Dedicated to publishing practical research conducted by institutional practitioners. These studies, focusing on students, faculty, financial/economic aspects, technical operations, and overall institutional analysis, aim to directly inform and support decision-making by key stakeholders. By providing valuable insights and data-driven recommendations, JPAIR Institutional Research empowers institutions to optimize their operations, enhance student experience, and achieve their strategic goals.
Philippine Association of Institutions for Research, Inc.
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Mentoring Practices, School Heads’ Support, and Teachers’ Professional Development: A Correlational Study
This study examined the relationships among mentoring practices, school heads' support, and teachers' professional development in public elementary schools in Quezon City, Philippines. It employed a quantitative descriptive-correlational design involving 227 respondents, composed of 130 Master Teachers and 97 Teachers selected through stratified sampling. Data were gathered using a researcher-developed and validated questionnaire and analyzed through mean, Welch's independent-samples t-test, and Pearson's product-moment correlation. Findings showed that mentoring practices were moderately implemented, with an overall weighted mean of 3.00. School heads' support was perceived as moderate by Master Teachers and high by Teachers, indicating a statistically significant difference between the two groups, t(224.84) = -23.39, p < .001. Teachers' professional development was rated high, with an overall weighted mean of 3.99, particularly in classroom management, instructional strategies, curriculum alignment, and reflective practice. Mentoring practices had a weak but significant positive relationship with teachers' professional development (r = .214, p = .001), while school heads' support had a moderate and significant positive relationship with professional development (r = .386, p < .001). The findings indicate that both mentoring and leadership support contribute to teachers' professional growth, although school heads' support demonstrates a stronger association. Strengthening structured mentoring systems, protected mentoring time, resource provision, monitoring, and professional learning opportunities is therefore essential to sustain teacher development.
Copyright (c) 2026 Maricel D. Panganiban, Kristine E. Tamayo https://creativecommons.org/licenses/by-nc/4.0
Perceived Mentoring Competence and Technical Assistance of Master Teachers as Predictors of Self-Reported Teacher Development
Master Teachers play a vital role in supporting classroom teachers through mentoring, coaching, feedback, and technical assistance. This study examined whether teachers' perceptions of Master Teachers' mentoring competence and technical assistance were associated with and predictive of self-reported teacher development in Mangatarem I and II Districts, Philippines. A cross-sectional predictive-correlational design was employed involving 172 public school teachers selected through proportionate stratified random sampling. Data were gathered using a researcher-developed questionnaire that measured perceived mentoring competence, technical assistance, and self-reported teacher development. Descriptive statistics, one-way analysis of variance, Pearson's product-moment correlation, and multiple linear regression were used to analyze the data. Results showed that teachers' perceptions of mentoring competence and technical assistance did not differ significantly by length of service or educational attainment. Perceived mentoring competence was positively and moderately related to self-reported teacher development, r = .46, p < .001. Technical assistance was also positively and moderately related to self-reported teacher development, r = .56, p < .001. The regression model was statistically significant, F(2, 169) = 41.63, p < .001, and explained 33% of the variance in self-reported teacher development. Both perceived mentoring competence (beta = .24, p = .002) and technical assistance (beta = .41, p < .001) made significant unique contributions to the model. The findings indicate that both forms of professional support are meaningfully associated with teachers' perceived professional growth. However, because the study used cross-sectional and self-report data, the results should be interpreted as statistical associations rather than causal effects within the districts.
Copyright (c) 2026 Imeleen H. Pagal, Kristine E. Tamayo https://creativecommons.org/licenses/by-nc/4.0
School Leadership and Bayanihan in Rural Philippine Reading Programs: A Narrative Review
Amidst a national learning poverty crisis, the Philippines has implemented reforms like "Catch-Up Fridays," yet rural implementation remains challenging. This narrative review synthesizes literature to analyze how internal school leadership and external community engagement drive reading program success in resource-constrained settings. Utilizing a thematic analysis of peer-reviewed studies and government issuances (2015–2026), the study integrates Hallinger’s Instructional Leadership Model with the Filipino concept of Bayanihan. Results show that while instructional leadership ensures program fidelity through supervision and protected instructional time, the Bayanihan spirit—manifested through volunteerism and resource generation—ensures sustainability by addressing "book famines" in provincial divisions. Consequently, the review concludes that success requires a "hybrid" leadership approach where principals act as both academic supervisors and community mobilizers. These findings offer critical implications for policy, suggesting that future training for school heads must prioritize both curriculum management and social capital cultivation to effectively bridge the policy-practice gap.
Copyright (c) 2026 Ronald Rey I. Gocotano, Sharon S. Elico, Bless Marie S. Gomera, Christmar A. Labador, Karen R. Lagapa https://creativecommons.org/licenses/by-nc/4.0
From Policy to Practice: An Assessment of the Effectiveness of Human Resource Development Programs for Social Science Teachers
The rapidly evolving landscape of 21st-century education demands that Human Resource Development (HRD) policies transcend administrative theory to foster genuine pedagogical innovation. This study evaluates the effectiveness of HRD programs for social science teachers, focusing on the alignment between institutional policy mandates and classroom implementation. Utilizing a descriptive-evaluative research design with a mixed-methods approach, data were gathered from social science educators and school administrators through structured surveys and semi-structured interviews. The findings reveal a significant "policy-practice gap," characterized by high levels of policy awareness but limited participation due to administrative overload and resource constraints. While general pedagogical training was perceived as accessible, a critical deficit was identified in subject-specific professional development tailored to the unique complexities of social science curricula. Statistical analysis indicates a moderate positive correlation ($r = 0.48$) between specialized HRD participation and the adoption of student-centered inquiry; however, "implementation leakage" persists due to a lack of sustained institutional support and curriculum misalignment. The study concludes that the "one-size-fits-all" approach to HRD is insufficient for the multidisciplinary needs of social science educators13. Recommendations include the decentralization of program design, the institutionalization of protected professional time, and the prioritization of subject-specific Continuous Professional Development (CPD).
Copyright (c) 2026 Lorraine Shirai J. Dedumo, Louella N. Rambuyong, Crishella N. Tuyor, Midina L. Lumiguid https://creativecommons.org/licenses/by-nc/4.0
Parental Involvement as a Predictor of Academic Achievement Among Grade 2 Pupils in P.M. Clar Elementary School
This study investigated the predictive relationship between parental involvement and the academic achievement of Grade 2 pupils in P.M. Clar Elementary School. Guided by Epstein's framework of parental engagement, the research focused on four dimensions of parental involvement: monitoring homework, attending school activities, providing learning materials, and communication with teachers. Employing an explanatory sequential mixed methods design, the study first gathered quantitative data through a validated parental involvement questionnaire administered to parent-pupil pairs, alongside academic records in English, Filipino, and Mathematics. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to determine the strength and significance of relationships between parental involvement and pupil achievement. Results revealed that parental involvement significantly predicts academic achievement, with monitoring homework and communication with teachers emerging as the strongest predictors across subjects. The qualitative phase, conducted through semi-structured interviews with selected parents and teachers, provided explanatory insights into barriers and contextual factors influencing involvement, such as time constraints, resource availability, and school-home collaboration. Integration of quantitative and qualitative findings highlighted that while all dimensions of parental involvement contribute to learning outcomes, consistent monitoring and effective communication are most critical in sustaining pupil performance. The study concludes that strengthening parental involvement programs can enhance academic achievement among elementary pupils. Recommendations include targeted interventions to support parents in homework supervision, improved communication channels between home and school, and capacity-building initiatives to encourage active participation in school activities. These findings underscore the importance of collaborative partnerships between parents and educators in promoting student success.
Copyright (c) 2026 Jenecis M. Congreso, Jojie G. Dumangcas, Sittie Maura M. Makapasir https://creativecommons.org/licenses/by-nc/4.0
The Impact of Contextualized Mathematics Storybooks on Grade 7 Numeracy: A Literature Review
Declining performance in literacy and numeracy among school-aged learners has become a focal concern of educators and policymakers worldwide, and the Philippines is no exception. International assessments such as PISA, together with national diagnostics like the Department of Education’s Rapid Mathematics Assessment (RMA) and the Philippine Informal Reading Inventory (Phil-IRI), consistently reveal foundational gaps that appear most acute during transition points such as entry to junior high. This literature review examines the theoretical and empirical foundations for integrating contextualized mathematics storybooks into Grade 7 instruction as a targeted response to these gaps. Drawing on social constructivist, situated cognition, and motivational theories, the review synthesizes international and local studies on diagnostic-driven remediation, narrative- and context-based instruction, peer-mediated learning, and the literacy–numeracy interface. Evidence indicates that well-designed contextualized narratives, when explicitly linked to formal representations and supported by dialogic classroom practices and formative assessment, can strengthen number sense, improve problem representation, and increase learner engagement. The review identifies practical challenges (teacher capacity, fidelity, equity) and proposes recommendations for educators, material developers, and policymakers. It concludes that a carefully implemented, diagnostic-aligned storybook approach is a promising, low-cost strategy for improving Grade 7 numeracy in Philippine classrooms, while also calling for rigorous mixed-methods evaluations to confirm and refine the approach.
Copyright (c) 2026 Jean C. Aguilar, Naidel Mae A. Miguel, Alven G. Tayon https://creativecommons.org/licenses/by-nc/4.0
The Impact of Gamified Learning on Student Achievement: A Narrative Literature Review
This narrative literature review explores the statistically significant relationship between gamified learning, student engagement, and academic achievement. Drawing from quasi-experimental studies, meta-analyses, and systematic reviews, the paper highlights how game-based elements—such as points, badges, leaderboards, and immediate feedback—enhance motivation and foster higher-order thinking skills. The review also examines the differential impact of gamification across achievement levels and the moderating role of socio-demographic variables such as age, sex, parental education, and school type. Findings suggest that while gamification is broadly effective, its success depends on thoughtful design and contextual alignment with learner needs.
Copyright (c) 2026 Dennis Jay M. Calang, Mary Joy B. Abadinas, Vilma L. Bon https://creativecommons.org/licenses/by-nc/4.0
Assessing the Impact of Home Economics Livelihood Training on the Socio-Economic Status of Out-of-School Youth in the Philippines: A Narrative Review and Proposed Methodology
Out-of-school youth (OSY) remain one of the most vulnerable sectors in the Philippines due to limited access to education, employment, and sustainable livelihood opportunities (Albert et al., 2025; UNESCO, 2015). In response, Home Economics livelihood training programs have been implemented to equip OSY with practical and market-relevant skills that may improve their socio-economic conditions (Department of Education [DepEd], 2019; McGregor, 2012). This study assessed the impact of Home Economics livelihood training on the socio-economic status of out-of-school youth in the Philippines through a narrative review of related literature and the development of a proposed research methodology. A narrative review approach was employed to analyze existing local and international studies focusing on livelihood training, skills development, and socio-economic outcomes among OSY and similar populations (UNESCO, 2015; OECD, 2018). Findings from the reviewed literature indicate that Home Economics livelihood training contributes positively to skills acquisition, employability, income generation, and self-reliance (International Labour Organization [ILO], 2017; World Bank, 2018). However, gaps remain in long-term impact assessment and Philippine-based empirical evidence (UNESCO Institute for Statistics, 2020). Based on these gaps, a structured research methodology is proposed to guide future empirical studies.
Copyright (c) 2026 Ellenmel E. Gontinias, Leoncio Jr. R. Tubay, Lolifel O. Albopera https://creativecommons.org/licenses/by-nc/4.0
Socio-Demographic Variables and Their Influence on English Grammar Proficiency: A Literature Review
This literature review examines the influence of selected socio-demographic variables on English grammar proficiency among students, with particular emphasis on the Philippine educational context. The review focuses on age, gender, first language spoken at home, socio-economic status, and parental educational attainment as key determinants of grammatical development. Anchored on theories from second language acquisition, sociolinguistics, and educational psychology, the study synthesizes findings from peer-reviewed journal articles, academic books, and reputable scholarly sources to explain how cognitive, linguistic, and environmental mechanisms interact to shape grammar learning outcomes. The analysis reveals that younger learners tend to acquire grammatical structures more intuitively due to greater neural plasticity, while older learners benefit from metacognitive strategies and formal instruction. Gender-related differences in motivation and learning strategies often result in higher grammar performance among female learners. Linguistic transfer from the first language significantly affects English grammar acquisition, particularly in multilingual contexts such as the Philippines. Moreover, access to educational resources and supportive home literacy environments, which are strongly associated with socio-economic status and parental education, play a crucial role in grammar proficiency development. The review underscores the importance of integrating socio-demographic considerations into language instruction, curriculum design, and educational policy to promote equitable and effective grammar learning.
Copyright (c) 2026 Zenith P. Sanico, Jovie G. Sanico, Shyrell L. Ruaya https://creativecommons.org/licenses/by-nc/4.0
The Impact of GeoGebra Integration on Visualization and Problem-Solving Skills in Mathematics: A Narrative Literature Review
The integration of Dynamic Mathematics Software (DMS), specifically GeoGebra, has fundamentally altered the pedagogical landscape of mathematics education. This narrative literature review synthesizes current research regarding the efficacy of GeoGebra in enhancing visualization and problem-solving skills among students. By analyzing meta-analyses and individual quasi-experimental studies, this paper establishes that while GeoGebra offers significant advantages (with an effect size of approximately g = 1.07) over traditional methods, its effectiveness is moderated by educational level and participant context rather than simple intervention duration. Furthermore, this review investigates the causal role of socio-demographic variables—including age, sex, parental education, and technological access—on learning outcomes. Findings suggest that GeoGebra acts as a cognitive scaffold, facilitating multi-representational thinking and active exploration. The paper concludes with a translational research framework for implementing these findings in diverse classroom environments.
Copyright (c) 2026 Syra Mae P. Montero, Marifer B. Santa, Anne Bernadette B. Montenegro https://creativecommons.org/licenses/by-nc/4.0
Assessment of Artificial Intelligence in Students' Research
This study examines the growing influence of artificial intelligence (AI) tools on student research in higher education, focusing on both their opportunities and challenges. AI-powered writing assistants, literature review platforms, citation generators, and data analysis tools are increasingly integrated into academic workflows. Findings show that these tools enhance efficiency and quality by automating repetitive tasks such as grammar checking, citation management, and data organization. Students reported positive impacts, with weighted mean scores indicating agreement that AI improves clarity in writing (3.81), supports data analysis (3.71), and strengthens overall research quality (3.85). These opportunities allow learners to devote more time to higher-order skills such as critical analysis, argumentation, and creative idea generation. However, the study also highlights significant challenges. Students expressed concerns about limited training (3.65), difficulties in trusting AI-generated results (3.68), and the need for greater institutional support (3.70). Neutral responses regarding access barriers (3.28) and effective tool usage (2.97) suggest uneven readiness across the academic community. Ethical issues such as academic integrity, over-reliance on technology, and risks of unintentional plagiarism further complicate AI’s role in research. The finding shows the underscore of the dual nature of AI in higher education: it offers powerful opportunities to enhance research productivity and learning outcomes, yet it also presents risks that must be carefully managed. The study concludes by recommending comprehensive institutional guidelines, targeted training programs, and ethical frameworks to ensure responsible integration of AI.
Copyright (c) 2026 Edelresa S. Juachon, Honorata D. Yaneza, Arthur V. Cabradilla, Azael May P. Jomadiao, Bonipart P. Salinas https://creativecommons.org/licenses/by-nc/4.0
Social Science Pedagogy and Student Political Efficacy in Philippine Secondary Education
This narrative literature review synthesizes empirical and policy oriented scholarship to examine how social science teaching practices shape student political efficacy in secondary education, with a particular focus on the Philippine context. Drawing on international civic education benchmarks such as the International Civic and Citizenship Education Study (ICCS) alongside national curricular frameworks, the review identifies consistent evidence that student centered pedagogies—especially open classroom discussion, inquiry based learning, and experiential civic activities—are associated with stronger levels of internal and external political efficacy among adolescents. Across the reviewed literature, classrooms characterized by inclusive instructional climates and participatory learning modalities foster greater student confidence in political understanding and a stronger perception of institutional responsiveness. The analysis further demonstrates that socio demographic factors, notably gender, socioeconomic status, and access to digital resources, systematically condition these outcomes, revealing persistent disparities in civic confidence and engagement. By consolidating findings from global studies and locally grounded Philippine research, this review contributes novel, regionally contextualized insights to civic education scholarship, an area that remains underrepresented in Southeast Asian research. The study advances analytically grounded implications for curriculum design, teacher professional development, and policy initiatives aimed at promoting equitable, participatory, and politically empowering civic education for Filipino youth.
Copyright (c) 2026 Honey Mae B. Abastillas, Joelyn P. Gayo, Honey Lyn M. Reyes https://creativecommons.org/licenses/by-nc/4.0
Parental Involvement and Mathematics Motivation in Senior High School: A Narrative Review of Support, Expectations, and Self-Efficacy Pathways
Mathematics motivation is a critical determinant of persistence, achievement, and sustained engagement in STEM pathways. In rural and resource-constrained contexts such as public senior high schools in the Philippines, institutional limitations often restrict students’ access to advanced learning opportunities. Parental involvement-through home-based support, emotional encouragement, communication, and expectations-emerges as a vital compensatory source of motivation. Using a narrative literature review design, this study synthesizes theoretical and empirical evidence from meta-analyses, longitudinal studies, and cross-cultural research published between 1995 and 2026. Guided by Expectancy-Value Theory, Self-Determination Theory, and Social Cognitive Theory, the review integrates global findings with Philippine-based and ASEAN-relevant literature, highlighting predictive effects, mediation by parental math self-efficacy, and moderation by socioeconomic status. Evidence consistently indicates that major parental involvement dimensions exert significant positive effects on mathematics motivation (B > 0.20, p < .01), collectively explaining approximately 25-40% of variance in motivation measures. Cultural values such as pakikipagkapwa further strengthen emotional encouragement in rural Filipino settings. This review contributes new knowledge by contextualizing global motivational theories within rural Philippine realities and offers actionable implications for strengthening family-school partnerships in pursuit of Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities).
Copyright (c) 2026 Erica G. Tinapay, Jenesil P. Saducas, Darcy T. Tumulin, John Mark D. Ybañez, Devine A. Buta, Dolly Love C. Dagani, Aira Mie G. Tabulo https://creativecommons.org/licenses/by-nc/4.0
Teaching Competencies of Criminology Professors in The Province of Albay: A Basis for Enhancing Instructional Strategies
This research evaluates the teaching competencies of criminology professors in the Province of Albay to inform the enhancement of instructional strategies. Utilizing a descriptive-correlational quantitative design, the study collected data from 98 faculty members and 384 fourth-year students across nine CHED-recognized institutions. Analysis included frequency counts, weighted means, Spearman’s Footrule, and independent-samples t-tests to examine competency levels across five domains: professional knowledge, pedagogical skills, interpersonal skills, ethical conduct, and classroom management. Findings reveal a significant perceptual gap: while professors generally perceive themselves as Highly Competent M=3.58, students assess them as only Competent M=2.96. Identified weaknesses include limited research integration WM=2.90, technological proficiency WM=2.87, and insufficient active listening WM=2.64. Statistical testing confirms that educational attainment t=3.58 and teaching experience t=2.18 significantly correlate with competency, whereas age and seminar attendance do not. Although a moderate positive relationship exists in the rank-order of priorities between groups rho=+0.60, a discrepancy in the intensity of perceived effectiveness remains. To bridge this gap, the study proposes a Strategic Framework for Instructional Excellence funded by an annual faculty allocation. Proposed strategies include structured faculty mentorship, technology-focused TPACK workshops, the integration of research-based case studies, and reflective peer-review sessions. These aim to align faculty self-perceptions with student-centered pedagogical needs and improve licensure examination performance.
Copyright (c) 2026 Sheena M. Orpiada https://creativecommons.org/licenses/by-nc/4.0
Strategies Employed by HEI’s Offering Bachelor of Science in Nursing Programs to Address the Shortage of Qualified Instructors in the Clinical Area in the Province of Albay
The shortage of qualified clinical instructors has become a critical concern in nursing education, particularly as healthcare systems require competent and practice-ready graduates. Higher Education Institutions (HEIs) offering the Bachelor of Science in Nursing (BSN) program must therefore implement effective strategies to sustain faculty capacity and maintain the quality of clinical instruction. This study aimed to examine the strategies and challenges employed by HEIs offering the BSN program in the Province of Albay in addressing the shortage of qualified clinical instructors. Specifically, it determined the current status of instructors in terms of academic qualifications, professional experience, and professional development; assessed institutional strategies in recruitment, retention policy, faculty ranking, faculty development, and innovation through partnerships; examined the level of agreement among HEIs regarding these strategies; identified challenges in recruitment and retention; and proposed a strategic framework to strengthen faculty sustainability. A mixed-methods research design was utilized. Data were collected through a structured survey questionnaire and a semi-structured interview guide involving seventy-three (73) clinical instructors from six private nursing colleges selected through purposive sampling. Data were analyzed using documentary analysis, weighted mean, Kendall’s Coefficient of Concordance (W), and thematic analysis. Findings revealed that while HEIs generally meet minimum regulatory requirements, there is uneven implementation of recruitment and retention strategies, weak consensus on development and innovation priorities, and persistent structural challenges such as non-competitive compensation, limited graduate-prepared faculty, and high turnover influenced by migration. The study concluded that although HEIs comply with baseline standards, these systemic constraints continue to affect faculty sustainability.
Copyright (c) 2026 Jennifer S. Crue, Rowena M. Cuevillas https://creativecommons.org/licenses/by-nc/4.0
The Influence of Teacher Questioning Strategies and Wait Time on Student Mathematical Reasoning and Problem-Solving Achievement: A Narrative Literature Review
This narrative literature review examines the influence of teacher questioning strategies and wait time on students’ mathematical reasoning and problem-solving achievement, with particular emphasis on junior high school learners and the Philippine educational context. Anchored in constructivist, sociocultural, and dialogic theories of learning, the review synthesizes high-impact international research and locally relevant studies to argue that questioning and wait time function as core pedagogical practices rather than supplementary instructional techniques. Findings across peer-reviewed studies indicate that high-cognitive demand questioning—characterized by prompts for explanation, justification, and connection-making—significantly enhances conceptual understanding, mathematical reasoning, and non-routine problem-solving performance, especially when supported by adequate wait time. However, structural constraints such as large class sizes, curriculum pacing pressures, and examination-oriented instruction continue to challenge effective implementation in Philippine classrooms. The review concludes by offering implications for classroom practice, teacher education, and policy reform aligned with outcomes-based and learner-centered education, positioning teacher questioning and wait time as essential levers for improving mathematics instruction and student achievement.
Copyright (c) 2026 Jean Destacamento, Trixie Joy Cajegas, Orlando R. Dano https://creativecommons.org/licenses/by-nc/4.0
A Literature Review on the Impact of Socio-Demographic Factors, Differentiated Instruction, and Student Engagement on Mathematics Achievement
This paper presents a comprehensive review of the academic literature concerning the factors that influence student achievement in mathematics. It synthesizes findings on the role of socio-demographic variables, the effectiveness of Differentiated Instruction (DI) as a pedagogical intervention, and the relationship between student engagement and academic outcomes. The review establishes a theoretical basis for the causal links between these factors and student performance, providing a foundation for a quasi-experimental study. It discusses the mixed but often positive effects of socio-demographic factors like parental education, family income, and access to resources, as well as the well-supported positive impact of DI on post-test scores. Furthermore, it highlights the significant positive relationship between behavioral, cognitive, and emotional engagement and mathematics performance. The paper concludes with a detailed methodology section, outlining a quasi-experimental design to empirically test these relationships.
Copyright (c) 2026 Lindy C. Arguillas, Janine Kris A. Arpilleda, Vivian B. Cabadonga https://creativecommons.org/licenses/by-nc/4.0
Pandemic Effects on 21st-Century Skills Utilization Among Business and Management Students: Basis for Skills Enhancement
The outbreak of COVID-19 pandemic severely affected international education systems, with advocated for 21st-century skills among tertiary students remaining principles at risk. One of the research objectives was to explore how the outbreak (of pandemic) influenced Business and Management students - from Palawan State University-Palawan College of Arts and Trades (PSU-PCAT) - in using 21st-century skills of learning, earning basis for their improvement. A descriptive-quantitative research design was used, using a validated researcher-made questionnaire based on the 21st-century skills framework (Learning, Literacy and Life Skills). Respondents were chosen through proportional stratified random sampling and totaled 310 students (50% from each program) during the First Semester of Academic Year 2023-2024. Frequency, percentage, and weighted mean were used to analyze data. The results showed that an overall mean of students agreed regarding a positive use of 21st-century skills across all subdomains: a mean score of 2.78 in Learning Skills, 2.73 in Literacy Skills and 2.78 in Life Skills was found. Learning and Life Skills domain received the highest mean scores among the three categories, indicating that students perceived stronger growth in their critical thinking, adaptability, leadership abilities, and problem solving. These results suggest that, despite the challenges of emergency remote learning, students perceived important 21st-century skills were maintained over the pandemic period. The findings highlight the importance of focused skills development initiatives that can enhance students' skillsets from moderate agreement with abilities to mastery in practical digital literacy and applied critical inquiry.
Copyright (c) 2026 Melba M. Tandoc https://creativecommons.org/licenses/by-nc/4.0
Implementation Gaps of the National Learning Recovery Program (NLRP) In the Schools Division of Sorsogon Province: An Analysis
Persistent learning gaps in foundational literacy and numeracy have led education systems to implement learning recovery initiatives aimed at improving learner outcomes. In the Philippines, the Department of Education institutionalized the National Learning Recovery Program (NLRP) to address learning loss and strengthen instructional delivery. This study examined the implementation of the NLRP in the Schools Division of Sorsogon Province. Specifically, it aimed to identify implementation challenges, examine actions taken by school heads, explore opportunities in program implementation, and develop a localized implementation plan. An explanatory mixed-methods research design was employed. Quantitative data were collected using a researcher-developed survey questionnaire, while qualitative data were gathered through semi-structured interviews to further explain the quantitative results. Respondents consisted of public-school heads and teachers using total enumeration. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through thematic analysis. Findings indicated that NLRP implementation was influenced by systemic challenges related to instructional alignment, teacher preparedness, resource availability, administrative support, monitoring practices, learning environments, and stakeholder engagement. School heads addressed these challenges through adaptive leadership actions, including instructional guidance, coordination efforts, and stakeholder involvement, although effectiveness varied across school contexts. Opportunities emerged in strengthened teacher collaboration, improved instructional practices, and enhanced leadership engagement. The effective learning recovery requires context-responsive implementation and coordinated support mechanisms, highlighting the importance of a localized framework to enhance the effectiveness and sustainability of learning recovery initiatives.
Copyright (c) 2026 Raul A. Toca https://creativecommons.org/licenses/by-nc/4.0
Online English Learning and Adult Employability in Brazil: A Thematic Literature Review
This thematic literature review examines the relationship between online English learning and adult employability in Brazil within the context of digital transformation and labor-market restructuring. Drawing on peer-reviewed studies and institutional reports published between 2020-2025, the review synthesizes findings across four interrelated themes: flexibility and accessibility of online English learning; language development, learner autonomy, and engagement; links between English proficiency and employability outcomes; and structural barriers related to digital inequality and program quality. The reviewed literature suggests that online English learning can enhance adults' communicative competence, confidence, and perceived employability, particularly in sectors associated with internationalization, technology, and remote work. However, benefits are unevenly distributed, as access to digital infrastructure, prior educational background, and socioeconomic conditions significantly mediate outcomes. Moreover, the predominance of self-reported employability measures limits causal inference. This review contributes a Brazil-focused thematic synthesis that situates online English learning within broader debates on employability, adult education, and digital inequality, and identifies priorities for policy development and future research aimed at promoting more equitable workforce participation.
Copyright (c) 2026 Janna Ria Camba Umezaki, Janette Basco-Igot, Mc Chem E. Dorado https://creativecommons.org/licenses/by-nc/4.0
Improving Science Terminology Understanding and Mastery Through Who Am I Intervention Among Grade 7 Students of San Martin National High School: A Thematic Literature Review
Scientific literacy is a cornerstone of modern education, yet its development is hindered by learners' limited mastery of discipline-specific vocabulary. In the Philippine context, this challenge is evident among junior high school students, where decoding, spelling, and comprehension difficulties restrict higher-order scientific thinking. This study investigates the effectiveness of the "Who Am I?" intervention in improving Grade 7 learners' mastery of science terminologies at San Martin National High School. Initial diagnostic results from the Philippine Informal Reading Inventory (Phil-IRI) revealed that 26 out of 52 learners were at the Frustration level, showing severe challenges in reading and spelling scientific vocabulary. These difficulties impeded comprehension and reduced confidence, underscoring the need for targeted interventions aligned with the MATATAG curriculum. A three-month intervention was implemented, integrating clue-based identification, spelling reinforcement, visual scaffolds, peer tutoring, and technology-assisted instruction. Results showed significant improvement, with Mean Percentage Scores rising from 42 percent (Poor Mastery) to 78 percent (Proficient Mastery). A paired t-test ($t = 15.62, p = 0.0001$) confirmed statistical significance. Qualitative findings revealed enhanced confidence, clearer pronunciation, improved spelling, and greater participation in class discussions. Learners found the intervention "fun" and less intimidating, while teachers observed increased engagement. The study supports multimodal and contextualized vocabulary instruction in science education. By embedding literacy-focused strategies, the "Who Am I?" intervention demonstrates that low-cost, replicable approaches can strengthen foundational skills in resource-constrained classrooms. Findings highlight benefits for learners, teachers, curriculum developers, and policymakers, offering evidence for scalable interventions.
Copyright (c) 2026 Noah Julie C. Tino, Denlee Grace Q. Paja, Jackielyn P. Samoya https://creativecommons.org/licenses/by-nc/4.0
Teachers’ Perceptions of Students’ Use of Artificial Intelligence (AI): A literature Review
Teachers' perceptions of students' use of Artificial Intelligence (AI) are emerging as a critical lens through which educational stakeholders understand the evolving dynamics of classroom teaching and learning. As AI tools - including generative AI like ChatGPT and instructional AI platforms - become increasingly accessible to students, teachers are tasked not only with interpreting their pedagogical value but also with managing ethical considerations such as academic integrity and fair use. This literature review synthesizes current empirical and theoretical research to explore how teachers perceive students' engagement with AI tools, identifying both supportive and critical perspectives. Overall, the literature reveals that many teachers recognize AI's potential to enhance personalized learning, streamline instructional processes, and support differentiated instruction. At the same time, teachers express significant concerns about student over-reliance on AI, lack of critical engagement, and ethical misuse of AI outputs. These perceptions are influenced by teachers' own familiarity with AI, their access to professional development, and institutional support structures. Findings suggest that effective integration of AI in education requires responsive teacher training, clear ethical guidelines, and collaborative policy frameworks that balance innovation with responsibility.
Copyright (c) 2026 Maylide T. Sumilac, Melliescent L. Suerte, Jerry Mae B. Judicpa https://creativecommons.org/licenses/by-nc/4.0
A Literature Review on the Impact of Project Based Learning and Socio Demographic Variables on Academic Outcomes
This literature review examines how Project-Based Learning (PBL) influences students' academic outcomes and how socio-demographic variables moderate these effects. Grounded in constructivist theory, PBL is a learner-centered approach that engages students in sustained inquiry, collaboration, and real-world problem solving, contrasting with lecture-based instruction that often emphasizes content transmission. The chief objective of this review is to synthesize empirical evidence on PBL's impact on academic achievement, scientific literacy, higher-order thinking, and content mastery, while analyzing the moderating roles of age, gender, and socioeconomic status (SES). Using a narrative review method, peer-reviewed studies and meta-analyses from multiple academic databases (2010-2025) were examined and organized thematically across instructional outcomes and demographic influences. Results indicate that PBL generally improves achievement, cognitive engagement, inquiry skills, and long-term retention, with meta-analytic findings. However, outcomes vary across student groups: SES strongly predicts access to resources and readiness for inquiry, younger learners often require greater scaffolding for self-regulation, and gendered participation patterns may affect roles and engagement in collaborative tasks. The review concludes that PBL is a robust strategy for promoting deep learning and 21st-century competencies, but equitable benefits require inclusive design, differentiated supports, culturally responsive pedagogy, and adequate resource allocation.
Copyright (c) 2026 Chardemie A. Alvarez, Magdalina R. Abella, Jan A. Macaraeg https://creativecommons.org/licenses/by-nc/4.0
From Assessment to Action: Analyzing Alternative Learning System Learners' Performance in Magsaysay, Palawan, towards Sustainable Extension Program
This study examined the learners' performance in the Alternative Learning System (ALS) Program in Magsaysay, Palawan, to develop a long-term extension activity program for PalawanSU-PCAT Teacher Education. The study looked at the demographics of ALS students, their primary reasons for enrolling, and their Functional Literacy Test (FLT) performance levels in six key competencies: communication skills (English and Filipino), scientific literacy, critical thinking, mathematical problem-solving, life and career skills, and digital citizenship. The study used a mixed-method research design, combining quantitative data from surveys and FLT results with qualitative insights from the respondents' interviews, to identify gaps and provide treatments. The findings revealed that the ALS program mostly enrolled male adolescents and young adults from low-income families, emphasizing its role in closing educational gaps. Financial instability emerged as a dominant factor as the primary reason why learners chose the program for their Basic Education. Learners demonstrated moderate achievement, with considerable obstacles in English literacy, mathematical reasoning, scientific analysis, and digital citizenship. Based on these findings, the study created Project COUNT (Connecting, Optimizing, and Unfolding New Knowledge through Tutorial), a structured extension program that combines one-on-one tutorials, small-group sessions, and community-based learning assistance to improve ALS delivery. The learners' performance in the Alternative Learning System indicates modest progress but also emphasizes the need for focused interventions to overcome competency gaps in English reading, mathematical and problem-solving skills, scientific reasoning, and digital citizenship.
Copyright (c) 2026 Jason L. Torio, John Abram T. Maduro https://creativecommons.org/licenses/by-nc/4.0
An Assessment of the Professional Development Needs of English Teachers in Carrascal National High School Regarding 21st-Century Skills.
This paper presents a conceptual framework and a proposed quantitative study to investigate the professional development needs of English teachers, with a specific focus on the acquisition of 21st-century skills. The literature review establishes the causal link between a teacher's years of experience and their evolving professional needs, arguing that a one-size-fits-all approach to training is ineffective. It synthesizes research on the distinct needs of novice, mid-career, and experienced teachers, highlighting gaps in practical pedagogy, technology integration, and assessment literacy. The proposed methodology outlines a survey-based approach to measure self-assessed knowledge and perceived needs, with a plan for statistical analysis to determine correlations and significant differences across experience levels. The findings of such a study would provide a nuanced understanding crucial for designing targeted and impactful professional development programs.
Copyright (c) 2026 Jenie F. Arreza, Keetlyn O. Lagura https://creativecommons.org/licenses/by-nc/4.0
Socio-Demographic Influences on Mathematical Word Problem Solving in the Philippine Context: A Narrative Literature Review
This narrative literature review examines how socio-demographic factors influence Filipino students' ability to solve mathematical word problems. Drawing on international and local studies, the review synthesizes evidence on the roles of age, sex/gender, and family environment in shaping mathematical literacy. Findings indicate that developmental readiness affects working memory and reading fluency, gender differences are largely influenced by socio-cultural expectations and confidence, and family environment - particularly socio-economic status and parental involvement - is the strongest predictor of performance. By integrating correlational, quasi-experimental, and intervention studies, the review proposes a causal model that situates these factors as key determinants of word problem-solving ability. The study highlights the need for early academic support, gender-sensitive instruction, and strengthened home numeracy practices. These findings provide practical guidance for teachers and policymakers in designing inclusive, evidence-based interventions to improve students' mathematical literacy.
Copyright (c) 2026 Karl Sebastien Y. Josol, Jovin C. Baloyo https://creativecommons.org/licenses/by-nc/4.0
AI-Powered Language Learning: Blended Learning, Food and Nutrition Education, Academic Performance, Practical Skills, Digital Literacy, Socio-Demographic Variables, Philippines
Blended learning, which integrates face-to-face instruction with digital platforms, has emerged as a promising approach in food and nutrition education. The purpose of this review is to examine how blended learning influences student performance, focusing on academic outcomes, skill acquisition, and socio-demographic factors. A systematic search of peer-reviewed studies highlights evidence on achievement scores, competency development, and learner engagement. Results indicate that blended learning enhances academic performance by promoting flexibility, individualized pacing, and interactive content delivery. Students benefit from asynchronous access, multimedia resources, and improved knowledge retention compared to traditional instruction. It also fosters learner autonomy while maintaining instructor guidance. Skill acquisition in food preparation, dietary planning, and evaluation of nutrition information was strengthened when digital modules were combined with hands-on practice. Simulations, videos, and case studies helped learners apply concepts before laboratory activities. Collaborative learning through forums and group projects further enhanced communication and teamwork. Effectiveness varied across populations due to age, gender, socio-economic status, and access to technology. Younger students adapted quickly, while older learners needed support. Socio-economic disparities such as poor connectivity and limited devices created inequities, highlighting the need for institutional support. In the Philippine context, accelerated by the COVID-19 pandemic, access to technology and cultural attitudes strongly shaped success. Students with limited exposure struggled with self-directed learning, underscoring the need for orientation and technical support. Overall, blended learning improves knowledge, skills, and professional competencies but requires equitable access and contextual adaptation.
Copyright (c) 2026 Wilma B. Bale, Faith F. Delopere, Jesamie A. Frenal https://creativecommons.org/licenses/by-nc/4.0
Resource Allocation Optimization and Academic Performance of Mathematics Students in Philippine State Universities: A Narrative Literature Review
Resource Allocation Optimization (RAO) is increasingly recognized as a structural determinant of academic performance in public higher education institutions, particularly within Philippine State Universities and Colleges (SUCs). This narrative literature review synthesizes theoretical and empirical studies examining the relationship between RAO - conceptualized through timeliness, adequacy, and accessibility of instructional resources - and the academic performance of Mathematics students. Drawing from education, educational psychology, and higher education management literature, the review identifies consistent causal pathways linking optimized resource allocation to instructional flow, academic self-efficacy, and competency development. Evidence further reveals a persistent discrepancy between satisfactory course grades and weaker performance in competency-based assessments, suggesting that systemic inefficiencies in instructional support constrain higher-order learning. By integrating administrative and pedagogical perspectives, this review positions RAO as a critical institutional predictor of Mathematics achievement and highlights the need for institution-specific empirical research to inform data-driven reforms in regional Philippine SUCs.
Copyright (c) 2026 Julmar A. Avila, Rico Jan C. Gomez, Gelbert Sman E. Tartar https://creativecommons.org/licenses/by-nc/4.0
Instructional Supervision, Feedback Quality, and Teacher Perceptions: A Multi-Method Synthesis
Instructional supervision and feedback are pivotal mechanisms for enhancing teacher competence and elevating instructional quality. This paper synthesizes peer-reviewed research to explain how supervision, feedback quality, and teacher perceptions interact within standards-aligned observation frameworks. Anchored on developmental supervision theory, social constructivism, and policy-practice alignment, the synthesis integrates quantitative findings and qualitative insights to illustrate why supervision succeeds when schools enact calibrated observation, goal-referenced, dialogic post-observation conferences, and timely, specific, actionable feedback. Across recent scholarship (2020-2025), supervision tends to produce larger competence gains when enacted as developmental coaching rather than compliance monitoring, and when feedback is practice-proximal; conversely, generic or delayed feedback and routine inspection often yield weak or null effects. The review identifies recurring implementation constraints (e.g., workload, time, supervisory expertise), delineates moderated-mediation pathways wherein feedback quality and teacher perceptions both mediate and amplify supervision's impact on competence, and offers actionable recommendations for codifying feedback standards, investing in observer calibration, embedding collaborative reflection, and resourcing supervision for follow-up. Methodologically, the synthesis adopts a convergent mixed methods orientation, integrating quantitative moderated mediation analyses with qualitative insights from post observation conferences and feedback artifacts to illuminate mechanisms of impact. The manuscript contributes a publishable framework that shifts supervision from bureaucratic ritual to an engine of professional growth, and it outlines research directions for rigorous longitudinal and experimental designs and standardized measures of feedback quality and developmental perceptions.
Copyright (c) 2026 Richie C. Bacharo https://creativecommons.org/licenses/by-nc/4.0
Toward a Unified School Performance Management Theory: Integrating Stakeholder Engagement, Leadership, Resources, Teacher Efficacy, and Job Satisfaction
School performance remains a central concern in educational management, especially in contexts where access, quality, resilience, and efficiency are unevenly distributed. This study develops a management-oriented theory of school performance by integrating five core determinants: stakeholder engagement, supervisory style, resource management, teacher efficacy, and job satisfaction. Drawing on global and local literature published between 2020-2025, the review shows that these determinants influence outcomes only when mediated by trust, communication, equity, transparency, instructional quality, retention, and classroom climate. Stakeholder engagement fosters accountability through dialogue and trust; supervisory style shapes organizational culture; resource management drives performance when equity and transparency are ensured; and teacher efficacy and job satisfaction strengthen instructional quality and retention. Interaction effects, such as engagement combined with supportive supervision or resource equity paired with teacher satisfaction, further magnify outcomes, while socio-economic context moderates their strength. Collectively, the evidence supports a Unified School Performance Management Theory that positions schools as complex systems where managerial, relational, and psychological processes interact to sustain performance. Practically, this framework guides school leaders in sequencing interventions - prioritizing trust-building, coaching supervision, equitable resource allocation, and teacher support - to improve continuity, accountability, and innovation in teaching.
Copyright (c) 2026 Ariel B. Carmelotes https://creativecommons.org/licenses/by-nc/4.0