Journal of Learning and Development Studies
Journal of Learning and Development Studies (ISSN: 2752-9541) is an international open-access journal published by Al-Kindi Center for Research and Development. It aims to provide a forum for practitioners and academics working in education and development to share knowledge and experience. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Development
Bridging the PISA Gap: Assessing Teacher Perceptions and Developing a Mathematics Action Plan
This research aimed to determine the state's secondary school teachers' readiness for the PISA (Program for International Student Assessment) to address the mathematics-related "PISA gap." A quantitative descriptive-comparative research design was used to evaluate teachers' perceptions on three different dimensions: instructional leadership, collaborative practice and resource availability, and administrative readiness; as well as how actively involved they are in implementing PISA. More than 100 teachers completed the survey, with 60% having 10 or more years of experience and 60% holding master's or doctoral degrees. The results indicated that while nearly all teachers have high levels of collaborative and data-driven practices, they reported significant barriers with respect to the provision of resources, specifically in terms of the availability of internet-based connectivity (at both the school and local government levels) that would prevent or minimize the use of digital assessments promptly. In addition, the teachers indicated that they have not established standardized strategies to involve parents or guardians in attaining PISA goals; therefore, the level of parental involvement in the PISA-related process was the lowest of the four dimensions. Additionally, while there were no significant differences in perceived PISA readiness by rank or highest level of education attained, the number of years of teaching experience was statistically significant in influencing teachers' perceptions of stakeholder involvement. As a result, the authors developed a multi-faceted Mathematics Action Plan (MAP) called VIBA (Vitalizing Instruction, Building Alliances) that they plan to implement to address these areas of concern through collaborative professional development/training on the use of PISA and stronger partnerships with the community.
PISA Readiness (Program for International Student Assessment), Mathematics Action Plan (MAP), Teacher Perceptions, Pedagogical Readiness, VIBA Framework (or Stakeholder Engagement)
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Mapping the Intellectual Landscape of Inclusive Education for Neurodivergent Learners
This study aims to assist in understanding the ever-growing, constantly changing body of material related to providing inclusive environments for neurodivergent individuals. Although there has been significant growth in material, it is often difficult for professionals to find reliable evidence-based material that supports policies and practices, as research is overly isolated in its silos based on the individual’s diagnosis. Using bibliometric analyses over the last decade (2015-2025) within the Scopus database, this study applied Lotka, Bradford, and Zipf’s Laws to construct an intellectual landscape of the field. The findings presented, therefore, illustrate a shift from a medical deficit-based model to a socio-cultural model that supports neurodiversity as a legitimate perspective. In addition to identifying the major authors, most highly ranked journal publications, and countries producing significant research, a well-recognized body of international authorship exists, with the USA and UK being the dominant nations in this regard. One notable finding was the identification of an increase in technologically mediated inclusion through technologies such as Artificial Intelligence, Large Language Models (LLMs), and digital accessibility, which serves as the basis for 21st-century teaching and learning. Although traditional core areas of discipline include behavioral (i.e., ASD) intervention and clinical diagnosis, the field continues to expand into areas related to systemic approaches, rights-based pedagogy, and digital equity. Accordingly, this science map provides decision-makers with a greater understanding, supporting the improved allocation of resources to promote neuro-inclusive practices that utilize evidence-based approaches.
digital inclusion, inclusive education, neurodiversity, pedagogy
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Technological Readiness, Resilience, And Learning Performance of Vocational Students in A Public State University Amidst Class Disruptions
Amid recurring class disruptions in higher education, this study examined the technological readiness, resilience, and learning performance of vocational students amidst class disruptions at Cebu Technological University – Main Campus. Specifically, it focused on Bachelor of Technical Vocational Teacher Education (BTVTEd) and Bachelor of Technology and Livelihood Education (BTLEd) students who experienced class disruptions caused by natural and environmental hazards. The study aimed to determine the levels of technological readiness and resilience of students and to analyze their relationship with learning performance during disruptive learning conditions. A descriptive-correlational research design was employed. Data were gathered using a researcher- developed questionnaire grounded on established theoretical and empirical studies on technological readiness, resilience, and academic performance. Statistical tools such as weighted mean and Pearson’s correlation coefficient were utilized to describe the variables and examine their relationships. The findings revealed that students demonstrated a moderate to high level of technological readiness and resilience despite recurring class disruptions. Moreover, a significant positive relationship was found between technological readiness, resilience, and learning performance, indicating that students who were better prepared technologically and psychologically performed more effectively in their academic tasks. Based on the findings, an intervention plan was proposed to enhance students’ technological readiness and resilience through capacity- building activities, flexible instructional strategies, and structured academic and psychosocial support. The study concludes that strengthening technological and resilience-related competencies is essential in sustaining learning performance of vocational students in disaster-prone learning environments.
Technological readiness, resilience, learning performance, vocational students, disaster-prone environments
Teachers’ Competence in the Implementation of Instructional Materials in Facilitating Inclusive Education
During the academic year of 2023-2024, this research examined teachers’ competence in utilizing instructional materials to support inclusive education at Cogon Elementary School in Tagbilaran City. Using a descriptive-correlational approach, information was gathered from 40 teachers through a survey based on Parson's (2017) Structural-Functionalist Theory and Ostroff et al.'s (2012) study. The demographic characteristics showed that the majority of participants were women, between 36 and 40 years old, had completed some postgraduate studies, and had been teaching for a minimum of 13 years. The research looked at five main areas of expertise: special education laws and policies, proficiency in assessments and individualized education programs (IEPs), comprehension of various disabilities and learning needs, evidence-based teaching strategies, and awareness of inclusive practices. Findings showed that participants exhibited strong knowledge of special education laws and policies (average score 2.70), yet showed only intermediate understanding in the areas of assessment and IEP development (average score 2.01). Teachers showed a strong preference for visual aids (mean score 3.03) and manipulatives (mean score 2.93) in their instructional approaches, but expressed less confidence in using assistive technology devices (mean score 2.29) and augmentative and alternative communication systems (mean score 2.26). Examination of the data using Pearson's correlation coefficient showed no significant correlation (r = 0.029, p = 0.858) between teachers’ competence levels and their implementation of instructional materials in inclusive settings. The research found that focused efforts were necessary to improve teachers' abilities in certain aspects of inclusive education, specifically in utilizing specialized instructional materials and technologies. Suggestions comprised of holding workshops for professional development, promoting joint lesson planning between general and special education teachers, introducing peer observation and feedback mechanisms, and enhancing resource distribution to support teachers in building better inclusive classrooms. These results impact teacher training programs and school policies in Philippine elementary schools, highlighting the importance of ongoing professional development and support for implementing inclusive education practices.
Inclusive education, teacher competence, instructional materials, special education, individualized education program (iep)
Unregulated Screen Time on Kindergarten’s Language and Literacy Development
This study investigated the relationship between unregulated screen time and the language and literacy skills of kindergarten learners. Utilizing a descriptive-correlational research design, the study examined the profile of parent-respondents in terms of age, gender, educational attainment, occupation, and income, as well as the learners’ average daily unregulated screen time, observed language skills, and observed literacy skills. Data were collected through parent survey questionnaires and teacher-rated language and literacy checklists adapted from established instruments, using a 5-point Likert scale. Random sampling aided by Slovin’s formula was employed, and data were analyzed using Microsoft Excel and Pearson’s r at the 0.05 level of significance. Results revealed that learners spent an average of 1–2 hours per day on unregulated screen activities, primarily for educational and entertainment purposes. Language skills were moderately observed and showed a negligible, non- significant relationship with screen time. In contrast, literacy skills were observed at a higher level and demonstrated a weak but significant positive relationship with unregulated screen time. The findings suggest that moderate and purposeful screen exposure may support early literacy development when guided by appropriate content and parental supervision.
Unregulated screen time, language skills, literacy skills, Kindergarten learners, early childhood education, screen exposure
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Parental Involvement: Unraveling Its Impact on the Behavior of the Public-School Early Childhood Learners
This research assessed the influence of parental involvement on learners' behavior at an elementary school in the Talisay City Division for the school year 2025-2026. The study used a descriptive-correlational research design to assess parents’ involvement and early childhood learners' behavior, using an adopted questionnaire to measure parental involvement and learners' behavior across three temperaments: effortful control, surgency, and negative affectivity. Data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson’s r correlation. The results showed that most learners are 5 years old and have parents who are high school graduates. Learners exhibited very satisfactory levels of effortful control and surgency, but only fair levels of negative affectivity. Parents demonstrated very high involvement in school-related activities. Hypothesis testing revealed no significant relationship between parental involvement and learner behavior, indicating that behavioral development may be influenced by factors beyond parental engagement. Parental involvement remains essential for academic and emotional support, but its direct impact on behavior is negligible. Behavioral outcomes appear to be shaped by broader environmental factors, including classroom culture and peer interactions. Teachers need to collaborate with parents to identify the skills the child needs to develop, ensuring consistency in interventions provided in school and at home, and making parents’ school involvement relevant to the learner’s progress.
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A Systematic Review of Studies on Teaching Reading in Arabic to Grades 1–12: Textbooks, Skills, and Learning Outcomes
This study presents a systematic review (SR) of research conducted by the author between 1989 and 2007 on Arabic L1 reading in Saudi Arabia. The corpus comprises 14 studies examining the reading product and process skills embedded in reading textbooks for Grades 1-12, as well as the assessment and remediation of reading weaknesses. The studies were organized into three thematic clusters: high school reading, skills developed or overlooked in reading textbooks, and reading assessment and remediation. Results showed that reading product and process skills are insufficiently taught, or entirely absent. The textbooks provide limited explicit instruction in decoding, cohesion, context analysis, text structure awareness, and study skills. Reading questions and exercises mostly emphasize literal comprehension and details. No questions address critical comprehension, appreciation, character traits, comparison and contrast, sequence of events explicitly or implicitly stated in the text, the setting, plot, conflict and resolution, author’s style and mood, and inferring the meaning of difficult words from context. Diagnostic studies reveal early weaknesses in word identification, particularly sound-symbol association and structural analysis. This means that students progress through the grades with fragile decoding skills, and inadequate preparation for the complex reading tasks required in high school and beyond. This SR highlights the need for a coherent, developmentally sequenced approach to reading instruction in Arabic. It provides clear implications for strengthening vertical alignment, improving textbook content and design, enhancing teacher preparation, and expanding assessment practices. Although the studies in this SR were conducted on earlier generations of Saudi reading textbooks before 2007, the operational lists of product and process skills, subskills, and evaluative criteria developed by the author remain a lasting contribution to Arabic reading pedagogy as they were grounded in reading theory, developmental models, instructional methods, and diagnostic principles and therefore extend beyond the specific textbooks analyzed. As textbooks continue to be revised, these conceptual frameworks continue to provide a systematic, theory based reference for developing and evaluating reading instruction. They will also guide future research, curriculum and textbook design, and thesis work, where many researchers, especially young ones, have not received specialized training in reading theory or assessment.
Systematic Review (SR), reading in Arabic, reading textbooks, reading product skills, reading process skills, reading assessment, reading tests, word identification skills, reading comprehension skills, Al-Jarf reading research program
Managing Cognitive Load in Task-Based Learning: Effects on Language Retention among 4th Year BSEd English Students at Bulacan State University - Sarmiento Campus
Task-Based Learning (TBL) has emerged as a highly effective pedagogical approach in language education, promoting authentic learning experiences through meaningful tasks. However, its complexity can impose substantial cognitive demands, potentially hindering language retention if cognitive load is not effectively managed. Cognitive load management strategies, such as task segmentation, scaffolding, and cognitive pauses, are designed to optimize learners’ mental resources and enhance retention. This study investigated how managing cognitive load within TBL impacts language retention among 4th-year BSEd English students at Bulacan State University – Sarmiento Campus. The study adopted an Explanatory Sequential Mixed Methods Design. In the quantitative phase, data were collected from 40 purposely selected students using Likert-scale survey questionnaires measuring perceived cognitive load, effectiveness of cognitive load management strategies, and language retention outcomes. Descriptive statistics (frequency, mean, standard deviation) and Spearman Rank-Order Correlation were applied to analyze the data. The qualitative phase involved collecting open-ended responses, which were examined using Collaizi’s Thematic Analysis with descriptive coding to identify patterns in student experiences. Findings revealed that 57.5% of students experienced high intrinsic cognitive load due to conceptually difficult tasks and complex sentence structures, while 50% struggled with grammar and vocabulary. Extraneous load was primarily linked to unclear instructions (47.5%) and disorganized materials (40%). Despite these challenges, 67.5% connected tasks to prior learning, and 62.5% actively applied retention strategies, indicating strong germane cognitive load. Scaffolding emerged as the most effective strategy (45%), followed by task segmentation (35%) and cognitive pauses (20%). Correlation analysis showed a strong positive relationship between effective cognitive load management and improved language retention. Qualitative findings highlighted themes of instructional clarity, real-life relevance of tasks, and the positive role of structured pacing in reducing overload. The study concludes that managing cognitive load in TBL significantly enhances language retention by balancing task complexity with strategic instructional support. Scaffolding and task segmentation were particularly effective in reducing intrinsic load, while cognitive pauses facilitated reflection and consolidation. These findings underscore the importance of intentional cognitive load management in designing language learning tasks, providing valuable implications for instructional strategy and curriculum development in higher education language programs.
Task-based learning, cognitive load, language retention
K To 3 Matatag Curriculum Implementation Through the Lens of Early Childhood Teachers: Insights and Implications for Literacy Instructional Practice
This research assessed the implementation of the K to 3 MATATAG Curriculum through the lens of early childhood teachers their insights and implications for literacy instruction practice. This study utilized a descriptive correlational design. It utilized an adopted survey questionnaire. Thirty purposively selected K to 3 teachers participated, providing their insights on the extent of curriculum implementation in three areas: alignment of literacy competencies with learners’ developmental readiness, appropriateness of instructional materials for early literacy, and integration of child-centered literacy instruction. Findings, revealed that literacy competencies were generally aligned with learners' developmental readiness across grade levels. However, while instructional materials for early literacy deemed “Frequently Implemented,” the results also indicated a need for further improvement in material availability and integration to fully support literacy development. In terms of child-centered literacy instruction, teachers reported effectively using learner-focused strategies that actively engage students and place them at the center of the learning process. Overall, the study found a significant relationship between the extent of MATATAG Curriculum implementation and perceived early literacy outcomes. This suggests that consistent and effective application of MATATAG-aligned practices, such as explicit reading and writing instruction; positively influences learners’ acquisition of foundational literacy skills. Therefore, sustaining and enhancing the implementation of the MATATAG Curriculum may further strengthen early literacy outcomes in the foundational years.
MATATAG Curriculum, early literacy instruction, curriculum implementation, child-centered learning, developmental readiness
Analysis of Social Media and Privacy-Related Anxiety Among College Students
This research examined undergraduate 'digital natives' (N=198) from Northeastern College in the Philippines as part of an analysis on social media and privacy-related anxiety during the 2025 to 2026 school year; descriptive and correlational designs were used to evaluate 4 different types of anxiety related to social media: shared content, privacy concern, communication with others via social media, and anxiety about how others perceive their activity on social media. Data show that students who were surveyed experience mild to moderate levels of anxiety due to their use of social media (M = 3.37), with privacy-related concerns being a major contributor (M = 3.63); in particular, anxiety is related to unauthorized access to personal digital accounts and other people sharing information about someone without his/her permission. Significant (p < .001) positive correlations were observed between all four types of anxiety, but the highest correlation was between anxiety about shared content and anxiety about self-evaluating (r = 649). This conclusion suggests that students’ levels of anxiety about their perceived self-worth are highly correlated with their curated digital identities. The S.H.I.E.L.D. Framework provides higher education institutions with a holistic approach to foster Wi-Fi privacy and digital wellness, going beyond merely raising awareness about online safety.
privacy-related anxiety, Filipino college student, digital well-being, SHIELD framework
The Interplay of Academic Mastery, Learning Strategies, and Social Efficacy among Northeastern College Students
The objective of this study is to determine whether there is a correlation among the self-efficacy beliefs of Northeastern College students across four areas: academic mastery, learning strategies, social efficacy, and attendance/motivation. A random sample of 244 students was selected from each area of study using stratified sampling, and participants completed a structured Likert-style questionnaire. The study analyzed the relationship between demographics (age, level of education, type of course, number of classes taken per term) and understanding how each of the four self-efficacy domains relates to one another. The findings indicate that Northeastern College students demonstrate a high level of self-efficacy in academic discipline, specifically regarding attendance (M=4.13) and success on traditional assessments (M=3.70). Students also show moderate to high levels of self-efficacy in their use of learning strategies (M=3.84), but lower levels of self-efficacy in the higher-level competency areas of interdisciplinary synthesis and mastery of mathematics. In the area of social efficacy, there was a pattern of conflicting responses: students feel confident interacting with peers but less confident interacting with instructors, and they fear or experience anxiety about assuming any leadership role among peers, which may be attributed to the hierarchical structure of their culture. No statistically significant differences in self-efficacy were found by sex. While students possess a solid academic discipline, additional institutional support may be needed to increase their self-efficacy in quantitative subjects, facilitate communication with faculty, and develop high-stakes social leaders to improve students' overall success.
self-efficacy, academic mastery, learning strategies, social efficacy, student success
The Relationship Between Academic Self-Efficacy and Perceived Academic Stressors Among Higher Education Students
This study explores the links between students' perceived stresses (workload, external expectations and anxiety about exams) and their academic confidence (self-efficacy) based on a sample of two hundred forty-four students studying at colleges across the Philippines using a survey format (descriptive/correlational). Results of the survey found that students reported having good levels of self-efficacy (M=4.00) and experienced moderate levels of stress (M=3.57) when rated by stress level. Of the three types of stress, the study found testing caused the most stress (M=3.57); however, when conducting Pearson's r correlation analysis between self-efficacy and testing stress, workload stress and external pressures there were significant positive correlations. The study's findings suggest that having higher self-efficacy provides more confidence in handling workload, but as a result of their higher level of self-efficacy, students with high self-efficacy may experience more stress from academic pressures than do those with lower levels of self-efficacy. Although differences were not found between males and females, both academic year level and department were associated with levels of stress and self-efficacy. Recommendations that came from this study are for departments to create wellness programs based on the needs of their department and to implement universal testing anxiety prevention programs based on evidence from the research to increase the resilience of their students.
Academic self-efficacy, academic stress, test anxiety
Investigating the Experience of Emotional Neglect and Adaptive Coping in Children with Special Needs
The study investigated the experiences of emotional neglect and coping strategies of Children with Special Needs (CSNs) at Canduman Elementary School, Mandaue City. It assessed levels of emotional neglect, extent of coping strategies, their relationship, and developed an action plan. Using a mixed-method design, 31 purposively selected SPED learners (20 male, 11 female, Kindergarten–Grade 6) participated through interviews or guided storytelling. Data were collected using the Child Abuse and Trauma Scale (CATS) and KidCOPE/Brief COPE inventory. Descriptive statistics measured neglect and coping, while Pearson’s r tested the relationship between variables. Results showed common disabilities included Intellectual Disability, Autism Spectrum Disorder, and Hearing Impairment. All respondents relied on parents/guardians, with some support from teachers and classmates. Emotional neglect was generally low (mean = 2.19), though communication barriers were noted. Coping strategies were moderately used (mean = 3.31), with distraction, emotional expression, and problem-solving as common, alongside some maladaptive behaviors. Correlation analysis revealed a negligible, non-significant relationship (r = 0.243, p = 0.188). The study concluded that coping was not significantly influenced by neglect, but resilience and institutional support were crucial. These findings highlight the need for comprehensive family, school, and policy interventions to enhance emotional care and adaptive coping among CSNs, which was then used as a basis for the development of a Support System Developmental Plan.
Children with special needs (CSNs), emotional neglect, inclusive education, special education (SPED)
Forensic Specialization Effects on Professional Academy of the Philippines Criminology Students
This study examines the effects of forensic science specialization on criminology students at the Professional Academy of the Philippines (PAP) during the 2024-2025 academic year. As forensic science has become increasingly integral to criminal investigations and justice systems worldwide, its integration into criminology curricula presents both opportunities and challenges for higher education institutions. Through a comprehensive mixed-methods approach combining quantitative surveys, qualitative interviews, and academic performance analysis, this research investigates the perceived benefits and challenges of forensic science specialization among third and fourth-year criminology students across four specialization tracks: Forensic Ballistics, Fingerprint Identification, Lie Detection, and Questioned Documents Examination. The findings reveal that forensic science specialization significantly enhances critical thinking (85% of students reported improvements), analytical skills (82%), and technical competencies (78%). Students demonstrated increased confidence in evidence handling, crime scene investigation, and forensic analysis techniques, with 73% reporting enhanced career readiness. However, notable challenges were identified including complex scientific terminology comprehension (68% of students), foundational knowledge gaps (61%), resource limitations for practical training (55%), and time management difficulties (49%). The study demonstrates that students who completed forensic science specializations acquired multiple professional attributes including determination (91%), responsibility (88%), flexibility (71%), and resilience (69%). Career outcomes indicate strong employment prospects, with forensic science technician positions projected to grow 13-14% through 2034, offering median salaries of $67,440 annually according to 2024 U.S. Bureau of Labor Statistics data. These findings have important implications in criminology programs. The research contributes to the growing body of literature on forensic science education and provides evidence-based recommendations for optimizing curricula in the Philippine context and beyond.
Forensic science specialization, criminology education, curriculum integration, career development, forensic training, Philippine higher education, students outcomes, FEPAC accreditation
Students’ Engagement Levels in Traditional and Blended Learning Environments: A Comparative Analysis
This study examines the levels of student engagement in traditional versus blended learning environments among students in Cordova Public College. There were 240 randomly selected students from different programs who answered an adapted survey questionnaire. Employing a quantitative descriptive-comparative research design, the study determined whether there are significant differences in cognitive, emotional and behavioral engagement between these two modalities. Data were gathered using and analyzed using independent T-test and one-way Analysis of Variance (ANOVA). The results revealed that compared to blended learning, traditional learning environment has higher level of cognitive, emotional and behavioral engagement. Moreover, a significant difference (p=0.02) in student engagement was found between traditional and blended learning environments. Furthermore, results revealed that there is significant difference between age and student engagement in the traditional classroom setting (p=0.03), also, program consistently demonstrates a significant relationship with student engagement in both traditional (F=3.33, p=0.02) and blended (F=3.97, p=0.009) learning modalities. These findings highlight the critical role of higher education to evaluate and improve their blended learning approaches in order to guarantee that they promote levels of engagement comparable to traditional settings.
student engagement, traditional learning, blended learning
Parents’ Perception of the Quality of Life of their Children with Autism Spectrum Disorder
This research assessed the quality of life of children with ASD as perceived by their parents at Tutelage Learning Center and Reach Center, Cebu City for school year 2022-2023. The Mixed-method approach was employed with thirty-five parents as respondents as well as participants in the qualitative aspect. Descriptive statistics, ANOVA, t-tests, correlation analysis, and regression analysis were used as statistical tools for the quantitative data while thematic analysis was applied for the qualitative data. The research determined some relevant demographic profile of the parents as well as the profile of children with ASD. Significant differences were determined in their perceived quality of life in terms of demographic factors when grouped according to the profile of children with ASD. Findings revealed that there were significant differences in their quality of life in terms of Social Inclusion, Emotional Well-being, and Interpersonal Relationships based on Age. while most demographic factors of parents do not significantly affect QoL dimensions. Annual household income appears to play a meaningful role in Self-Determination and Personal Development. Based on the findings of the study, it is concluded that the annual household income of the parent-respondents’ had a great impact on the quality of life of their children with ASD. Hence, the developed action plan is recommended for implementation to serve as a framework for fostering a more inclusive environment, advocating for policy changes, and ultimately, enhancing the overall well-being of children with ASD.
Autism spectrum disorder, quality of life, social inclusion, self-determination
A Multi-Dimensional Assessment of Leadership Practices among Teachers in Selected Schools in Santiago City, Philippines
Teacher leadership is essential for enhancing educational quality and student achievement. The current research evaluated the multidimensional teacher leadership practices of teachers in Santiago City, Philippines, and examined the relationship between these practices and demographic factors. This study employed a quantitative cross-sectional survey design to examine relationships among teacher leadership dimensions across public and private schools. A sample of 71 randomly selected teachers was used. Five dimensions of teacher leadership were assessed using a teacher leadership dimension evaluation survey: Professional Learning, Student Learning Focus, Collegial Collaboration, Decision-Making, and External Affiliations. The findings indicated that, although teachers exhibited high levels of Professional Autonomy and Student-Centric Leadership, they struggled with formal Peer Evaluation and with systemic planning at higher cognitive levels. Teachers exhibited the lowest average scores on peer supervision (M = 2.24) and partnering with educational bureaus (M = 2.64). The results from independent t-tests and ANOVA revealed no significant differences in teacher leadership across groups (i.e., sex, age, grade level, or school type). It appears that supporting inclusive development programs will be critical to closing existing gaps in formal collaborative networks and external partnerships.
Teacher efficacy, collegial collaboration, professional autonomy, decision making
ICT Integration Competencies and Motivation to Use Technology among Public Elementary School Teachers
This study examined the ICT integration competencies and motivation to use ICT among public elementary school teachers. Specifically, it described the respondents’ demographic and professional profiles, assessed their level of ICT integration competencies in terms of preparation, production, instruction, development, and issues, and determined their level of motivation to use ICT in terms of intrinsic motivation, extrinsic motivation, and amotivation. It also tested the relationship between the respondents’ profiles and their ICT integration competencies and motivation to use ICT. A descriptive–correlational research design was employed, with data gathered from 173 teachers using a structured questionnaire. Results revealed that teachers demonstrated a very high level of ICT integration competencies across all areas. Both intrinsic and extrinsic motivation to use ICT were also rated very high, although some challenges contributing to amotivation were noted. Furthermore, ICT integration competencies were not significantly related to teachers’ profiles, while motivation to use ICT was significantly influenced by school assignment and number of relevant trainings attended. The findings highlight the importance of institutional support and continuous professional development in promoting effective ICT integration in teaching.
ICT Integration, Teacher Competencies, Motivation to Use ICT, Elementary School Teachers, Educational Technology, Professional Development
Parental Involvement: Investigating Its Significance in Early Literacy Development of Kindergarten Learners
This study assessed the relationship of parental involvement and early literacy development of children. Using a descriptive correlational research design, this study examined the significance of parental involvement in early literacy development of kindergarten learners. The study was participated by 119 respondents consisting of 103 parents and 16 teachers who were randomly selected. A survey questionnaire was utilized to gather the demographic profile of the respondents, level of parental involvement, and level of literacy development of learners in terms of language and attitudes towards reading and voluntary reading behavior. The data gathered were analyzed using percentage frequency, weighted mean, and Pearson’s r correlation. The result showed that majority of the parent respondents were middle-aged females with 1 or 2 children, and high school graduates with low income while teacher respondents were mostly young females with masteral units and been in service for more than 6 years. Furthermore, results showed that there is a high level of literacy development which was significantly correlated to a very high level of parental involvement. Thus, parental involvement had a positive impact on developing learners’ literacy skills and it was recommended that policymakers must implement programs that empowers parents’ engagement and support to the literacy journey of the children to achieved academic success.
Parental involvement, Early literacy development, Kindergarten learners, Language development
Academic Self-Efficacy as a Full Mediator Between Perceived Social Support and Mathematics Interest Among Vocational Students in Computer and Network Engineering
This study examines the impact of perceived social support on the academic interest in mathematics among vocational high school students, as academic interest is a crucial determinant of engagement and success in learning mathematics. For students in Computer and Network Engineering (TKJ), mathematics is crucial for logical reasoning and technological problem-solving; nonetheless, many exhibit just modest motivation for the subject. Although there is increasing evidence that social support enhances favorable academic achievements, there is insufficient research elucidating the psychological process that connects support to interest in mathematics within vocational education contexts. This study demonstrates that academic self-efficacy fully mediates the association between perceived social support and interest in mathematics. Data were obtained from 260 TKJ vocational students utilizing a quantitative correlational design with a mediation model, employing validated questionnaires and evaluated through regression-based mediation testing. The findings indicated that perceived social support was a significant predictor of academic self-efficacy (β = 0.672, p < .001), and academic self-efficacy was a strong predictor of mathematics interest (β = 0.596, p < .001). The indirect impact was significant (β = 0.359, p < .001) and constituted 93.40% of the overall effect, whereas the direct effect was non-significant (β = 0.026, p = .213), so demonstrating full mediation. The findings suggest that initiatives to increase mathematics interest in vocational schools should focus on bolstering students' academic self-efficacy through continuous social support from family, peers, and educators.
The Role of Home Literacy Environment on The Literacy Skills Enhancement Among Grade Two Learners
This study assessed the influence of the home literacy environment on the literacy skills of learners. It specifically examined the status of the home literacy environment in terms of physical environment, parent literacy habits, child literacy habits, parent–child interaction, and parental beliefs, as well as the learners’ literacy performance in word recognition, sentence reading, reading fluency, and comprehension. A descriptive–correlational research design was employed. Using purposive sampling, the study involved 71 respondents, composed of 69 parent–child pairs and 2 Grade Two teachers. Data were gathered through an adapted Home Literacy Environment Questionnaire and the Comprehensive Rapid Literacy Assessment (CRLA). Descriptive statistics, weighted mean, standard deviation, frequency count, percentage, and Pearson Product–Moment Correlation Coefficient were applied. Findings revealed that the home literacy environment was generally supportive, though variations existed across domains. Learners demonstrated developing literacy skills, and a statistically significant relationship was found between the home literacy environment and literacy performance. The study concluded that literacy development was strongly shaped by home conditions and parental engagement. It recommended the implementation of a Literacy Skills Enhancement Plan, focusing on improving word recognition, fluency, comprehension, and strengthening home–school collaboration.
Home Literacy Environment; Literacy Skills Enhancement; Grade Two Learners
Children’s Language Acquisition and Development in Saudi Arabia: A Systematic Review and Meta Analysis
This study presents a systematic review (SR) and meta analysis (MA) of eleven articles by the author, published between 2018 and 2025, examining parental, digital, educational, and sociocultural factors that influence Saudi children’s first (Arabic) and second (English) language acquisition and development. It also explores parents’ beliefs about L1 and L2 learning and how these beliefs translate into practices within the home and school environments. The review synthesizes findings across four thematic clusters: parental language practices and policies (five studies), digital environments (four studies), sociocultural influences on language development (one study), and children’s early decoding difficulties (one study). Results indicate that 70% of parents believe English should be taught starting from kindergarten and that early English exposure does not negatively affect Arabic acquisition. Between 50–70% of parents use a mix of Arabic and English at home, with some adopting English as the primary language of interaction. Digital findings show that the iPad is more effective for younger children (ages 1–6) than for those in grades 1–3 or 4–6. Children under six primarily used the device for learning English, with smaller proportions engaging in Arabic alphabet learning (21.88%), Quran memorization (15.6%), numeracy (12.5%), and animal vocabulary (12.5%). Sociocultural findings reveal that the effect of the housemaids’ accent and inaccurate language on small children disappears once they enter kindergarten and mingle with native-speaking peers, relatives and teachers. Educational findings show that 54% of parents supported attending their children’s online classes, while 54% of teachers opposed it, emphasizing the need for children to develop autonomy and self regulation. Early decoding results indicate that visual and auditory discrimination were the easiest skills, letter–sound mapping posed moderate difficulty, and sound–symbol association and structural analysis were the most challenging. Although error rates decreased with grade level, decoding weaknesses persisted. Taken together, the four clusters reveal a rapidly shifting linguistic landscape in Saudi Arabia shaped by parental beliefs, digital exposure, sociocultural patterns, and foundational L1 decoding skills. The evidence underscores the need for balanced L1–L2 development, stronger early Arabic literacy support, and informed parental and educational practices.
Systematic review (SR), meta-analysis (MA), first language acquisition (L1), second language acquisition (l2), English and Arabic acquisition, parental factors, digital factors, sociolinguistic factors, educational factors, decoding difficulties
Navigating VUCA in Educational Leadership
This study explored teachers’ perceptions of the determinants related to effective decision-making and school performance in VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) environments among educators in Region VIII, Philippines, during the Academic Year 2024–2025. Utilizing a descriptive research method, data were gathered from 186 teachers across public and private schools through a structured questionnaire. Findings revealed that teachers perceived a moderately high presence of VUCA conditions, particularly regarding frequent policy shifts, unclear institutional goals, complex stakeholder relationships, and ambiguous situations requiring adaptive responses. Despite these challenges, participants reported favorable perceptions of collaborative and data-driven decision-making, characterized by stakeholder involvement and the regular use of school data in guiding actions. Strategic planning was positively viewed, especially in setting long-term goals, engaging stakeholders, and updating plans regularly. Teachers also described positive school performance outcomes, including strong student achievement, high graduation rates, and support systems that help learners reach their potential. Organizational resilience was perceived in the schools’ capacity to recover from setbacks, manage crises, and learn from experience. Lastly, innovation was seen as a strength, with schools implementing new teaching methods, promoting creativity, and seeking continuous improvement. These findings offer valuable insights into how schools in Region VIII operate within complex environments and support the development of an Adaptive Leadership Development Program tailored to the needs of educators in VUCA contexts.
VUCA environment, adaptive leadership, decision-making, school performance, organizational resilience, innovation in education
Building Foundations: Exploring The Impact of Parent Participation on the Academic Growth and Social Skills of First Grade Learners
The present research assessed the relationship between parental participation and academic and social skills of the learners. Using a descriptive-correlational design, the study involved 120 parent respondents. Data were collected through surveys on perceived parental involvement, academic and social skills of the grade one learners. Descriptive statistics were employed for the sociodemographic profile, while Pearson correlation tested relationships among the variables. Findings showed that most parents were from low-income households, with high school education as their highest attainment, and majority were unemployed mothers. Parents frequently demonstrated supportive and responsive behaviors, although structured practices and school volunteering were less evident. Learners exhibited strengths in curiosity, attentiveness, and following rules, but needed further support in independent reading, math fluency, and conflict resolution. Correlation results revealed that direct parental involvement significantly influenced academic growth, while parental involvement significantly contributed to the learners’ emotional regulation and prosocial behavior. The study concludes that concrete parental actions at home and learners’ social skills are key predictors of early academic success. It recommends structured, low-cost parental support initiatives, classroom-based socio-emotional learning routines, and strengthened school–home partnerships consistent with the ARAL Program Act and K–12 Law.
Parental Participation, Academic Growth, Social Skills, Grade One Learners, Autonomy Support, Parental Involvement, Emotional Regulation
Screening of Teacher Applicants: Voices of Public Elementary School Principals
This phenomenological study explores the lived experiences of twelve public elementary school principals in the City of Naga, Cebu, Philippines, regarding their participation in the Department of Education (DepEd) teacher screening system. Using individual in-depth interviews and focus group discussions, this qualitative study examined the experiences, challenges, and aspirations for system improvement. Grounded in Sensemaking Theory, Social Cognitive Theory, and Organizational Justice Theory, the study employed thematic content analysis, revealing twenty-four emergent themes across three overarching categories. Findings indicate that while principals appreciate the systematic, transparent, merit-based screening process—particularly valuing demonstration teaching as the most revealing assessment component—they encounter significant challenges including severe time constraints compounded by heavy workloads, insufficient human resources at division and school levels, the emotionally demanding task of balancing objectivity with compassion, documentation issues with unprepared applicants, and tensions between standardized criteria and school-specific contextual needs. Principals navigate these challenges through strategic time prioritization and delegation, strict rubric adherence, collaborative consensus-building, constructive feedback delivery, and proactive communication. Their aspirations for improvement encompass nine comprehensive categories: sustainability and consistency in system implementation, enhanced digitization and technological solutions, improved processing efficiency and speed, strengthened human resource capacity, establishment of substitute teacher pools, refined evaluation rubrics and tools, comprehensive applicant orientation programs, sustained commitment to transparency and quality standards, and professional development support for principals as evaluators. The study provides evidence-based recommendations for policy refinement to balance standardization with responsiveness to local school needs, contributing to the understanding of educational leadership practices in developing country contexts.
Assessing the Relationship Between Parental Involvement and Foundational Literacy and Numeracy Skills in Early Childhood Education
This study examined the relationship between parental involvement and the foundational literacy and numeracy skills of preschool learners. Utilizing a descriptive- correlational research design, the study investigated how specific aspects of parental engagement including supervision of study routines, communication, and resource provision related to learners’ development in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, attribute identification, and thinking skills. A total of 102 preschool learners and their parents were selected through total enumeration. Data were gathered using an adapted parental involvement questionnaire based on Hashim et al. (2018) and the Literacy and Numeracy (LitNum) Assessment Tool, both aligned with the Department of Education’s Kindergarten Curriculum Guide. Frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient were used for data analysis. Results revealed that parental involvement and learner proficiency were consistently high; however, there was no statistically significant relationship between the level of parental involvement and children’s literacy or numeracy skills. These findings suggested that classroom instruction, curriculum quality, and school-based interventions may have played a more prominent role in academic outcomes. In response, the study developed a comprehensive Action Plan focused on strengthening home-school collaboration and providing targeted literacy and numeracy support. The research underscored the importance of a holistic, collaborative approach to early childhood education for sustained learner success.
Parental Involvement, Literacy Skills, Numeracy Skills, Preschool Learners, Early Childhood Education, Alphabet Knowledge, Phonological Awareness, Book and Print Knowledge
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The Dynamics of Face-To-Face Learning and Developmental Progress in Early Childhood
This study investigated the effects of the resumption of face-to-face classes on the Early Childhood Development (ECD) competencies of kindergarten learners. Employing a descriptive- comparative research design, the study assessed 45 participants comprising 1 teacher respondent and 45 kindergarten learners using the standardized Early Childhood Care and Development (ECCD) checklist provided by the Department of Education. This instrument evaluated learner progress across five key domains: health, well-being and motor development; socio-emotional development; language, literacy and communication; mathematics; and understanding of the physical and natural environment. Pre- and post-assessment data indicated substantial developmental improvements in all domains following the resumption of in-person classes. Learners demonstrated notable growth in fine motor skills, expressive language, socio-emotional regulation, early literacy, numeracy, and environmental awareness. High rates of regular school attendance contributed to increased engagement and learning consistency. Statistical analysis, specifically the paired samples t-test, confirmed significant differences between pre- and post-assessment scores, highlighting the positive impact of face-to-face instruction. In response to identified learning gaps, an Enhancement Plan was developed featuring phase-based, targeted interventions aligned with DepEd’s academic quarters. The findings affirmed that structured classroom environments and sustained attendance were essential for fostering holistic development among kindergarten learners, particularly in a post-pandemic educational landscape.
Early Childhood Development (ECD); Face-to-Face Learning; Kindergarten Education; Learning Recovery
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Evaluating the Language and Literacy Competencies of Grade One Pupils: Implications for Curriculum Development Analyn Fuentes1, Kaitlin Marie Opingo2, and Veronica Calasang3
This study assessed the language and literacy skills of Grade One learners. It employed a descriptive–correlational design in a natural school setting and utilized purposive sampling for two Grade One teacher- respondents who evaluated 100 Grade One learners as the full cohort. The instrument adapted the DepEd ECCD-aligned teacher questionnaire for receptive and expressive language, alongside a Comprehensive Rapid Literacy Assessment for letter sounds, rhyming words, and letter names. Data were treated using frequency counts, simple percentage, weighted mean, standard deviation, and Pearson product–moment correlation. Results indicated that receptive language generally outpaced expressive language; letter-name knowledge emerged as a comparative strength; letter–sound correspondence remained consolidating; and rhyming was the most fragile phonological skill. Language skills aligned positively with literacy performance. It was concluded that language-rich instruction, paired with systematic phonological awareness and explicit phonics, best supported early reading competence. The study recommended school- wide adoption of a Literacy Skills Enhancement Plan featuring daily oral-language routines, a rhyme-first PA sequence, short cumulative phonics with decodables, small- group differentiation, quarterly screen–teach–recheck monitoring, and structured home–school supports.
Language Skills, Literacy Skills, Receptive Language, Expressive Language, Letter Sounds, Rhyming Words
The Impact of 'Matatag' Curriculum Implementation in the Foundation Stage of Education
This research assessed the implementation of the “Matatag” curriculum by examining teachers’ perceptions on implementation, perceived benefits, challenges encountered and learning process development and the relationship between implementation levels and learning process and development. Data were collected from 43 teacher-respondents through structured questionnaires and analyzed using descriptive and inferential statistics. The results revealed that the curriculum is generally well-implemented, with teachers strongly agreeing that core components such as assessment practices, technology integration, and age-appropriate teaching strategies are effectively applied. Perceived benefits include improvements in students’ literacy, problem-solving, social interaction, emotional regulation, and respect for diversity, highlighting the curriculum’s support for holistic development. However, several challenges hinder full implementation, including overcrowded classrooms, lack of teaching materials, limited digital access, insufficient training, and low parental involvement. A significant positive relationship was found between the level of curriculum implementation and both perceived student benefits and learning development outcomes. These findings suggest that better implementation leads to stronger educational outcomes. Based on the results, an Enhanced Curriculum Implementation Support Plan was proposed to address the identified gaps, focusing on teacher training, improved resources, classroom management, community involvement, and sustained funding. This study underscores the need for continued support and systemic improvements to ensure the curriculum’s long-term effectiveness and equity. The results provide valuable insights for school administrators, policymakers, and stakeholders committed to improving the quality of education through curriculum reform.
MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning
Exploring The Effectiveness of the Matatag Curriculum in Enhancing Early Childhood Education Outcomes
This study investigates the implementation and outcomes of the MATATAG curriculum in early childhood education, with a particular focus on its influence on teaching practices and student development from the identified schools at Cebu City during the school year 2024-2025. The MATATAG curriculum is designed to strengthen foundational skills in literacy, numeracy, and values formation among young learners. Utilizing a quantitative- descriptive correlational design, the research involved 39 participants, including kindergarten and Grade 1 teachers. Data was collected through structured questionnaires. The questionnaires assessed teachers’ experiences with the curriculum, perceived student progress, and challenges encountered during implementation. Results revealed that most educators observed improvements in student engagement and foundational skills. However, issues such as lack of teaching materials and need for further training were also identified. The findings suggest that while the MATATAG curriculum shows positive early outcomes, its full potential relies heavily on adequate support for educators. This study highlights the value of structured questionnaires in capturing frontline insights and offers recommendations for more effective curriculum support and monitoring.