Advanced Social Science in Research Journal
Advanced Social Science in Research Journal (ASSRJ) is an international, peer-reviewed, open-access platform dedicated to the dissemination of high-impact research within the social sciences. ASSRJ serves as a premier venue for scholars, practitioners, and policymakers to share advanced theoretical frameworks and robust empirical studies that address the complexities of modern human society. ASSRJ is committed to maintaining high academic standards through a double-blind peer review process, ensuring the quality, originality, and integrity of all published manuscripts. The journal is managed by Managing Editor Dr. Froilan Mobo and is published on a bimonthly basis, with issues typically released in February, April, June, August, October, and December each year. The journal e-ISSN 3116-4544 and is published by FSH Publication in collaboration with Future Science Press.
Project B.O.O.S.T.E.R.S. (Brochures Offered Offline to Students by Teachers to Enhance Research Skills): An Evaluation
Senior high school academic workloads and cognitive demands increase, making passive traditional lectures ineffective for reducing student anxiety or building complicated research skills. Targeted, offline asynchronous educational methods are needed. The study evaluated how computer-generated brochure technology affects academic performance and whether Project BOOSTERS and typical self-learning modules varied significantly between pre- and post-test outcomes. A descriptive-experimental design randomly and equally assigned Grade Twelve pupils to the brochure intervention or modular lecture control track. Because of violated normality assumptions, identical pre- and post-tests were given across two weeks and analysed using the non-parametric Mann-Whitney U-test. Although both groups improved, Project BOOSTERS had considerably higher post-test means and learning gains, rejecting the null hypothesis. Passive standard lecture sends facts, but it has a lower instructional efficiency than tailored offline brochures, which optimize cognitive gains and independent research methodology mastery. Active learning models should integrate interactive micro-learning modules and well-designed, offline asynchronous materials to reduce conceptual anxiety, subject-specific stress, and develop strong student research skills.
Copyright (c) 2026 Arnel S. Miraflor https://creativecommons.org/licenses/by/4.0
Attitudes and Practices of State University Students on Solid Waste Management: Basis for an Action Plan
The study examines institutional and behavioral dynamics of higher education for environmental sustainability against the backdrop of growing solid waste globally and locally. This study aimed to determine the demographics, environmental attitudes, and solid waste management practices of the students of President Ramon Magsaysay State University in the second semester of 2024-2025. Quantitative data were acquired from 389 randomly selected respondents using an embedded mixed-method study design based on the KAP Model, while qualitative insights were gathered through thematic interview matrices. Quantitative investigation revealed that students possess a proactive environmental value system (M=3.49, “Strongly Agree”) but lag in behavioural execution (M=3.12, “Sometimes”), especially in specialized areas such as e-waste disposal and organic composting. Importantly, Spearman Rho tests showed no statistically significant association (p=0.144) between positive mindsets and physical compliance, suggesting a huge “attitude-behaviour gap” caused by structural friction, extreme time poverty and unlabelled sorting facilities. The student population is varied, with a strong female upperclassman population in education majors. College students share the personal responsibility to protect the ecosystem and have a high cognition about environmental issues; surprisingly, their basic attitude toward campus sustainability is positive. Unpredictable behaviours. The extent of students’ practice is also inconsistent (“Sometimes”), indicating that environmental literacy does not always translate into regular practice, especially for specialized duties such as composting or e-waste sorting. Demographic differences matter a lot for students’ views. It means students hold varied opinions on rubbish on campus. To relieve the operational burden of complex disposal techniques, the school should create dedicated Campus Recycling Centres for e-waste and a campus-wide composting system.
Copyright (c) 2026 Arnel S. Miraflor, Noel B. Merin https://creativecommons.org/licenses/by/4.0
Global Relevance of Radiologic Technology Education in the Philippines: An Overseas Competitiveness Perspective
Using information from alumni employed in the UAE, mostly in Abu Dhabi, Dubai, and Sharjah, the study examines how radiologic technology education is globally relevant in the Philippines. It examines the present curriculum and covers topics such as student learning policies, teaching methods, teaching personnel, learning materials, assessment procedures, and internship opportunities. Additionally, it looks into the ability of Philippine graduates in radiologic technology to work abroad in professions that adhere to international standards. Additionally, the analysis examines how their careers have developed, how they adapt to various work contexts, if they apply the skills they have acquired, any challenges they have faced in finding employment in the UAE, and what they still need to learn. Based on the updated Area of Practice data, the results show that Philippine RT programs offer a moderate level of preparation for international certification, with strengths in foundational knowledge and updated articulation of weaknesses in specific modality experience, especially in areas like General Radiography, Sonography, Interventional Radiography, CT, and MRI. These insights inform targeted action plans to enhance the global competitiveness and contemporary relevance of Philippine radiologic technology education.
Copyright (c) 2026 Ramel Caalem Cenil https://creativecommons.org/licenses/by/4.0
Policy Intent vs. Grassroots Reality: A Qualitative Look at BMBE Incentive Awareness and Utilization in Olongapo City, Philippines
While the Barangay Micro Business Enterprises (BMBE) program aims to uplift grassroots entrepreneurs, its local execution often falls short. This case study evaluates how micro-enterprises and informal workers in Olongapo City, Philippines, actually engage with BMBE incentives, focusing on tax exemptions, credit pathways, and technical support. Gathering firsthand data through in-depth interviews with participants from Asinan, East Bajac-Bajac, and East Tapinac, the study uses content analysis to evaluate business growth and livelihood shifts. The data reveals a stark gap: despite surface-level awareness, deep understanding and actual program utilization remain low due to uneven information drives, weak local government unit support, and confusing registration steps. Conversely, entrepreneurs who successfully tapped into these benefits reported notable gains in capital and operational stability, proving the program works when accessible. To bridge this divide, local government units must simplify registration pipelines, actively involve barangay leaders, and synchronize implementing agencies to build an inclusive economic safety net.
Copyright (c) 2026 Nathaniel Q. Basa, Ronavelle F. Bersabe, Jackielyn L. Ebuenga, Nikka Joy C. Galang, Althea Lou M. Manalansan, Merlin A. De Gracia, Ediric D. Gadia https://creativecommons.org/licenses/by/4.0
Classroom Management Practices of Teachers and Their Effects on the Academic Performance and Learning Behavior of Pupils in Public Schools in Rodriguez, Rizal, Philippines: Basis for a Conceptual Model
The investigation studied the management practices of teachers in the public elementary schools and its effects on the academic performance and learning behavior of students from Grade 1 to 6 in Rodriguez, Rizal, Philippines. There were 661 respondents, composed of teachers who particpated in the research. The methodological framework in which the study was conducted utilized descriptive-evaluative, descriptive-comparative, and descriptive-correlational research designs. The results showed that there were significant differences among all variables concerning the teachers' assessment of pupils' learning behavior and classroom management practices. Also, there was a significant relationship found between classroom management practices and pupils' academic performance at a Pearson correlation coefficient (r) of 0.637, showing a moderate relationship. In the same way, there is also a strong relationship that exists between classroom management and learning behaviors of pupils. The analysis indicated a strong moderate relationship between academic performance and learning behavior, with a Pearson correlation coefficient (r) value of 0.537 and p-value of 0.000. From the findings, the researcher suggested that the teachers at the public elementary schools improve their practice of organized and systematic classroom routines. Developing classroom routine procedures before the start of the new academic year will prevent distractions and maximize teaching time while dealing with any class-related problem.
Copyright (c) 2026 Liberty Gomintong Castino https://creativecommons.org/licenses/by/4.0
Workplace Stress and Coping Strategies Among Teachers in District II-A, Division of Olongapo City
This study examined the relationship between workplace stress and coping strategies among teachers in District II-A, Division of Olongapo City. It specifically described teachers’ workplace stress in terms of workload, pupils’ attitude, parents’ involvement, and school policies, and identified the coping strategies they employed in terms of religious coping, social support, active coping, positive thinking, and alcohol and cigarette consumption. The study was anchored on the view that teacher stress is shaped by the interaction between institutional demands, classroom realities, and available coping resources. A quantitative descriptive-correlational research design was utilized, with a validated researcher-made questionnaire serving as the main data-gathering instrument. The respondents were public school teachers selected through random sampling from schools within District II-A. Data were analyzed using appropriate descriptive and inferential statistical tools to determine teachers’ stress levels, coping practices, profile-based differences, and the relationship between workplace stress and coping strategies. Findings revealed that teachers generally experienced workplace stress, with workload emerging as the most evident source, followed by pupils’ attitude and school policies. Parents’ involvement was perceived as the least stressful dimension, although limited parental support still contributed to teachers’ responsibilities. The results also showed that teachers mostly relied on adaptive coping strategies, particularly religious coping, positive thinking, social support, and active coping, while alcohol and cigarette consumption was least practiced. The study further indicated that coping strategies were associated with teachers’ workplace stress experiences, suggesting that teachers’ responses to stress varied according to the nature and intensity of the pressures they encountered. The study concludes that teacher stress should be addressed not only through individual coping practices but also through institutional support, workload management, improved classroom behavior support, and clearer policy implementation.
Copyright (c) 2026 Cristal D. Furigay, Raymond D. Espiritu https://creativecommons.org/licenses/by/4.0
Effects of Language Anxiety on the Oral and Written Skills of Grade 12 Senior High School Students
This study investigated the empirical relationship between language anxiety and English language skills among Grade 12 Senior High School students at King’s College of the Philippines - Bambang, Inc., during the second academic term of the School Year 2025–2026. Recognizing English as a vital tool in global communication, academia, and regional ASEAN integration, this research evaluated how psychological and affective barriers impact academic performance. Utilizing a descriptive-correlational research design and a non-probability purposive total population sampling approach (\(n = 150\)), data triangulation was achieved through the adapted Foreign Language Classroom Anxiety Scale (FLCAS) and the Second Language Writing Anxiety Inventory (SLWAI). Descriptive findings revealed that the respondents maintain a "Very Satisfactory" baseline profile in both oral language skills (\(M = 88.75\), \(SD = 5.54\)) and writing skills (\(M = 89.23\), \(SD = 4.73\)). However, this linguistic competence coexists with a pervasive level of moderate anxiety across all sub-dimensions, with audience-induced self-consciousness (\(M = 3.41\)) and assignment avoidance behavior (\(M = 3.43\)) emerging as the most pronounced emotional stressors. Using Pearson r correlation, we found opposite trends for speaking and writing anxiety. A student's fear of being judged negatively by peers directly lowered their oral grades (r = -0.175). However, physical nervousness (r = 0.238) and task avoidance (r = 0.263) actually correlated with better writing scores. This unexpected positive link suggests that physical tension and a tendency to delay tasks might stem from a student's perfectionism, pushing them to write more carefully once they start. Cognitive Writing Anxiety and English Classroom Anxiety yielded no meaningful linear relationship with student marks. The study concludes that social evaluation constraints outweigh structural linguistic difficulty in driving student panic. Based on these findings, institutional policy shifts including the implementation of low-stakes diagnostic speaking pods, anonymous peer-writing matrices, and process-oriented composition workshops are recommended to alleviate social evaluation stress while channeling somatic energy into productive performance outcomes.
Copyright (c) 2026 Angel Lou I. Ballinan, Noemi B. Nabalu, Leonida S. Gaspar, Jonalyn R. Biagan, Danica V. Romero, Michael Francis C. Garma https://creativecommons.org/licenses/by/4.0
Factors Influencing School-Based Management and Instructional Leadership of Elementary Schools in Eastern Samar
This study determines the factors influencing school-based management and instructional leadership of elementary schools in Eastern Samar. The of internal and external factors of school leader emphasis on instructional and administrative task. This study employed a descriptive and correlational design, consist of one hundred twenty-five (125) respondents. Proportional sampling design and Krejci & Morgan table and researcher-structured survey questionnaire were utilized. Statistical tools used the mean, standard deviation, and Pearson (r) to determine the relationships between variables. Results show that the most important factors influencing school-based management of elementary schools in Eastern Samar are school leadership and external stakeholders were both an exceptional very high influence. The level of school-based management practice of elementary school head in Eastern Samar is maturing level. Thus, there is a significant relationship between internal, external factors and the level of practices of school-based management of elementary school head in Eastern Samar a positively influence school-based management. Based on instructional leadership the teachers’ qualifications and training enhance instructional quality. In a healthy work relationships engaged betterment towards child-friendly schools and inclusive education. While, the curriculum and instruction reforms was to improve students’ outcomes, teachers’ quality teaching and school head performance in school-based management. The basis for instructional leadership emphasis on effective and efficient SBM quality assurance and support school head of public elementary schools.
Copyright (c) 2026 Ma. Grecia V. Caratay, Glenda A. Cargando, Florie Rose C. Coso, Richel A. Sampag, Mary Del B. Taniñas, Janice Dyan G. Quiloña, Dit https://creativecommons.org/licenses/by/4.0
The Role of Parental Involvement in the Social and Emotional Development (SED) of Learners with Special Needs (SNED) in Castillejos Elementary School
This research explored the connection between parental engagement and the social and emotional development (SED) of students with special needs (SNED) at Castillejos Elementary School, filling a void in local studies regarding parental impact on learners' socio-emotional growth beyond educational assistance. A descriptive-correlational research design was utilized with a structured survey questionnaire distributed to 60 parent-respondents by means of total population sampling throughout the School Year 2025–2026. Data was examined through frequency, weighted mean, standard deviation, Analysis of Variance (ANOVA), and Pearson-r correlation to assess levels, differences, and correlations between variables. Results showed that parental engagement was typically strong in areas such as home support, interaction with teachers, school involvement, and educational advice. In the same way, students showed encouraging growth in social and emotional areas, including self-awareness, self-regulation, social awareness, and relationship abilities. No substantial differences were observed when categorized based on profile variables, suggesting consistency among respondents. Nonetheless, a notable positive correlation was found between parental participation and students’ SED, affirming that greater parental involvement improves socio-emotional results. The research finds that parental engagement plays a vital role in the overall development of SNED students. Schools are advised to enhance organized parent involvement programs and offer ongoing assistance and training, while future investigators might broaden the research to wider settings and more variables.
Copyright (c) 2026 Jean E. Fastidio, Michael G. Albino https://creativecommons.org/licenses/by/4.0
Use of Multimedia-Assisted Instruction and Its Effectiveness In Promoting Learner Engagement Among Elementary Teachers in Castillejos District
The integration of technology in education has enhanced teaching practices and learner participation in classrooms. This study examined the use of multimedia-assisted instruction and its effectiveness in promoting learner engagement among public elementary school teachers in Castillejos District, Zambales. Specifically, it determined the extent of multimedia-assisted instruction use and its effectiveness in behavioral, emotional, cognitive, and social engagement among learners. The study is significant in providing insights into the role of multimedia tools in improving teaching and learning processes. A descriptive–quantitative research design was utilized using a structured survey questionnaire administered to 165 randomly selected public elementary school teachers. Data were analyzed using frequency, weighted mean, standard deviation, Analysis of Variance (ANOVA), and Pearson-r correlation. Findings revealed that teachers highly utilized multimedia-assisted instruction and perceived it as highly effective in promoting learner engagement. No significant differences were found when respondents were grouped according to profile variables. However, a significant positive relationship existed between multimedia-assisted instruction and learner engagement, indicating that effective multimedia integration enhances student participation and involvement in learning. The study concluded that multimedia-assisted instruction is an effective tool in improving learner engagement in elementary education. It is recommended that schools strengthen teacher training on multimedia integration and provide adequate technological resources to support effective instruction.
Copyright (c) 2026 Jastine Anne Q. Mendoza, Michael Albino https://creativecommons.org/licenses/by/4.0
Teachers’ Perceptions and Challenges in the Implementation of the Inclusive Education Program in District III-A, Division of Olongapo City
Inclusive education is a fundamental approach that encourages all children, regardless of cognitive, physical, or physiological differences to study together provided environments conducive to belonging and minimized discrimination. This study examined elementary teachers’ perspectives on the implementation of the Inclusive Education (IE) Program in District III-A, Division of Olongapo City, in alignment with RA 11650 and its 2025 IRR. It focused on four domains trainings and seminars, classroom practices, collaboration, and support factors while identifying challenges encountered in inclusive classroom implementation. Understanding teachers’ perspectives and identifying their challenges is critical for translating institutional policies into effective classroom strategies and achieving educational mandates. An Explanatory Sequential Mixed Methods Design was employed, beginning with a quantitative survey administered to all 86 teachers through complete enumeration. Qualitative narrative responses were then analyzed to contextualize and deepen the quantitative findings. Data analysis utilized descriptive statistics, inferential tests, and thematic analysis. Findings revealed that teachers consistently demonstrated strong inclusive classroom practices, particularly in differentiated instruction, student engagement, and creating supportive learning environments. They reported active collaboration with colleagues and frequent instructional adjustments based on learner needs. However, uneven implementation of IEP-aligned strategies and limited access to sustained professional development were noted. Teachers also identified challenges across five areas: learner-related (behavior concerns, lack of home support), teacher-related (insufficient training, workload stress), classroom-related (large class sizes, limited materials), resource-related (shortage of assistive devices and SPED personnel), and policy-related (unclear guidelines, inconsistent implementation). No significant differences in perception were found when grouped according to profile variables. The study concludes that while teachers demonstrate strong commitment to inclusive practices, systemic constraints hinder full implementation. It recommends sustained capacity building, strengthened collaboration cycles, enhanced school-level support systems, and clearer policy alignment. Continuous, structured support is essential to ensure meaningful and consistent inclusive education practices within the district.
Copyright (c) 2026 Melanie Francis B. Lanorio, Michael G Albino https://creativecommons.org/licenses/by/4.0
Enhancing Grade 6 Learners’ Performance in Mathematical Fractions through Differentiated Instruction
This study examined the effectiveness of differentiated instruction in enhancing Grade 6 learners’ performance in mathematical fractions at Manggahan Elementary School, Zambales. Recognizing the persistent difficulties students encounter with fractions, the research aimed to provide responsive teaching strategies tailored to diverse learner needs. The investigation focused on describing learner profiles, implementing a differentiated instructional approach, and assessing its impact on performance in fraction-related competencies. Strategies included flexible grouping, scaffolded activities, manipulatives, visual aids, technology-supported tasks, and problem-based learning to accommodate varying levels of readiness, prior knowledge, and learning preferences. Findings revealed that differentiated instruction significantly improved learners’ understanding, engagement, and mastery of fraction concepts. Pre-intervention challenges were addressed through scaffolded support and interactive learning experiences, which allowed learners to progress from basic comprehension to more advanced problem-solving skills. The study further proposed a structured intervention program that integrates diagnostic assessment, targeted remediation, enrichment activities, and continuous monitoring to sustain and reinforce learning gains. This program serves as a practical model for teachers to implement learner-centered approaches in mathematics instruction, ensuring inclusive and effective classroom practices. The outcomes highlight the importance of adaptive pedagogy in promoting conceptual understanding and procedural fluency, suggesting that instructional responsiveness can bridge learning gaps in foundational mathematics. The study contributes to educational practice by providing evidence-based strategies for teaching fractions, informing curriculum implementation, and supporting the professional development of teachers. Moreover, the intervention framework offers a replicable approach for similar school contexts, emphasizing the value of structured, differentiated learning in fostering both academic achievement and learner confidence.
Copyright (c) 2026 Marianne Herzano, Raymond D. Espiritu https://creativecommons.org/licenses/by/4.0
The Influence of Teachers' Professional Development on Teaching Practices and Student Achievement in Cawag Schools, Subic District
Teachers' professional development is an essential way to improve instruction quality, although its definite impact on student outcomes is still not well-understood in many schools. This research explored the effects of teachers' professional development on teaching methods and student learning in public elementary schools in Cawag, Subic District, Zambales. It was designed to profile teachers and their engagement in professional development activities, to find out how teachers see the impact of these activities on their instructional methods, to evaluate student academic performance, and to investigate the presence of significant differences and relationships among the variables. The research extends our understanding of the topic by supplying localized empirical data on the role of professional learning in enhancing classroom practice and aligning it with learner performance requirements. The research method was a quantitative descriptive-correlation study, and the sample consisted of 61 teacher-respondents who were selected through convenience sampling. The data collection instruments were a researcher-made questionnaire and the document analysis of students' academic records. The data were analyzed with descriptive statistics, Kruskal-Wallis H Test, multiple regression analysis, and analysis of variance. The results showed that teachers frequently engaged in professional development, especially through school-based seminar, Learning Action Cell sessions, peer collaboration, and self-initiated learning. Teachers felt that professional development very much impacted their educational methods, mainly supporting students' adaptation, differentiating instruction, and managing the classroom. Academic achievement of students was found to be at an overall satisfactory level, however, English and Mathematics were seen as less strong subject areas. The results of the inferential analysis showed that only classroom management was associated with the length of professional development, whereas professional development participation and teaching practices were not significant predictors of student achievement. The results mean that although teachers acknowledged the effectiveness of professional development in improving their instructional practices, the effect of professional development on student achievement could not be demonstrated statistically in this study. Such an outcome can be interpreted as a suggestion that student learning may be affected by various other factors related to the school environment and the learner themselves, such as prior learning, attendance, parental support, learning resources, and the continuation of instructional interventions. Therefore, it is recommended that professional development initiatives be made more effective through ongoing coaching, in-class teaching, and the monitoring of learner outcomes.
Copyright (c) 2026 Pauline Marie Muñoz, Ferdinand V. Tamoria https://creativecommons.org/licenses/by/4.0
Easement Clarity: Legal and Jurisprudential Distinctions
Through the doctrinal analysis, examination of the judicial decisions, and field data, this study examined the role of visibility, documentation, and notice in recognizing the easement, in enforcing the easement, and resolving the easement disputes in the Philippines according to the legalities in property law and the case-law differences between apparent and non-apparent easements. According to the findings, apparent easements can reinforce legal consideration since they provide constructive notice to the owners of the land, purchasers and other third parties due to their visible and permanent characteristics. Unobtrusive easements, like underground drainage, or a title contract limit without any object, tend to demand more explicit written evidence and an endorsement to the title to be enforceable, which can be viewed as a restrictive interpretation of Articles 620 and 622 of the Civil Code. The paper highlights that the surest way to ensure that rights can be adhered to is by making a comprehensive documentation especially registration under the Torrens system. Easements are considered as real rights when they are properly contained in the relevant plans and contracts and registered in the relevant registers. Unregistered easements, on the other hand, are also not binding on any subsequent owners of the land, and only bind the individuals who signed the easement. Nevertheless, easements are often imposed on the title where the easements are not recorded on the title but where subsequent owners had actual knowledge under visible conditions in the land as has been seen in cases such as Heirs of Limense v. The abbreviation Vda. It is important that the notice, or the alleged notice, is an essential element in the solution of a dispute, notice, which is also called viuda, i.e. widow, in Spanish-language documents de Ramos. Overall, the visibility, the supporting documentation and the notice of the existence of an easement in the Philippines constitute the determining factors of the enforceability and clarity of an easement in Philippine jurisprudence. In practical terms, the study emphasizes on the importance of transparent registration and record-keeping to minimize legal conflicts, safeguard property rights and ensure stability in land transactions.
Copyright (c) 2026 Atty. Ma. Rachel L. Laurinaria https://creativecommons.org/licenses/by/4.0
Navigating the Skies: Challenges and Opportunities of Non-Routine International Flight Schedules to Filipino Flight Attendants
This study focused in determining the challenges and opportunities the Filipino female flight attendants are experiencing due to non-routine international flight schedules of an international airline company. Using a survey questionnaire tested for reliability by computing the Cronbach’s alpha, survey items were grounded on theories which include Job Demands–Resources (JD‑R) Theory, Herzberg’s Two‑Factor Theory of Motivation, and Circadian Rhythm Theory. With 100 flight attendants as respondents, the goal is to determine how work conditions affect motivation, behavior and performance among the respondents working in the aviation industry. The summary of the demographic profiles revealed that a Filipino female flight attendant is 35.82 years old, married, and has been serving the airline company for 11.85 years, typically with an average flight hours per month of 81.90 and earning a monthly salary of Php145,999.50. In terms of challenges of non-routine flight schedules, the respondents rated “Agree” that they have to deal with irregular flight hours, frequent non-scheduled flights, shift rotation patterns, extended flight duration, fatigue, and sleep disruption. Despite these challenges, the respondents generally “Agree” that non-routine flight schedules offer opportunities which include additional flight experience and route exposure, overtime or extra income, professional growth and skill development, enhanced networking and exposure to diverse destinations, and increased adaptability and resilience. Statistical results show that in terms of the challenges of non-routine flight schedules, no significant difference on the responses was observed between the working variables and the demographic profiles except between number of years in service and shift rotation patterns. For the opportunities, no significant difference on the responses was observed between all working variables and the demographic profiles. These results will benefit the flight attendants, airline administrators, aviation policymakers, passengers, and researchers seeking to enhance workforce well-being and productivity in the global aviation industry.
Copyright (c) 2026 Angelica Rose S. Gonzales, Jerry S. Cristobal https://creativecommons.org/licenses/by/4.0
Information and Communication Technology Integration and Early Childhood Experiences of Kindergarten Learners
The meaningful integration of information and communication technology in kindergarten education has become increasingly important in creating engaging, interactive, and developmentally appropriate learning experiences for young children. This study determined the role of information and communication technology integration in developing the early childhood experiences of kindergarten learners in selected public elementary schools in the lowland areas of Subic District, Subic, Zambales, during Academic Year 2025–2026. The study is significant as it provides empirical evidence on how technology-supported instruction relates to learners’ engagement, participation, interaction, and overall learning experience in early childhood classrooms. A quantitative, nonexperimental, descriptive-correlational survey design was employed, involving 35 kindergarten teachers selected through total population sampling. Data were gathered using a validated modified-adopted questionnaire and analyzed using frequency, percentage, mean, standard deviation, one-way analysis of variance, and Pearson product-moment correlation. Findings revealed that information and communication technology integration in kindergarten instruction was generally highly integrated, with appropriateness of technology-based activities emerging as the strongest dimension, while availability of tools and resources was the weakest. The early childhood experiences of learners were rated very high, particularly in engagement and learning experience. Only age showed a significant difference in relation to the availability of tools and resources. Moreover, accessibility and utilization of technology and teacher competence showed significant positive relationships with learners’ engagement, participation, and interaction. The study concludes that technology becomes more influential in kindergarten learners’ classroom experiences when it is accessible, regularly utilized, and facilitated by competent teachers. The findings imply the need to strengthen infrastructure, provide child-friendly digital resources, and sustain professional development programs for kindergarten teachers. Keywords: information and communication technology integration, kindergarten instruction, early childhood experiences, teacher competence, descriptive-correlational research
Copyright (c) 2026 Rosalyn Capis, Raymond D. Espiritu https://creativecommons.org/licenses/by/4.0
Technology Based Instructional Approaches that Enhance Reading Engagement of Learners in Zone I Division of Zambales
This study examined the effectiveness of technology-based instructional approaches that enhance the reading engagement of intermediate learners. Specifically, the study aimed to evaluate teachers’ perceptions of various technology modalities. A quantitative descriptive research design was employed involving teacher-respondents who evaluated digital storytelling, multimedia and audio-visual tools, collaborative platforms, gamified learning environments, and AI-based reading applications. The reading engagement of the learners are determined before the reading, during reading and post reading engagement. Results revealed that teachers generally perceived technology-based approaches as highly effective, with collaborative platforms and digital storytelling receiving the highest ratings. Moreover, technology effectiveness differed significantly across reading instruction dimensions but remained consistent across reading stages. The findings confirm that technology serves as a powerful pedagogical enabler of reading engagement for learners. The study recommends sustained professional development programs focusing on AI literacy, differentiated technology integration strategies, and structured digital instructional designs aligned with reading competencies. Schools are encouraged to strengthen digital infrastructure and promote pedagogically sound technology utilization. Future research may further validate these findings by exploring additional contextual and learner-related variables.
Copyright (c) 2026 Judy-Ann B. Maniago, Esmen M. Cabal https://creativecommons.org/licenses/by/4.0
Toward Competent Graduates: A Systems – Level Review of PNTC Colleges’ Summative Assessment Framework
Maritime Higher Education Institutions maintain strong summative assessment systems to ensure graduates possess competencies required. This study conducted a systems-level review of PNTC Colleges’ summative assessment framework for its Bachelor of Science in Marine Transportation program to determine the extent of alignment with Regulatory Driven Assessment Framework, examine operational practices by faculty and assessors, identify implementation challenges, and develop recommendations for strengthening graduate competencies. A qualitative descriptive design was employed. Document trailing using a protocol with a four-point alignment scale applied to three courses, while semi-structured interviews were conducted with institutional leaders, assessors, faculty, and administration representative. Thematic analysis was used to interpret data. Findings showed that the framework is Substantially Aligned. Approved practical assessments and grading achieved full alignment, minor gaps in the table of specification of formative and summative assessments within a single document and physical and digital archiving of assessment evidence. Operationalization reflects a clear preparation, validation, and approval process, mapping of competencies, simulator-based scenarios that test adaptability, standardized rubrics, pre-and post-assessment calibration, and continuous improvement through item analysis. Key challenges include large class sizes and simulator availability, documentation and grading that reduce time for students, and difficulties in applying uniform competency across learners. The study concludes that PNTC Colleges has developed clear and effective summative assessment system supporting competency verification. Targeted improvements in tool design, record-keeping protocols, validator participation, and technology-enabled documentation are needed to ensure competent graduates. These insights contribute to quality assurance in maritime education and provide model for other institutions undergoing regulatory transitions.
Copyright (c) 2026 Patrick Mark Mesina Del Rosario https://creativecommons.org/licenses/by/4.0
A Study on the Influence of Immigrants’ National Culture on the Leadership Styles of Construction Professionals in Toronto
Canada is often seen as an inclusive and welcoming country where people from many backgrounds live and work together with mutual respect. Toronto, in particular, is known for its rich cultural diversity, with residents representing 169 ethnic origins from around the world. Data from Statistics Canada, Immigration, Refugees and Citizenship Canada, and the City of Toronto all support Toronto’s reputation as one of the world’s most multicultural cities. The history of immigration in Canada began with the French, then by the Englishmen. Subsequent waves of immigrants included those from Europe, Africa, and China. During the1950s and 1960s, Italians made up approximately 65% of the workforce within Toronto’s construction industry, and they remained the second most populous immigrant group in Toronto up until the 1980s. The Multiculturalism policy was introduced in 1972 marking a turning point, leading to increased immigration from around the globe. In recent years, the Philippines, India, and China have emerged as the top countries of origin for immigrants to Canada, with South Asians, Chinese, Blacks, Filipinos, and Latin Americans now forming the largest visible minority groups in Toronto. To support and at the same time enhance multiculturalism, a range of laws and policies are in place with the aim of promoting inclusivity and address any potential abuses within the system. Many construction companies operating in Toronto employ individuals from a wide array of ethnic backgrounds. This study examines how immigrants’ national cultures influence the leadership and communication styles of construction professionals living and working in Toronto. This author used Hofstede’s Values Survey Methods 2013 (VSM2013), followed by a face-to-face interview to confirm results. Respondents consistently indicated that both Canadians and immigrants collaborate effectively, setting aside cultural differences to ensure projects are completed on schedule and within budget. This underscores the genuinely accepting nature of Canadian society and the immigrants’ cultural change, especially those coming from the East, accepting western cultural influences on Transactional and Transformational leadership.
Copyright (c) 2026 Dave Estrella https://creativecommons.org/licenses/by/4.0
A Sociophonetic Analysis of Interdental Fricatives Among University Students
This study examined the relationship between socioeconomic status (SES) and substitution patterns of the English interdental fricative sounds among university students. This study addresses the need to examine students’ socioeconomic status (SES), their substitution patterns for the target sounds, and the possible relationship between SES and substitution frequency. A total of 132 Bachelor of Arts in English Language completed a sociodemographic questionnaire and participated in a pronunciation task. Results indicated that 53.8% of the participants belonged to the lower SES group, 33.3% to the middle SES group, and 12.9% to the upper SES group. Across all socioeconomic groups, participants commonly substituted the voiced th /ð/ sound with the voiced alveolar stop /d/, while other substitutions were less frequent. For the voiceless th /θ/ sound, the most frequent substitution was the voiceless alveolar stop /t/, with /tʃ/ and /s/ appearing only occasionally. Statistical analyses revealed a weak positive but non-significant correlation between socioeconomic status and substitution patterns, indicating that SES did not influence the production of the interdental fricatives. This suggests that variation in interdental fricatives is primarily driven by first-language phonology. Consequently, language educators should pivot toward explicit, intelligibility-based pronunciation instruction rather than deficiency-based pedagogical models.
Copyright (c) 2026 Maria Concepcion O. Corpuz, Ryan Roi B. Domingo https://creativecommons.org/licenses/by/4.0