PCU Graduate School of Education Research Journal
<span lang="EN-US" style="font-size: 14.0pt; mso-bidi-font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">PCU Graduate School of Education Research Journal Volume 1 Issue No. 1 E-ISSN: 3116-3459 | P-ISSN: 3116-3440 <span lang="EN-US" style="font-size: 14.0pt; mso-bidi-font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">PCU Graduate School of Education Research Journal is the pioneering and recognized multidisciplinary journal of the PCU Graduate School of Education (GSED). 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Songs and Movements Towards Enriching English Vocabulary of Second Language Learners
The goal of this study was to determine the effectiveness of using songs and movements to enrich the English vocabulary of second language learners through a descriptive research design. It focused on identifying the extent to which songs and movements are utilized to enhance vocabulary acquisition and retention, as well as the challenges learners faced when incorporating these methods into their lessons. These challenges were examined in terms of parts of speech, such as nouns, verbs, and adjectives, and the use of frequent vocabulary. To assess the outcomes, self-made rubrics were used, and growth rates were calculated. The population for this study included 14 beginner second language learners who were selected using the convenience sampling method, and a Grade 1 teacher in a private school in Japan. For the data gathering procedure, the researcher had the learners sing a song accompanied by movements for five consecutive days to monitor their vocabulary acquisition and retention. The same song was used throughout the observation period. Each day, the researcher asked each learner to recite the vocabulary they learned and listed all the vocabulary mentioned that day. Then, using the listed vocabulary, the learners were asked to group the words into different parts of speech, such as nouns, verbs, and adjectives. This process was repeated with a different song. This approach aimed to determine the role of songs and movements in increasing the learners’ vocabulary acquisition and retention. Based on the findings related to the statement of the problem 2, the null hypothesis for vocabulary acquisition and retention is rejected. Second language learners showed significant improvement in vocabulary acquisition and retention after utilizing songs and movements over five days. Furthermore, regarding the statement of the problem 3, the null hypothesis is accepted since the use of songs and movements minimized the challenges ESL learners faced with parts of speech, and the difficulties with using frequent vocabulary were reduced after incorporating these methods. In conclusion, this study underscores the significant benefits of using songs and movements as instructional tools to enhance the English vocabulary of second language learners. The findings indicated that ESL learners' vocabulary consistently and rapidly improved when these methods were integrated into teaching. Consequently, incorporating songs and movements into ESL instruction proves to be a highly effective strategy, greatly contributing to learners' vocabulary development. Practical strategies and practices are also provided to support both teachers and learners in improving teaching and learning in an ESL classroom.
Songs and Movements, English vocabulary, Second Language Learners, Vocabulary Acquisition and Retention
Copyright (c) 2026 PCU Graduate School of Education Research Journal https://creativecommons.org/licenses/by-nc-nd/4.0
The Effectiveness of Manipulatives in Teaching Momentum Concepts to Public Grade 9 Physics Students
This study examined the effectiveness of manipulatives in improving Grade 9 students’ understanding of momentum at Paliparan II Integrated High School. Using a quantitative pretest-posttest design with 40 students, improvised tools were first applied, followed by a custom-built prototype for more precise experimentation. Performance was assessed through timeliness, accuracy, computation, and test scores, analyzed with Z-test, Spearman Rho, t-test, and descriptive statistics. Results showed overall improvements, with mean scores rising from 22.95 to 30.33, though statistical tests found no significant differences between pre- and post-test results. Significant positive correlations were observed in measurement accuracy and total scores, indicating manipulatives can enhance precision and conceptual understanding. The study concludes that manipulatives are useful for bridging theory and practice but require careful instructional integration to maximize effectiveness.
manipulatives, momentum, physics education, Grade 9, experiential learning
Exploring Assessment Strategies in Teaching Reading Among Pupils of Al-Joud International Kindergarten Towards a Development of Training Program
This study focuses on exploring the variety of assessment strategies used to teach reading to students and the challenges faced by the teachers of Al-Joud International Kindergarten in implementing them. Most teachers in the school rely on traditional and bottom-up approaches such as phonics and decoding. However, this study highlights a critical gap in addressing higher-order thinking skills, skills under metacognition, which are vital for holistic reading development, as well as some barriers to implementing the strategies. Given that the school has a diverse student population, with students coming from different cultural backgrounds, the teaching process becomes difficult for the teachers because of the language barrier, time constraints, reading resources, and, most importantly, the student's language proficiency. Additionally, this study highlighted the lack of professional development opportunities for teachers, particularly in the latest teaching strategies for reading that align with the top-down and metacognitive models of reading instruction. Moreover, the absence of this can lead to inconsistencies in teaching practices, which leads to a lack of organization in implementing assessment strategies in reading and insufficient support for diverse students. This study used qualitative phenomenological research design, which recommends the development of a training program to provide a structured framework for reading instruction. Additionally, the study highlights the importance of this training program which includes the workshops and seminars to support teachers in delivering effective reading strategies in English instruction.
Assessment Strategies; Qualitative Research; Top-down model; Bottom-up model; kindergarten
Lived Experiences of Teachers’ Implementing Play-Based Learning in Kindergarten Classes
This research explores the implementation of play-based learning in kindergarten classrooms. It examines (1) the benefits of play for learning, (2) teachers’ roles in facilitating play-based learning, and (3) challenges in using play as a learning tool. A qualitative case study approach was used, involving three kindergarten teachers from a higher educational institution during the 2022-2023 academic year. Data collection included interviews and classroom observations. Findings reveal that play enhances cognitive, social, emotional, and physical development. Teachers serve as facilitators, role models, and advocates while engaging with parents. Challenges include classroom management issues, attitudinal barriers, and structural constraints. This study highlights the importance of teacher training, parental involvement, and policy support in optimizing play-based learning. Future research should explore strategies to address challenges and improve implementation.
Play-based learning, early childhood education, preschool teachers, cognitive development, social-emotional growth, classroom management.
Emerging Challenges in The English Language Pedagogy of Japanese Preschool Teachers in Abira Chou Toward an Intervention Program
This study explores the emerging challenges faced by Japanese preschool teachers of Abira Chou in English language pedagogy, a critical area given the increasing emphasis on early childhood English education in Japan. Despite policy reforms and the integration of English into early education curricula, preschool teachers encounter a range of difficulties, including limited English proficiency, inadequate training in early childhood English pedagogy and language anxiety, to name a few. Using qualitative research methods, the study aims to identify and analyze these challenges through semi-structured interviews with preschool teachers in Abira chou, Hokkaido Japan. By understanding the gaps and barriers in their current practices, the research seeks to develop a targeted program that supports teachers in overcoming these obstacles. The proposed program will focus on improving teachers’ English proficiency, providing practical training in language teaching methodologies, and fostering an environment that promotes confidence and cultural acceptance. This study aspires to contribute to the effective implementation of English language education at the preschool level, ultimately enhancing early language acquisition and fostering global competencies in young learners.
Japanese Preschool Teacher, Pedagogical Practices, Qualitative Research, English Second Language, English Intervention Programs
Visual Literacy Among Elementary Teachers Basis for Proposed Intervention Plan Title
The study aimed to investigate on the visual literacy instruction implemented in the public elementary schools with the end view of proposing an intervention plan based on the findings. The data revealed that responses suggest that using visual literacy can significantly deepen students' connection with music and art. The analysis of participant responses revealed that the K to 12 Music and Arts Revised Curriculum fostered a positive learning environment where visual literacy significantly enhanced student engagement, deepened their understanding of musical and artistic concepts, and facilitated a stronger connection with the subject matter. The proposed intervention plan leverages the power of visual literacy to enhance the K to 12 Revised Curriculum in Music and Arts by creating a more engaging and effective learning environment that fosters deeper student understanding, appreciation, and a lifelong love for music and art. Recommendations included that of for the school heads may continue to prioritize and further enhance the use of visual learning strategies, for the Music and Arts teachers may prioritize the program and further integrate visual literacy strategies to optimate student learning outcomes and foster a lifelong appreciation for music and art, and for the future researchers to validate the proposed intervention to further integrate visual literacy to optimize student learning.
Visual literacy, K-12 Music and Arts Revised Curriculum, proposed intervention plan
Kindergarten Pupils Reading Readiness Towards Development Reading Program
This study investigated the reading readiness of kindergarten pupils at Cabitaugan Integrated School in Barangay Cawag, Subic, Zambales, Philippines. Using a standardized assessment tool, the research aimed to determine the significant relationship between kindergarten pupils’ reading skills and a quasi-experimental quantitative research design, which specifically utilized the pre-test and post-test method. The findings suggest that the reading intervention program has contributed to improvements in various literacy domains. The results were used as the basis for developing a structured reading program tailored to the specific literacy needs of kindergarten pupils, contributing to the improvement of early childhood education in the Philippines.
Emergent literacy skills, reading readiness, kindergarten, early literacy program
Differentiated Instruction to Effective Chemistry Teaching
This study aimed to investigate the implementation of Differentiated Instruction (DI) among public school teachers in teaching chemistry. Specifically, it intends to determine the extent of practice of DI in using Bloom’s Taxonomy. Descriptive, non-experimental type of research design was employed in the study. The respondents of the study were composed of 25 teachers and 250 students which were determined using the stratified random sampling. The researcher utilized adapted instruments that have undergone validation process and yielded acceptable reliability. Mean, standard deviation and independent t-test were used in treatment of the data. Results reveal that secondary school chemistry teachers have a high extent of practice in using differentiated instruction based on Bloom's taxonomy using Understanding as its prompt while moderate extent in the following - Remembering, Applying, Analyzing, Evaluating and Creating. Furthermore, results showed that there is no significant difference on the public secondary school chemistry teachers’ extent of implementation of the DI as perceived by the teachers and learners. With these, it is recommended that appropriate and relevant corrective actions must be given to these teachers to improve their pedagogical skills.
Differentiated Instruction (DI); Chemistry Teaching; Bloom’s Taxonomy
Sowing The Seeds of Faith: Developing A Wesleyan Identity-Based Church Planting Mission Curriculum for Sustainable Ministry
Sustainable church planting remains a challenge for The United Methodist Church (UMC) in the Northwest Philippines Annual Conference (NWPAC), as many initiatives struggle with long-term viability, community engagement, and responsible resource management. This study addressed these issues by developing a church planting mission curriculum rooted in Wesleyan identity, integrating theological education with sustainability principles in promoting stewardship, social responsibility, and community transformation. The study utilized the Grounded Theory methodology (Strauss & Corbin, 1998) through a video- and audio-documented semi-structured interview, engaging 18 church leaders (six lay leaders and twelve ordained elders) across six districts of NWPAC. Participants represented diverse leadership backgrounds, particularly in church planting endeavors, and came from various geographic contexts across the Ilocos Region, La Union Province, Cordillera Region, and Eastern Pangasinan, where Ilocano is the dominant language. The research resulted in the grounded theory, “A Way Forward: PANAGMULA Church Planting Mission Curriculum”, which is a framework built on eight core elements: (1) Planning and Implementation; (2) Analysis of Ministry Areas; (3) Navigating Impediments; (4) Assessment Frameworks; (5) Grounded Methodology; (6) Missiological Identity; (7) Utilizing Church Mission Dynamics; and (8) Local Engagement & Adaptive Strategies. This curriculum is firmly grounded in biblical and Wesleyan theological principles—such as social holiness, the Wesleyan Quadrilateral, and the Great Commission. This study contributes to theological education for sustainability by offering an innovative curriculum model that balances faith formation with practical mission strategies. By emphasizing holistic mission engagement, local resource stewardship, and practical sustainability strategies, PANAGMULA equips church leaders to plant churches that respond to social concerns while maintaining Wesleyan Missiological identity. The PANAGMULA curriculum provides a contextually relevant and theologically sound approach to church planting that addresses the specific needs of the NWPAC. By integrating varying leadership backgrounds, different strategies for social and cultural contexts, and Wesleyan identity, the curriculum effectively supports sustainable church planting efforts. This research recommends further validation of the PANAGMULA Church Planting Curriculum across different cultural and socio-economic contexts, particularly in urban and rural church planting missions. Also, a longitudinal study is recommended to assess the long-term effectiveness of PANAGMULA in sustaining church growth and leadership development. Lastly, that this curriculum be utilized and be adapted by NWPAC and other Annual conferences for contextual validation and longitudinal study.
Church Planting, Wesleyan Identity, Sustainable Ministry, Theological Education, Stewardship, Social Responsibility
Parental Engagement in Special Education and Student’s Learning Styles Toward A Tailored Intervention Program
Education is a significant part of the development of children with special needs, as it equips them with the skills and knowledge to live their lives productively. One of the important factors that affect their academic success is parental engagement, which plays a big role in shaping their educational journey. This research explores the relationship between parental engagement and the learning styles of students in special education programs at Paaralan ng Pag-Ibig at Pag-asa. This research examines the extent of parental engagement in academic and non-academic aspects of their children’s education and inspects how different learning styles influence students' development. The study also focuses to find out whether there is a significant difference in parental engagement when assessed based on demographic factors such as educational attainment, family income, employment status, and marital status. A quantitative research approach was conducted, using a descriptive-correlational research design to investigate patterns and relationships between parental engagement and students’ learning styles. Data collection was conducted through a structured survey questionnaire, which was given to parents of students enrolled in special education. The questionnaire was developed to measure the level of parental engagement across four aspects: academic support, non-academic support, personal initiative, and school involvement frequency. The reliability of the instrument was assessed using Cronbach’s Alpha, securing internal consistency and validity in the responses. The findings revealed that parents showed a high level of engagement, particularly in terms of academic support. Most parents communicated with teachers, helped their children with homework, and actively joined school-related activities. However, non-academic support, such as fostering emotional resilience and social skills, was found to be slightly lower, suggesting the need for additional parental training in these areas. Furthermore, the study found that students with special needs favored visual and kinesthetic learning styles, responding well to images, hands-on activities, charts and diagrams. Auditory learning was moderately effective, particularly in students whose parents were highly engaged in school activities; while reading and writing were the least favored learning styles. A statistical analysis was conducted to find out whether parental engagement varied based on demographic factors. The results indicated that there were no significant differences in parental engagement when analyzed according to age, educational attainment, family income, or employment status. This suggests that regardless of their background, parents revealed a consistent level of commitment in contributing to their children’s education. Additionally, the study examined the relationship between parental engagement and students' learning styles. While no strong correlation was found across most learning styles, auditory learners demonstrated a slight positive association with higher parental engagement in school-related activities, suggesting that students who learn best through verbal instruction tend to benefit more from active parental participation. Based on these results, the research highlights the need for schools to improve parental engagement by offering training sessions and online meetings to accommodate working parents. Teachers should also include more visual and kinesthetic learning strategies to better aid students with special needs. Furthermore, intervention programs should be developed to address the gap between school-based teaching methods and home-based parental support. Improving non-academic support through workshops focused on social integration and emotional resilience is also suggested. In conclusion, parental engagement is a significant factor in the education of students with special needs, significantly improving their learning experiences and academic performance. The study focuses on the collaborative approach between teachers and parents to ensure that students are given tailored learning interventions that align with their individual needs. By combining parental support with specialized teaching strategies, schools can improve the educational outcomes of students with special needs, promoting a more inclusive and effective learning environment.
Parental Engagement, Special Education, Learning Styles, Academic Support, Visual Learning, Kinesthetic Learning, Special Needs Students, Intervention Program
The Challenges and Insights of Educators Using the Kuno Beller Development Chart: A Phenomenological Approach
This study examines the lived experiences of early childhood educators who employ the Kuno Beller Development Chart (KBDC) to assess and promote gross motor development in young children in multicultural and bilingual educational environments. The purpose of this research is to better understand the KBDC's effectiveness, the challenges that educators experience while implementing it, and how it affects teaching methods. Data were collected from early childhood educators in Stuttgart, Germany, using a qualitative phenomenological approach, including semi-structured interviews via Google Forms, focus group discussions, and reflective journals. The data gathered were evaluated using thematic analysis to gain vital insights concerning the utilization of the KBDC in various learning contexts. The findings show that, while the KBDC provides a structured framework for monitoring motor development, its implementation is frequently hindered by cultural differences, time restrictions, and a lack of formal training. Educators called for more culturally sensitive, inclusive, and adaptive assessment instruments (Adolph & Hoch, 2019). Despite these challenges, the study found that the KBDC improves teaching practices by improving organized observations, allowing customized interventions, and strengthening communication with parents (Santrock, 2021). This study emphasizes the need of institutional support, continuous professional growth, and the use of digital technologies to increase the effectiveness of developmental assessments (Cameron et al., 2016). The study shows that tailoring the KBDC to different cultural backgrounds can improve its implementation and effectiveness. Future recommendations involve improving educator training programs, including digital innovations, and undertaking more study to determine the long-term influence on early childhood education (Rogoff, 2003).
Gross Motor Skills; Early Childhood Education; Phenomenological Study; Teaching Practices; Multicultural Education; Kuno Beller Development Chart
Localized Professional Learning Package (PLP) Toward Learners’ Enhanced Creative Thinking Skills in Mathematics 9
Recent findings from both international and local assessments about concerning trends in the performance of secondary learners in the Philippines, particularly in the areas of Mathematics and creative thinking encouraged the conduct of this study among eighty-four (84) Grade 9 learners in Indang, Cavite during the S.Y. 2024-2025. The study aimed to examine the effect of a localized Professional Learning Package (PLP) on the learners’ creative thinking skills in Mathematics 9. It involved two groups: the control group used the original PLP, while the experimental group used the localized PLP which undergone validity and reliability testing. The creative thinking skills were assessed before and after the intervention, focusing on originality, flexibility, elaboration, and fluency. Before the intervention, both groups showed low levels of creative thinking. However, after using the localized PLP, the experimental group showed a significant improvement in creative thinking, while the control group remained at the same level. The study highlighted that the localized Professional Learning Package in Mathematics 9 enhanced learners' creative thinking skills in terms of originality, flexibility, elaboration and fluency. It also recommended the development and utilization of localized PLP in other grade levels to further enhance creative thinking skills in Mathematics.
Professional Learning Package, Localized, Mathematics, Creative Thinking Skills
Revisiting The Junior High School Technology and Livelihood Education Curriculum in ICT: Benchmarking Korean Model
This study entitled “Revisiting the Junior High School Technology and Livelihood Curriculum in ICT: Benchmarking Korean Model” focuses on the similarities, differences and the gaps existed between the Technology Livelihood Education Curriculum ICT between Philippines and Korea employing a qualitative research design specifically, the documentary analysis method. Information and Communication Technology (ICT) has become an essential skill set for students worldwide. Majority of the everyday aspects of life in this generation depends on technology. Moreover, Korean education was known to have a good education system which was reflected on the famous PISA study while Korea ranks 3rd in Mathematics among other well-developed countries. However, concerns have been raised regarding the capability of the current Philippine ICT curriculum in preparing Filipino students for the fast-paced, technology-driven global economy. Thus, this study identified key aspects such as content, educational objectives, pedagogical approaches, and integration of modern ICT trends by which the ICT Philippine Curriculum can be re-designed bench-marking the Korean model. Moreover, secondary sources were also utilized to further support the findings of this study. In addition, the study was anchored on Technological Pedagogical Content Knowledge Framework by Punya Mishra and Matthew J. Koehler (2006). The said theory offers a dynamic approach to various dilemmas that teachers face in implementing educational technology (edtech) in their classrooms. Furthermore, the findings revealed immense gaps between the ICT curriculum in the Philippines and Korea. To sum up, the Philippine ICT curriculum lacks focus on advanced ICT skills that are presented in the Korean ICT curriculum, while Korea integrated modern ICT trends such as AI and robotics. Moreover, the Philippines curriculum focuses more on basic ICT skills which limit students’ ability to create and innovate. Thus, the study offered recommendations for the Philippine ICT curriculum to re-align its curriculum to global standards to be able to meet the necessary skills needed in this technology-driven world.
Curriculum, Benchmarking, ICT, Similarities, Differences
Play-Based Reading On Catch – Up Fridays Towards Vocabulary Acquisition
This study investigates the effectiveness of play-based reading activities in enhancing the vocabulary acquisition of Grade 2 pupils. Recognizing the pivotal role of vocabulary in reading comprehension, the research addresses the limited studies on the use of play-based teaching strategies for vocabulary development among young learners. Specifically, the study sought to determine the extent of vocabulary acquisition of Grade 2 pupils before and after engaging in play-based reading activities. A quantitative, descriptive research design was employed to analyze the impact of three play-based interventions—Vocabulary Dice Game, Word Train, and Vocabulary Pictionary—on the vocabulary acquisition of struggling readers. Using purposive sampling, 20 pupils with below-grade-level reading abilities, identified through the CRLA, participated in the study. Vocabulary acquisition was assessed using the Barton English Vocabulary Test, with vocabulary words categorized based on their difficulty levels via the English Vocabulary Profile (EVP) and Corpus of Contemporary American English (COCA). Results indicated statistically significant vocabulary gains across all three interventions. Vocabulary Pictionary yielded the highest posttest, followed by Word Train, and Vocabulary Dice Game. These findings suggest that Vocabulary Pictionary is the most effective play-based reading activity for enhancing vocabulary acquisition among Grade 2 pupils. The study highlights the potential of integrating play-based strategies to improve vocabulary skills and support struggling readers in foundational literacy.
Play-based, Reading, Vocabulary Acquisition, Catch-up Fridays
Exploring Teachers’ Lived Experiences with Classroom Reinforcements: A Phenomenological Study
This study explores the lived experiences of Vietnamese first-grade English teachers in employing reinforcement strategies to enhance student engagement. It examines the effectiveness of these strategies, identifies challenges in their implementation, and provides recommendations for improving student participation in early childhood education settings. Understanding how reinforcement influences student behavior and learning outcomes is essential in refining classroom management practices and optimizing student engagement. A qualitative, phenomenological research design was used to gain an in-depth understanding of teachers' experiences. Semi-structured interviews were conducted with ten first-grade English teachers from the Viet Anh School System. Thematic analysis was employed to identify patterns and insights related to classroom reinforcement strategies. This approach provided a comprehensive exploration of how teachers utilize reinforcement and the impact it has on student motivation and participation. Findings revealed that positive reinforcement, including verbal praise, tangible rewards, and constructive feedback, significantly influenced student engagement. Teachers observed that these strategies encouraged students to participate actively and develop confidence in their abilities. However, challenges such as maintaining fairness in reinforcement distribution, preventing over-reliance on external rewards, and adapting strategies to meet diverse learner needs were also noted. The study found that personalized and culturally sensitive reinforcement approaches were more effective in fostering motivation, suggesting that a one-size-fits-all method may not be suitable for all students. This research contributes to early childhood education by providing insights into the complex relationship between reinforcement strategies and student engagement. The findings emphasize the importance of balancing extrinsic and intrinsic motivation to create an engaging and effective classroom environment. Educators and policymakers can use these insights to refine teaching practices and develop professional development programs focused on reinforcement strategies that support diverse learners. The study concludes that while reinforcement strategies play a crucial role in motivating students, their effectiveness depends on thoughtful implementation. Teachers must carefully balance rewards and encouragement to sustain engagement while fostering intrinsic motivation. Structured, transparent, and flexible reinforcement systems can help optimize student learning experiences and classroom participation. Based on these findings, the study recommends that teachers utilize a combination of verbal praise, constructive feedback, and tangible rewards to support student motivation while ensuring clear and fair reinforcement criteria to maintain equity in the classroom. Gradually transitioning from extrinsic rewards to intrinsic motivators is suggested to prevent over-dependence on tangible incentives. Additionally, teachers should personalize reinforcement strategies to accommodate diverse learning needs and cultural backgrounds. Finally, professional development programs focusing on effective reinforcement techniques in early childhood education should be implemented to support teachers in applying these strategies effectively.
Vietnamese English Language Teachers, Reinforcement Strategies in Education, Student Engagement, Teachers’ Experiences with Reinforcement, Student Motivation Strategies
Teachers’ Digital Competence Towards Training and Development Program
This study identifies the digital competence of secondary teachers in Lucban National High School, Lucban, Balayan, Batangas for school year 2023-2024 and develop a training and development program needed to enhance teachers’ digital skills. The research determines the extent of the teachers’ digital competence in terms of the digital competence of teachers across six key areas: Professional Engagement, Digital Resources, Teaching and Learning, Assessment of Learning, Empowering Learners, and Facilitating Learners' Digital Competence. The result of this study will be a basis for designing and developing an appropriate training and development program to enhance teachers’ digital competence. The research was participated in by twenty (20) secondary teachers in Lucban National High School. Respondents of the research were the teachers who were able to answer the survey questionnaires. The study employed a quantitative-descriptive method of research that utilizes the researcher adopted survey questionnaire. The statistical tools used in interpreting the collected data are frequency, percentage, ranking, weighted mean and standard deviation. One-sample T-test was used in testing the hypotheses of the study. The questionnaire consisted of a checklist format addressing various areas of teachers’ digital competence with specific indicators of the respondents’ compliance and implementation using a five-point Likert scale. The findings reveal that teachers' digital competence is at a moderate level, with varying degrees of ability across the six assessed areas. This suggests possible gaps in their skills, highlighting the need for targeted training and development programs to address these specific areas. Training and development programs are proposed to strengthen teachers' digital competence. This outlines a comprehensive plan for enhancing teachers' digital skills, focusing on areas that need improvement to support their continuous growth and ensure the delivery of quality education.
Digital Competence, Digital Learning, Digital Literacy, Digital Resources, Empowering Learners, Facilitating Digital Access and Inclusion, Professional Engagement
Evaluation of The SCYD Curriculum and Its Implementation As Youth Leadership Formation Towards a New Framework of The Program
This study aims to address four key research questions: (1) How effective is the existing SCYD curriculum in fostering environmental stewardship and social responsibility among youth leaders? (2) What gaps exist in the SCYD curriculum regarding sustainability education and leadership development? (3) What innovative strategies and pedagogical approaches can be incorporated into the SCYD curriculum to promote sustainable practices and foster socially responsible leadership? and (4) How can the revised SCYD framework prepare youth leaders to address the environmental, social, and spiritual challenges of the 21st century?
School for Christian Youth Development, Christian Education, Holistic Youth Leadership Formation, Curriculum Evaluation and Implementation, Program Framework,
Attitudinal Factors Affecting Students’ Mathematical Performance Towards Corrective Actions
Attitudinal factors comprise values, beliefs, attitudes, and norms that influence an individual's predisposition to behave in an environmentally significant manner, as well as their actual behavior. These factors include self-confidence, interest, and motivation. Many students are considered underachievers in mathematics. Although they possess average or above-average intelligence, their actual performance in mathematics does not align with their intellectual capabilities. This study seeks to uncover the attitudinal factors that contribute to underachievement in mathematics. A quantitative research design, utilizing the descriptive method, was used to determine the effect of attitudinal factors on the mathematical performance of Grade 10 students. The respondents of this study are 60 Grade 10 students from San Gregorio Integrated School, San Gregorio, Laurel, Batangas. Total population sampling was employed in selecting the respondents. The researcher employed a self-made questionnaire to assess students' attitudes toward mathematics, with their performance level determined by their final grades for the 2023-2024 school year. Using a Likert scale, the responses of Grade 10 students were analyzed to understand the effect of these attitudinal factors on their mathematics performance. A one-sample test identified the students' attitudes and performance levels, while linear regression analysis examined how these attitudes influenced their overall performance in mathematics. Results showed that the students of San Gregorio Integrated School exhibited a high extent of attitudinal factors in terms of interest and motivation, and a moderate extent in terms of self-confidence. The students' performance in mathematics was at a strongly satisfactory level. Self-confidence and interest significantly affected students' performance in mathematics, while motivation did not. The study concludes that attitudinal factors significantly affect students’ performance in mathematics. It is recommended that enhancing these factors can help improve students' performance in mathematics. The study also recommended the proposed corrective actions that will use of mathematics teachers like using a "no wrong answers" approach, creating a safe space where students feel comfortable answering without fear of judgment, Connect math to real-life applications, provide a variety of practice resources, create and distribute a range of engaging supplemental materials, such as worksheets, online resources, and math games, to encourage students to practice extra problems at their own pace. These are examples that will help the teachers and students to enhance their performance in mathematics.
Attitudinal Factors, Mathematical Performance
Teaching Competencies of Mathematics Teachers: Basis for A Proposed Capability Development Plan
This study aimed to investigate the current state of teaching competencies among elementary mathematics teachers in to propose a capability development plan based on the findings. Findings revealed that the level of teaching competencies among elementary mathematics teachers is generally positive, with strengths observed in promoting self-regulation, and encouraging a growth mindset while development to areas on modeling behavior, encouraging observational learning, and facilitating self-efficacy are recommended. The very satisfactory academic performance of the learners in mathematics indicates a strong student achievement through high grades, successful task completion, and strong standardized test scores, demonstrating a robust grasp of key concepts, consistent improvement, and effective teaching strategies. Moreover, the significant relationship between the variables reinforces the critical role of teacher quality in student learning outcomes while all aspects of teacher competency are important, the stronger correlations for self-efficacy, self-regulation, and growth mindset highlight the significance of these areas for improving student achievement. A well-designed and implemented teacher capability development plan is essential for improving the quality of education, enhancing student learning outcomes, and ensuring that teachers are equipped to meet the challenges of the twenty-first century. Recommendations include a need for need for the school administrators to prioritize professional development among the elementary mathematics teachers addressing weak areas including workshop on effective demonstration techniques, peer observation, and the use of technology to facilitate observational learning, and by implementing the proposed capability development plan for mathematics teachers, schools can leverage the strong link between teacher competencies and student achievement to significantly improve mathematics education outcomes for all students.
level of teaching competencies, mathematics teachers, capability development plan
The Influence of Guidance and Counseling in Career Choice of Accountancy, Business and Management (ABM) and General Academic Strand (GAS) Students
The Career Guidance Program (CGP) aims to help secondary school students make educated career decisions to become useful and productive members of society. In 2019, Philippine President Rodrigo Duterte signed the Secondary School Career Guidance and Counseling Act into law, which applies to public and private high schools. Better knowledge of these factors enables educational institutions, curriculum designers, and career counselors to support and assist students in making more informed career choices. This study examines the influence of guidance and counseling on the career choice of ABM and GAS students, the extent of support and resources provided by the school and the policy recommendations and program improvement plans to be developed based on the findings of this study. The researcher employed a descriptive quantitative research design. The research participants were surveyed using a self-structured questionnaire. Of 230 senior high school students of the GAS and ABM strands enrolled in the school year 2024–2025, 146 were chosen as respondents. There were (62) students from the ABM strand and (84) from GAS. The findings revealed that guidance and counseling have a moderate influence on students’ career choices signifying that it can be further intensified. Moreover, the extent of support the school provides yields a neutral result that also needs to be enhanced. Based on these results, policy recommendations and program implementation plans are to be developed. A “Comprehensive Career Guidance Development Program” was proposed. This will address the following: career information, skills assessment, job market trends, and educational pathways. It also provides more frequent guidance and counseling sessions. It is highly recommended that: school administrators and guidance counselors work hand in hand to develop and allocate funds for more comprehensive career guidance services, students should actively participate in the success of the programs to be implemented, and researchers should explore the effectiveness of these programs.
ABM and GAS, Career Information, Educational Pathways, Guidance Counseling, Job Market Trends, Skill Assessment
Reading Comprehension to Readers’ Thinking, Learning and Expanding Knowledge and Horizons Towards A Framework
This study aimed to determine the extent of English students’ reading comprehension as demonstrated by Grade 7 students at Lumampong Integrated National High School. The study focused on critical thinking, analysis, inference, evaluation, learning, and expanding knowledge and horizons. The study focused on critical thinking, analysis, inference, evaluation, learning, and expanding knowledge and horizons. A descriptive-quantitative research design was used, and ten students who were five high-performing and five low-performing were selected from their Grade 6 performance. Data were gathered using a 30-item custom reading comprehension test given once with items distributed evenly over the six cognitive domains. Findings showed that students tended to have moderate comprehension skills, with the greatest challenges evident in critical thinking and inference, especially for low-performing students. Paired t-test analysis showed significant differences between expected and actual scores, especially in analysis and critical thinking. These gaps underscore the need for targeted interventions to improve students' reading comprehension skills. Guided by these findings, a reading framework was then created to strengthen areas where the students performed less than expected. The suggested framework is designed to improve understanding by offering systematic approaches to reading developed specifically for critical thinking, analysis, inference, and evaluation. This research points to the significance of incorporating interventions in reading in order to enable greater understanding and cognitive growth for students. Subsequent studies would need to research other instructional procedures and interventions aimed at further improving reading comprehension levels.
Reading Comprehension, Critical Thinking, Analysis, Inference, Evaluation, Learning, Expanding Knowledge and Horizons
Krizzia Nikole R. Asuncion Krizzia Nikole R. Asuncion
Copyright (c) 2025 PCU Graduate School of Education Research Journal https://creativecommons.org/licenses/by-nc-nd/4.0
In-Hand Manipulation Activities Towards Developing Fine Motor and Self-Help Skills of Kindergarten Learners
The study is designed to determine the effectiveness of using in-hand manipulation in developing fine motor and self-help skills of kindergarten learners. It focuses on the extent the learners understood the instruction by modelling instruction and feedback, the extent have the learners achieved the in-hand manipulation activities, and the extent of development of fine motor and self-help skills.
Fine Motor, Self-Help, Modeling Instruction, Feedback
Digital Literacy of Senior High School Students Towards Improving Performance in General Mathematics
Digital literacy is the ability to access, process, understand, and create information in the digital environment. The increasing reliance on digital technologies for learning and problem-solving is crucial to understanding how digital literacy skills affect students' performance in mathematics. This study aimed to investigate the level of digital literacy and its effect on the performance of Senior High School students in General Mathematics specifically in terms of Computation, Word Processing, and Presentation. The quantitative research design determined the level of digital literacy skills in terms of computation, word processing, and presentation, and the level of performance of Senior High School Students in General Mathematics. A total of 120 respondents from public high school in General Trias City, Cavite were the participants of the study. Results showed that Senior High School Students can achieve a highly extent of digital literacy, particularly in terms of computation, word processing, and presentation skills, which has a positively affect with their performance in General Mathematics. There is a significant effect between the level of digital literacy and the performance of the student in General Mathematics. For the teachers, the learning process should always involve digital tools. Because learning with digital devices can improve students' digital literacy skills. The performance of the student in General Mathematics is Strongly Satisfactory in that it can incorporate digital literacy components into mathematics lessons to help students understand how to use technology to enhance their mathematical skills. The study recommends utilized the digital literacy program towards improving students' performance in General Mathematics. This will help students understand how to use technology to enhance their mathematical skills.
Digital Literacy, Performance, General Mathematics, Senior High School
Kerstine Gail B. Angcao Kerstine Gail B. Angcao
Parental Involvement on Selected Grade IV Students’ Academic Performance atParadahan Elementary School Toward an Intervention Program
Parents make a huge contribution to children's day-to-day activity in school. Their participation comes about in a better performance of the students and is supported based on the previous studies. However, at Paradahan Elementary School, despite their being present in school, there is a gap that led them to become inactive in some school duties and responsibilities. With this problem, the research paper seeks to find out the relationship between parental involvement and the academic performance of grade 4 students. This study used Test-Retest Reliability of the Parent And School Survey (PASS) where Epstein’s six-construct framework served as basis to measure the involvement of parents to the academic aspects. The population in this study includes 454 parents and 454 students with a total of 908 individuals. Using Conchran’s Sampling Size formula, there are 418 respondents as a requirement for statistical analysis in Paradahan Elementary School. This quantitative-descriptive-correlational study used frequency, percentage, and median to interpret gathered data. To determine the significance of the relationship between parental involvement and quarterly grades of Grade IV pupils, Spearman Rho correlation was employed. From the tests formulated, the study revealed that there is significant relationship between parental involvement and students’ academic performance. However, in spite of high level of parental involvement, it shows that the academic performance of students from first quarter is higher than second quarter. The study's implications could serve as a guide for parents to establish deeper connections and increase their involvement. Furthermore, the researcher suggested that the school should formulate ways in which trust and a strong relationship with parents are necessary.
parental involvement, parents, students, academic performance
Independent Cooperative Learning (ICL) As A Strategy for Improving Technology and Livelihood Education (TLE) Skills in Secondary Learners: Basis for A Proposed Learning Activity Kit
This study aimed to assess the use of Independent Cooperative Learning (ICL) strategy in enhancing the Technology and Livelihood Education (TLE) competencies of the Grade 9 learners with end view of proposing a learning activity kit based on the findings. Findings revealed that the current state of TLE competencies among Grade 9 learners demonstrates a moderate level of proficiency across technical skills, problem-solving abilities, and creativity, with strengths observed in willingness to try new things and explore different possibilities, area for improvement include enhancing problem-solving skills, particularly in identifying and defining problems, and further developing creative thinking within the context of TLE projects. Moreover, the Grade 9 learners demonstrated a high level of skill performance in TLE with majority achieving very satisfactory indicating effective teaching, student engagement, and a conducive learning environment, the strong positive correlations between technical skills with skill performance in TLE demonstrate that these skills are not merely byproducts of successful TLE education, but rather foundational pillars of student achievement within the subject, and the proposed learning activity kit aims to enhance student learning by incorporating ICL strategies, fostering teamwork, communication, and problem-solving while developing essential technical skills in the TLE classroom. Recommendations included that of school administrators may prioritize the development of core technical skills through hands-on training, emphasizing precision, and ensuring safe and effective use of tools and equipment, and future researchers may validate the proposed learning activity kit crafted by the proponent in order to require students to identify, define, and solve complex problems, developing critical thinking and problem-solving skills among others.
Independent Cooperative Learning (ICL), TLE teaching and learning, proposed learning activity kit
Maribel Alpay Agabon Maribel Alpay Agabon