Studies in Interdisciplinary Horizons is a peer-reviewed and refereed, open-access, academic journal committed to advancing knowledge through the integration of diverse disciplinary perspectives that publishes quarterly. Recognizing that the most pressing challenges of our time, such as climate change, technological disruption, global health, education reform, cultural transformation, and social equity—cannot be fully understood or addressed within the confines of a single discipline, the journal seeks to create a scholarly space where cross-disciplinary collaboration and innovation are not only encouraged but essential.
This article is licensed under a Creative Commons Attribution Noncommercial 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Under this license, you may not use the material for any commercial purposes. The images or other third-party material in this article are included under the Creative Commons license, unless indicated otherwise in a credit line to the material.
Pedagogical Practices in the Teaching–Learning of Science: A Qualitative Study at Calabuanan National High School
Effective science instruction is central to the development of learners’ scientific literacy, critical thinking, and problem-solving skills (Bybee, 2013). Pedagogical practices employed by teachers play a crucial role in shaping learners’ engagement, conceptual understanding, and attitudes toward science (Hmelo-Silver et al., 2007). This qualitative study examined the pedagogical practices used in the teaching–learning of Science at Calabuanan National High School and explored how these practices influence learners’ classroom engagement and learning experiences. Using a qualitative descriptive research design, data were gathered through semi-structured interviews with science teachers and focus group discussions with junior high school learners. Thematic analysis revealed four major themes: learner-centered and inquiry-based practices, contextualization and real-world connections, assessment practices supporting learning, and challenges in implementing innovative pedagogy. Findings indicate that participatory and inquiry-oriented strategies enhance learner engagement and conceptual understanding, while contextualized instruction supports meaningful learning (Prince & Felder, 2006). However, constraints such as time limitations, large class sizes, and limited resources affect consistent implementation. The study concludes that science teaching is most effective when inquiry-based and contextually grounded approaches are supported by institutional resources and professional development.
Copyright (c) 2026 Studies in Interdisciplinary Horizons https://creativecommons.org/licenses/by-nc/4.0
Instructional Coordination and Teaching Practices in Mathematics and EPP: A School-Based Study at Lukidnon Elementary School, Nueva Vizcaya
Instructional coordination plays a critical role in strengthening teaching practices and improving learning outcomes, particularly in foundational subjects such as Mathematics and Edukasyong Pantahanan at Pangkabuhayan (EPP). In rural elementary schools, subject coordinators often serve dual roles as classroom teachers and instructional leaders, influencing curriculum implementation, pedagogical coherence, and teacher support. This study examined how instructional coordination shapes teaching practices in Mathematics and EPP at Lukidnon Elementary School, Nueva Vizcaya. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with a teacher serving as both Mathematics and EPP coordinator, and document analysis of lesson plans, instructional guides, and school-level curriculum materials. Thematic analysis revealed that coordinated planning, alignment of learning competencies, contextualized instruction, and reflective monitoring significantly enhanced instructional consistency and learner engagement. Findings suggest that effective instructional coordination contributes to coherent teaching practices, supports teacher professional growth, and strengthens learning experiences in both academic and livelihood-oriented subjects. The study offers implications for school leadership, curriculum management, and instructional support in rural elementary schools.
instructional coordination, Mathematics education, EPP, teaching practices, elementary school, qualitative case study
Teaching-Learning Processes in Business Technology: A Study of TLE Instruction at Dinadiawan National High School
Business Technology under the Technology and Livelihood Education (TLE) curriculum plays a crucial role in developing learners’ practical skills, work ethics, and entrepreneurial competencies. This qualitative study examined the teaching–learning processes in Business Technology at Dinadiawan National High School, focusing on instructional practices, learner engagement, and contextual challenges. Using a qualitative descriptive design, data were gathered through semi-structured interviews with TLE teachers and focus group discussions with learners. Thematic analysis revealed four key themes: skills-oriented and learner-centered instruction, experiential learning through practical tasks, teacher facilitation and feedback in skills development, and constraints affecting effective TLE instruction. Findings indicate that hands-on activities, demonstrations, and real-world simulations enhanced learner engagement and skill acquisition. Teacher guidance and feedback were essential in supporting task accuracy and confidence. However, limited instructional time, inadequate equipment, and large class sizes constrained consistent skills practice. The study concludes that effective teaching–learning processes in Business Technology rely on experiential, learner-centered pedagogy supported by adequate institutional resources. Implications for TLE instruction, school leadership, and curriculum implementation are discussed.
business technology; TLE instruction; teaching–learning process; skills-based education; qualitative study
Pedagogical Practices within the School-Based Management Framework at Ura Elementary School
This study examined the pedagogical practices implemented by teachers at Ura Elementary School within the context of the School-Based Management (SBM) framework. Specifically, it aimed to identify SBM-aligned teaching practices, explore teachers’ awareness and understanding of SBM principles, examine the influence of school leadership and shared governance on instruction, identify challenges encountered in implementation, and determine the impact of SBM-aligned pedagogy on learner engagement and participation. The study employed a qualitative descriptive research design. Data were collected through semi-structured interviews, classroom observations, and document analysis involving selected teachers and school leaders. Purposive sampling was used to ensure that participants had direct experience with SBM implementation and classroom instruction. Thematic analysis was applied to systematically analyze and interpret the data, with triangulation used to enhance the credibility of the findings. Results revealed that teachers practiced learner-centered and contextualized pedagogy consistent with SBM principles, particularly through differentiated instruction and the use of community-based examples. School leadership and collaborative mechanisms, such as Learning Action Cells and School Improvement Plan–guided activities, were found to support instructional alignment and shared decision-making. However, while teachers demonstrated functional awareness of SBM concepts, their integration into lesson planning and instructional documentation remained largely implicit and informal. Challenges identified included limited resources, time constraints, and inconsistent stakeholder participation. Despite these challenges, SBM-aligned pedagogical practices positively influenced learners’ engagement, classroom behavior, and participation. The study concludes that SBM serves as an enabling framework for effective pedagogy, but its instructional impact depends on intentional integration, sustained leadership support, and strengthened alignment between governance processes and classroom practice. The findings provide context-specific insights that may inform instructional improvement and school development initiatives
School-Based Management, pedagogical practices, learner-centered instruction, elementary education, qualitative research
Teachers’ Instructional Practices and the Teaching–Learning Process: A Qualitative Study in General Science at Tejeros Convention Elementary School
Teachers’ instructional practices play a pivotal role in shaping the quality of the teaching–learning process, particularly in foundational subjects such as General Science at the elementary level. This qualitative study explored the instructional practices employed by General Science teachers at Tejeros Convention Elementary School and examined how these practices influence learners’ engagement, understanding, and classroom experiences. Using a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving selected General Science teachers and learners. Thematic analysis revealed four major themes: (1) learner-centered instructional strategies, (2) contextualized and experiential science teaching, (3) classroom interaction and learner engagement, and (4) assessment practices supporting learning. Findings indicate that teachers’ use of interactive strategies, real-life contexts, and formative assessments significantly enhanced learners’ participation and conceptual understanding. However, challenges such as limited instructional materials and time constraints affected the consistent implementation of innovative practices. The study underscores the importance of reflective, learner-centered, and context-responsive instructional approaches in improving the teaching-learning process in elementary science education. Implications for teachers, school leaders, and curriculum planners are discussed.
instructional practices, teaching-learning process, General Science, qualitative study, elementary education
School Management Practices and Teachers’ Professional Performance at Cambulo Elementary School
This study examined the relationship between school management practices and teachers’ professional performance at Cambulo Elementary School. Specifically, it assessed the level of school management practices in terms of leadership, planning, organization, supervision, and decision-making, as well as the level of teachers’ professional performance in instructional competence, classroom management, professional development, and work commitment. A quantitative descriptive–correlational research design was employed. The respondents included all teachers of Cambulo Elementary School, selected through total enumeration. Data were gathered using a validated survey questionnaire and analyzed using descriptive statistics and Pearson’s product–moment correlation coefficient. Results revealed that school management practices were rated very high overall, with leadership and supervision obtaining the highest mean scores. Teachers’ professional performance was also rated very high, particularly in instructional competence and work commitment, while professional development received relatively lower ratings due to limited training opportunities. Statistical analysis showed a significant positive relationship between school management practices and teachers’ professional performance, indicating that effective management practices contributed to enhanced teacher effectiveness. The findings suggest that strong instructional leadership, supportive supervision, and organized school management systems create a conducive environment that promotes teachers’ professional competence and commitment. Despite contextual challenges associated with a rural school setting, teachers demonstrated high levels of dedication and adaptability. The study concludes that effective school management plays a vital role in improving teachers’ professional performance. It recommends strengthening participatory decision-making and expanding professional development opportunities, particularly for teachers in geographically isolated schools, to further enhance teaching effectiveness and overall school performance. Keywords: school management practices, teachers’ professional performance, instructional leadership, elementary school, descriptive–correlational study
School Management; Teachers' Perfromance
Pedagogical Approaches and Instructional Effectiveness at Dinadiawan Elementary School
This study examined the pedagogical approaches and instructional effectiveness at Dinadiawan Elementary School, with particular focus on how teaching practices influenced learner understanding, engagement, and overall learning experiences. Using a qualitative case study design, the research explored the instructional strategies employed by teachers, the effectiveness of these approaches in classroom implementation, and the challenges and support systems affecting teaching and learning. Data were collected through semi-structured interviews with teachers and school administrators, focus group discussions with selected learners, classroom observations, and document analysis. The collected data were analyzed thematically to identify recurring patterns aligned with the objectives of the study. Findings revealed that teachers predominantly employed structured and teacher-guided pedagogical approaches, such as explicit instruction, guided practice, questioning, and demonstration, to ensure instructional clarity and mastery of foundational skills. These approaches were found to be effective in promoting learner understanding, participation, and academic confidence. Learner engagement was further enhanced when teachers integrated interactive and contextualized teaching strategies that connected lessons to learners’ real-life experiences. However, the consistent implementation of varied pedagogical approaches was constrained by challenges including limited instructional materials, time constraints, large class sizes, and diverse learner needs. Strong support systems—such as instructional leadership, teacher collaboration, parental involvement, and available professional development opportunities—played a crucial role in sustaining instructional effectiveness. The study concludes that context-responsive and well-supported pedagogical approaches positively influenced instructional effectiveness and learners’ learning experiences. The findings highlight the importance of strengthening pedagogical practices and support mechanisms to improve instructional quality in elementary school settings.
pedagogical approaches; instructional effectiveness; learner engagement; elementary education; qualitative case study
Values Education and Its Influence on Learners’ Behavior and Attitudes at Eliseo C. Ronquillo Sr. Memorial National High School
Values Education is intended to strengthen learners’ moral reasoning, prosocial behavior, and positive attitudes toward self, others, and community. However, the extent to which values lessons translate into observable classroom behavior and day-to-day attitudes remains uneven across school contexts. This qualitative descriptive study examined how Values Education influences learners’ behavior and attitudes at Eliseo C. Ronquillo Sr. Memorial National High School. Semi-structured interviews and focus group discussions were conducted with Values Education teachers and junior high school learners. Data were analyzed through thematic analysis to identify recurring patterns regarding values instruction, behavioral change, and enabling or constraining conditions. Findings yielded four themes: (1) values instruction as a guide for self-regulation and respectful conduct, (2) modeling and consistent reinforcement as drivers of behavioral internalization, (3) reflective and dialogic activities as mechanisms for attitude formation, and (4) contextual pressures that weaken sustained practice of values. Learners reported improvements in respect, cooperation, and classroom discipline, while teachers emphasized that authentic modeling and a supportive classroom climate strengthen values transfer. Challenges included peer influence, limited time for values integration, and inconsistency between school and home reinforcement. The study concludes that Values Education can positively influence behavior and attitudes when delivered through participatory strategies, teacher modeling, and school-wide consistency. Implications highlight the need for strengthened whole-school approaches, teacher capacity-building, and structured opportunities for reflection and application
School Culture and Values Formation in the Teaching of Araling Panlipunan at Eliseo C. Ronquillo Memorial National High School
School culture plays a critical role in shaping learners’ values, attitudes, and social behaviors, particularly in subjects that explicitly address citizenship, identity, and social responsibility such as Araling Panlipunan. This qualitative study examined how school culture influences values formation in the teaching of Araling Panlipunan at Eliseo C. Ronquillo Memorial National High School. Using a qualitative descriptive research design, the study explored teachers’ and learners’ perceptions of how institutional norms, classroom practices, and interpersonal relationships contribute to the development of values among students. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. Findings revealed four major themes: (1) a values-oriented school culture as a foundation for meaningful Araling Panlipunan instruction, (2) teacher modeling and classroom climate as mechanisms for values transmission, (3) participatory and contextualized teaching strategies as drivers of values internalization, and (4) contextual challenges affecting sustained values formation. The results indicate that values formation is strengthened when school culture consistently reinforces respect, responsibility, and civic consciousness across academic and non-academic settings. The study concludes that Araling Panlipunan functions most effectively as a values-forming subject when aligned with a supportive and coherent school culture. Implications for pedagogy, school leadership, and curriculum development are discussed.
Effectiveness of the Concrete- Representational- Abstract (CRA) Strategy in Improving the Basic Numeracy Skills of Learners with Learning Disability
This study examined the effectiveness of the Concrete- Representational- Abstract (CRA) strategy in improving the basic numeracy skills of learners with learning disabilities. Specifically, it aimed to determine learners' numeracy performance before and after the implementation of the CRA strategy, focusing on number sense, basic operations, and problem-solving skills. A quasi-experimental pretest-posttest research design was employed to measure the impact of the intervention. The participants consisted of identified learners with learning disabilities who demonstrated difficulties in basic numeracy. Purposive sampling was used to ensure that the intervention addressed learners with documented numeracy challenges. Data were gathered using a researcher-developed numeracy assessment administered before and after the CRA-based instruction. The intervention involved systematic instruction progressing from the use of concrete manipulatives, to visual and pictorial representations, and finally to abstract mathematical symbols. The results revealed a significant improvement in learners' overall numeracy performance after the implementation of the CRA strategy. Notable gains were observed in number sense and basic operations, indicating that learners developed a clearer conceptual understanding of mathematical relationships and procedures. Improvements were also evident in problem-solving skills, suggesting increased ability to apply mathematical knowledge to practical tasks. These findings affirm that CRA effectively bridges conceptual understanding and procedural fluency for learners with learning disabilities. The study concludes that the CRA strategy is a research-based and inclusive instructional approach that supports meaningful numeracy development. It recommends the sustained and systematic use of CRA in numeracy instruction, supported by adequate instructional resources, teacher training and continuous progress monitoring to maximize learning outcomes for learners with learning disabilities.
Concrete- Representational- Abstract (CRA) Strategy
Challenges and Opportunities in Integrating Indigenous Culinary Practices into the Technology and Livelihood Education Curriculum
Indigenous culinary practices (ICP) in culturally rich regions such as the Cordillera are vital for cultural heritage, sustainability, and local identity. However, these practices receive limited attention in the Grade 9 Technology and Livelihood Education (TLE) curriculum in Philippine secondary schools. This study explores the challenges and opportunities faced by TLE teachers in integrating ICP into lessons to enhance both skills and cultural appreciation among students. A qualitative descriptive design was used, employing purposive sampling of five TLE teachers from public secondary schools in Sagada District, Mountain Province. Data were gathered through face-to-face interviews and analyzed thematically. Findings revealed that teachers integrate ICP through cooking activities, ingredient substitution, and storytelling despite the lack of formal curriculum support. Challenges include limited resources, curriculum rigidity, lack of training, cultural sensitivity issues, low student engagement, inadequate assessment tools, minimal community collaboration, and weak institutional support. Teachers address these through community partnerships, creative curriculum adaptations, capacity building, and available funds. Recommendations highlight financial assistance, teacher training, curriculum flexibility, resource development, and stronger community engagement. The study underscores teachers’ role as cultural stewards, stressing that institutional support and culturally responsive pedagogy are crucial for sustaining ICP integration in education.
Community collaboration, curriculum reform, cultural preservation, resource availability, teacher training
RESPONDING TO THE CHALLENGES OF TEACHING NOMENCLATURE OF COMPOUNDS THROUGH GENERATIVE ARTIFICIAL INTELLIGENCE INSTRUCTIONAL MATERIAL (GAIIM)
Generative AI in education facilitates the creation of innovative materials, reshaping paradigms and promoting transformative shifts. This qualitative narrative study aimed to identify challenges encountered by senior high school chemistry teachers in Quezon Province in teaching the nomenclature of compounds and to develop and evaluate Generative Artificial Intelligence Instructional Material (GAIIM) to address the challenges. Nine chemistry teachers were purposively sampled and interviewed using a validated semi-structured questionnaire. For ethical considerations, informed consent was obtained, and alphanumeric codes were used. A 4-point Likert scale was utilized to assess the GAIIM's acceptability among 30 science teachers. Using Taguette, the qualitative data were analyzed, and it revealed that student diversity, lack of mastery, time constraints, and insufficient instructional materials are the challenges of teachers. In response, they adjust class schedules, provide diverse learning activities, and enhance discussions. The GAIIM was designed using Microsoft PowerPoint and Canva to address the identified problems and incorporate effective teaching-learning strategies relevant to the local context. Quantitative data analyzed using Jamovi indicated that the GAIIM is ideal, valid, and ready for classroom implementation. To enhance generalizability, it is recommended to increase the sample size, conduct experimental studies to assess GAIIM's effectiveness, and train teachers in creating GAIIM.
Examining The Pedagogical Competence and Teaching Performance Towards Crafting a Tailored Educators’ Development Blueprint
This study examines the interrelationship between pedagogical competence and teaching performance of elementary educators in the Schools Division of the City of Ilagan, Isabela, Philippines. Grounded in the discipline of Educational Management, it employs an explanatory sequential mixed-methods design to assess teachers’ content knowledge, general pedagogical knowledge, curriculum knowledge, and classroom engagement. Quantitative data were collected through standardized checklists, questionnaires, and three years of Individual Performance Commitment and Review Form (IPCRF) ratings, while qualitative insights emerged from focus group discussions and interviews. Findings reveal that teachers demonstrate proficient pedagogical competence across content mastery, instructional design, digital literacy, and reflective practice, which correlates positively with outstanding teaching performance. Despite these strengths, challenges such as limited access to advanced degrees, technological integration, and demographic imbalances highlight areas for targeted professional development. Based on these results, a tailored Educators’ Development Blueprint is proposed, emphasizing differentiated training pathways, mentorship frameworks, and strategic interventions to sustain excellence. This blueprint aims to foster continuous improvement, ensuring that pedagogical and performance outcomes align with evolving educational standards and community expectations.
Educational Management; pedagogical competence; teaching performance; mixed-methods; grounded theory; Schools Division of the City of Ilagan
Copyright (c) 2025 Studies in Interdisciplinary Horizons https://creativecommons.org/licenses/by-nc/4.0
TEACHING STRATEGIES IN ENHANCING READING COMPREHENSION AMONG MULTIGRADE LEARNERS
This study generally examined the teaching strategies employed to enhance reading comprehension among multigrade learners in select elementary schools in the Municipality of Calanasan, Apayao. Specifically, the study determined the teachers’ profile, the strategies they used to teach reading, the learners’ reading performance based on their Functional Literacy Assessment Tool (FLAT) exam results, and the relationship of the variables in the study. A total of 105 Grades 1 to 6 learners and 30 multigrade teachers drawn from ten schools across the municipality that participated in the study. Quantitative descriptive-correlational research design was employed. Data were collected through validated researcher-made questionnaires and official FLAT records were used, ensuring ethical and accurate data handling. Descriptive statistics as well as inferential statistics, particularly Pearson’s Chi-square test, were used to test the relationship of the variables under study. Findings revealed that across all schools, teachers consistently applied a variety of research-backed reading strategies, all of which received mean ratings indicating they were “Always” used in class, with guided reading ranking highest. However, despite the strong implementation of these strategies, learners’ reading performance remained varied. The correlation analysis showed no significant relationship between the teachers’ profiles and the teaching strategies they used. Likewise, no significant association was found between the strategies employed and learners’ FLAT results, suggesting that reading comprehension is shaped by multiple external and contextual factors beyond instructional method alone.
TEACHERS’ PROFILE, PERFORMANCE AND WORK ETHICS: THEIR RELATIONSHIP TO STUDENTS’ ACADEMIC ACHIEVEMENT
This study examined the relationship between teachers’ personal profile, work ethics, and performance, including the academic achievement of the students, in select public elementary schools of Lower Calanasan, Apayao for the School Year 2024–2025. Using a descriptive-correlational research design, data ware gathered from 30 public elementary school teachers through a validated questionnaire on work ethics and complemented by official records of IPCRF ratings and learners’ General Weighted Averages (GWA). Descriptive statistics and Pearson correlation analysis were used to analyze the data. Findings revealed that the teachers possessed strong academic credentials, very high levels of work ethics, and outstanding performance ratings. Learners under their instruction generally performed at satisfactory to very satisfactory levels. However, the study found no statistically significant relationship between teacher performance and students’ academic achievement. Likewise, teachers’ work ethics did not show a significant association with either their own performance or that of their learners. The results underscore the multifactorial nature of student achievement, especially in rural and multigrade contexts, where external and systemic factors may dilute the direct impact of teacher-related variables. The study recommends targeted instructional support, context-sensitive evaluations, and sustained ethical development programs for teachers.
student academic achievement, teacher performance
FACTORS AFFECTING THE READING PERFORMANCE OF LEARNERS: INPUT FOR A AN IMPROVED READING PROGRAM
This study identified the factors affecting the reading performance of Grades 1 to 3 learners in the schools of Special Education Needs and Disabilities (SEND) Cluster of Lower Calanasan, Apayao, specifically in Sabangan, Naguilian Norte, and Don Roque Elementary Schools. It examined learner and teacher profiles, factors influencing reading as assessed by teachers, the Apayao Literacy Engagement and Advancement Program (LEAP) results, and the relationships among these variables. A descriptive-correlational design was used, involving 66 learners and 6 teachers through total enumeration. Data were collected using a validated questionnaire and LEAP post-assessments, then analyzed using descriptive statistics, Pearson’s r, and chi-square tests. Findings showed that for every ten learners, 5 were at frustration level, 4 at instructional, and 1 non-reader. Instructional methods, learning resources, and home literacy significantly affected reading performance; teacher age and experience were also correlated.
Pre-service Teachers' Competence on Utilization of Digital Instructional Tools
The rapid integration of digital technology into education has underscored the necessity for pre-service teachers to develop competence in utilizing digital instructional tools. This study assessed the level of competence of Bachelor of Secondary Education pre-service teachers major in Social Studies in using digital tools, specifically focusing on presentation, image-editing, and video-editing applications. Employing a descriptive research design, data were gathered from 75 pre-service teachers and their cooperating teachers in partner secondary schools in Cagayan for the academic year 2024-2025. The study utilized self-assessment questionnaire and analytic rubrics to evaluate competence, while also considering profile variables such as sex, gadget ownership, weekly allowance, internet access, and academic performance. Results indicated that pre-service teachers generally demonstrated very high competence in using digital instructional tools, while proficient on the use of digital tools during their demonstration teaching. The findings also revealed no significant difference in competence levels when grouped according to profile variables except for academic performance. These results highlight the need for enhanced training and targeted support in teacher education programs to bridge the gap between theoretical knowledge and practical digital skills.
technology integration, teacher education
Pre-Service Teachers' Academic Performance and Competence on 21st Century Learning Skills
This study examined the academic performance and 21st-century skill competence of Bachelor of Secondary Education major in Social Studies pre-service teachers at Cagayan State University (AY 2024–2025). Focusing on the 6Cs, critical thinking, collaboration, creativity, communication, connectivity and culture, the study employed a descriptive-correlational design using surveys and academic records. Results showed that pre-service teachers had "Very Good" academic performance and were rated as highly competent in all six 21st-century skills. No significant differences were found based on profile variables such as sex, gadget ownership, or internet access. However, a positive relationship was established between academic performance and 21st-century skill competence. These findings highlight the importance of embedding 21st-century learning skills into teacher education curricula to enhance both pedagogical effectiveness and academic achievement, while also pointing to the need for focused interventions in specific areas such as feedback, conflict resolution and real-world creativity.
Household Awareness and Compliance to Waste Segregation in Tuguegarao City
The increasing volume of household waste remains to be a growing challenge for many urban communities. In Tuguegarao City, daily waste production experiences a steady rise, with households contributing to the bulk of the total waste output. Henceforth, this study aimed to assess the level of awareness and compliance of households to waste segregation using a mixed-method design anchored in the Theory of Planned Behavior. Survey results from 382 households revealed high levels of awareness (M = 20.5) and compliance (M = 3.28), with significant differences observed on age, education, income, and household size. A positive correlation (r = 0.288, p < .001) indicated that higher awareness led to better compliance. Qualitative findings unveiled that proper information dissemination and social influence acted as key enablers, while weak policy enforcement, insufficient resources, and competing household priorities served as key inhibitors.
household waste, waste segregation, awareness, compliance
Exploring the Dynamics of “Pay Alter” as an Online Sexual Platform Among Filipino Youth
This study explored the dynamics of Pay Alter, an emerging online sexual platform used by Filipino youth, focusing on the lived experiences of male content creators and subscribers. The primary objective is to examine their reasons for creating and subscribing to Pay Alter, the terms, conditions, and negotiations involved in the exchange, and how they experience hyperreality in engaging to Pay Alter. Employing a qualitative phenomenological design, the study gathered data through in-depth interviews with five content creators and two subscribers, using thematic analysis to surface recurring patterns and themes. The findings reveal that while financial need is a common starting point for engagement, many participants also seek self-expression, sexual exploration, emotional connection, and even healing. Both creators and subscribers construct digital roles that blur the line between performance and authenticity, leading to complex experiences of hyperreality where digital intimacy feels deeply personal and emotionally charged. These results highlight how transactional online sexual interactions are shaped not only by economic factors but also by emotional needs and evolving digital identities. The study concludes that Pay Alter is more than a site of online sex work—it is a space where youth negotiate vulnerability, selfhood, and connection within the structures of a mediated and commodified digital culture.
digital identity, Filipino youth, hyperreality, online sexual platform, Pay Alter
ASSESSING INDIVIDUAL DIFFERENCES AMONG FILIPINO MAJOR STUDENTS. AN ANALYSIS OF TEMPERAMENT TRAITS
This study aimed to assess the dominant temperament traits among students in the College of Education at Ifugao State University–Potia Campus and examine how these traits vary across demographic variables such as age, sex, year level, and academic program. Utilizing mixed-methods, the researchers gathered quantitative data from a standardized assessment and qualitative results from open-ended interviews. 70 from the Bachelor of Secondary Education Major in Filipino was chosen through cluster sampling. Descriptive statistics were employed to analyze demographic profiles and temperament distribution, and thematic analysis and paired t-test for examining relationships and patterns that repeated. Findings showed that respondents were predominantly female, 17–18 years old, and first-year students. The most common temperament overall was Sanguine in younger and female students and subsequently Phlegmatic in older and upper-year students. Choleric types were common among male students, indicating a potential gender-related inclination towards ambition and assertiveness. Analysis through paired t-test indicated there was significant correspondence between demographic factors (more specifically sex and age) and temperament traits. Qualitative findings showed that each temperament group faced different issues: Sanguine students had problems with time management and focus, Melancholic students with overthinking and fear of failure, Choleric students with control and cooperation issues, and Phlegmatic students with indecisiveness and passivity. These findings suggest that temperament significantly influences academic behavior and emotional responses. The study recommend incorporating temperament-based interventions into teaching methods, classroom organization and counseling services for students as part of teacher education so that students learn to be teachable as well as develop personally.
Implementation of “Sagip Bata Para Sa Dekalidad Na Edukasyon” Extension Project: Insights From Learners’ Parents
This study explores the perspectives of parents whose children are participants in the “Sagip-Bata Para sa Dekalidad na Edukasyon” extension program of CSU-Andrews Campus’ College of Teacher Education at Annafunan Integrated School. The research employed qualitative methods, focusing on in- depth interview to gather insights on how parental involvement contributes to the enhancement of students' reading abilities and their overall development. The study highlights the positive impact of the program, with parents reporting improvements in their children's reading comprehension, critical thinking, and social interaction. The program's structured approach, which combines independent reading time with teacher support, has fostered greater self-reliance and motivation among the students. However, several challenges were identified, including the children’s ongoing struggles with learning difficulties, social issues like bullying, and logistical concerns such as scheduling conflicts that affect consistent participation. The research emphasizes the importance of continuous engagement between parents and the school to sustain progress and address the barriers hindering the full effectiveness of the program. The study also accentuated the need for ongoing training for both parents and teachers, as well as adjustments in the program's structure to ensure its responsiveness to the evolving needs of the students. Ultimately, the findings of this study contribute valuable insights into the role of parents in educational interventions and offer actionable recommendations for enhancing the “Sagip-Bata Para sa Dekalidad na Edukasyon” program, ensuring that it continues to provide meaningful support for students in the future.
Global Education Through Local Lenses: A Qualitative Study on Teaching Practices in the Philippines and Indonesia Toward Achieving SDG 4
This qualitative study investigates how educators in the Philippines and Indonesia perceive, implement, and navigate global education in line with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education and lifelong learning for all. Grounded in interviews with selected teachers from both countries, the study explored three key areas: educators' perceptions of global education, their teaching strategies for integrating global concepts into classroom practices, and the contextual challenges and opportunities they face. Thematic analysis revealed a strong commitment among teachers to foster global citizenship, environmental awareness, and intercultural understanding. Educators in both countries employed context-responsive strategies, including the use of localized examples, collaborative activities, and digital tools to promote global learning. However, the findings also uncovered shared challenges, such as limited resources, lack of professional development, and insufficient institutional support. Despite these obstacles, opportunities emerged through grassroots innovations, community involvement, and growing policy awareness. This study underscores the critical role of teacher agency and localized implementation in achieving the goals of SDG 4. It offers valuable insights for policymakers, curriculum developers, and educational leaders aiming to promote global education within diverse Southeast Asian contexts.
global education, SDG 4, qualitative research, Philippines, Indonesia, teaching practices, educational challenges, global citizenship, localized learning, Southeast Asia.
Exploring the Temperament Traits of English Major Students in a University Setting
Abstract: This study examined the temperament traits of 82 English major students at Ifugao State University–Potia Campus using a mixed-method research design. A standardized questionnaire measured four temperament types—Sanguine, Melancholy, Choleric, and Phlegmatic—while interviews provided qualitative insights into students’ academic behavior. Overall, Choleric was the most dominant temperament (34.1%), followed by Melancholy and Phlegmatic (24.4% each), and Sanguine (20.7%). By age, students aged 23–24 showed a strong dominance of Choleric traits (75%), while the 19–20 age group displayed a more balanced distribution: Choleric (30.5%), Melancholy (28.8%), Phlegmatic (18.6%), and Sanguine (13.6%). Students aged 21–22 were also predominantly Choleric (36.8%) and Phlegmatic (31.6%). By gender, both males and females exhibited a Choleric majority—36.8% of males and 31.7% of females—though female students displayed a more even distribution across all four types. By year level, Choleric temperament increased with academic standing: 28.6% in first year, 36.7% in second year, and 37.5% in third year. Phlegmatic traits also rose in the third year (29.2%), possibly indicating maturing emotional control. Thematic analysis revealed specific challenges by temperament: Sanguine students struggled with distractions and noise, Melancholic students faced anxiety and perfectionism, Choleric students often took control but had difficulty with group cooperation, and Phlegmatic students preferred harmony and avoided leadership roles. These results suggest the importance of designing personality-based instructional strategies to address the emotional and behavioral tendencies of learners for improved academic outcomes.
Temperament traits, age, gender, year level
Dominant Temperament Traits and Student Challenges Among Science Education Majors at Ifugao State University
Abstract: This study explored the dominant temperament traits among students in the Bachelor of Secondary Education major in Science at Ifugao State University – Potia Campus and examined the challenges they encounter based on their temperament types, Sanguine, Melancholy, Choleric, and Phlegmatic. Using a mixed-methods research design, quantitative data were gathered through standardized questionnaires, and qualitative responses were collected via open-ended questions. A total of 57 students participated, selected through cluster sampling across third-year levels. Descriptive statistics identified the dominant temperament for each demographic profile, while thematic analysis revealed patterns in student experiences. Findings showed that Sanguine students were dominant among females and younger students, often struggling with focus in noisy environments; Melancholic students expressed self-critical tendencies and anxiety about performance; Choleric students exhibited assertiveness but clashed in group settings; and Phlegmatic students avoided leadership and conflict. These insights have implications for differentiated instruction, guidance counseling, and student support services tailored to temperament.