QualiSearch Journal of Educational Research and Practice
March 2026 | Volume 2, Issue 3 | ISSN 3082-5636
Play-Based Learning Interventions and Psychomotor Development Among Daycare Learners
Sheena B. Calora
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
calorashen@gmail.com
Josephine G. Maningas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
josephine.maningas@perpetualdalta.edu.ph
Abstract
This study examined the effectiveness of play-based learning interventions in enhancing the psychomotor development of daycare learners within selected centers in Bacoor City. Grounded in a quantitative research design, the investigation focused on how structured play activities—specifically physical, imaginative, and sensory play—contribute to spatial awareness and motor skill development among children aged 3 to 5 years. The study involved 52 daycare teachers selected through purposive sampling, who provided observational data on learners’ developmental outcomes. A researcher-developed questionnaire, validated and tested for reliability using Cronbach’s alpha, served as the primary instrument. Data were analyzed using weighted mean, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho to determine differences and relationships among variables. Findings revealed that play-based interventions had a high level of effectiveness in promoting psychomotor development, particularly in areas such as hand-eye coordination, balance, and manual dexterity. Sensory play was found to strongly support emotional regulation, while imaginative play demonstrated a notable association with fine motor skill development. Significant differences were observed in the effectiveness of interventions when grouped according to demographic variables such as age, sex, educational attainment, and length of service. Moreover, statistically significant correlations were identified between types of play-based activities and both gross and fine motor skills. These results underscore the importance of integrating structured play-based strategies in early childhood education to support holistic psychomotor development and inform the design of targeted intervention programs.
Keywords: play-based learning, psychomotor development, daycare learners, spatial awareness, early childhood education
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/play-based-learning-interventions-and-psychomotor-development
Exploring Teachers’ Perceptions on the Integration of Robotics to Potentially Gifted Elementary Learners
Japhet S. Tendoy
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
japhettendoy@gmail.com
Bravanti B. Francia
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
bravanti.ivan11@gmail.com
Abstract
This study explored teachers’ perceptions regarding the integration of robotics into the curriculum for potentially gifted elementary learners in Iloilo Province, Philippines. Grounded in a constructionist epistemology and guided by the Theory of Planned Behavior, the study employed an exploratory descriptive qualitative design to capture teachers’ contextualized insights on robotics as an instructional innovation. Fifteen special science teachers were purposively selected based on their experience in handling enriched programs for high-performing learners. Data were generated through semi-structured interviews and analyzed using thematic analysis, allowing for the identification of patterns grounded in participants’ narratives. Findings revealed that teachers perceive robotics as a highly valuable pedagogical tool that enhances higher-order thinking, creativity, engagement, and socio-emotional development through collaborative and hands-on learning experiences. However, significant barriers emerged, including limited teacher training, insufficient technical expertise, inadequate infrastructure, financial constraints, and inequities in resource access across schools. Four major themes were identified: the educational value of robotics, challenges in teacher preparedness and resources, the need for equity and contextualization using low-cost materials, and alignment with national curriculum reforms and 21st-century learning goals. The study contributes to the discourse on technology integration in gifted education by foregrounding teacher perspectives in a developing country context. It underscores the necessity of systemic support, professional development, and context-responsive strategies to ensure sustainable and inclusive robotics integration.
Keywords: Robotics Integration, Gifted Education, Teacher Perceptions, Qualitative Research, STEM Education
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/integration-of-robotics-to-potentially-gifted
Lived Experiences of Senior High School Teachers in Utilizing Translanguaging in Effective Communication Classes
Ian David B. Bambilla
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
iandavidbambilla01@gmail.com
Abstract
This study examined the lived experiences of senior high school English teachers in utilizing translanguaging within Effective Communication classes in a multilingual Philippine context. Grounded in a phenomenological research design, the inquiry sought to capture how teachers interpret, enact, and navigate translanguaging practices amid institutional expectations and classroom realities. Ten purposively selected senior high school teachers participated in in-depth semi-structured interviews, generating rich narrative data reflective of their instructional experiences. Data were analyzed using phenomenological reduction and thematic analysis procedures, including the identification of significant statements, formulation of meaning units, clustering of themes, and synthesis of the essence of experience. The findings revealed seven interconnected themes: translanguaging as a pedagogical bridge, affirmation of linguistic identity and inclusion, adaptive instructional decision-making, facilitation of expression and idea generation, enhancement of communicative confidence and engagement, recognition of tensions and limitations, and transformative teacher learning. These themes indicate that translanguaging functions as both an instructional scaffold and a reflective pedagogical orientation that supports comprehension, participation, and inclusive learning in multilingual classrooms. Despite prevailing English-dominant policies, teachers demonstrated strategic adaptability in leveraging learners’ linguistic resources. The study contributes to the discourse on multilingual pedagogy by foregrounding teacher experiences as a basis for professional development. A context-responsive professional learning and training plan is proposed to strengthen translanguaging-informed instructional practices and institutional support mechanisms.
Keywords: Translanguaging, Phenomenology, Lived Experiences, Multilingual Pedagogy, Effective Communication, Teacher Reflection
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/utilizing-translanguaging-in-effective-communication-classes
Strengthening Deaf Cultural Identity Through a Filipino Sign Language-Based Community Program in Palawan
Darlene May B. Aranzado
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ballartadarlenemay@gmail.com
Abstract
This study examined the relationship between participation in a Filipino Sign Language (FSL)-based community program and the level of Deaf cultural identity among Deaf individuals in Palawan, addressing the need for structured, culturally responsive interventions that support linguistic and identity development. Employing a quantitative descriptive-correlational research design, the study described participants’ demographic profile, assessed their level of participation and cultural identity, and tested differences and associations using appropriate statistical techniques. A purposive sample of 100 Deaf or hard-of-hearing individuals with functional proficiency in FSL participated in the study. Data were gathered using a validated and highly reliable (Cronbach’s α = 0.95) researcher-developed questionnaire measuring participation (attendance, involvement, and communication engagement) and Deaf cultural identity (self-awareness, language use, community connection, and cultural appreciation). Descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson product–moment correlation were applied. Findings indicated generally high levels of participation and strong Deaf cultural identity across indicators. Significant differences in cultural identity were observed when grouped by age, while sex-based differences emerged when identity was examined relative to participation levels. Correlation analysis revealed a strong, positive, and statistically significant relationship between program participation and Deaf cultural identity, indicating that increased engagement in FSL-based activities is associated with stronger identity formation. These results highlight the role of sustained, language-centered community programs in fostering cultural affirmation and social cohesion. The study contributes empirical evidence to support the expansion of Deaf-led, FSL-centered initiatives in local communities.
Keywords: Deaf cultural identity; Filipino Sign Language; community-based program; participation; Palawan
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/strengthening-deaf-cultural-identity
Quantifying Writing Difficulties: Paragraph Composition Challenges and Coping Strategies Among Grade 6 Learners
Angeli Marie L. Mindong
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
mindongangeli@gmail.com
Abstract
This study examined the writing difficulties in paragraph composition and the coping strategies employed by Grade 6 learners in five public elementary schools in the 1st District of Cabuyao City. Anchored on Flower and Hayes’ Cognitive Process Theory, Corder’s Error Analysis Theory, and Lazarus and Folkman’s Transactional Model of Stress and Coping, the study aimed to determine the level of challenges encountered in the planning, translating, and reviewing stages of writing, as well as the coping mechanisms utilized by learners. A quantitative descriptive-correlational research design was employed, involving 317 Grade 6 learners selected through simple random sampling and 160 intermediate teachers through total enumeration. Data were collected using a validated self-report questionnaire with acceptable reliability indices (Cronbach’s alpha ranging from 0.712 to 0.795). Descriptive statistics, t-test, and Pearson r were used for data analysis. Findings revealed that learners experienced a moderately challenged level in paragraph writing across all stages, with notable difficulties in organizing ideas, constructing coherent sentences, and revising written outputs. Coping mechanisms, both problem-focused and emotion-focused, were moderately practiced. Statistical results further indicated no significant differences in assessments between learners and teachers, while a significant relationship existed between writing difficulties and coping strategies. These findings highlight the need for targeted instructional interventions. A structured learning plan emphasizing process-based writing, guided practice, and feedback mechanisms was proposed to improve learners’ paragraph writing competence.
Keywords: paragraph writing, writing difficulties, coping strategies, cognitive writing process, Grade 6 learners
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/paragraph-composition-challenges-and-coping-strategies
Lived Experiences of Kindergarten Teachers in Play-Based Learning in Early Childhood Education
Mary Joy A. Binlayo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
binlayomaryjoy8@gmail.com
Josephine G. Maningas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
josephine.maningas@perpetualdalta.edu.ph
Abstract
This study explored the lived experiences of kindergarten teachers implementing play-based learning in resource-limited public-school classrooms in Muntinlupa City during the 2025–2026 school year. Grounded in a qualitative phenomenological design, the research sought to understand how teachers navigate contextual constraints, the strategies they employ, the meanings they construct from their experiences, and the forms of support necessary for sustained implementation. Ten licensed kindergarten teachers were purposively selected based on their direct engagement with play-based learning in public-school settings. Data were generated through in-depth semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings revealed three central dimensions of experience: (1) persistent structural challenges, including limited materials, constrained classroom space, and institutional pressures; (2) adaptive practices characterized by resourcefulness, strategic classroom management, and community engagement; and (3) evolving professional meanings, including the recognition of play as essential to childhood development and as a catalyst for teacher growth. Teachers demonstrated resilience and creativity in sustaining play-based approaches despite systemic limitations. Drawing from these insights, a multi-level support framework was developed, encompassing individual, institutional, professional, community, and systemic interventions. The findings underscore the importance of grounding policy and programmatic support in teachers’ lived realities. The evidence presented points to the necessity of aligning educational expectations with contextual conditions to enable meaningful and sustainable implementation of play-based learning in public early childhood education settings.
Keywords: early childhood education, kindergarten teachers, lived experiences, phenomenological inquiry, play-based learning
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/play-based-learning-in-early-childhood-education
Teachers’ Perspectives on The Efficacy of Jolly Phonics Chants for Promoting Reading Proficiency in Kindergarten Learners at Jumrus Witthaya School
Shirleyn L. Tayao
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
shirleyntayao52299@gmail.com
Josephine G. Maningas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
josephine.maningas@perpetualdalta.edu.ph
Abstract
This qualitative study investigated kindergarten teachers’ perspectives on the efficacy of Jolly Phonics chants in promoting reading proficiency among young learners at Jumrus Witthaya School in Thailand. Anchored in early literacy development and multisensory phonics instruction, the study sought to examine how teachers perceive the use of chants in supporting phonemic awareness, decoding skills, and learner engagement. A qualitative descriptive design was employed, involving nine kindergarten teachers selected through purposive sampling. Data were generated through semi-structured interviews and classroom observations, then analyzed using thematic analysis to identify recurring patterns and shared meanings across participants’ experiences. Findings revealed that teachers generally perceive Jolly Phonics chants as an engaging and developmentally appropriate instructional tool that enhances learners’ ability to recognize letter sounds, supports early blending skills, and increases participation and confidence. The rhythmic and repetitive nature of chants was identified as a key factor in strengthening memory retention and phonological processing. At the same time, teachers reported challenges related to learners’ short attention spans, first-language interference in pronunciation, and inconsistencies in implementation due to varying levels of teacher familiarity and training. To address these issues, participants employed strategies such as repetition, differentiation, multisensory reinforcement, and gradual progression from chanting to structured reading tasks. Taken together, the findings underscore the importance of teacher adaptability, structured phonics integration, and sustained professional support in maximizing the effectiveness of chant-based instruction in early literacy contexts.
Keywords: Jolly Phonics chants, early literacy, phonemic awareness, kindergarten education, teacher perspectives
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/jolly-phonics-chants-for-promoting-reading-proficiency
A Narrative Inquiry into How Socio-Emotional Learning Shapes Reading and Awareness: Accounts from Learners, Teachers, And Coordinators
Aden Zaira B. Cancino
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
adenzairabcancino@gmail.com
Abstract
Socio-emotional learning (SEL) has been increasingly recognized as integral to holistic education; however, its integration within reading instruction remains underexplored, particularly in Philippine public secondary schools where literacy programs tend to emphasize technical comprehension. This study examined how SEL is constructed and narrated within reading practices and how these constructions shape reading comprehension, self-awareness, and social awareness among Grade 7 learners. Employing a qualitative narrative inquiry design, the research engaged Grade 7 students, reading teachers, and reading coordinators from selected public schools in Caloocan City. Data were generated through semi-structured interviews that elicited participants’ lived experiences in SEL-integrated reading activities. Narrative accounts were analyzed using Riessman’s analytic approaches, including thematic, structural, dialogic, and performative analyses, to identify patterns in how participants sequenced and interpreted their experiences. Findings revealed that reading comprehension is emotionally mediated, collaboratively enacted, and institutionally supported. Across narratives, comprehension emerged as conditional—often disrupted by anxiety, pressure, or confusion, yet restored through emotional regulation, instructional support, and relational engagement. Three interrelated domains were inductively generated: Affective Access and Narrative Meaning (A.D.E.N.), Collaborative and Narrative Enactment (C.A.N.), and Classroom and Institutional Organization (C.I.N.O.). These domains collectively illustrate how socio-emotional processes accompany and sustain reading engagement. The study contributes a localized, SEL-informed framework that informs the development of a school-based reading program manual grounded in participants’ experiences.
Keywords: Narrative Inquiry, Socio-Emotional Learning, Reading Comprehension, Self-Awareness, Philippine Public Schools
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/how-socio-emotional-learning-shapes-reading-and-awareness
Lived Experiences of Filipino Educators in the J1 Teaching Program: Navigating Cultural Exchange and
Professional Growth in the United States
Aaron Christopher G. Fabian
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
fabiana@bcsdschools.net
Abstract
This study explored the lived experiences of Filipino educators participating in the J-1 Teaching Program in the United States, with particular emphasis on cultural exchange and professional growth. Grounded in a qualitative phenomenological design, the research sought to capture the essence of participants’ experiences as they navigated cross-cultural teaching environments. Five Filipino educators were purposively selected based on their active engagement in the program and completion of at least one academic term. Data were generated through in-depth semi-structured interviews and analyzed using Colaizzi’s phenomenological method, involving systematic extraction of significant statements, formulation of meanings, and clustering into emergent themes. Findings revealed a coherent structure of experience characterized by five interrelated themes: Teaching as Ethical Inclusion, Reflection as Moral Inquiry and Renewal, Empathy as the Heart of Intercultural Pedagogy, Adaptability as Creative Resilience in Pedagogical Practice, and Cultural Humility and Transformative Leadership. These themes collectively informed the development of the FABIAN Framework, which conceptualizes the J-1 teaching experience as a cycle of moral and professional transformation. Participants described their journeys as marked by continuous adaptation, reflective practice, and the negotiation of cultural identities within diverse classroom contexts. The study contributes to the understanding of international teacher mobility by positioning cross-cultural teaching as a moral and transformative endeavor rather than solely a professional undertaking. Implications are drawn for institutional policy, teacher preparation programs, and host-school mentoring systems to better support global educators.
Keywords: J-1 Teacher Exchange, Filipino Educators, Cultural Exchange, Professional Growth, Phenomenology, FABIAN Framework
https://www.qualisearchjournal.org/archive/volume-2-issue-3-march-2026/lived-experiences-of-filipino-educators-in-the-j1-teaching-program
