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.
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Governance, Academic Management and Organizational Resilience in Private Higher Education: A Phenomenological Study on the Lived Experiences of College Administrators in Northeastern College, Santiago City
Private higher education institutions continuously encounter organizational, academic, and administrative challenges requiring effective governance, strategic academic management, and institutional resilience. This study explored the lived experiences of college administrators regarding governance practices, academic management, and organizational resilience in Northeastern College, Santiago City. Using a qualitative phenomenological research design, the study gathered data from purposively selected college administrators, deans, coordinators, and academic leaders through semi-structured interviews. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed that governance and academic management practices were characterized by collaborative leadership, participatory decision-making, strategic planning, and adaptive institutional management. Participants emphasized that organizational resilience was strengthened through teamwork, leadership adaptability, faculty collaboration, and institutional commitment. However, administrators also experienced challenges related to resource limitations, communication barriers, policy implementation demands, and administrative workload pressures. The findings underscore the importance of transformational leadership and collaborative governance in sustaining institutional effectiveness and organizational resilience in private higher education institutions. The study contributes to higher education leadership literature by providing qualitative insights into governance and resilience experiences among college administrators in the Philippine educational context.
governance, academic management, organizational resilience, higher education leadership, phenomenological study
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Depression, Anxiety, and Stress Among Police Personnel in the Regional Mobile Force Battalion of Cagayan Valley: Basis for a Psychological Resilience and Mental Health Intervention Framework
Police personnel are continuously exposed to occupational stressors that may significantly affect their psychological well-being and professional functioning. This study examined the levels of depression, anxiety, and stress among personnel of the Regional Mobile Force Battalion (RMFB) in the Cagayan Valley Region and determined whether significant differences existed when respondents were grouped according to profile variables. Furthermore, the study explored the lived emotional experiences of police personnel to develop a contextualized psychological intervention framework. The study employed an explanatory mixed-methods research design integrating quantitative and qualitative approaches. Quantitative data were gathered using the Depression Anxiety Stress Scale (DASS-21), while qualitative data were collected through semi-structured interviews. Statistical analyses included frequency counts, weighted mean, t-test, and one-way ANOVA. Qualitative data were analyzed using Braun and Clarke’s thematic analysis. Findings revealed moderate levels of anxiety and stress and mild levels of depression among respondents. Significant differences in emotional distress were identified according to age, length of service, marital status, rank, and frequency of field deployment. Qualitative findings generated themes including operational pressure and emotional exhaustion, emotional suppression and occupational resilience, family separation and psychological burden, and institutional support and mental health needs. Based on the findings, a Psychological Resilience and Mental Health Intervention Framework was developed focusing on psychological debriefing, peer support systems, resilience enhancement training, family-centered support initiatives, and institutional counseling mechanisms. The study underscores the necessity of responsive and culturally contextualized mental health programs for uniformed personnel in high-risk occupational environments.
depression, anxiety, stress, police personnel, psychological intervention, occupational stress, mental health, resilience, lived experiences
Academic Leadership Experiences and Administrative Governance in Graduate Education: Northeastern College Perspectives
Academic leadership and administrative governance significantly influence institutional effectiveness, organizational sustainability, and educational quality in higher education institutions. This study explored the academic leadership experiences and administrative governance practices in graduate education from the perspectives of administrators and academic leaders of Northeastern College, Santiago City. Using a qualitative phenomenological research design, the study gathered data from purposively selected graduate school professors, deans, coordinators, and college officials through semi-structured interviews. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed that academic leadership practices were characterized by collaborative governance, participatory decision-making, faculty empowerment, and strategic institutional planning. Participants emphasized that transformational leadership strengthened institutional trust, professional engagement, and organizational commitment. However, administrators also encountered challenges related to communication barriers, workload demands, policy implementation, and resource limitations. The findings underscore the importance of transformational and participatory leadership approaches in promoting effective governance and institutional sustainability in graduate education. The study contributes to educational leadership literature by providing qualitative insights into administrative governance experiences within a private higher education institution in the Philippines.
academic leadership, administrative governance, graduate education
Contextualized Teaching Practices and Learner Engagement in Multigrade Elementary Education: Experiences of Grade Five Teachers in Mountain Province, Philippines
Contextualized teaching has become an essential pedagogical approach in multigrade elementary education, particularly in geographically isolated and culturally diverse communities where learners possess varied educational experiences, cultural backgrounds, and learning needs. This qualitative study explored the contextualized teaching practices and learner engagement experiences of Grade Five teachers in multigrade elementary schools in Mountain Province. Utilizing a phenomenological qualitative research design, the study examined how teachers implement contextualized instruction, facilitate learner participation, and manage multigrade classroom realities within rural educational settings. Data were gathered through semi-structured interviews, classroom observations, focus group discussions, and document analysis involving twelve purposively selected Grade Five multigrade teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed five major themes: (1) Localization and Cultural Integration in Multigrade Instruction; (2) Learner Engagement Through Experiential and Community-Based Learning; (3) Flexible and Differentiated Pedagogical Practices in Multigrade Classrooms; (4) Instructional Challenges and Resource Limitations in Rural Education; and (5) Teacher Adaptability, Creativity, and Commitment in Multigrade Teaching. Participants emphasized that contextualized teaching enhanced learner participation, comprehension, collaboration, and appreciation of local culture and community experiences. Teachers utilized local examples, indigenous practices, environmental resources, and community-based activities to make instruction more meaningful and relatable for learners. However, participants also encountered challenges related to limited instructional resources, time constraints, multigrade classroom management, diverse learner abilities, and inadequate training for multigrade instruction. Despite these challenges, teachers demonstrated resilience, pedagogical innovation, and strong professional commitment in sustaining meaningful learner engagement. The study concludes that contextualized and culturally responsive pedagogies significantly strengthen learner engagement and instructional effectiveness in multigrade elementary education. Findings provide implications for multigrade curriculum implementation, teacher professional development, localized instruction, and educational policy enhancement in rural schools. Keywords: contextualized teaching, learner engagement, multigrade education, rural education, culturally responsive pedagogy, elementary education, qualitative research
Contextualized teaching, learner engagement, multigrade education, rural education, culturally responsive pedagogy, elementary education, qualitative research
Gender-Responsive Teaching Practices and Inclusive Classroom Experiences Among Junior High School Teachers in Coastal Secondary Schools of Aurora, Philippines
Gender-responsive and inclusive education has become an essential component of equitable and learner-centered teaching in contemporary educational systems. This qualitative study explored the gender-responsive teaching practices and inclusive classroom experiences of junior high school teachers in coastal secondary schools of Aurora. Utilizing a phenomenological qualitative research design, the study investigated how teachers implement gender-responsive pedagogies, foster inclusive classroom environments, and address gender-related challenges within diverse educational contexts. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving fifteen purposively selected junior high school teachers from coastal public secondary schools. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the collected data. Findings revealed five major themes: (1) Gender Sensitivity and Respect as Foundations of Inclusive Classroom Culture; (2) Learner-Centered and Equitable Pedagogical Practices; (3) Classroom Inclusion Through Participation, Representation, and Safe Learning Spaces; (4) Challenges in Addressing Gender Biases, Stereotypes, and Socio-Cultural Realities; and (5) Teacher Advocacy, Professional Reflection, and Commitment to Inclusive Education. Participants emphasized the importance of respectful communication, equitable participation, gender-fair instructional materials, and emotionally safe classrooms in promoting inclusivity and learner engagement. Teachers also highlighted the significance of recognizing learners’ diverse identities, backgrounds, and social experiences in classroom instruction. However, participants encountered challenges related to entrenched gender stereotypes, limited gender-sensitivity training, socio-cultural expectations, and varying learner attitudes toward inclusivity. Despite these challenges, teachers demonstrated adaptability, empathy, and professional commitment in fostering gender-responsive and inclusive educational environments. The study concludes that effective gender-responsive teaching requires sustained teacher capacity-building, inclusive school policies, culturally responsive pedagogies, and institutional support systems that promote equity and learner dignity. Findings provide implications for inclusive education policy, teacher professional development, curriculum enhancement, and gender-responsive educational practices in secondary education.
gender-responsive teaching, inclusive education, classroom experiences, junior high school, gender sensitivity, qualitative research, Philippines
Development Validation and Summative Evaluation of Play Based Learning Materials
This study developed, validated, and summatively evaluated play-based learning materials designed to enhance the language performance of kindergarten learners in Malayugan Integrated School, Flora, Apayao. The study employed a developmental–quasi-experimental research design utilizing a one-group pretest–posttest approach. The respondents consisted of 23 kindergarten learners selected through total enumeration and five expert validators from the School Quality Assurance Team. The developed materials included eight contextualized and curriculum-aligned play-based activities integrating sound play, movement play, sensory play, digital play, and collaborative learning activities targeting listening comprehension, vocabulary development, oral language expression, and phonological awareness. Expert validation was conducted using a rubric adapted from DepEd Division Memorandum No. 167, s. 2021, while learners’ language performance was assessed using a Comprehensive Rapid Literacy Assessment (CRLA)-based pretest and posttest. Findings revealed that the developed materials obtained an overall mean rating of 4.77, interpreted as Very Highly Valid. The learners’ language performance improved from a pretest mean of 8.00 (Beginning) to a posttest mean of 13.52 (Proficient), with a mean gain of 5.52. Furthermore, the computed t-value of 21.4 exceeded the critical t-value of 2.074 at the 0.05 level of significance, indicating a significant mean gain in learners’ language performance after the intervention. The findings established that the developed play-based learning materials effectively enhanced the foundational language competencies of kindergarten learners and may serve as appropriate instructional resources for early childhood language instruction
play-based learning, kindergarten, language performance, emergent literacy, instructional materials, phonological awareness, early childhood education
Effectiveness of Token Economy Strategy on Classroom Participation Among Grade 1
This study investigated on how a token economy strategy can be used to improve classroom behavior among Grade 1 learners in a rural school in the Philippines. It was based on the principles of behaviorism that focused on the use of reinforcement to enhance the involvement of learners. Quantitative experimental design was used which involved 20 Grade 1 learners of Palungkada Elementary School. Structured observation checklist was used to gather data before and after a four-week intervention. Changes in participation and behavior were analyzed using descriptive statistics and dependent t-test. Findings indicated that the mean participation in the classroom had a positive change of 4.48 to 5.75, with observed behavior changing to 4.85 to 6.10. The analysis of the effect size revealed that the effects (3.9 and 4.39) were very large, which signified an improvement. The results affirm that the strategies of token economy are effective in encouraging active involvement and positive behavior. Teachers are advised to incorporate the use of structured systems of reinforcement to enhance the process of facilitating engagement and better classroom interactions.
token economy, classroom participation, positive reinforcement, learner behavior,
Transforming Mathematics Education Through Learner Attitudes and Engagement: An Analysis Among Elementary Pupils in the Santo Tomas District
Learner attitudes and engagement significantly influence mathematics learning outcomes and classroom participation among elementary pupils. This study explored how learner attitudes and engagement shape mathematics education among elementary pupils in the Santo Tomas District. Anchored on Constructivist Learning Theory and Student Engagement Theory, the study employed a descriptive qualitative research design to examine learners’ experiences, perceptions, participation patterns, and emotional responses toward mathematics learning. Participants included selected elementary pupils and mathematics teachers from public elementary schools within the Santo Tomas District. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that positive learner attitudes toward mathematics are influenced by supportive instructional practices, collaborative classroom environments, contextualized teaching approaches, and encouraging teacher-learner relationships. Learners demonstrated stronger engagement when mathematics lessons were interactive, practical, and connected to real-life experiences. However, mathematical anxiety, low confidence, fear of making mistakes, and difficulties in understanding abstract concepts negatively affected participation and learning motivation. The findings further revealed that learner-centered and emotionally supportive mathematics instruction contributes significantly to improving learner engagement and positive attitudes toward mathematics education. The study concludes that transforming mathematics education requires responsive pedagogical approaches that strengthen learner confidence, participation, and meaningful engagement. Strengthening contextualized mathematics instruction, collaborative learning practices, and supportive classroom environments is recommended to improve mathematics learning experiences among elementary pupils.
mathematics education, learner attitudes, student engagement, mathematics learning, elementary pupils, contextualized instruction, learner-centered pedagogy
Teachers’ Experiences and Challenges in Implementing Differentiated Instruction
This study explored the experiences and challenges of teachers in implementing Differentiated Instruction (DI) at Libertad Elementary School in Abulug, Cagayan. Specifically, it aimed to identify teachers’ experiences in applying DI, determine the challenges they encountered, and formulate recommendations to improve the implementation of differentiated instruction in diverse classrooms. The study employed a qualitative phenomenological research design to understand the lived experiences of teachers in implementing DI. Data were gathered through semi-structured interviews with teacher-participants from Kindergarten to Grade 6. The collected data were transcribed, coded, and analyzed using thematic analysis to identify recurring themes and patterns related to teachers’ instructional practices, challenges, and recommendations. Findings revealed that differentiated instruction enhanced learner engagement, participation, comprehension, attentiveness, and academic performance by addressing diverse learning needs through varied instructional strategies. However, teachers experienced challenges such as time constraints, large class sizes, limited instructional materials, insufficient training, and heavy workloads. The study concluded that while DI is beneficial in promoting inclusive and learner-centered education, stronger institutional support, continuous professional development, and adequate resources are necessary to improve its implementation in rural and multicultural classroom settings.
Differentiated Instruction, Teacher Experiences, Inclusive Education
Effectiveness of Metacognitive Strategy Instruction on he Reading Comprehension Skills of Grade 10 Students
This study determined the effectiveness of Metacognitive Strategy Instruction (MSI) in improving the reading comprehension skills of Grade 10 students at Ballesteros National High School during the School Year 2025–2026. A quasi-experimental research design using the non-equivalent control group pretest–posttest approach was employed. The respondents consisted of 92 Grade 10 students divided into two intact classes: the experimental group exposed to MSI and the control group exposed to conventional reading instruction. A validated researcher-made Reading Comprehension Diagnostic Test consisting of 75 multiple-choice items was used as the primary data-gathering instrument. Findings revealed that both the control group (M = 35.37, SD = 4.48) and the experimental group (M = 35.49, SD = 5.78) had comparable reading comprehension levels before the intervention. Statistical analysis showed no significant difference between the pretest scores of the two groups (t = 0.11, p > 0.05). After the intervention, both groups improved in their reading comprehension performance. The control group obtained a posttest mean score of 48.54 (SD = 8.81), while the experimental group obtained a mean score of 48.96 (SD = 8.70). However, no statistically significant difference was found between the posttest scores of the two groups (t = 0.22, p > 0.05). The study concludes that both MSI and conventional reading instruction effectively improved learners’ reading comprehension when implemented through structured and guided instruction. The findings suggest that improvement in reading comprehension may be influenced by consistent reading exposure, teacher guidance, and learner engagement rather than the exclusive use of metacognitive strategies.
comprehension skills Grade 10 learners metacognitive strategy instruction quasi-experimental design reading comprehension reading instruction
Development of Contextualized Short-Story Based Reading Intervention Materials
This study aimed to develop and validate a Contextualized Short Story-Based Reading Intervention Material for Grade 5 pupils at Balasi Elementary School to address declining reading proficiency, where most learners performed at frustration and instructional levels in the pre-test assessment. Using a developmental-descriptive research design under the Research and Development (R&D) approach, the study employed a modified ADDIE model focusing on analysis, design, and development phases. Six expert validators, composed of Grade 5 teachers and Master Teachers selected through purposive sampling, evaluated the material using a structured questionnaire adapted from the DepEd Learning Resource Management and Development System (LRMDS). Weighted mean was used to analyze the data. Findings identified major reading difficulties in word recognition, fluency, vocabulary, and comprehension. The developed material, which integrated contextualized short stories and comprehension-focused activities, obtained a weighted mean of 4.00 interpreted as Very Satisfactory. The study concluded that the material is highly valid, learner-centered, and effective in supporting reading proficiency development among elementary learners.
Keywords: reading intervention, short story-based material, reading proficiency, instructional material development, elementary literacy
Student Engagement in Mathematics Learning: A Qualitative Lens Among Senior High School Learners at Divilacan National High School
Student engagement remains a crucial factor influencing academic achievement and meaningful learning in mathematics education. This study explored the experiences, perceptions, and engagement practices of Senior High School learners in mathematics learning at Divilacan National High School. Anchored on Constructivist Learning Theory and Student Engagement Theory, the study employed a descriptive qualitative research design to examine how learners experience engagement in mathematics classrooms and how instructional practices influence their participation, motivation, and learning behaviors. Participants included selected Senior High School learners and mathematics teachers from Divilacan National High School. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that student engagement in mathematics learning is shaped by interactive instructional strategies, collaborative learning environments, contextualized teaching approaches, teacher support, and learner motivation. Participants described engagement as behavioral, emotional, and cognitive involvement in classroom activities, particularly when lessons are relatable, participatory, and learner-centered. However, learners also encountered challenges such as mathematical anxiety, limited self-confidence, insufficient learning resources, and difficulties in understanding abstract mathematical concepts. The findings further revealed that supportive teacher-learner relationships and collaborative classroom practices significantly contribute to increased participation and sustained engagement in mathematics learning. The study concludes that learner-centered and contextualized mathematics instruction enhances student engagement and supports positive learning experiences among Senior High School learners. Strengthening interactive pedagogical practices and supportive learning environments is recommended to improve mathematics engagement and academic success.
student engagement, mathematics learning, learner participation, mathematics education, qualitative research, senior high school learners, contextualized instruction
Home–School–Community Partnerships and the Reading Development Experiences of Key Stage 1 Learners: A Qualitative Study at Sto. Tomas Central School
This study explored the experiences, perceptions, and challenges related to home–school–community partnerships and their contribution to the reading development of Key Stage 1 learners at Sto. Tomas Central School. Anchored on Epstein’s Framework of School–Family–Community Partnerships and Bronfenbrenner’s Ecological Systems Theory, the study employed a descriptive qualitative research design to gain a deeper understanding of how parents, teachers, community stakeholders, and learners collaboratively support literacy development among early-grade learners. Participants included Key Stage 1 teachers, parents, community stakeholders, and selected learners from Grades 1 to 3. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis of school literacy programs and reading initiatives. The collected data were analyzed using Braun and Clarke’s (2006) thematic analysis approach. Findings revealed that home–school–community partnerships play a vital role in fostering learners’ reading engagement, confidence, and literacy development. Parents provided home-based reading support and encouragement, teachers implemented learner-centered reading interventions and literacy activities, while community stakeholders contributed through literacy programs, resource assistance, and collaborative educational initiatives. The study further revealed that meaningful communication and shared responsibility among stakeholders strengthened learners’ motivation and participation in reading activities. However, challenges such as limited parental availability, insufficient reading materials, financial constraints, and inconsistent community involvement affected the sustainability of literacy support programs. The study concludes that collaborative partnerships among homes, schools, and communities create supportive literacy environments that contribute positively to the reading development of Key Stage 1 learners. Strengthening stakeholder collaboration, sustaining community-based literacy programs, and enhancing parental engagement are essential in promoting holistic literacy development among early-grade learners.
home–school partnership, community involvement, reading performance, literacy development, Key Stage 1 learners, elementary education
Effects of Problem-Based Learning on Learners’ Attitudes and Mathematics Performance
This study determined the effects of Problem-Based Learning (PBL) on learners’ attitudes toward mathematics and their mathematics performance among Grade VI learners. Specifically, it examined the learners’ attitudes toward mathematics before and after exposure to PBL, assessed their mathematics performance in the pretest and posttest, and identified whether a significant difference existed between the two sets of scores. The study employed a quasi-experimental one-group pretest-posttest research design involving 19 Grade VI learners of Atok Elementary School, Flora District, Apayao. Data were gathered using a Mathematics Attitude Scale and a 40-item standardized mathematics test. Statistical tools such as mean, mean gain, and paired sample t-test were used in analyzing the data. Findings revealed that learners developed a generally positive attitude toward mathematics after exposure to PBL, particularly in terms of interest, collaboration, and appreciation of mathematics, while mathematics anxiety decreased. Results also showed improvement in mathematics performance, with posttest scores significantly higher than pretest scores. The paired sample t-test confirmed a statistically significant difference between the pretest and posttest scores. The study concludes that Problem-Based Learning is an effective instructional approach in improving learners’ attitudes and mathematics performance.
academic performance; attitudes toward mathematics; Grade VI learners; mathematics achievement; mathematics anxiety; problem-based learning; problem-solving skills; quasi-experimental design
Leadership Styles and School Management Practices: A Qualitative Exploration of Educational Leadership at Bisag Elementary School
Abstract Educational leadership plays a critical role in shaping school effectiveness, teacher performance, and learner outcomes. This study explored the leadership styles and school management practices employed at Bisag Elementary School and examined how these leadership approaches influence school operations, instructional delivery, teacher collaboration, and stakeholder engagement. Anchored on Transformational Leadership Theory and Distributed Leadership Theory, the study utilized a descriptive qualitative research design. Participants included school heads, teachers, parents, and selected stakeholders of Bisag Elementary School. Data were gathered through semi-structured interviews, focus group discussions, observation notes, and document analysis. Braun and Clarke’s (2006) thematic analysis was employed in analyzing the gathered data. Findings revealed that educational leadership at Bisag Elementary School was characterized by collaborative decision-making, instructional support, relational leadership, and community-centered management practices. School leaders emphasized participatory governance, open communication, teacher empowerment, and learner-centered initiatives in managing school programs and operations. The findings further revealed that effective leadership practices strengthened teacher motivation, organizational collaboration, and stakeholder participation. However, challenges such as limited resources, workload demands, administrative constraints, and geographical limitations affected the implementation of leadership and management practices. The study concludes that adaptive and participatory leadership approaches contribute significantly to positive school management and organizational effectiveness in rural school settings. Strengthening leadership development programs and institutional support mechanisms is recommended to sustain effective educational leadership practices in elementary schools. Keywords: educational leadership, school management, leadership styles, school governance, instructional leadership, qualitative research, elementary education
educational leadership, school management, leadership styles, school governance, instructional leadership, qualitative research, elementary education
Teacher-Perceived Challenges in Mathematics Instruction: A Qualitative Exploration of Instructional Experiences in Secondary Schools of Santa Maria, Isabela
Mathematics instruction remains one of the most challenging areas in secondary education due to diverse learner needs, instructional demands, and contextual limitations within school environments. This study explored the instructional experiences and perceived challenges encountered by mathematics teachers in secondary schools of Santa Maria, Isabela. Anchored on Constructivist Learning Theory and Pedagogical Content Knowledge Theory, the study employed a descriptive qualitative research design to examine teachers’ experiences, instructional practices, classroom realities, and coping strategies in mathematics education. Participants included selected secondary mathematics teachers from public secondary schools in Santa Maria, Isabela. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that mathematics teachers encounter challenges related to learner diversity, mathematical anxiety, limited instructional resources, time constraints, curriculum demands, and low learner motivation and participation. Teachers also highlighted difficulties in simplifying abstract mathematical concepts and addressing varying learner abilities and comprehension levels. Despite these challenges, participants demonstrated adaptive instructional practices such as contextualized teaching, collaborative learning activities, differentiated instruction, and learner-centered pedagogical approaches to sustain learner engagement and improve understanding. The study further revealed that teacher resilience, instructional flexibility, and supportive school environments contribute significantly to sustaining effective mathematics instruction. The study concludes that mathematics teaching in secondary schools requires responsive pedagogical strategies, institutional support, and continuous professional development to address instructional challenges and improve learner participation and achievement. Strengthening teacher support systems, instructional resources, and contextualized mathematics instruction is recommended to enhance the quality of mathematics education in secondary schools.
Evaluating the Effectiveness of School-Based Feeding Program in Secondary Schools in Cordon,Isabela
This descriptive-evaluative study aimed to evaluate the effectiveness of the school-Based Feeding Program in Secondary Schools in Cordon, Isabela. The respondents of the study were 50 stakeholders and 84 student beneficiaries from Grade 8 and Grade 9 who took part in the feeding program during the school year 2025-2026. This study used descriptive statistics such as frequency, percentage, and weighted mean to describe the data. It also used inferential statistics like chi-square, t-test, and ANOVA to find out if there were significant differences when the respondents were grouped according to their profile variables. The results of the study showed that the respondents believed the feeding program still needed improvement to maintain its effectiveness for the beneficiaries in secondary schools. The coordinators and students reported only slight improvements in school attendance, participation, and academic performance. The factors that supported the feeding program, such as financial and stakeholder support, were only at a moderate level. The school-based feeding program experienced challenges including problems with human resources, lack of stakeholder engagement, insufficient funding, and issues in student participation. These challenges affected the sustainability of the feeding program. Furthermore, there was a noticeable improvement in the nutritional condition of severely wasted and wasted students after they joined the feeding program. On the other hand, there were significant differences found in the respondents’ profile based on their perception and experiences with the feeding program. The researcher recommended that to make the feeding programs in secondary schools in Cordon, Isabela more effective, the schools should continue improving their meal planning, regularly monitor the students’ nutritional status, maintain the school garden, and encourage active participation among students. Lastly, addressing financial and other resource-related challenges, as well building strong partnerships with the schools, the local government unit, and other stakeholders, are essential to sustain the implementation of the feeding program. Keywords: School-based feeding program, program effectiveness, supports, challenges, nutritional status
Keywords: School-based feeding program, program effectiveness, supports, challenges, nutritional status
ASEAN Environmental Values in the Perspectives of Southeast Asian Migrants in Metro Manila
This study shares the environmental values of Southeast Asian migrants residing in Metro Manila and how these values shape how they perceive Philippine environmental policies. The research is grounded in Eco-Harmony Theory which examines beliefs such as harmony with nature, collective responsibility, and respect for ancestral lands and how these influence attitude towards environment and governance. This study used a qualitative case study design and data were collected through in-depth interviews and analyzed thematically to capture the participants’ views. The findings reveal that with migrants interpret environmental policies through culturally embedded worldviews which may either align with or challenge formal governance frameworks. This study also highlights how important integrating cultural perspectives into environmental policy interpretation in order to enhance inclusivity and effectiveness. By focusing on an underrepresented population, the research contributes to a broader understanding of environmental governance in the Philippines and supports efforts toward sustainable and culturally responsive actions
Environmental Values, Southeast Asian Migrants, Climate Governance, Philippines
Innovating the Teaching–Learning Process through Pedagogical and ICT-Supported Practices in Technology and Livelihood Education at Hungduan National High School
Technology and Livelihood Education (TLE) plays a crucial role in developing learners’ practical skills, employability, and readiness for the world of work. However, traditional instructional approaches often limit student engagement and fail to maximize the potential of digital tools in skills-based education. This study examined how pedagogical and ICT-supported practices innovated the teaching–learning process in TLE at Hungduan National High School, Ifugao. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with a TLE teacher who also serves as ICT coordinator, and document analysis of lesson plans and instructional materials. Thematic analysis revealed that learner-centered pedagogy, ICT-enabled demonstrations, blended instructional strategies, and contextualized skill-based tasks enhanced student engagement, participation, and learning continuity. Findings further indicate that the integration of ICT strengthened instructional efficiency, supported differentiated learning, and addressed contextual challenges in skills instruction. The study underscores the importance of pedagogical innovation and ICT integration in improving TLE teaching–learning processes and offers implications for teachers, school leaders, and curriculum planners in similar educational contexts.
Technology and Livelihood Education, pedagogy, ICT integration, teaching–learning process, qualitative case study, secondary education
Intercultural Competence in the Classroom: A Basis for Developing Programs for the Indigenous People Learners
In an increasingly diverse educational landscape, intercultural competence has become vital for educators to ensure inclusive teaching. This study assessed the intercultural competence of public high school teachers in Cabarroguis, Quirino, Philippines during the 2025–2026 school year. It aimed to identify teachers' strengths and weaknesses in managing multicultural classrooms, specifically focusing on their ability to support Indigenous People (IP) learners and promote indigenous-led development. The research utilized a descriptive-inferential quantitative design. Data was collected via a researcher-developed Likert-scale questionnaire administered to 138 stratified randomly selected teachers. The instrument, anchored in Deardorff’s Intercultural Competence Model, measured five dimensions: cultural knowledge, attitude, communication skills, motivation of learners, and promotion of indigenous-led development. Statistical tools included mean, t-test, and ANOVA. Findings revealed that teachers perceive themselves as highly competent, across all dimensions. Most respondents were female and lacked formal intercultural training. While generally consistent, significant differences were found in the recognition of indigenous contributions based on age and in highlighting indigenous leadership based on training levels Despite high self-perceived competence, the lack of formal training suggests a need for institutionalized professional development. The study proposes "PROJECT BIDA ANG KULTURA," a program focusing on cultural sensitivity and the integration of Indigenous Knowledge Systems and Practices (IKSP) to enhance inclusive education and cultural sustainability. Keywords: Intercultural competence, Indigenous People (IP) learners, culturally responsive teaching, Indigenous Knowledge Systems and Practices (IKSP), teacher professional development
Intercultural competence, Indigenous People (IP) learners, culturally responsive teaching, Indigenous Knowledge Systems and Practices (IKSP), teacher professional development
High School Students' Perceptions and Awareness on the Ethical Implications of Artificial Intelligence
This study investigated the perceptions and awareness of 233 junior and senior high school students in Cordon, Isabela, Philippines, regarding the ethical implications of Artificial Intelligence (AI) during the 2025–2026 academic year. Utilizing a quantitative descriptive research design, data were collected through a structured survey adapted from validated instruments to measure students’ views on AI benefits, risks, and ethical responsibilities. The findings revealed that students possess a commendable grasp of AI ethics, specifically acknowledging that AI should serve as a supplemental learning tool rather than a replacement for intellectual effort. While the student body demonstrated high awareness of academic integrity prioritizing originality and honesty their understanding of data privacy was found to be less robust, indicating a need for targeted instructional support. Statistical analysis indicated that gender is not a significant factor in perceiving AI utility. However, age and grade level are determining factors; senior high school students perceive AI as a more effective and beneficial resource compared to their junior high counterparts. Furthermore, a direct correlation was observed between the frequency of AI exposure and ethical awareness, with "power users" exhibiting a more sophisticated understanding of data privacy and responsible use. The study concludes that while students are ethically conscientious, structured educational initiatives are essential to deepen their comprehension of digital privacy and the long-term moral consequences of AI integration in education.
Students perceptions and awareness on the ethical implications of Artificial Intelligence in Cordon, Isabela
From Classroom to Command: An Emic Exploration of Professional Identity Transformation Among Teachers Joining Uniformed Service
This qualitative phenomenological study explored the lived experiences of former teachers from Isabela, Philippines, who transitioned into uniformed service. Through in-depth interviews, the research identified key factors behind this career shift. Participants leave teaching because of systemic problems within the teaching profession which includes, excessive paperwork, administrative burdens, and limited professional growth. They were drawn to uniformed service because of clearer career pathway, better compensation, benefits and allowances, and a healthier work-life balance. The career transition involved significant challenges, that include the rigorous physical training and their difficulties in adapting to a strict hierarchical culture. A central finding was the enduring nature of their teacher identity despite the career shift; they were able to repurpose their pedagogical skills in roles in the uniformed service like community education and PDL (Person Deprived of Liberty) rehabilitation. The study concludes that this professional migration reflects a search for professional growth within public service, stressing the issues in education while emphasizing the adaptability of teacher identity.
Reframing Student-Centered Pedagogy in Mathematics Instruction: Evidence from Dinadiawan National High School
Student-centered pedagogy has been widely promoted as an effective approach for improving learner engagement and achievement in mathematics. However, empirical evidence from rural secondary school contexts in the Philippines remains limited. This qualitative case study examined how student-centered pedagogical practices were enacted in Mathematics instruction at Dinadiawan National High School and how these practices shaped students’ classroom engagement. Data were gathered through classroom observations, semi-structured interviews with Mathematics teachers and students, and document analysis of lesson plans and instructional materials. Thematic analysis revealed four interrelated practices: (1) contextualized problem-solving anchored in learners’ lived experiences, (2) collaborative and dialogic learning structures, (3) guided facilitation and formative feedback, and (4) flexible instructional adaptations responsive to learner needs. Findings indicate that reframing instruction around active student participation fostered behavioral, emotional, and cognitive engagement in Mathematics learning. The study contributes contextualized evidence supporting student-centered pedagogy and offers practical implications for Mathematics teachers, instructional leaders, and curriculum planners in similar secondary school settings.
student-centered pedagogy, mathematics instruction, classroom engagement, secondary education, Philippines
Lingua-Legends Approach: A Quote-Based English Grammar Instruction
Deeper linguistic comprehension and student engagement can be achieved by rethinking grammar instruction using relevant quotations. Standard grammar training often falls short because it places too much emphasis on memorization and repetitious exercises with little practical application. Since these conventional methods do not help students use the language, there is a growing movement toward more creative ways, like digital game-based learning. By utilizing students' preexisting interests, such as their favorite games and cultural backgrounds, these modern approaches make studying feel more natural and engaging, which ultimately aids in their language acquisition. This study evaluated the "Lingua-Legends Approach," a novel instructional method using dialogue from Mobile Legends: Bang Bang (MLBB) and quotes from Philippine national heroes to teach English grammar. Utilizing a quasi-experimental design among Grade 12 students, the research compared this approach against traditional instruction. Results indicated that although both groups started at similar proficiency levels, the Lingua-Legends group achieved a significantly higher post-test mean score than the control group. Although the gain scores were higher for the experimental group, the difference was not statistically significant, and the effect size was small. The study concludes that this approach is a viable alternative that enhances final proficiency by leveraging student interests.
Grammar Proficiency, Lingua-Legend Approach, Mobile Legends, Quote-based English Grammar Instruction, Traditional Method
Self-Perceived Communication Strengths and Their Association with Professional Communication Readiness
While communication is recognized as essential for academic success and professional transition, gaps remain in understanding the relationship between students' self-perceptions and actual performance, particularly in rural public secondary schools. This study examined the association between self-perceived communication strengths and professional communication readiness among 102 Grade 11 students in a rural public high school. Using a descriptive-correlational design, data were collected through a structured survey and performance-based tasks aligned with the subject Effective Communication and evaluated using analytic rubrics. Statistical analyses included mean, standard deviation, ANOVA, and Pearson correlation. Findings revealed a competence-confidence gap: students reported relatively high self-perceived communication strengths but demonstrated low professional readiness. This discrepancy was most evident in oral communication, where perceived readiness exceeded actual performance. Correlation results showed that self-perceived strengths were generally not associated with actual readiness, except for listening skills, which had a weak but significant relationship. These findings highlight the limitations of self-assessment and underscore the need for performance-based evaluation and reflective learning strategies to better align students' perceptions with their actual communication skills.
Keywords: communication competence, professional communication readiness, competence–confidence gap, descriptive-correlational design, rural public secondary school
Creating Inclusive Spaces Through Biophilic Classroom Design: A Phenomenological Exploration of Filipino Kindergarten and Special Education Teachers’ Experiences in Thailand
This study explores how Filipino kindergarten and special education teachers in Thailand construct inclusive classroom environments through biophilic design. Anchored in phenomenology, the research examines teachers’ lived experiences in integrating natural elements such as light, plants, and spatial aesthetics into pedagogical practice. Data were collected through in-depth interviews, classroom observations, and document analysis involving eight co-participants. Using reflexive thematic analysis, five core dimensions emerged: grounding in biophilic inclusivity, adaptive cultural integration, practical resourcefulness and teacher agency, engaged collaboration and community synergy, and responsive flexibility in pedagogy. These dimensions were synthesized into the GAPER Framework, a contextually grounded model of inclusive and aesthetic classroom practice. Findings reveal that biophilic design extends beyond visual enhancement, functioning as a medium for emotional regulation, cultural belonging, and inclusive engagement. Teachers demonstrated resilience and creativity in navigating structural constraints, emphasizing the role of agency and cultural negotiation in shaping learning environments. The study contributes to inclusive education discourse by foregrounding teacher experiences in transnational contexts and proposing a framework adaptable to multicultural educational settings.
Brigada Eskwela and Reading Coordination Practices in Bangbang Elementary School in Ifugao
Brigada Eskwela has long been recognized in the Philippine basic education system as a mechanism for strengthening school–community partnerships, while reading programs remain central to improving foundational literacy in the early grades. This qualitative case study examined how Brigada Eskwela initiatives and reading coordination practices were implemented and integrated in Bangbang Elementary School, a rural public school in Ifugao, Philippines. Guided by community-based education and literacy leadership frameworks, the study focused on the experiences of a Teacher II serving as Reading Coordinator and Brigada Eskwela focal person. Data were collected through semi-structured interviews, document analysis, and review of reading and school activity records, and were analyzed using thematic analysis. Findings revealed that Brigada Eskwela functioned not only as a school maintenance activity but also as a platform for community-supported literacy initiatives. Reading coordination practices were strengthened through volunteer engagement, learner profiling, and collaborative monitoring of reading progress. Challenges related to limited resources and time constraints were also identified. The study concludes that when Brigada Eskwela is intentionally aligned with reading programs, it contributes to sustainable literacy support and strengthens learner-centered practices in rural elementary schools.
Brigada Eskwela, reading coordination, community engagement, rural education, literacy leadership
Student-Centered Pedagogy in Mathematics Education: Evidence from Dibacong National High School
Student-centered pedagogy (SCP) has been widely promoted in mathematics education for strengthening conceptual understanding, problem solving, and learner engagement. Yet, classroom enactment varies across contexts, especially in public secondary schools where diverse proficiency levels, time constraints, and assessment pressures shape instruction. This qualitative case study examined how student-centered pedagogical practices were enacted in mathematics classrooms at Dibacong National High School and how these practices influenced learners’ engagement and mathematical thinking. Data were generated through classroom observations, semi-structured interviews with mathematics teachers, and focus group discussions with learners. Reflexive thematic analysis produced four interrelated themes: (1) participation broadened when discussion routines and cooperative structures were intentionally designed; (2) conceptual understanding deepened through multiple representations and explanation-centered talk; (3) formative feedback and scaffolding supported persistence and strategic problem solving; and (4) a supportive classroom climate reduced fear of error and sustained engagement. Findings suggest that improved outcomes emerged not from “activity” alone but from coherent task design, accountable talk, and instructional supports that made participation safer and reasoning more visible. Implications highlight professional development focused on high-leverage student-centered routines, formative assessment, and task design aligned with conceptual goals.
student-centered pedagogy, mathematics education, engagement, formative assessment, cooperative learning, qualitative case study
Teaching- Learning Practices in Health and Science Education at Dinadiawan National High School
This study examined the teaching–learning practices in Health and Science Education at Dinadiawan National High School using a descriptive mixed-methods research design. It explored instructional strategies, classroom practices, and assessment techniques employed by teachers, as well as their influence on students’ engagement, scientific skills, and health awareness. Quantitative data were collected through survey questionnaires and classroom observation checklists, while qualitative data were gathered through semi-structured interviews and focus group discussions. Descriptive statistics and thematic analysis were used to analyze the data. Findings revealed that teachers demonstrated a very high level of inquiry-based, learner-centered, and contextualized teaching practices. Students showed very high engagement, participation, and health awareness, indicating positive learning outcomes in both Health and Science Education. However, challenges such as varied learner abilities, limited instructional materials, and time constraints were identified. Despite these challenges, teachers employed adaptive strategies, including lesson modification and improvisation of materials, to sustain effective instruction. The study concludes that effective pedagogical practices significantly enhance the quality of Health and Science Education. The findings provide a basis for instructional improvement, institutional support, and future research aimed at strengthening Health and Science teaching in secondary schools.
Health Education, Science Education, teaching–learning practices, student engagement, secondary education
Technical Vocational Education and Learner Behavior at Maria Aurora National High School
Technical-Vocational Education (TVE) plays a vital role in preparing learners with practical skills, work ethics, and employability competencies essential for national development. In secondary education, particularly within Technical-Vocational-Livelihood (TVL) tracks, instructional experiences are expected to shape not only learners’ technical competencies but also their behavior, attitudes, and values. This qualitative study examined the influence of technical-vocational education on learner behavior at Maria Aurora National High School. Using a qualitative descriptive research design, the study explored teachers’ and students’ perceptions of how TVE teaching–learning practices affect discipline, responsibility, collaboration, and work-related attitudes. Data were gathered through semi-structured interviews and focus group discussions and analyzed using thematic analysis. Findings revealed that technical-vocational education positively influences learner behavior through hands-on learning experiences, industry-oriented classroom practices, and values-driven instruction. However, challenges such as resource constraints and varying learner motivation were also identified. The study concludes that technical-vocational education contributes significantly to positive learner behavior when supported by appropriate pedagogy, facilities, and teacher guidance. Implications for instructional practice, curriculum development, and school policy are discussed.
technical-vocational education, learner behavior, TVET, secondary education, qualitative study