QualiSearch Academic Press - Volume 2, Issue 5

Editorial Note
May 2026 | Volume 2, Issue 5 | ISSN 3082-5636

It is with great honor and continued commitment to advancing scholarly inquiry that I present the May 2026 issue of the QualiSearch Journal of Educational Research and Practice (QJERP), Volume 2, Issue 5. As we move further into the journal’s second year of publication, this issue stands as a testament to the growing engagement of researchers, educators, practitioners, and academic institutions dedicated to generating knowledge that contributes meaningfully to educational improvement and societal development.

The studies featured in this issue reflect the diversity and dynamism of contemporary educational research. Collectively, the articles explore significant themes such as instructional innovation, educational leadership, learner engagement, curriculum enhancement, teacher professional growth, technology integration, inclusive education, and evidence-based educational practices. Through varied methodological approaches and contextual perspectives, the authors provide insights that deepen understanding of current educational challenges while offering practical implications for policy, leadership, and classroom practice.

This fifth issue of Volume 2 reaffirms QJERP’s mission of serving as a platform for rigorous, ethical, and transformative scholarship. The journal remains steadfast in upholding high standards of academic quality through a robust double-blind peer review process, adherence to ethical research principles, and commitment to methodological excellence. Beyond academic rigor, the research published in this issue reflects a broader commitment to national and global development priorities, particularly those articulated in Ambisyon Natin 2040 and the United Nations Sustainable Development Goals (SDGs). Such alignment highlights the vital role of educational research in fostering inclusive, equitable, resilient, and sustainable learning environments.

The successful publication of this issue would not have been possible without the invaluable contributions of our authors, peer reviewers, editorial board members, and institutional partners. Their collective expertise, professionalism, and dedication continue to strengthen the credibility and scholarly impact of QJERP. I extend my deepest gratitude to all who have contributed their time, knowledge, and effort in support of our shared commitment to advancing educational scholarship.

As readers engage with the articles presented in this issue, I encourage thoughtful reflection on how the findings and insights may inform educational practice, inspire innovation, and contribute to ongoing scholarly conversations. May this issue serve as a catalyst for meaningful inquiry, collaborative learning, and evidence-informed decision-making that ultimately advances educational excellence and societal progress.

Von L. Sarino, PhD
Editor-in-Chief
QualiSearch Journal of Educational Research and Practice

QualiSearch Journal of Educational Research and Practice

May 2026 | Volume 2, Issue 5 | ISSN 3082-5636

Application of Digital Technologies to the Agricultural Learning Outcomes of Grade 9 Students in Technology and Livelihood Education: Basis for a Strategic Plan

Charisse H. Reyes

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

charisse.reyes@deped.gov.ph

DOI: https://doi.org/10.66437/qjerp.v2i5.002

Article Type: Original Research Article

Corresponding Author: Charisse H. Reyes; charisse.reyes@deped.gov.ph

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

This study examined the application of digital technologies in enhancing the agricultural learning outcomes of Grade 9 students in Technology and Livelihood Education (TLE) during the School Year 2025–2026. Specifically, the study assessed the extent of digital technology utilization in terms of accessibility and usage, student engagement and participation levels, digital skills and information literacy, and practical application and quality of materials. It also determined the level of agricultural learning outcomes before and after the application of digital technology tools and examined the significant differences and relationships among the variables investigated. The study employed a descriptive-correlational research design involving 130 respondents composed of 30 TLE teachers and 100 Grade 9 students from one secondary school in the Division of Cavite. A researcher-made questionnaire-checklist served as the primary data-gathering instrument and was validated by experts prior to administration. Statistical tools such as weighted mean, paired t-test, and Pearson r correlation were utilized to analyze the gathered data. Findings revealed that digital technology tools were highly utilized in enhancing agricultural learning outcomes across all measured dimensions. Significant differences were found in the assessments of teachers and students regarding the application of digital technologies. Results further indicated that students’ agricultural learning outcomes improved significantly after exposure to digital technology tools, as reflected in the posttest scores. Moreover, a significant relationship existed between the extent of digital technology application and students’ agricultural learning outcomes. The findings underscore the importance of integrating digital technologies into agricultural education to improve engagement, practical skills, and academic achievement, thereby serving as a basis for the development of a strategic plan for TLE instruction.

Keywords: digital technologies, agricultural learning outcomes, Technology and Livelihood Education, digital literacy, student engagement

The Effects of Technology-Driven Instructional Materials on Senior High School Student Engagement in Technical and Vocational Education: Basis for a Strategic Framework

Edwin V. Poblete

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

edwin.poblete001@deped.gov.ph

DOI: https://doi.org/10.66437/qjerp.v2i5.003

Article Type: Original Research Article

Corresponding Author: Edwin V. Poblete; edwin.poblete001@deped.gov.ph

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

This study assessed the effects of technology-driven instructional materials (TDIM) on Senior High School student engagement in Technical and Vocational Education (TVE) as basis for a strategic framework during the School Year 2025–2026. The study employed a descriptive-correlational research design to determine the relationship between the level of utilization of TDIM and the level of student engagement after the intervention. The respondents consisted of 30 teachers and 100 students from one secondary school in the Division of Cavite, selected through total enumeration sampling. A researcher-made questionnaire-checklist was utilized as the primary data-gathering instrument. Data were analyzed using weighted mean, paired t-test, and Pearson product-moment correlation coefficient. Findings revealed that the utilization of technology-driven instructional materials in teaching technical and vocational education was assessed as highly exemplary in terms of frequency of use, depth of engagement, diversity of resources utilized, and integration into learning activities. Likewise, senior high school students demonstrated highly exemplary levels of behavioral, emotional, and cognitive engagement after the utilization of TDIM. Significant differences were identified between the assessments of the two groups of respondents regarding the utilization of TDIM and the engagement levels of students before and after the intervention. Furthermore, a significant relationship existed between the utilization of technology-driven instructional materials and the level of student engagement after the intervention. The findings underscore the importance of integrating technology-driven instructional materials in vocational education to promote active participation, sustained interest, and deeper cognitive involvement among learners. The study further provides empirical support for the development of a strategic framework that may guide educators and school administrators in strengthening technology integration practices within Technical and Vocational Education programs.

Keywords: technology-driven instructional materials, student engagement, technical and vocational education, behavioral engagement, cognitive engagement

Building the Workforce of Tomorrow: Assessing Teachers’ Strategies for Cultivating High-Quality Technical Talent and Chinese Students’ Performance in Vocational Education

Meihong Liu

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

504827662@qq.com

Jay B. Baylon, PhD

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

docjbpic2024@gmail.com

DOI: https://doi.org/10.66437/qjerp.v2i5.001

Article Type: Original Research Article

Corresponding Author: Meihong Liu; 504827662@qq.com

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

This study assessed the strategies employed by teachers in cultivating high-quality technical talent and examined the performance of Chinese students at Guangdong Environmental Protection Engineering Vocational College during the school year 2025–2026. Grounded in Constructivist Learning Theory, the study investigated how instructional strategies contribute to the preparation of students for the workforce of tomorrow, particularly within the context of vocational and technical education. A quantitative descriptive-evaluative research design was utilized to analyze the extent to which teachers implemented strategies related to project-based learning, industry collaboration and partnerships, hands-on experiential learning, interdisciplinary curriculum development, research and innovation, and the development of soft skills. The respondents of the study were students enrolled in different technical programs at the institution. Data were gathered through a validated survey questionnaire and analyzed using frequency counts, percentages, weighted means, standard deviations, tests of difference, and correlation analysis. Findings revealed that the respondents generally perceived the teachers’ strategies for cultivating high-quality technical talent as highly effective across all measured dimensions. The results further showed that most students demonstrated strong academic performance based on their latest university ratings. Significant differences were identified in selected teaching strategies when respondents were grouped according to gender and degree program, particularly in areas involving project-based learning, interdisciplinary curriculum development, and research and innovation. Moreover, the study established a statistically significant moderate positive relationship between the extent of teachers’ strategies and the academic performance of Chinese students, indicating that intentional and well-structured instructional practices contribute meaningfully to student success and workforce readiness. Based on the findings, a strategic model was proposed to strengthen technical talent cultivation and enhance educational outcomes in vocational education institutions.

Keywords: technical talent cultivation, vocational education, project-based learning, experiential learning, Chinese students’ performance

Lived Experiences of School Leaders in Providing Professional Development in The Fourth Industrial Revolution

Ianvel S. Guya

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

ianvelguya@gmail.com

Raymond B. Magno

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

raymond.magno@perpetual,edu,ph

DOI: https://doi.org/10.66437/qjerp.v2i5.005

Article Type: Original Research Article

Authors: Ianvel S. Guya; Raymond B. Magno

Corresponding Author: Ianvel S. Guya; ianvelguya@gmail.com

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

The Fourth Industrial Revolution (4IR) has significantly transformed educational systems through the integration of advanced digital technologies, pedagogical innovation, and evolving professional competencies. Within this context, school leaders play a critical role in supporting teachers’ professional development and facilitating educational transformation. This study explored the lived experiences of school leaders in providing professional development during the Fourth Industrial Revolution. Anchored on Transformational Leadership Theory, the study sought to understand how school leaders support teachers in adapting to technological advancements, instructional innovation, and continuous professional growth. Employing a qualitative phenomenological research design, the study involved ten (10) school leaders, including principals, vice principals, and academic department heads from a private basic education institution. Data were collected through semi-structured, in-depth interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that school leaders viewed professional development as a transformative, collaborative, and continuous process requiring technology integration, teacher empowerment, strategic resource management, and adaptive leadership. Six major themes emerged from the participants’ lived experiences: adapting educational leadership to technology integration, navigating challenges in technology integration, supporting infrastructure and resource development, promoting collaborative professional development, practicing transformational leadership in the digital age, and sustaining continuous professional growth. These themes underscore the dynamic role of school leaders in fostering innovation, collaboration, and lifelong learning while addressing the challenges associated with digital transformation. Based on the findings, the study proposed a Transformational Leadership-Based Framework for Professional Development in the Fourth Industrial Revolution. The framework highlights how transformational leadership practices facilitate teacher development, strengthen enabling conditions, and sustain professional growth within a technology-driven educational environment.

Keywords: educational leadership, Fourth Industrial Revolution, professional development, transformational leadership, technology integration

Lived Experiences of the Teachers and School Heads in the Implementation of the Results-Based Performance Management System

Jenne Q. Gacul

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

jenne.gacul@deped.gov.ph

DOI: https://doi.org/10.66437/qjerp.v2i5.006

Article Type: Original Research Article

Corresponding Author: Jenne Q. Gacul; jenne.gacul@deped.gov.ph

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

The Results-Based Performance Management System (RPMS) serves as the Department of Education’s primary framework for assessing, monitoring, and enhancing the performance of teachers and school leaders. Despite its intended role in promoting accountability, professional growth, and instructional excellence, its implementation has generated varied experiences among educators, particularly regarding compliance requirements, performance evaluation processes, and professional development expectations. This study explored the lived experiences of teachers and school heads in the implementation of the RPMS in public elementary schools in Roxas District, Division of Oriental Mindoro. Specifically, it sought to examine their implementation practices, identify the challenges encountered, and generate insights that could inform policy enhancement and implementation support mechanisms. Employing a qualitative phenomenological research design, the study gathered data through in-depth semi-structured interviews with purposively selected teachers, master teachers, and school heads directly involved in RPMS implementation. The interview transcripts were analyzed using Braun and Clarke’s reflexive thematic analysis to identify recurring patterns and meanings embedded in participants’ narratives. The findings revealed that participants demonstrated proactive engagement in RPMS through continuous professional development, effective communication, collaborative planning, performance monitoring, and the cultivation of a supportive school culture. However, they also encountered substantial challenges, including increased workload and documentation demands, difficulties in understanding and applying RPMS guidelines, time management concerns, and resistance to change arising from limited institutional support. The study highlights the importance of strengthening capacity-building initiatives, clarifying implementation procedures, streamlining documentation requirements, and sustaining supportive organizational practices. These measures are essential for improving the effectiveness, sustainability, and educator acceptance of RPMS implementation within public schools.

Keywords: Results-Based Performance Management System (RPMS), lived experiences, teachers, school heads, performance management

Lived Experiences of Educational Disruptions Among Senior High School Students in Bacoor City

May M. Dolis

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

may.dolis001@deped.gov.ph

DOI: https://doi.org/10.66437/qjerp.v2i5.004

Article Type: Original Research Article

Corresponding Author: May M. Dolis; may.dolis001@deped.gov.ph

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

Educational disruptions have become increasingly prevalent due to environmental hazards, community displacement, and emergency situations that interrupt students’ access to continuous learning. This phenomenological study explored the lived experiences of senior high school students who encountered educational disruptions in Bacoor City. Guided by Bronfenbrenner’s Ecological Systems Theory and Lazarus and Folkman’s Cognitive Appraisal Theory of Stress and Coping, the study sought to understand how students experienced, interpreted, and responded to disruptions affecting their educational journeys. Using a descriptive phenomenological design, data were collected through in-depth semi-structured interviews with nine senior high school students from three public senior high schools in Bacoor City who had experienced disruptions caused by flooding, typhoons, fire incidents, relocation, extreme weather conditions, and alternative learning arrangements. The narratives were analyzed using the phenomenological funnel technique, involving the identification of textual themes, clustering of structural themes, and generation of eidetic insights. Findings revealed nine major themes: residential relocation and adjustment as an educational disruption, flooding and typhoon-related disruptions to learning, learning difficulties and academic disruptions, household responsibilities and limited learning resources, family and teacher support systems, community and institutional support during educational disruptions, adaptation and perseverance in the face of educational disruptions, personal growth and the development of resilience, and educational disruptions as sources of meaning and realization. The study further identified four essential insights indicating that educational disruptions significantly affect students academically, emotionally, and socially; students demonstrate resilience and adaptability; support systems facilitate coping and recovery; and disruptions contribute to personal growth and self-development. Based on these findings, an evidence-based intervention program was proposed to strengthen academic continuity, emotional support mechanisms, and collaborative partnerships among schools, families, and communities.

Keywords: Educational disruptions, senior high school students, resilience, phenomenology, adaptation

Mental Training Implementation and Perceived Outcomes Among Student-Athletes in Team Sports: Evidence for the Development of a Mental Training Program

Divino Dave E. Mendoza

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

divinodave06@gmail.com

DOI: https://doi.org/10.66437/qjerp.v2i5.008

Article Type: Original Research Article

Corresponding Author: Divino Dave E. Mendoza; divinodave06@gmail.com

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

This study examined the implementation of mental training practices and their perceived outcomes among student-athletes participating in team sports at Lipa City Colleges. Specifically, the study assessed the extent to which mental training strategies, including goal setting, visualization, relaxation and focus techniques, self-talk and confidence building, and team cohesion strategies, were implemented among varsity athletes. It also investigated the perceived outcomes of these practices in relation to performance readiness, confidence and motivation, stress and anxiety management, game-time focus, and teamwork and cooperation. A quantitative descriptive–correlational research design was employed. The study involved 186 senior high school and college student-athletes selected through total enumeration sampling. Data were collected using a validated researcher-developed questionnaire and analyzed using frequency and percentage distribution, weighted mean, t-test, and Pearson product–moment correlation. The findings revealed that mental training practices were consistently implemented across all measured dimensions, with team cohesion strategies and goal setting receiving the highest ratings. Likewise, the perceived outcomes of mental training were rated to a very high extent, particularly in terms of teamwork and cooperation and performance readiness. Significant differences in both mental training implementation and perceived outcomes were observed when respondents were grouped according to selected profile variables. Furthermore, a significant positive relationship was identified between the level of mental training implementation and the perceived outcomes of mental training, indicating that stronger implementation of psychological skills training is associated with more favorable psychological and performance-related outcomes among student-athletes. The study highlights the importance of integrating structured mental training interventions within athletic programs and provides empirical support for the development of a mental training program designed to strengthen psychological preparedness, enhance performance readiness, and promote holistic athlete development in team sports.

Keywords: mental training, psychological skills training, student-athletes, team sports, athletic performance

Mathematics Achievement Among Senior High School Students: The Roles of Innovative Teaching Strategies and Socioeconomic Status

Myra T. Antiller

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

antillermyra@gmail.com

Mark Anthony Gusto

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

mark_gusto2003@yahoo.com

DOI: https://doi.org/10.66437/qjerp.v2i5.009

Article Type: Original Research Article

Corresponding Author: Myra T. Antiller; antillermyra@gmail.com

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

This study examined the relationship among innovative teaching strategies, socioeconomic status, and mathematics achievement among senior high school students in selected schools in Las Piñas City. Recognizing the importance of effective instructional practices and contextual factors in shaping academic outcomes, the study sought to determine the extent to which innovative teaching strategies were utilized by mathematics teachers, describe the socioeconomic status and mathematics achievement of students, and examine the relationships among these variables. A quantitative descriptive-correlational research design was employed involving 100 senior high school students selected through purposive sampling. Data were gathered using an adapted survey questionnaire measuring the utilization of innovative teaching strategies, specifically peer tutoring, problem-solving strategy, use of manipulatives and models, and gamification. Students’ socioeconomic status and mathematics achievement were likewise collected and analyzed using descriptive and inferential statistical procedures, including weighted mean, frequency and percentage distribution, Pearson Chi-Square, and Pearson product-moment correlation. Findings revealed that innovative teaching strategies were utilized to a moderate extent, with problem-solving strategy obtaining the highest mean rating. Most respondents belonged to the poor to lower-middle socioeconomic category, while the overall mathematics achievement level was classified as outstanding. No significant relationship was found between innovative teaching strategies and socioeconomic status. However, socioeconomic status demonstrated a significant relationship with mathematics achievement. Among the innovative teaching strategies examined, only gamification exhibited a statistically significant positive relationship with mathematics achievement. The findings underscore the importance of addressing socioeconomic disparities while promoting instructional innovations that enhance student engagement and learning outcomes. The study highlights gamification as a promising instructional approach for supporting mathematics achievement among senior high school learners.

Keywords: mathematics achievement, socioeconomic status, innovative teaching strategies, gamification, senior high school students

Navigating Subject Assignment Misalignment: A Transcendental Phenomenological Inquiry into Teacher Expertise, Teaching Quality, and Student Learning

Rexcee N. Toledo

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

rexceetoledo@gmail.com

DOI: https://doi.org/10.66437/qjerp.v2i5.010

Article Type: Original Research Article

Corresponding Author: Rexcee N. Toledo; rexceetoledo@gmail.com

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

Teacher deployment practices in many public secondary schools frequently require educators to teach subjects beyond their areas of specialization. Although such arrangements are often necessary to address staffing shortages and curricular demands, they may influence instructional quality, teacher confidence, and student learning experiences. This study explored the effects of teacher expertise alignment and subject assignment misalignment on teaching quality and student learning outcomes at Dasmariñas Integrated National High School during Academic Year 2025–2026. Employing a qualitative research design grounded in transcendental phenomenology, the study examined the lived experiences of six purposively selected secondary school teachers who were assigned to teach subjects outside their specialization. Data were generated through semi-structured interviews and supported by participant information regarding qualifications, teaching experience, perceived competence, and instructional effectiveness. Data analysis followed phenomenological reduction and thematic reflection, resulting in textural and structural descriptions of participants’ experiences and the essence of the phenomenon. Findings revealed that subject assignment misalignment generated emotional transitions characterized by uncertainty, self-doubt, anxiety, and professional adjustment. Participants described challenges related to lesson preparation, content mastery, subject-specific terminology, learner engagement, and classroom management. Despite these difficulties, teachers sustained instructional quality through self-directed learning, peer collaboration, Learning Action Cell (LAC) participation, technology-assisted instruction, and contextualized teaching strategies. Experiences of adaptation gradually fostered professional growth, resilience, and increased confidence. The findings indicate that teacher-subject misalignment extends beyond individual capability and reflects broader organizational and deployment conditions. The study proposes a support-oriented framework emphasizing specialization-based assignment, targeted professional development, structured mentoring, technical assistance, technology support, curriculum transition mechanisms, and teacher participation in assignment-related decision-making processes.

Keywords: teacher expertise, subject assignment, field of specialization, teaching quality, student learning outcomes, transcendental phenomenology

Effectiveness of Inclusive Classrooms in Enhancing the Academic Performance and Social Skills of Learners with Disabilities in Tandag City

Vince Von A. Yu

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

yuvincevon@gmail.com

Bravanti B. Francia

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

bravanti.ivan11@gmail.com

DOI: https://doi.org/10.66437/qjerp.v2i5.007

Article Type: Original Research Article

Corresponding Author: Vince Von A. Yu; yovincevon@gmail.com

Received: March 2026

Accepted: April 2026

Published: May 2026

Abstract

Inclusive education has become a central strategy for promoting equitable access to quality education and fostering the holistic development of learners with disabilities. This study examined the effectiveness of inclusive classrooms in enhancing the academic performance and social skills of learners with disabilities at the Tandag City SPED Center during the School Year 2025–2026. Specifically, it investigated the perceived influence of inclusive classroom practices on learners’ intellectual, physical, social, personal, and career development and identified the challenges encountered by teachers and learners within inclusive educational settings. The study employed a quantitative descriptive research design involving 30 Special Needs Education (SNED) teachers selected through purposive total population sampling and 20 learners with disabilities selected through purposive sampling. Data were collected using a validated researcher-developed survey questionnaire consisting of respondents’ profiles, perceived influence of inclusive classrooms, and challenges encountered in inclusive settings. Descriptive statistics, including frequency, percentage, and mean, were utilized to summarize the data, while the Kruskal–Wallis H-test was employed to determine significant differences in perceptions and challenges when respondents were grouped according to profile variables. Findings revealed that inclusive classrooms were generally perceived to exert a positive influence on the development of learners with disabilities, particularly in the physical, career, and intellectual domains. Social and personal development outcomes were likewise favorable but indicated opportunities for further enhancement. Teachers reported experiencing considerable challenges related to interpersonal communication, collaboration, and social confidence, whereas learners encountered these challenges only occasionally. The findings underscore the significant contribution of inclusive classrooms to both academic and social development while highlighting the need for strengthened teacher support systems and continuous professional development initiatives to sustain effective inclusive education practices.

Keywords: inclusive education, learners with disabilities, academic performance, social skills, inclusive classrooms

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