Journal of Learning and Development Studies
type: channel
description: 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.
publisher: Al-Kindi Center for Research and Development
language: en
publication name: Journal of Learning and Development Studies
issn: 2752-9541
items: The Interplay of Academic Mastery, Learning Strategies, and Social Efficacy among Northeastern College Students
items: The Relationship Between Academic Self-Efficacy and Perceived Academic Stressors Among Higher Education Students
items: Investigating the Experience of Emotional Neglect and Adaptive Coping in Children with Special Needs
items: Students’ Engagement Levels in Traditional and Blended Learning Environments: A Comparative Analysis
items: Parents’ Perception of the Quality of Life of their Children with Autism Spectrum Disorder
items: A Multi-Dimensional Assessment of Leadership Practices among Teachers in Selected Schools in Santiago City, Philippines
items: ICT Integration Competencies and Motivation to Use Technology among Public Elementary School Teachers
items: Parental Involvement: Investigating Its Significance in Early Literacy Development of Kindergarten Learners
items: Academic Self-Efficacy as a Full Mediator Between Perceived Social Support and Mathematics Interest Among Vocational Students in Computer and Network Engineering
items: The Role of Home Literacy Environment on The Literacy Skills Enhancement Among Grade Two Learners
items: Children’s Language Acquisition and Development in Saudi Arabia: A Systematic Review and Meta Analysis
items: Navigating VUCA in Educational Leadership
items: Building Foundations: Exploring The Impact of Parent Participation on the Academic Growth and Social Skills of First Grade Learners
items: Screening of Teacher Applicants: Voices of Public Elementary School Principals
items: Assessing the Relationship Between Parental Involvement and Foundational Literacy and Numeracy Skills in Early Childhood Education
items: The Dynamics of Face-To-Face Learning and Developmental Progress in Early Childhood
items: Evaluating the Language and Literacy Competencies of Grade One Pupils: Implications for Curriculum Development Analyn Fuentes1, Kaitlin Marie Opingo2, and Veronica Calasang3
items: The Impact of 'Matatag' Curriculum Implementation in the Foundation Stage of Education
items: Exploring The Effectiveness of the Matatag Curriculum in Enhancing Early Childhood Education Outcomes
items: The Influence of Play Behavior on the Motor Skills of Preschoolers
items: Exploring Teacher Effectiveness and Well-Being Under the Matatag Curriculum For Grade 7
items: Language And Literacy Skills of Grade One Learners: An Evaluation for Improved Pedagogical Approaches
items: Influence Of Home Literacy Practices on The Foundational Literacy and Numeracy Skills of Preschool Learners
items: Assessing Language and Literacy Achievement of Grade One Students: Foundations for Strategic Educational Planning
items: Parental Satisfaction and Expectations: Evaluating the Impact of an After-School Program for Children with Special Needs
items: Assessing the Impact of Electronic Gadgets on Classroom Attention and Focus among Learners
items: The Role of Home Literacy Environment in Shaping Early Literacy and Numeracy Skills among Preschool Children
items: Systemic, Familial, and Psychosocial Influences on the Transition Process of Learners with Disabilities
items: Digital Scaffolding for Literacy: The Effectiveness of a Google Sites-Assisted CIRC Model in Enhancing Secondary Students’ Text-Based Composition Skills
items: Improving Pupils’ Recognition of Letters and Their Corresponding Sounds Using HVAM Flash Cards

The Interplay of Academic Mastery, Learning Strategies, and Social Efficacy among Northeastern College Students
type: item
description: 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.
subject: Research Article
  topic: section
subject: self-efficacy, academic mastery, learning strategies, social efficacy, student success
  topic: keywords
creator: Tomas C. Bautista
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-02-23
publication date: 2026-02-23
starting page: 20
ending page: 33
doi: 10.32996/jlds.2026.6.4.3

The Relationship Between Academic Self-Efficacy and Perceived Academic Stressors Among Higher Education Students
type: item
description: 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.
subject: Research Article
  topic: section
subject: Academic self-efficacy, academic stress, test anxiety
  topic: keywords
creator: Jeanette Baldonado
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-02-23
publication date: 2026-02-23
starting page: 08
ending page: 19
doi: 10.32996/jlds.2026.6.4.2

Investigating the Experience of Emotional Neglect and Adaptive Coping in Children with Special Needs
type: item
description: 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.
subject: Research Article
  topic: section
subject: Children with special needs (CSNs), emotional neglect, inclusive education, special education (SPED)
  topic: keywords
creator: Christian Yocte
creator: Ann Melycent Jorge
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-02-23
publication date: 2026-02-23
starting page: 01
ending page: 07
doi: 10.32996/jlds.2026.6.4.1

Students’ Engagement Levels in Traditional and Blended Learning Environments: A Comparative Analysis
type: item
description: 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.
subject: Research Article
  topic: section
subject: student engagement, traditional learning, blended learning
  topic: keywords
creator: Jenylen Cabiso
creator: Eldino Dinoy
creator: Mariz Yagong
creator: Jordan Yagong
creator: Erica Dico
creator: Marilou Inoc
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-02-06
publication date: 2026-02-06
starting page: 33
ending page: 41
doi: 10.32996/

Parents’ Perception of the Quality of Life of their Children with Autism Spectrum Disorder
type: item
description: 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.
subject: Research Article
  topic: section
subject: Autism spectrum disorder, quality of life, social inclusion, self-determination
  topic: keywords
creator: Marie Macasero
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
date: 2026-02-06
publication date: 2026-02-06
starting page: 25
ending page: 32
doi: 10.32996/jlds.2026.6.3.3

A Multi-Dimensional Assessment of Leadership Practices among Teachers in Selected Schools in Santiago City, Philippines
type: item
description: 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.
subject: Research Article
  topic: section
subject: Teacher efficacy, collegial collaboration, professional autonomy, decision making
  topic: keywords
creator: Sabina B. Pascual
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-02-05
publication date: 2026-02-05
starting page: 14
ending page: 24
doi: 10.32996/jlds.2026.6.3.2

ICT Integration Competencies and Motivation to Use Technology among Public Elementary School Teachers
type: item
description: 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.
subject: Research Article
  topic: section
subject: ICT Integration, Teacher Competencies, Motivation to Use ICT, Elementary School Teachers, Educational Technology, Professional Development
  topic: keywords
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-31
publication date: 2026-01-31
starting page: 01
ending page: 13
doi: 10.32996/

Parental Involvement: Investigating Its Significance in Early Literacy Development of Kindergarten Learners
type: item
description: 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.
subject: Research Article
  topic: section
subject: Parental involvement, Early literacy development, Kindergarten learners, Language development
  topic: keywords
creator: Merlyn Pateres
creator: Helen Revalde
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-01-29
publication date: 2026-01-29
starting page: 27
ending page: 32
doi: 10.32996/jlds.2026.6.2.3

Academic Self-Efficacy as a Full Mediator Between Perceived Social Support and Mathematics Interest Among Vocational Students in Computer and Network Engineering
type: item
description: 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.
subject: Research Article
  topic: section
subject: perceived social support
  topic: keywords
subject: academic self-efficacy
  topic: keywords
subject: mathematics academic interest
  topic: keywords
subject: vocational students
  topic: keywords
subject: mediation model
  topic: keywords
creator: Abiyyu Arib Mahyiyuddin
creator: M. Ahkam Alwi
creator: Haerani Nur
rights: Copyright (c) 2026 Journal of Learning and Development Studies
date: 2026-01-15
publication date: 2026-01-15
starting page: 01
ending page: 13
doi: 10.32996/jlds.2026.6.2.1

The Role of Home Literacy Environment on The Literacy Skills Enhancement Among Grade Two Learners
type: item
description: 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.
subject: Research Article
  topic: section
subject: Home Literacy Environment; Literacy Skills Enhancement; Grade Two Learners
  topic: keywords
creator: Jean Bardinas
creator: Kaitlin Marie Opingo
creator: Adrian Duites
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-01-14
publication date: 2026-01-14
starting page: 38
ending page: 45
doi: 10.32996/jlds.2026.6.1.4

Children’s Language Acquisition and Development in Saudi Arabia: A Systematic Review and Meta Analysis
type: item
description: 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 analys…
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: 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
creator: Reima Al-Jarf
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
date: 2026-01-09
publication date: 2026-01-09
starting page: 18
ending page: 37
doi: 10.32996/jlds.2026.6.1.3

Navigating VUCA in Educational Leadership
type: item
description: 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.
subject: Research Article
  topic: section
subject: VUCA environment, adaptive leadership, decision-making, school performance, organizational resilience, innovation in education
  topic: keywords
creator: Eufretes Pepito Jr.
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
date: 2026-01-08
publication date: 2026-01-08
starting page: 09
ending page: 17
doi: 10.32996/jlds.2026.6.1.2

Building Foundations: Exploring The Impact of Parent Participation on the Academic Growth and Social Skills of First Grade Learners
type: item
description: 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.
subject: Research Article
  topic: section
subject: Parental Participation, Academic Growth, Social Skills, Grade One Learners, Autonomy Support, Parental Involvement, Emotional Regulation
  topic: keywords
creator: Gerlie Monternel
creator: Helen Revalde
creator: Dennis Plando
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-01-02
publication date: 2026-01-02
starting page: 01
ending page: 08
doi: 10.32996/jlds.2026.6.1.1

Screening of Teacher Applicants: Voices of Public Elementary School Principals
type: item
description: 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 standa…
subject: Research Article
  topic: section
subject: School principals
  topic: keywords
subject: Teacher selection
  topic: keywords
subject: Educational leadership
  topic: keywords
subject: Philippine education
  topic: keywords
subject: Teacher quality
  topic: keywords
subject: Teacher screening
  topic: keywords
subject: DepEd
  topic: keywords
creator: Arlene May Panganiban
rights: Copyright (c) 2026 Journal of Learning and Development Studies
date: 2026-01-18
publication date: 2026-01-18
starting page: 14
ending page: 26
doi: 10.32996/jlds.2026.6.2.2

Assessing the Relationship Between Parental Involvement and Foundational Literacy and Numeracy Skills in Early Childhood Education
type: item
description: 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.
subject: Research Article
  topic: section
subject: Parental Involvement, Literacy Skills, Numeracy Skills, Preschool Learners, Early Childhood Education, Alphabet Knowledge, Phonological Awareness, Book and Print Knowledge
  topic: keywords
creator: Gretzil Alonso
creator: Helen Revalde
creator: Kaitlin Marie Opingo
creator: Veronica Calasang
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2025-12-20
publication date: 2025-12-20
starting page: 25
ending page: 32
doi: 10.32996/jlds.2025.5.7.5

The Dynamics of Face-To-Face Learning and Developmental Progress in Early Childhood
type: item
description: 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.
subject: Research Article
  topic: section
subject: Early Childhood Development (ECD); Face-to-Face Learning; Kindergarten Education; Learning Recovery
  topic: keywords
creator: Minerva Toso
creator: Kaitlin Marie Opingo
creator: Adrian Duites
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
date: 2025-12-20
publication date: 2025-12-20
starting page: 19
ending page: 24
doi: 10.32996/jlds.2025.5.7.4

Evaluating the Language and Literacy Competencies of Grade One Pupils: Implications for Curriculum Development Analyn Fuentes1, Kaitlin Marie Opingo2, and Veronica Calasang3
type: item
description: 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.
subject: Research Article
  topic: section
subject: Language Skills, Literacy Skills, Receptive Language, Expressive Language, Letter Sounds, Rhyming Words
  topic: keywords
creator: Analyn Fuentes
creator: Kaitlin Marie Opingo2
creator: Veronica Calasang
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2025-12-09
publication date: 2025-12-09
starting page: 13
ending page: 18
doi: 10.32996/jlds.2025.5.7.3

The Impact of 'Matatag' Curriculum Implementation in the Foundation Stage of Education
type: item
description: 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.
subject: Research Article
  topic: section
subject: MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning
  topic: keywords
creator: Mavil Badajos
creator: Margie D. Fulgencio
creator: Dennis Plando
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
date: 2025-12-03
publication date: 2025-12-03
starting page: 07
ending page: 12
doi: 10.32996/jlds.2025.5.7.2

Exploring The Effectiveness of the Matatag Curriculum in Enhancing Early Childhood Education Outcomes
type: item
description: 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.
subject: Research Article
  topic: section
subject: MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning
  topic: keywords
creator: Karen Rose Inoc
creator: Margie Fulgencio
creator: Dennis Plando
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
date: 2025-12-03
publication date: 2025-12-03
starting page: 01
ending page: 06
doi: 10.32996/jlds.2025.5.7.1

The Influence of Play Behavior on the Motor Skills of Preschoolers
type: item
description: This study explored the relationship between play behavior and motor skill development among preschoolers. Using a descriptive-correlational research design, the study assessed 100 preschool learners across multiple play behavior types reticent, solitary-passive, solitary-active, social, and rough play and measured their gross and fine motor skills using a questionnaire adapted from the Philippine ECCD Checklist. Results revealed that social and solitary-active play behaviors were highly evident among the children, while rough play was observed to a moderate extent. Both gross and fine motor skills were generally developed at high levels, with activities involving climbing, jumping, drawing, and manipulating objects being frequently demonstrated. Statistical analysis using Pearson’s r showed a moderate positive and significant correlation between play behaviors and both gross and fine motor skills. These findings underscore the importance of play in enhancing children's motor development and support the integration of structured and unstructured play into early childhood education programs. The study recommends that educators, policymakers, and parents prioritize varied play opportunities to foster children’s physical and developmental readiness for academic and everyday activities.
subject: Research Article
  topic: section
subject: Play Behavior, Motor Skills Development, Gross Motor Skills, Fine Motor Skills
  topic: keywords
creator: Honey Mae Quinones
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-11-24
publication date: 2025-11-24
starting page: 08
ending page: 14
doi: 10.32996/jlds.2025.5.6.2

Exploring Teacher Effectiveness and Well-Being Under the Matatag Curriculum For Grade 7
type: item
description: This study assessed teacher effectiveness in implementing the MATATAG. The research employed a descriptive-correlational design through using an adapted survey questionnaire which collected data from 20 teacher-respondents. Findings showed that despite some challenges, teachers expressed positive attitudes toward the MATATAG Curriculum and career contentment was found to be moderate; teachers felt purposeful in their roles but sought more recognition and opportunities for advancement. Teaching effectiveness was effective but 80% reported additional responsibilities beyond teaching, leading to burnout. Correlation analysis revealed a strong positive relationship between teacher attitudes and career contentment (ρ = 0.880), as well as moderate to strong correlations with curriculum effectiveness (ρ = 0.575 and ρ = 0.630, respectively). The study concludes that improving teacher well-being and support systems is crucial for effective curriculum implementation. Key challenges identified included curriculum alignment, confidence in implementation, and student engagement. It recommends reducing non-teaching tasks, enhancing professional growth, and adopting active learning strategies.
subject: Research Article
  topic: section
subject: MATATAG Curriculum, Teacher Effectiveness, Curriculum Implementation, Philippine Education Reform
  topic: keywords
creator: Rhema Cabanlukit
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-11-24
publication date: 2025-11-24
starting page: 01
ending page: 07
doi: 10.32996/jlds.2025.5.6.1

Language And Literacy Skills of Grade One Learners: An Evaluation for Improved Pedagogical Approaches
type: item
description: This study assessed the language and literacy skills of Grade One learners and examined the relationship between these domains to inform a Literacy Skills Enhancement Plan. Data were analyzed using descriptive statistics and correlation analysis to address the research questions and probe associations among variables. Findings revealed that learners generally demonstrated stronger receptive than expressive language, uneven performance across early literacy components (with rhyming emerging as comparatively weaker), and a positive association between overall language proficiency and literacy outcomes. From these results, the study concluded that systematic attention to oral-language foundations alongside tightly sequenced phonological and alphabetic instruction was warranted to accelerate reading readiness. Accordingly, it recommended the formal, school-wide adoption of a Literacy Skills Enhancement Plan featuring protected oral-language blocks, explicit phonological/phonics routines, small-group differentiation aligned to current learner profiles, and a monitor-coach cycle to ensure fidelity and continuous improvement.
subject: Research Article
  topic: section
subject: Language skills, receptive language, expressive language, literacy skills, letter-sound recognition, rhyming words, letter-name identification
  topic: keywords
creator: Leah Ymalay
creator: Kaitlin Marie Opingo
creator: Veronica Calasang
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-11-01
publication date: 2025-11-01
starting page: 19
ending page: 24
doi: 10.32996/jlds.2025.5.5.3

Influence Of Home Literacy Practices on The Foundational Literacy and Numeracy Skills of Preschool Learners
type: item
description: This study examined the influence of home literacy practices on the foundational literacy and numeracy skills of preschool learners. Employing a descriptive-correlational research design, the research investigated how key components of the home literacy environment including the availability of books, parent-child interactions, literacy habits, and parental beliefs were associated with children’s proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, identifying attributes, and thinking skills. The study utilized purposive sampling to select 100 parent-respondents and 2 preschool teachers, ensuring participants were representative of the target population. Data were collected through a validated home literacy environment questionnaire and the Literacy and Numeracy (LitNum) Assessment Tool. Statistical analyses included frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient. The findings indicated that while many learners demonstrated advanced skills in both literacy and numeracy, the computed r-values signified negligible correlations and all p-values exceeded the 0.05 significance threshold, suggesting no statistically significant relationship between home literacy practices and foundational academic skills. In response to these findings, the study developed a comprehensive Action Plan aimed at sustaining parental engagement and enhancing targeted support for both learners and families. The research underscored the ongoing need for school-home collaboration and systematic support to promote academic readiness in early childhood education.
subject: Research Article
  topic: section
subject: Home Literacy Environment, Foundational Literacy and Numeracy, Parent–Child Interaction, Phonological Awareness
  topic: keywords
creator: Rosalyn Boltiador
creator: Margie Fulgencio
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-11-01
publication date: 2025-11-01
starting page: 07
ending page: 18
doi: 10.32996/jlds.2025.5.5.2

Assessing Language and Literacy Achievement of Grade One Students: Foundations for Strategic Educational Planning
type: item
description: This study assessed the language and literacy achievement of learners. The objectives were to determine the level of learners’ receptive and expressive language skills, measure their literacy skills in terms of letter sounds, rhyming words, and letter names, and test the relationship between language and literacy skills as the basis for a Literacy Skills Enhancement Plan. A descriptive-correlational research design was employed to provide a comprehensive description of learners’ competencies and to establish the statistical relationship between the two domains. The respondents included 85 Grade One pupils selected through purposive sampling, while their teachers served as evaluators of the learners’ performance. The Early Childhood Care and Development (ECCD) Checklist, adapted from the Department of Education, was used as the main instrument. Findings revealed that learners had moderate proficiency in expressive and receptive language, with notable gaps in phonological awareness and letter-sound recognition. Results further confirmed a significant relationship between oral language and literacy achievement. The study concluded that oral language proficiency served as a strong predictor of literacy development. It was recommended that the proposed Literacy Skills Enhancement Plan be implemented to strengthen foundational literacy through integrated classroom instruction and home-based support.
subject: Research Article
  topic: section
subject: Language skills, receptive language, expressive language, literacy skills, letter-sound recognition, rhyming words, letter-name identification
  topic: keywords
creator: Ellen Corbita
creator: Kaitlin Marie Opingo
creator: Veronica Calasang
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-11-01
publication date: 2025-11-01
starting page: 01
ending page: 06
doi: 10.32996/jlds.2025.5.5.1

Parental Satisfaction and Expectations: Evaluating the Impact of an After-School Program for Children with Special Needs
type: item
description: This study evaluated parental satisfaction and expectations regarding an After-School Progra, (ASP) at a public elementary school's Special Education (SPED) Center in Cebu, Philippines, for the School year 2024-2025, addressing a critical service void in inclusive education. After-School Programs are recognized as vital for providing essential, academic, social and emotional support for Children with special needs (CSNs). A quantitative survey designed assessed the implementation of various activities and correlated them with overall parental satisfaction. Results showed parents were Highly Satisfied overall with the program's ability to support their child's special needs, particularly commending staff communication, the inclusive environment and a comprehensive development approach. Life Skills Training and Social Skills Development were the most successful and demonstrated a strong-to-moderate positive correlation with parental satisfaction, establishing them as primary drivers of program approval. Conversely, Yoga/Gymnastics and Coding were rated as partially implemented. Despite poor implementation, all academic components (Reading, Science, and Coding) showed significant positive correlation with satisfaction, indicating high parental value and expectation for comprehensive cognitive development. Therefore, these findings validate the ASP as a high-quality intervention while identifying specific areas, particularly STEM and certain physical activities, that require immediate restructuring to fully meet parental expectations and optimize outcomes.
subject: Research Article
  topic: section
subject: Special Education
  topic: keywords
subject: After-school program
  topic: keywords
subject: Parental satisfactions and expectations
  topic: keywords
subject: Individual with special needs
  topic: keywords
creator: Eva Belen Muaña
creator: Regina Sitoy
creator: Lilibeth Pinili
creator: Ann Frances Cabigon
creator: Marjorie Añero
creator: Raymond Espina
creator: Reylan Capuno
rights: Copyright (c) 2025 Journal of Learning and Development Studies
date: 2025-10-18
publication date: 2025-10-18
starting page: 07
ending page: 18
doi: 10.32996/jlds.2025.5.4.2

Assessing the Impact of Electronic Gadgets on Classroom Attention and Focus among Learners
type: item
description: This study assessed the influence of electronic gadget usage on the attention and focus of kindergarten pupils. It aimed to analyze gadget engagement, and levels of attention and focus as perceived by parents, serving as a basis for an enhancement plan. Findings showed that gadget usage was generally "occasional", with frequent use for entertainment and moderate adult supervision. Despite this, pupils demonstrated a high level of attention and focus in three key areas: duration, task completion, and engagement. These results suggest that although gadgets are part of children's routines, structured home environments and responsive parenting mitigate their negative impacts. The study concludes that balanced screen exposure, coupled with strong parental involvement and structured learning routines, supports sustained attention and task persistence in early learners. An enhancement plan is recommended to guide parents and teachers in maintaining healthy digital habits and fostering focused learning behaviors.
subject: Research Article
  topic: section
subject: Electronic gadgets, Screen time, Attention span, Early childhood education
  topic: keywords
creator: Lovely Rosil
creator: Helen Revalde
creator: Dennis Plando
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-10-11
publication date: 2025-10-11
starting page: 01
ending page: 06
doi: 10.32996/jlds.2025.5.4.1

The Role of Home Literacy Environment in Shaping Early Literacy and Numeracy Skills among Preschool Children
type: item
description: This study examined the influence of the Home Literacy Environment (HLE) on the literacy and numeracy skills of preschoolers. A descriptive-correlational research design was employed to profile the learners’ academic competencies and assess the characteristics of their home learning environments. Respondents included two preschool teachers and 100 parents or guardians, totaling 102 participants. Data were gathered using the Department of Education’s Literacy and Numeracy (LitNum) Assessment Tool and a Parent Survey Questionnaire adapted from Buvaneswari and Padakannaya (2017), which measured five HLE dimensions: physical environment, parent literacy habits, child literacy habits, parent-child interactions, and parental beliefs. Descriptive statistics summarized learner performance and household literacy practices, while Pearson’s Product-Moment Correlation tested associations between HLE factors and learner outcomes. Findings revealed that the home literacy environment was generally strong, with Excellent ratings in parental beliefs, parent-child interactions, and child literacy habits, and Very Satisfactory ratings in parent literacy habits and physical environment. Learners also demonstrated advanced literacy and numeracy skills across most domains. However, statistical analysis showed no significant correlation between the HLE and learners’ literacy and numeracy performance. These results suggest that while supportive home environments exist, other factors such as classroom instruction, school programs, and individual abilities may play a greater role in shaping children’s foundational learning outcomes.
subject: Research Article
  topic: section
subject: Early Childhood Education, descriptive-correlational design, home literacy environment, parental beliefs, literacy, numeracy
  topic: keywords
creator: Yasmin Matbagon
creator: Margie Fulgencio
creator: Adrian Duites
creator: Kaitlin Marie Opingo
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-08-29
publication date: 2025-08-29
starting page: 13
ending page: 22
doi: 10.32996/jlds.2025.5.3.2

Systemic, Familial, and Psychosocial Influences on the Transition Process of Learners with Disabilities
type: item
description: This study investigated the level of implementation of key components of the transition process and their relationship with systemic barriers, familial ecosystem dynamics, and psychosocial challenges affecting learners with disabilities (LWDs) in selected public secondary schools within the Department of Education, Lapulapu City Division. Employing a descriptive-correlational research design, data were gathered from school personnel and parents/guardians using a structured questionnaire adapted from the Individuals with Disabilities Education Act (IDEA) and the National Center on Secondary Education and Transition (NCSET). Findings revealed that all four key components individualized transition planning, skill development, career exploration, and interagency collaboration were moderately implemented. Significant correlations were found between individualized planning and both familial dynamics and psychosocial challenges, indicating their strong influence on transition success. However, no significant relationship was found between the key components and systemic barriers. The results emphasize the importance of personalized planning, family involvement, and emotional support in facilitating successful transitions for LWDs, while also highlighting the need to address broader systemic limitations through policy and structural reforms.
subject: Research Article
  topic: section
subject: Learners with disabilities (LWDs), transition planning, special education, systemic barriers, familial ecosystem dynamics, psychosocial challenges
  topic: keywords
creator: Sweetipie Melody Franza
creator: Niña Rozanne Delos Reyes
creator: Lilibeth Pinili
creator: Marjorie Añero
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-08-29
publication date: 2025-08-29
starting page: 01
ending page: 12
doi: 10.32996/jlds.2025.5.3.1

Digital Scaffolding for Literacy: The Effectiveness of a Google Sites-Assisted CIRC Model in Enhancing Secondary Students’ Text-Based Composition Skills
type: item
description: The incorporation of digital technology in literacy education has gained significance, particularly in environments with few conventional resources. Students in rural Indonesian schools frequently encounter difficulties with reading-writing integration, while educators grapple with the implementation of effective, collaborative instructional strategies. Although cooperative learning strategies, such as the Cooperative Integrated Reading and Composition (CIRC) model, have demonstrated potential, there is a deficiency in research regarding the enhancement of these models through digital scaffolding in low-resource environments. This study presents a Google Sites-supported CIRC model designed to enhance secondary students' text-based composing abilities. The model was validated, assessed for practicality, and evaluated for efficacy using a research and development (R&D) methodology with a one-group pretest-posttest design. Results demonstrate elevated expert validation scores (CVI = 0.92), robust practicality assessments from both educators and students, and substantial enhancements in writing (p < 0.001; Cohen’s d = 1.12), especially among low-proficiency learners. Qualitative data additionally indicate heightened motivation, collaboration, and digital proficiency. The research shows that integrating cooperative learning with accessible digital platforms can significantly enhance literacy results in under-resourced settings. It provides a reproducible and scalable framework for addressing literacy disparities via technology-enhanced education, with ramifications for curriculum design, educator training, and digital equity.
subject: Research Article
  topic: section
subject: Digital Scaffolding
  topic: keywords
subject: Cooperative Learning
  topic: keywords
subject: Literacy Instruction
  topic: keywords
subject: Google Sites
  topic: keywords
subject: Rural Education
  topic: keywords
creator: Murti
creator: Jufri
creator: Juanda
creator: Mantasiah R.
rights: Copyright (c) 2025 Journal of Learning and Development Studies
date: 2025-08-07
publication date: 2025-08-07
starting page: 113
ending page: 127
doi: 10.32996/jlds.2025.5.2.11

Improving Pupils’ Recognition of Letters and Their Corresponding Sounds Using HVAM Flash Cards
type: item
description: Building a strong foundation in basic literacy skills is very important among young learners because it will help in reading and writing development later on. Alphabetic knowledge starts off with recognizing letter shapes, naming the letters, sounding the letters then blending the sounds to form words are crucial basic steps in reading in order to make sure that the pupils are literate and fast reader. Unfortunately, there are pupils who having problems with it. This particular study focuses on the problem of pre-schoolers who are not able to recognize the shape of the letters, letter names and its corresponding sounds. A qualitative research with case study design and purposive sampling of five participants were used in this study. This research uses document analysis as an instrument to collect the data before and after intervention Based on the findings before intervention, it was found that the pupils did not able to recognize around 12 letters of the alphabets and sounds. Therefore, this study is conducted to overcome the problem through the use of HVAM Flashcards. HVAM Flashcards incorporate haptic, visual, audio and meteorological elements to help the pupils in mastering the letters and its sounds. Letter/ sound identification score sheet from Michigan Literacy Progress Profile (2000) adapted from An Observation Survey of Early Literacy Achievement by Marie M. Clay is used to record the ability to recognize letters and its sounds among participants. As a result, HVAM flash cards are very helpful to solve the reading problems of pre-schoolers as well as it is also helpful for the teachers and parents.
subject: Research Article
  topic: section
subject: Letter recognition, Sounds Association, Haptic, Visual, Audio, Meta-Phonological, Flashcards
  topic: keywords
creator: Ziaurrahman Zaheer
creator: Rahimullah Gahiz
creator: Abdul Jalil Hashimi
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-07-04
publication date: 2025-07-04
starting page: 104
ending page: 112
doi: 10.32996/jlds.2025.5.2.10