each article embodies our vision of scholarship that not only deepens academic discourse but also elevates the lived experiences of teachers, learners, and communities.

As Editor-in-Chief, I remain steadfast in positioning QJERP as a credible, accessible, and forward-looking platform for knowledge creation and dissemination. Our editorial processes continue to uphold the highest standards of scholarly excellence, guided by national and international frameworks including the Commission on Higher Education policies, the United Nations Sustainable Development Goals, and the long-term national aspirations embodied in AmBisyon Natin 2040. These anchor points ensure that our published works are both globally aligned and contextually meaningful.

This milestone would not have been possible without the collaborative efforts of our editorial board, reviewers, and contributors who consistently demonstrate dedication and integrity. I extend my deepest gratitude to them, and to our growing readership whose engagement strengthens the journal’s role as a trusted source of insight, reflection, and inspiration.

As you explore the research featured in this issue, I invite you to consider how each study can inform practice, stimulate new directions for inquiry, and contribute to our shared aspiration of building inclusive, resilient, and transformative educational systems. May this November 2025 issue spark dialogue, foster innovation, and nurture a deeper commitment to research that enriches both policy and practice.

QualiSearch Journal of Educational Research and Practice
November 2025 | Volume 1, Issue 6 | ISSN 3082-5636

Utilization of Digital Tools in Teaching General Mathematics and Its Influence on Student Engagement

Bong Laurence S. Quiton

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

bonglaurencequiton08@gmail.com

Abstract

This study examined the utilization of digital tools in teaching General Mathematics and its relationship with student engagement in selected public secondary schools in the Division of Occidental Mindoro. Using a descriptive-correlational research design, the study involved 105 General Mathematics teachers and 200 senior high school students, employing researcher-developed and validated survey instruments. Findings revealed that teachers demonstrated a very high level of digital tool utilization across instructional delivery, lesson preparation, assessment and feedback, student collaboration, and classroom management. Students likewise reported high levels of behavioral, emotional, and cognitive engagement, reflecting positive learning experiences in technology-supported mathematics classrooms. Differences in digital tool utilization across demographic variables showed that sex was not a significant factor except in the assessment and feedback domain, where male teachers reported higher utilization. Teaching position, however, produced significant differences across all domains, indicating that professional rank influenced the depth of digital integration. Correlational analysis established a significant relationship between digital tool utilization and student engagement, suggesting that purposeful technology integration enhances participation, motivation, and cognitive investment. These results underscore the value of sustained professional development, equitable access to digital resources, and strengthened technological support systems across schools. The study highlights the potential of digital tools to enrich mathematics instruction and offers evidence-based directions for improving teaching practices and student learning experiences.

Keywords: digital tools, General Mathematics, student engagement, instructional technology, technology integration

https://www.qualisearchjournal.org/archive/volume-1-issue-6-november-2025/utilization-of-digital-tools-in-teaching-general-mathematics

Unveiling the Lived Experiences of Chinese Graduates in One of the Higher Education Institutions in the Philippines

Xuejia Chen

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

1900113876@qq.com

Dr. Raymond B. Magno

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

raymond.magno@perpetual.edu.ph

Abstract

This phenomenological study explored the lived experiences of Chinese graduates who completed their education in one of the higher education institutions in the Philippines. Anchored in Cross-Cultural Adaptation Theory, the study sought to understand how these students navigated linguistic, academic, social, and cultural challenges while pursuing their studies in a foreign environment. Ten Chinese graduates were selected through purposive sampling and interviewed using semi-structured guides. Data were transcribed through Otter.ai and analyzed using Braun and Clarke’s thematic analysis to identify emergent patterns of meaning. The findings revealed that the participants’ experiences were shaped by a complex interplay of struggle and growth, highlighting eight major themes: language as a gatekeeper to integration and success, negotiating academic expectations, navigating belonging in a foreign culture, cross-cultural encounters and identity awareness, emotional resilience and self-reliance, empowerment through transnational experience, the role of social support, and retrospective learning. Participants described studying abroad as a transformative journey that reshaped their identities, strengthened their resilience, and broadened their worldviews. The study underscores the importance of institutional support systems, intercultural mentorship, and inclusive learning environments to enhance the adjustment and well-being of international students. By foregrounding the authentic voices of Chinese graduates, this research contributes to a more humanized understanding of internationalization in Philippine higher education and offers insights for policy development and future studies on cross-cultural adaptation.

Keywords: Chinese graduates, lived experiences, cross-cultural adaptation, internationalization, Philippine higher education

https://www.qualisearchjournal.org/archive/volume-1-issue-6-november-2025/lived-experiences-of-chinese-graduates

Life in a Machine: Lived Experiences of Hemodialysis Center-Based Patients in Eastern Visayas and Their Concept of Care

Rheafel Azcarraga Dagandan

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

dagandanrheafel@gmail.com

Abstract

Chronic kidney disease remains a growing public health concern in the Philippines, with an increasing number of patients dependent on long-term hemodialysis for survival. While hemodialysis sustains life, it also profoundly reshapes patients’ physical, emotional, social, and existential realities. This study aimed to explore the lived experiences of center-based hemodialysis patients in Eastern Visayas and to examine how these experiences inform their personal concept of care. Guided by a constructivist paradigm and anchored in the biopsychosocial model, the study employed a qualitative descriptive phenomenological design. Ten adult patients undergoing regular outpatient hemodialysis at a private dialysis center in Tacloban City participated in in-depth, semi-structured interviews. Data were analyzed using Colaizzi’s phenomenological method. Findings revealed five interrelated themes: redefining normal life through fatigue, role loss, and lifestyle realignment; experiencing care as responsiveness, presence, and gentle communication; relying on family as the first and most enduring line of care; perceiving the dialysis center as a micro-system of safety, flow, and reliability; and developing personal coping repertoires through small tasks, moments of joy, and emotional boundary-setting. Across narratives, participants defined care not merely as technical treatment but as relational, humane, and consistent support that affirmed dignity amid chronic dependency on life-sustaining technology. The study highlights the need for holistic, patient-centered, and culturally responsive dialysis care that integrates physical treatment with psychosocial, relational, and family-oriented support. These findings may inform nursing practice, institutional care design, and policy initiatives aimed at improving the quality of life of individuals living “life in a machine.

Keywords: hemodialysis; lived experiences; patient-centered care; phenomenology; chronic kidney disease

https://www.qualisearchjournal.org/archive/volume-1-issue-6-november-2025/life-in-a-machine

Digital Transformation and Its Impact in Reshaping School Administration and Management In Selected Indonesian Schools

Christopher Perez Amargo

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

christopher_amargo@yahoo.com

Abstract

This study examined the extent of digital transformation in school management and its impact on school administration in selected K–12 schools in Indonesia. Using an embedded mixed-method design, data were collected from 200 respondents, including administrators and teachers. The quantitative component measured digital transformation across six organizational dimensions—people, strategy, culture, organization, customers, and technology—and assessed its impact on operational efficiency, decision-making quality, organizational performance, service delivery quality, and innovation. Findings revealed that digital transformation was implemented to a great extent in the areas of customers and technology, while people, strategy, organization, and culture were rated at a moderate extent. In terms of impact, operational efficiency and service delivery quality registered the highest composite means, although all five impact domains were interpreted as having a moderate impact. No significant differences were found between teachers’ and administrators’ perceptions regarding the impact of digital transformation. However, strong positive relationships were identified between the extent of digital transformation and its perceived administrative impact. Qualitative responses supported the quantitative results, highlighting improvements in workflow efficiency, communication, and personalized service delivery. The findings suggest that while digital systems are well integrated in operational processes, further strategic alignment and cultural strengthening are necessary to advance innovation and data-driven leadership in school administration.

Keywords digital transformation, school administration, educational management, operational efficiency, digital leadership

https://www.qualisearchjournal.org/archive/volume-1-issue-6-november-2025/digital-transformation

A Phenomenological Study of Collaboration Between Parents and Teachers of Students with Special Needs: A Basis for Developing School-Based Training Programs

Jonalyn D. Estrada

National University, Manila, Philippines

mrs.estradajona@gmail.com

Abstract

This study explored the collaboration between parents and teachers in supporting students with special needs within the mesosystem of a secondary school context. Grounded in hermeneutic phenomenology and phenomenography, the research examined how collaboration is experienced, understood, and enacted by both parents and teachers. Ten participants, consisting of five parents and five teachers, were purposively selected and engaged in in-depth interviews. Data were analyzed using epoché, reduction, and imaginative variation, leading to the emergence of four major themes: bidirectional communication, challenges in collaboration, benefits of effective partnership, and key components for school-based training programs. Findings revealed that collaboration was predominantly characterized as dynamic and reciprocal, emphasizing shared responsibility, open communication, and mutual respect. However, barriers such as communication gaps, time constraints, limited resources, cultural differences, and insufficient training hindered effective collaboration. When successfully implemented, collaborative efforts were associated with improved academic participation, increased student motivation, enhanced confidence, and a stronger sense of inclusion and belonging. Participants further identified essential elements for strengthening collaboration, including culturally responsive practices, structured communication channels, professional development, parental training, and conflict resolution support. These findings underscore the importance of intentional and sustained home–school partnerships in fostering holistic outcomes for students with special needs. The study contributes to inclusive education discourse by illuminating how mesosystem interactions shape collaborative practice in a secondary school setting.

Keywords: parent–teacher collaboration, special needs education, mesosystem, inclusive education, qualitative research

https://www.qualisearchjournal.org/archive/volume-1-issue-6-november-2025/collaboration-between-parents-and-teachers-of-students-with-special-needs

In the Margins of Language and Culture: Lived Experiences of Guidance Associates in Supporting Foreign Elementary School Learners in Selected Private Schools in Davao

City as Basis for a Guidance Support Manual

Jocelyn S. Dela Piedra

Jose Maria College Foundation, Inc. Davao City, Philippines

Jocel.delapiedra1998@gmail.com

Abstract

This phenomenological study explored the lived experiences of guidance associates in selected private elementary schools in Davao City as they supported foreign and English-dominant learners within multilingual and multicultural contexts. In response to increasing internationalization in Philippine private education and the limited availability of licensed guidance counselors, the study examined how non-licensed personnel enact academic facilitation and psychosocial support roles. Eight guidance associates participated in in-depth semi-structured interviews. Data were analyzed using Colaizzi’s seven-step method, leading to the emergence of eight interrelated themes: Building a Supportive and Inclusive Environment, Overcoming Linguistic Challenges, Strengthening Interprofessional Collaboration, Engaging Families in Student Support, Mediating Behavioral and Social Conflicts, Advocating for Student Needs, Navigating Institutional Limitations, and Personal Growth and Professional Identity Formation. Findings reveal that guidance associates function as relational and cultural bridges who facilitate learners’ academic adjustment, language comprehension, and socio-emotional integration while navigating structural constraints. Their work reflects adaptive, collaborative, and culturally responsive practices embedded in everyday school interactions. The study contributes to inclusive education discourse by highlighting the strategic role of guidance associates in private elementary settings and by informing the development of a localized Guidance Support Manual tailored to multicultural school environments.

Keywords: guidance associates, foreign learners, phenomenology, culturally responsive support, Davao City

https://www.qualisearchjournal.org/archive/volume-1-issue-6-november-2025/guidance-associates-in-supporting-foreign-elementary-school-learners

Exploring the Lived Experiences of International Students Engaging in AI-Generated and Peer-Provided Feedback in a University-Level Technical Writing Course: A Basis for an Innovative Teaching Strategy

Joshua Plamenco Canlas

Adamson University, Manila, Philippines

joshuapcanlas@gmail.com

Abstract

This phenomenological study explored how international students experience and make meaning of engaging with AI-generated feedback and peer-provided feedback in a university-level technical writing course at a Philippine higher education institution. Guided by Colaizzi’s method of phenomenological analysis, data were collected through semi-structured interviews, reflective written narratives, and selected student artifacts. The analysis revealed five interconnected themes. First, AI was experienced as a reliable yet ambivalent technical partner that provided immediate linguistic and structural assistance while requiring critical evaluation. Second, peer feedback emerged as a socially situated and relational encounter marked by collaboration, vulnerability, and cultural negotiation. Third, students demonstrated developing feedback literacy as they interpreted, weighed, and selectively integrated suggestions from multiple sources. Fourth, participants described orchestrating AI and peer inputs within a dynamic feedback ecology shaped by their multilingual and multicultural realities. Finally, teacher mediation was identified as central in fostering ethical use, coherence, and reflective synthesis of feedback. Collectively, the findings portray feedback engagement as a balancing process involving technical support, social connection, cultural identity, and authorial agency. The study culminated in the development of an Innovative Teaching Strategy for Technical Writing that integrates AI tools, structured peer review, and teacher-guided reflection to enhance feedback literacy and culturally responsive practice.

Keywords: AI-generated feedback, peer feedback, phenomenology, international students, technical writing

https://www.qualisearchjournal.org/archive/volume-1-issue-6-november-2025/ai-generated-and-peer-provided-feedback

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