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.
Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Awareness and Practice of Gender Equality among the College Students in a Catholic School
This study examined the level of awareness and extent of practice of gender equality among college students in a Catholic school during the 2024-2025 academic year. Additionally, it assessed the relationship between the awareness and practice of gender equality. This study employed a quantitative research design, primarily using the descriptive-correlational approach. The respondents consisted of a stratified random sample of 242 college students. In gathering the data, a validated and reliability-tested 63-item researcher-made questionnaire was utilized. The study employed a 5-point Likert scale in both constructs. In analyzing the data, mean, standard deviation, and Spearman rank-order correlation were used. Notably, this study strictly adhered to the ethical guidelines and principles. Generally, the students demonstrated an awareness of gender equality. Additionally, the students showed a very great extent of practice of gender equality. Moreover, a significant positive relationship was found between awar
Copyright (c) 2025 Miezy Mae A. Lanaban, Jasmine Leonor C. Olete, Vincent E. Baylon, Daniel S. Fernando https://creativecommons.org/licenses/by-nc/4.0
Cultivating Research Culture, Research Competence, and Situational Leadership of Marketing Management Students in Higher Education
Any higher institution that seeks to build a robust research culture and competence should have a transparent monitoring and evaluation system of research outputs as part of its investment plan for academic endeavors. Situational leadership is anchored by directing, coaching, supporting, and delegating. Slovin's formula was used for a sample size of 127 marketing student respondents; 103 were taken as the sample size in St. Peter's College, Iligan City. This study utilized the Pearson Correlation. The findings highlight the significant influence of research culture and competence on situational leadership, which holds practical implications for marketing management education. The strong positive correlation between attitudes toward research and situational leadership (r=0.970, p=0.003), as well as between practical research skills and leadership (r=0.924, p=0.000), suggests that fostering positive research attitudes and competencies directly supports adaptive and effective leadership—an essential trait for marketing professionals operating in dynamic environments.
Copyright (c) 2025 Warren L. Acain https://creativecommons.org/licenses/by-nc/4.0
Game-Based Approach as an Intervention in Enhancing Students’ Fraction – Solving Skills
Mastering fractions remains a significant challenge for students, with 96.53% (n=167) of Grade 7 students failing assessments covering addition, subtraction, multiplication, and division of fractions. To address this issue, this study investigated the effectiveness of Game-Based Learning (GBL) in improving students' fraction-solving skills. Using a quasi-experimental design, the research involved 20 Grade 7 students from a public junior high school. Data were collected through validated pre-test and post-test instruments, aligned with the problem set and rigorously assessed for reliability. The results revealed significant improvements across all fraction operations, with notable progress in addition (t = -3.75, p = 0.000), subtraction (t = - 8.35, p = 0.000), and multiplication (t = -4.42, p = 0.000). Although division remained the most challenging area (t = -1.910, p = 0.000), students still demonstrated measurable gains, suggesting partial success in bridging learning gaps. The findings highlight GBL as an effective pedagogical strategy for enhancing fraction proficiency, fostering an engaging, and student- centered learning environment. The approach's success is attributed to immediate feedback, contextualized practice, and increased motivation, making it a viable tool for improving mathematical competency. This study contributes to the growing body of evidence supporting GBL’s potential in mathematics education, particularly in addressing foundational challenges like fraction operations.
Copyright (c) 2025 Jason L. Torio, Jim Ryan V. Venturillo https://creativecommons.org/licenses/by-nc/4.0
Adapting Flexible Learning in Health Education: Practical Skills Development, Engagement Strategies, and Mental Health Challenges
This study explores the perspectives of Allied Health students and faculty at the University of Baguio on adopting flexible learning during the COVID-19 pandemic and the subsequent shift to limited face-to-face classes. With the increasing role of flexible educational models, this study aims to assess the challenges faced by stakeholders, including technology, student engagement, and the acquisition of practical skills. With a qualitative descriptive research design, the study utilized purposive sampling to choose 10 teachers and 10 students who experienced flexible learning during SY 2021-2022 and transitioned to limited face-to-face classes during SY 2022-2023. Thematic analysis revealed the following key themes: technological adaptation, engagement strategies, instructional approaches, and mental health concerns. Teachers employed hands-on supervision, iterative teaching, and additional exercises as strategies to address gaps in practical skill acquisition. Students utilized time management and goal-setting skills to adapt to the blended learning environment. This research highlights the need for an adaptable and robust learning structure that combines online and face-to-face lecture delivery to provide continuity and quality of education, especially in fields that require practical skills. Recommendations include adopting a flexible learning framework that prioritizes experiential learning through simulation and hands-on exercises, investing in staff development to enhance technological competence, and implementing systems to support students' mental well-being. These recommendations and findings aim to inform the university’s strategic planning efforts, enhancing teaching and learning practices to better adapt to future disruptions and improve the quality of education related to health.
Copyright (c) 2025 Marilou M. Saong, Rhey Gregory Z. Aquino https://creativecommons.org/licenses/by-nc/4.0
From Classroom to Screen: Resilience and Experiences Encountered by Nursing Educators in Transitioning to Online Learning amid the Pandemic
The COVID-19 pandemic has had a profound impact on education worldwide, particularly in regions that rely heavily on traditional face-to-face teaching. The abrupt transition from face-to-face teaching to online teaching presented both challenges and opportunities for nursing educators. This qualitative descriptive study examined the experiences of nine nursing educators from selected nursing schools in the Visayas region, with a focus on the challenges they encountered during this transition. Data were collected through in-depth interviews and analyzed using Graneheim and Lundman (2004). Ensuring rigor through verification, validation, and validity checks. Analysis of 21 significant statements revealed three overarching themes: Experiences, Feelings, and Effects. Participants reported external challenges such as limited access to computers, mobile devices, and reliable internet connectivity, alongside predominantly negative emotions including stress, anxiety, and self-doubt. Despite these obstacles, educators demonstrated adaptability, resilience, and professional growth, which was facilitated by both institutional support and personal perseverance. The study highlights the complex interplay of challenges and coping strategies during educational transitions, underscoring the importance of structured support and capacity-building initiatives for educators.
Copyright (c) 2025 Alyssa Marie A. Arrojo, Oscar De Paz, Romeo Jr. B. Pulgarinas https://creativecommons.org/licenses/by-nc/4.0
Animated Pedagogical Resources in Pharmacy: Effects of Prior Knowledge, Learning Outcomes and Classroom Dynamics
The rapidly changing landscape of pharmacy education has led to a need for fresh and creative pedagogical strategies that bridge the gap between academic knowledge and distinct professional practice. This study explored the effects of authentic learning material (ALM) on classroom engagement, academic performance and students' prior knowledge. The instructional materials were theoretically and epistemologically positioned within the frameworks of Constructivist Learning, Situated Learning, and Bloom's Revised Taxonomy using Quasi-Experimental Design. The results indicated that pharmacy students had from very little knowledge to basic knowledge about a range of pharmacy topics. The academic performances of the students over a Prelim, a Midterm, and a Final after the use of ALMs were statistically significant (p<0.001). The classroom observations averaged a 3.02 rating in the relevant checklist category, which indicated consistent and effective delivery of the instructional material from the instructors perspective. Learners' feedback demonstrated improvements in motivation and levels of engagement, and improved levels of interpretation of complex pharmaceutical concepts. Instructors identify the pedagogical nature of the animated material, and expressed frustrations regarding access to limited internet access and having to create the content in a limited time frame. Animation-based ALMs proved to be effective tools for activating prior knowledge, enhancing competency-based learning, and promoting active classroom participation. Pharmacy colleges should consider integrating multimedia in to their curricula, educating faculty on use of digital content creation and increasing their technical infrastructure to ensure the viability of these creative teaching modalities.
Copyright (c) 2025 Richie G. Bayuran, Jenny Marie D. Blancaflor, Eric Justin M. Blancaflor https://creativecommons.org/licenses/by-nc/4.0
Analyzing the Impact of Problem-based Learning on Mathematical Creativity of Grade 8 High School Students from Pilgrim Christian College
Problem-Based Learning is an approach where students learn concepts and skills by solving complex and real-world problems with emphasis on active engagement, critical thinking, and collaboration. This quasi-experiment investigated the pre-test and post-test scores of the forty-four grade 8 students from Pilgrim Christian College and the impact of problem-based learning to their mathematical creativity. The students belong to two sections, which were the experimental and control group. The researcher used a teacher made test that was validated and an adapted scoring rubrics for mathematical creativity. The statistical techniques that were used includes normality, linear regression, homogeneity of regression slopes and variances. The test was conducted with ANCOVA, however, assumptions failed so Mann-Whitney U test was used. Analyze data shows that the test is statistically significant and mean-ranks indicate that the experimental group have higher post-test scores than the control group, which means that students who were taught using problem-based learning demonstrated higher scores in mathematical creativity than those who received conventional instruction. Therefore, the evidence supports PBL as an effective strategy for nurturing mathematical creativity among grade 8 students from Pilgrim Christian College.
Copyright (c) 2025 John Paul Jay A. Rosal https://creativecommons.org/licenses/by-nc/4.0
Educational Website Utilization and Teacher Job Performance: Evidence from a Public Elementary School Cluster in a Rural Island Province in the Philippines
This study explored the use of educational websites and their relationship to the job performance of public elementary school teachers in Sagay, Camiguin. Anchored on the Technology Acceptance Model (TAM), the study adopted a descriptive-correlational design involving complete enumeration of 61 teachers from seven elementary schools. Data were gathered using a validated questionnaire. Findings revealed that educational websites were widely used, especially for professional development and curriculum integration. However, their use for assessment and feedback remained moderate. Despite the high level of usage, Spearman’s rank correlation showed no significant relationship between website utilization and job performance, with only 2.7% of performance variation explained by website use. Further analysis using Kruskal-Wallis and regression tests found no significant influence of demographic factors such as age, teaching experience, and educational attainment on website utilization. Most teachers received an “Outstanding” performance rating, indicating that factors beyond website usage contribute to job performance. These results suggest that while educational websites support teaching, their measurable impact on performance is limited without addressing broader pedagogical, infrastructural, and institutional factors. To address this gap, an action plan was proposed to enhance the integration of educational websites, particularly in assessment practices, with stronger institutional support aligning with the goals of SDG 4: Quality Education.
Copyright (c) 2025 Geraldine B. Salinas, Gerlie D. Cutab https://creativecommons.org/licenses/by-nc/4.0
Relationship between the Extent of Utilization of Multimedia-Assisted Instruction of English Reading Teachers and Pupils’ Academic Performance
This study investigated the extent of multimedia-assisted instruction utilization by English reading teachers and its relationship on the academic performance of their pupils. Using a descriptive-correlational research design, data were collected from 60 English reading teachers and their corresponding pupils. Descriptive statistics summarized the teachers’ profile and multimedia utilization levels, while Pearson’s correlation measured the relationship between multimedia usage and pupils’ academic outcomes. Analysis of Variance (ANOVA) was employed to determine whether there were significant differences in the extent of multimedia-assisted instruction utilization among teachers across their profile variables such as age, years of teaching experience, and highest educational attainment. Results revealed a significant but low positive correlation between the extent of multimedia-assisted instruction by teachers and pupils’ academic performance, indicating that increased use of multimedia tools modestly enhances learning outcomes. The academic performance of pupils was found to be generally satisfactory, indicating that most students met or exceeded the expected learning outcomes during the study period. Analysis of Variance (ANOVA) revealed that among the teacher profile variables, the highest educational attainment significantly influenced the extent to which multimedia-assisted instruction was utilized. Teachers with higher educational qualifications tended to use multimedia tools more extensively in their teaching. These results highlight the importance of continuous professional development in enhancing multimedia instructional practices that support improved student performance. Recommendations include sustained professional development and targeted interventions to optimize multimedia use in the classroom.
Copyright (c) 2025 Rubelie R. Popera, Gerlie D. Cutab https://creativecommons.org/licenses/by-nc/4.0
The Bachelor of Science in Hospitality Management Educator’s In the Second District of Albay
This study assesses the competencies of Bachelor of Science in Hospitality Management educators in the Second District of Albay, focusing on their academic profile, professional experience, and proficiency in key competency areas. Specifically, it examines their industry knowledge, pedagogical skills, communication abilities, leadership management, customer service expertise, technology proficiency, research and analytical skills, professionalism and ethics, and mentorship engagement. The research also explores the challenges faced by educators in meeting these competencies and the actions taken to address them. Using a descriptive research design, data was collected through surveys and interviews with educators from various Higher Education Institutions (HEIs) in the district. Findings indicate gaps in research proficiency, technology integration, and industry exposure, which impact the overall effectiveness of teaching in hospitality education. Time constraints, limited professional development opportunities, and lack of institutional support were identified as key challenges. To bridge these gaps, this study proposes a Hospitality Management Educators’ Competency Enhancement Framework, emphasizing continuous training, industry immersion, and institutional reforms. The framework aims to develop a more industry-responsive, student-centered, and globally competitive faculty. The study’s findings serve as a foundation for enhancing hospitality education and ensuring educators are equipped to meet evolving industry demands.
Copyright (c) 2025 Chona Belga-GallaS https://creativecommons.org/licenses/by-nc/4.0
Understanding the Anti Hazing Law of 2018: Awareness Levels Among Students
This study was anchored on the Self–Self-awareness theory by Duval and Wicklund (1972). Self-awareness is the capacity to take oneself as the object of thought; people can think, act, and experience and also think about what they are thinking, doing, and experiencing. In social psychology, the study of self-awareness is traced to Shelley Duval and Robert Wicklund's (1972) landmark self-awareness theory. Duval and Wicklund proposed that, at a given moment, people can focus on the self or external environment. Focusing on the self enables self-evaluation. When self-focused, people compare the self with standards of correctness that specify how the self ought to think, feel, and behave. Comparing the self with standards allows people to change their behavior and experience pride and dissatisfaction with the self. Self-awareness is thus a significant mechanism of self-control. When we focus on ourselves, we evaluate and compare our current behavior to our internal standards and values. This elicits a state of objective self-awareness. We become self-conscious as objective evaluators of ourselves. This theory correlates with our study regarding the awareness of students in the Anti-hazing Act of 2018, as it is regarded that being in a group requires conscious and wise decisions. So, with that being stated, it can be implied that joining fraternities and engaging in hazing activities requires self-awareness on the part of the student. Whether to engage or not in any hazing activities completely relies on our consciousness and awareness.
Copyright (c) 2025 Arnold G. Rago https://creativecommons.org/licenses/by-nc/4.0
What Drives Curriculum Implementation? The Case of Secondary Science Education Curriculum among Selected Teacher Education Institutions in the Philippines
Science majors in various teacher education institutions perform below the national passing rate despite the curriculum mandates by the Commission on Higher Education. The question lies in how these standards and guidelines are implemented across Teacher Education Institutions of the country. An investigation on how the curriculum of the Bachelor of Secondary Education (BSED) Science in selected Teacher Education Institutions (TEIs) in the Philippines was conducted utilizing a descriptive quantitative design to 10 selected private and public tertiary schools. It analyzed curriculum components such as course outlines, program of study, and curriculum maps while examining institutional factors like faculty qualifications, experience, and student-teacher ratios. It was found that there was an extensive implementation of course outlines and evaluative measures, which indicates that schools had a strong focus on clear learning objectives and effective assessment practices, while limited implementation was noted in the aspect of OBTL course descriptions and learning plans. Multinomial logit regression analysis showed that institutional type, faculty qualifications, and teaching experience significantly determine the likelihood of achieving higher levels of curriculum implementation. Based on this finding, there must be a continuing professional development for teachers for better curriculum implementation. The government should extend subsidies to improve resource allocation, and a more vigorous system of curriculum support to enhance the quality of teacher education in the country.
Copyright (c) 2025 Gerlie D. Cutab https://creativecommons.org/licenses/by-nc/4.0
School Head Leadership: Basis of Elementary Schools’ Performance in Castilla Districts, Division of Sorsogon
This study aimed to assess the relationship between school head leadership and school performance of elementary schools in Castilla Districts, Sorsogon. Specifically, it described the level of school heads’ performance based on the OPCRF; described the performance of schools in terms of pupils' academic performance in languages, mathematics, and science, teachers' performance on IPCRF, and non-academic performance using key performance indicators (KPIs) such as enrolment rate, promotion rate, graduation rate, dropout rate, and cohort survival rate. Additionally, the study appraised the relationship between school heads’ performance, teachers’ performance, pupils’ performance, and KPIs, and proposed a school improvement plan for SY 2025–2026. The researcher selected public schools from Castilla East, West, and South, where school heads and teachers from these schools were chosen as participants regardless of their designation, using purposive sampling, and included only Grade 3 and Grade 6 pupils’ academic performance in English, Filipino, Mathematics and Science. These categories were assessed for SY 2022–2023 and SY 2023–2024 only. Data was analyzed using descriptive and correlational research design, employing document analysis and Pearson r integrating bootstrapping. Findings showed outstanding performance of school heads and teachers, high academic performance of pupils, and overall positive trajectory in KPIs. However, no significant relationship was found among the performance of school heads, pupils and KPIs, though a significant relationship was observed between school heads and teachers in SY 2023–2024. The proposed school improvement plan focused on Project S.E.A.L., Project Husay Kasanayan, and Brigada Pagbasa, Pagbilang, at Paglikha.
Copyright (c) 2025 Merlyn Joy D. Jadie https://creativecommons.org/licenses/by-nc/4.0
A Comparative Analysis of the Student Preferences for Digital and Physical Books in Library Usage
The study investigates student preferences for digital and physical library resources at San Sebastian College-Recoletos de Cavite, Philippines, amidst the evolving landscape of educational technology integration. Through a comprehensive analysis of survey data collected from Senior High School and College students, the research identifies significant trends in resource utilization patterns and their impact on academic achievement. Results indicate a preference for digital resources, although some students still value physical materials. Statistical analyses reveal discipline-specific variations in resource utilization and a positive correlation between the frequency of accessing digital resources and academic performance. The study underscores the importance of aligning library services with student preferences to optimize learning outcomes and foster digital literacy. Recommendations are made for tailored interventions to enhance resource provision and promote equitable access across academic disciplines
Copyright (c) 2024 Cecilia A. Caperida https://creativecommons.org/licenses/by-nc/4.0
Project Competency and Performance Recovery (CPR) and Students’ Level of Performance in Technology and Livelihood Education
This study aimed to investigate the effectiveness of Project Competency and Performance Recovery (CPR) using quantitative research, specifically the one-group pretest-post-test design. The research study was conducted in Palo Alto Integrated School, where one-hundred twenty (120) respondents were included from Grades 7 – 10, respectively. The mean, standard deviation and paired t-test were used to examine the results of the learners' academic performance from the second quarter and third quarter. The study's findings revealed that at the reopening of classes, the mean academic performance of learners from grades 7 – 10 was at the ’developing’ stage. This was before the implementation of Project CPR. On the other hand, after the implementation, there was a slight improvement in the learners’ mean academic performance, particularly from grades 8 and 10, which improved from “developing” to “Approaching Proficiency”. Only grade 7 learners have not improved after the implementation of the project since it is statistically evident that there is no significant difference between the results of the second quarter and the third quarter's performance. Moreover, findings also show that Project CPR was effective in recovering learning losses. The data for the test of significant difference between the second and third quarters revealed a significant difference, particularly from grades 8, 9, and 10. The study's conclusive findings will serve as the foundation for replication with a larger sample size and a broader focus.
Copyright (c) 2024 Evelyn J. Sublay https://creativecommons.org/licenses/by-nc/4.0
Customer Satisfaction of Students with Front-Line Service Delivery at a Private Higher Institution in Cavite, Philippines
This study investigates student satisfaction with frontline service delivery at San Sebastian College-Recoletos de Cavite (SSC-R), recognizing the critical role of service providers in enhancing student experiences. The primary aim is to assess the level of satisfaction among students, identify challenges faced by frontline staff, and evaluate existing support strategies to recommend evidence-based approaches for improvement. Employing a mixed-methods research design, the study combines descriptive and evaluative methods, utilizing an online survey questionnaire to gather data from senior high school and college students, as well as frontline service staff across ten service offices. The findings reveal that students generally express satisfaction with the quality of services, particularly in terms of timeliness, quality, efficiency, and adequacy. However, senior high school students reported higher satisfaction levels compared to their college counterparts. The study identifies significant challenges faced by frontline staff, including data fragmentation, diverse student needs, and a demanding work environment. In conclusion, the research highlights the necessity for targeted interventions to bridge the satisfaction gap, improve staff effectiveness, and foster a culture of continuous improvement, ultimately enhancing the overall student experience at SSC-R.
Copyright (c) 2024 Jannet M. Anit https://creativecommons.org/licenses/by-nc/4.0
Comprehensive Tracer Study of San Sebastian College-Recoletos Manila (2018-2023)
The employability of graduates from San Sebastian College Recoletos (SSCR) between 2018 and 2023 is under scrutiny in the Comprehensive Tracer Study, which also delves into the impact of their education on their ability to thrive in the realm. This research aims to analyze the employment status and demographic characteristics of these graduates, evaluate their perspectives on job-hunting practices, and assess how effectively their education equipped them for the working world. A total of 440 graduates participated in a research project by completing a self-designed survey tool via a platform. In order to uncover patterns and connections within the data set, we carried out an analysis utilizing weighted calculations alongside examining the frequency distributions and conducting an Analysis of Variance (ANOVA). The outcomes indicate that most graduates achieve job placements, with a proportion securing positions shortly following graduation. The research underscores the importance of workshops and conferences in enhancing job prospects, particularly for individuals who land jobs within a year post-graduation. Considering everything, the research showcases the effectiveness of SSCR initiatives in facilitating graduates’ transition into the job market and identifies areas where enhanced graduate tracking and support services are needed. This analysis could assist SSCR in enhancing its strategies for equipping students with the skills, for employment success.
Copyright (c) 2024 Mario H. Maranan, Francis Ma. Competente, Anton Maria Francesco Carabeo, Ferlie Rose I. Viernes https://creativecommons.org/licenses/by-nc/4.0
Digital Citizenship Practices and Implementation of Learning Modalities in the Higher Education Institutions under the New Normal in General Santos City
While the shift to technology-mediated learning in higher education has been widely documented, less is known about the interplay between digital citizenship practices within institutions, particularly in Mindanao. One of the means to address this gap is by investigating the relationship between these two factors within higher education institutions in General Santos City. While some argue that technological infrastructure and pedagogical innovation are sufficient for effective online and blended learning, this study posits that a strong foundation of digital citizenship is essential for maximizing the benefits of these modalities. Specifically, the research examined four key elements of digital citizenship: digital identity, digital netiquette, digital footprint, and digital privacy, alongside the implementation of learning modalities across curriculum development, supervision of instruction, faculty development, and research and extension services. Data were collected through a structural survey questionnaire. Findings revealed a high level of digital citizenship practices and a very satisfactory implementation of learning modalities. The data indicate that students and teachers alike are well-versed in digital ethics, demonstrating awareness of online safety protocols and responsible internet behaviors. This strong foundation in digital citizenship can be leveraged to develop further the critical thinking and information literacy skills required for navigating the digital landscape of the 21st century. Furthermore, a significant positive relationship was observed between these two factors across all domains. This suggests that strong digital citizenship within HEIs contributes to a more effective adaptation to a technology-driven educational environment.
Copyright (c) 2024 Anthony C. Okoye https://creativecommons.org/licenses/by-nc/4.0
Project WINGS: Word-Banking to Address Gaps in Science Education
The COVID-19 pandemic has caused students to fear for their health and their studies. It has created gaps that educators need to fill when they return to formal education. The main purpose of this research was to evaluate the effectiveness of word banking in science for improving the proficiency levels of seventh-grade students. The study aims to address gaps in science education arising from new-normal circumstances. It also seeks to assess students' proficiency in science before and after the implementation of Project WINGS. The research found that implementing Project WINGS, which incorporated the SPURN strategy (Spelling, Pronunciation, and Usage of words, Reading, and Numeracy), significantly improved seventh-grade students' proficiency levels in science. The quasi-experimental design, utilizing pre-test and post-test data, indicated a notable enhancement in students' performance, suggesting that daily word banking effectively addressed educational gaps exacerbated by the COVID-19 pandemic.
Copyright (c) 2024 Maria Lanie V. Manago, Regina M. Senido https://creativecommons.org/licenses/by-nc/4.0
An Analytical Exploration of Factors Contributing to Increasing Turnover and Employee Retention Challenges in a Private Educational Institution
This study examines the factors contributing to increasing turnover and retention challenges in a private educational institution in the Philippines. Using a mixed-methods approach, quantitative data were gathered using a descriptive-correlational methodology, while semi-structured interviews with current and former employees were used to acquire qualitative insights. Results reveal a very high level of turnover intention among respondents, with compensation and benefits and leadership and management found as the most significant factors, followed by work environment and culture and external factors. Age, marital status, and work status all show varying degrees of significance when it comes to perceived primary factors, while gender and length of service showed no significant influence on all the factors of turnover intention. Findings suggest the importance of addressing compensation and benefits, leadership and management, and work environment and external factor issues to enhance retention efforts in educational institutions.
Copyright (c) 2024 Farrah Jane M. Columna, Ferdinand M. Garcia https://creativecommons.org/licenses/by-nc/4.0
Career Progression as Predictor on Job Satisfaction of Academic Librarians in the Bicol Region, Philippines
Career progression is an employee’s professional development that provides security, satisfaction, and a sense of professional fulfillment. This study determines the effect of career progression as a predictor of job satisfaction for academic librarians in the Bicol Region. Specifically, this aims to determine the respondent’s personal, professional, and employment profile; level of job satisfaction in terms of career progression, work motivation, working environment, fair compensation, job security, and administrative support; the significant difference in the level of job satisfaction and the perceived challenges and opportunities encountered as they progress in their career. This study utilizes a convergent parallel mixed method with 113 respondents, comprising 63 from private HEIs and 50 from public libraries, including SUCs and LUCs. Findings revealed that school administrators gave career progression due importance. Good working environment was provided; however, the compensation package is not that attractive compared to Public HEIs. Lack of administrative support was observed; hence, it was recommended that School Administrators, would show commitment towards the improvement/advancement of libraries through enough funding. Librarians may also seek sponsorship/scholarships to improve their education and training. However, well-planned policies and conditions for these benefits could be articulated in the personnel and library administrative manual. Likewise, Human Resource Managers may consider calibrating the compensation and benefits of librarians to be at par with the faculty in compliance with the equivalency of librarians to teachers.
Copyright (c) 2024 Ester T. Listor https://creativecommons.org/licenses/by-nc/4.0
Impact of the Elementary School Heads Leadership Behavior on the Teacher’s Morale in School Districts of Pilar
The study focused on elementary school heads' leadership behaviors and their impact on teacher morale in Pilar's school districts, aiming to provide valuable insights into educational leadership dynamics. It outlines the objectives of analyzing leadership behavior, assessing teacher morale, determining impacts, identifying challenges, describing measures, and proposing a leadership model to address these issues comprehensively. The mixed-methods study used surveys and document analysis to examine how leadership behavior influenced teacher morale. Quantitative methods measured the impact on commitment and assessed various attitudes and challenges. Qualitative methods analyzed leadership behaviors reflected in OPCRF and described measures to address challenges. Findings indicate proactive leadership practices, contributing to positive teacher morale, yet challenges such as workload and communication gaps persist, indicating areas for improvement. Measures to address these challenges include embracing technology, fostering collaboration, and enhancing communication channels to create a supportive and conducive work environment. The proposed Adaptive Transformational School Leadership Behavior and Change Model integrates adaptive and transformational leadership theories, offering a holistic framework to address challenges and drive positive change within educational contexts. In conclusion, the study underscores the crucial role of school leadership in shaping teacher morale and organizational dynamics, highlighting the importance of supportive environments, effective communication, and targeted interventions to enhance educational outcomes and foster a conducive learning environment within Pilar's elementary schools.
Copyright (c) 2024 Lovelyn Cas Arong https://creativecommons.org/licenses/by-nc/4.0
Introduction of Off-Site Promotion and Enrolment Transaction in Salay Community College
The youth is the hope of the nation. Through educating the youth, a society can thrive for generations. Jean-Jacques Rousseau’s natural education theory is where this study is anchored. This research focuses on the introduction of off-site promotion and enrollment implemented at Salay Community College, Salay, Misamis Oriental, Philippines. This study used grounded theory, specifically thematic analysis research. The study underwent a process and used the Institutional Quality Improvement: Scheming, Attaining, Correcting, and Creating (SACC), which is patterned after the Plan, Do, Check, and Act (PDCA) Cycle Framework. The data was thoroughly documented. The information was gathered through three steps: Open coding, Axial coding, and theory formation. The respondents were three (3) students from each of the three programs (Bachelor of Early Childhood Education (BECED), Bachelor of Technology and Livelihood Education (BTLED), and Bachelor of Science in Entrepreneurship (BS Entrep) who enrolled during the Off-Site Promotion and Enrolment Transaction and the school personnel who conducted and implemented the transaction. The respondents' experiences were taken through individual and focused-group interviews. The result showed that the transaction was instrumental in bringing back the out-of-school youth, school dropouts, and those who stopped because of financial problems. This also resulted in an increased number of enrollees. It is recommended that the transaction be conducted in other municipalities, especially far-flung places, and materials and internet connection should be secured for easy online registration flow.
Copyright (c) 2024 Louella M. Baclayon, Vincent Ll. Padilla, Lotes M. Rojoca https://creativecommons.org/licenses/by-nc/4.0
Teaching Strategies in Simulator-Based Courses: Basis for Faculty Development Program
Education should prioritize enhancing instruction quality through interactive methods to foster discovery learning and research skills, leading to more engaged students. This study evaluates faculty teaching methods' effectiveness and their impact on student learning outcomes in a maritime education setting. Academic achievement, alongside learning styles and teaching strategies, is a focal point in educational research, delving into how learners engage with course material. The quantitative-descriptive research design involves maritime students, faculty, and administrators as respondents, aiming to explore their perceptions of teaching methods in simulator-based courses. Results indicate the integrative approach as the most utilized strategy, emphasizing a mean score of 4.65. The study underscores the significance of student-centered and active learning approaches to enhance educational outcomes. Findings offer valuable insights for educators and policymakers to develop effective teaching strategies tailored to maritime students' needs.
Copyright (c) 2024 Anacris Santi Edar, Alex Tongco, Benedicto Arizalita, Lebron James B. Baldomar, Nathaniel M. De Leon, Jemar A. Manlimos, Chereboy R. Paño, Michael John L. Parami https://creativecommons.org/licenses/by-nc/4.0
Curriculum Assessment on Navigation 1 among Students, Instructors and Administrators
The Curriculum Assessment on Navigation 1 at the Merchant Marine Academy of Caraga Inc. is crucial for ensuring the competence and safety of future mariners. This quantitative research involves maritime students in their 2nd and 3rd years, instructors, and administrators as respondents. The study aims to evaluate the Navigation 1 curriculum, focusing on students' study habits, academic performance, teachers' profiles, instructional delivery modalities, and perceptions of the curriculum by students, administrators, and instructors. Data collection includes questionnaires and statistical analyses like frequency distribution, weighted mean, and chi-square tests. Initial findings indicate a high level of agreement and positive perceptions across various aspects of the curriculum, with an overall weighted mean of 3.72. The study suggests that the Navigation 1 curriculum effectively meets its objectives. Future research should assess the long-term effectiveness of the curriculum by tracking graduates' performance, gathering industry feedback, and integrating new technologies to enhance student preparation for real-world navigation challenges.
Copyright (c) 2024 Rey David Bringas, Victor Felias, Jhon Paul I. Arellano, Cm Maximino Ebarle, Reen David Karll V. Mamogay, Nikko James P. Nisperos, Jee Mark T. Puebla, Rey F. Remitar https://creativecommons.org/licenses/by-nc/4.0
Laboratory Facilities as Predictors of Academic Performance among Maritime Students
This study investigates the influence of laboratory facilities on maritime students' learning and extent of delivery of instruction at the Merchant Marine Academy of Caraga Inc. It emphasizes the need for improvements to align with industry requirements and prepare students for future challenges. The research examines the impact of specific facilities like the seamanship lab, bridge simulator, and chart room. The researchers used a quantitative approach to gather data from maritime students and instructors through surveys. The analysis focused on the serviceability of the labs in terms of equipment availability, maintenance, and safety standards. The justification for the research is further supported by the findings, which indicate that most facilities are in good working order, with serviceability ranging from 77% to 87%. Interestingly, the study highlights that instructor expertise is just as important as the facilities themselves. It emphasizes that instructor experience and teaching methods significantly impact student learning, suggesting a need for investment in instructor development alongside improvements to the laboratories. In conclusion, the abstract justifies the research by demonstrating that laboratory facilities are important for maritime student learning and that there is a need for improvement in order to prepare students for the challenges of the maritime industry. The abstract outlines a methodology to investigate this and presents preliminary findings that justify further research.
Copyright (c) 2024 Ernesto Berro, Romeo Calonia, Jao L. Alastra, Justine D. Asis, Ahleckz S. Cayao, Ruel P. Rendon, Judie T. Sozalo https://creativecommons.org/licenses/by-nc/4.0
Transactional Management, Transformational Leadership, Organizational Culture, and Teaching Competencies of Teachers in Basic Education
There are concerns about teachers’ pedagogical competencies in the Philippines due to reports of poor performance by Filipino students in various academic disciplines. Studies show that teaching has more impact than other factors like services, facilities, and even leadership. Therefore, this study examined the teaching competencies of elementary school teachers, and sought which among transactional management, transformational leadership, and organizational culture are its best predictor/s. Questionnaires, in the form of hard copies and Google Forms, were used as data collection tools after undergoing rigorous scientific testing to ensure accuracy and consistency. Using Raosoft sample size calculator and reliability guidelines (Howard, 2016), this research study gathered information from 479 primary school teachers in two divisions: Gingoog City and Misamis Oriental. They were chosen using a proportionate stratified random technique. As implied by the results, it has been observed that teachers possess remarkable teaching competencies when planning, developing, and achieving desired outcomes. In addition, the teaching competencies of elementary teachers are significantly influenced by the levels of transactional management and transformational leadership exhibited by the school head, as well as the organizational culture they foster. They also demonstrate high confidence in their ability to impact student learning, effectively handle classroom management, actively engage in continuous professional development, and implement effective teaching strategies. The top predictors are cultural strength, achieving goals under organizational culture, and developing and changing under transformational leadership. All these predictors have a positive and direct impact on teaching competencies, which means that when these variables’ levels increase.
Copyright (c) 2023 Cupid Jones O. Risonar, Nenita I. Prado, Jayson S. Digamon https://creativecommons.org/licenses/by-nc/4.0
General and Academic Vocabulary Sizes and Reading Comprehension among the First Year BSED English Students
Proficiency in the English language comprises a wide range of skills, including listening, speaking, reading, and writing. Among these skills, reading comprehension holds particular importance as it enables students to effectively process and understand written text. An essential factor contributing to successful reading comprehension is vocabulary, which plays a fundamental role in the reading process. This study aimed to explore the relationship between reading comprehension and vocabulary, specifically focusing on general and academic vocabulary commonly used in English learning and academic settings. The research utilized a descriptive-correlational method, employing Pearson’s r method to establish a significant relationship between the two variables. The results revealed significant findings for each type of vocabulary and reading comprehension. The learners demonstrated a very high general vocabulary and an above-average academic vocabulary size. Additionally, the learners exhibited an average level of reading comprehension. These statistical findings emphasize the significant relationship between the variables studied, emphasizing their mutual influence. To enhance students’ academic performance, the researchers suggest implementing modules comprising diverse activities and exercises to promote the development of both academic vocabulary and reading comprehension skills.
Copyright (c) 2023 Harieth Cawagdan-Cuarto, Pia S. Cuenca, Judy-Ann F. Gonito, Lyka Maan E. Kalaw https://creativecommons.org/licenses/by-nc/4.0
Mathematical Misconceptions of Senior High School Students: Implications to Mathematics Curriculum
Misconceptions often pose significant barriers to effective mathematics learning. This study aimed to investigate the misconceptions prevalent in general mathematics and statistics and probability among senior high school students taught during the modular learning modality. Through a mixed-methods approach, involving quantitative surveys and qualitative interviews, mathematical misconceptions such as procedural knowledge, misapplication of formulas, internal barriers, misleading assumptions, and limited question understanding were identified. The study highlights the implications of these findings for curriculum design, teacher professional development, student-centered instruction, and the development of supplementary resources. Moreover, the study underscores the need for tailored interventions to rectify misconceptions, cultivate a deeper understanding of mathematical concepts, and foster accurate probabilistic reasoning among senior high school students during the new normal mode of instruction.
Copyright (c) 2023 Karen A. Quinio; Polemer M. Cuarto https://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of One Malungon Radio-Television/Radio-Based Instruction in the Lens of Learners in the Remote Areas of East-Malungon District: A Case Analysis
This study seeks to determine the effectiveness of implementing OMR-Tele/RBI in the remote areas of the Municipality of Malungon. The research employed a qualitative case study method that utilized key informant interviews with the Junior High School learners and Focus Group Discussions (FGD) with home learning partners in Malungon, Sarangani Province. According to the findings, OMR-Tele/RBI benefits some learners, particularly junior high school learners, because they can study anywhere, anytime, and at their discretion. However, due to their short concentration span and inability to study independently, primary learners are unsuitable for OMR-Tele/RBI. Problems with OMR-Tele/RBI have also hindered remote learning. Most learners living in mountain areas have slow or even no access to radio or the internet. Moreover, the majority of learners lived in small houses with no subdivisions. Therefore, students were unable to find a peaceful place to study. As a consequence, students cannot concentrate while listening to or viewing the lessons. In addition, it was recommended that the teacher models and facilitators be equipped to construct age- and level-appropriate audio or video lessons. Additionally, the audio and video lessons should be quality-assured to ensure the program’s effectiveness.
Copyright (c) 2023 Ezra Lou Y. Tabasondra https://creativecommons.org/licenses/by-nc/4.0