| 1 |
Author(s):
Joanne T. Ledesma.
Page No : 1-10
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Implementation and Effectiveness of National Learning Camp (NLC): Their Influence on Learners’ Performance
Abstract
This descriptive-correlational study explored the implementation and effectiveness of the National Learning Camp (NLC) and their influence on learners' performance in the Schools Division of Iloilo, Philippines, for the academic year 2023–2024. The study involved 347 randomly selected secondary teachers specializing in English, Mathematics, and Science who volunteered in the NLC. Respondents were classified by educational attainment, position, specialization, school size, and congressional district. The independent variables were the implementation and effectiveness of the NLC, while the dependent variable was learners' performance, measured through achievement test scores in the identified subjects. The research utilized a survey instrument adapted from the Department of Education's Monitoring and Evaluation Tool specified in DepEd Order No. 14, series 2023. Statistical analyses included frequency, mean, t-test, analysis of variance, and multiple regression, with a significance level set at 0.05. Findings revealed that the NLC was largely implemented and had a high level of effectiveness. Significant differences were noted in the implementation and effectiveness of the NLC based on teacher specialization and school size. However, no significant differences in learners' performance were found when classified by the same variables. The extent of implementation and level of effectiveness of the NLC were found to significantly influence learners' performance. The results underscore the importance of structured implementation and resource optimization in educational interventions to enhance student outcomes. The findings provide valuable insights for policymakers, educators, and stakeholders in refining and sustaining effective learning recovery programs.
Keywords: National Learning Camp, Implementation, Effectiveness, Learners’ Performance, Educational Recovery Programs
| 2 |
Author(s):
Zenly V. Allera.
Page No : 11-21
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Examining Professional Development, Instructional Practices, and Organizational Support Among Secondary School Teachers in Schools Division of Iloilo
Abstract
This study explores the relationships among teachers’ professional development, instructional practices, and organizational support in the Schools Division of Iloilo, Philippines. Using a descriptive-correlational design, the study examined data from 380 secondary school teachers, selected through proportionate stratified random sampling. A validated and reliable questionnaire measured the levels of professional development, instructional practices, and organizational support, alongside demographic factors such as educational attainment, position, length of service, school size, and congressional district. Findings revealed that professional development, instructional practices, and organizational support were rated as high by teachers. Significant differences were observed in professional development levels based on educational attainment, length of service, and congressional district. However, no significant differences were found based on position or school size. Strong positive relationships were identified among professional development, instructional practices, and organizational support, emphasizing their interdependence. The study underscores the need for equitable access to professional development opportunities and enhanced organizational support to improve instructional practices. Policymakers and administrators are encouraged to address disparities and foster supportive environments for teachers. The findings contribute to the broader discourse on teacher development, offering insights for future research and educational reforms aimed at improving teaching quality and student outcomes.
Keywords: Professional Development, Instructional Practices, Organizational Support, Secondary School Teachers, Teacher Development
| 3 |
Author(s):
Annie Escañan-Lauras.
Page No : 22-32
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The Impact of English as a Medium of Instruction and Teachers’ Instructional Practices on Students’ Academic Performance at Mariano Matugas Memorial National High School
Abstract
This descriptive correlational study investigated teachers' instructional strategies, categorized into three phases: planning, delivery, and assessment, alongside the use of English as a medium of instruction (EMI) by both teachers and students. The study also examined the correlation between the extent of EMI usage and students’ academic performance, measured through Grade Point Averages (GPA) in English, Mathematics, Science, Technology and Livelihood Education (TLE), and Music, Arts, Physical Education, and Health (MAPEH). Data were collected from 203 students and 10 teachers using the Questionnaire on English as a Medium of Instruction and the Instructional Survey Questionnaire. Statistical analysis involved mean, standard deviation, and Pearson Product Moment Correlation. Results indicated that teachers consistently implemented effective instructional strategies across all phases, while students generally demonstrated very satisfactory academic performance. Both teachers and students affirmed the extensive use of EMI in the research setting. A significant relationship was observed between teachers’ instructional practices and students’ academic performance, emphasizing the importance of effective teaching strategies. However, no significant correlation was found between students' academic performance and their perceptions of EMI, suggesting that other factors, such as language proficiency, may mediate the impact of EMI. The study concludes that teachers' instructional practices play a critical role in enhancing students' academic achievement, whereas EMI usage alone does not directly affect academic performance. Recommendations include prioritizing continuous professional development for teachers, revising and aligning curriculum designs, implementing robust EMI monitoring systems, promoting equity and inclusion through differentiated instruction, diversifying assessment strategies, engaging stakeholders actively, and advancing the dissemination of research and formulation of related policies.
| 4 |
Author(s):
Alvin J. Sumampong.
Page No : 33-41
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Ethical Dimensions Of Sustainable Consumption And Production: A Qualitative Study On Consumer Responsibility, Resource Scarcity, And Behavioral Ethics In Surigao City
Abstract
This study explored the ethical dimensions of sustainable consumption and production through a qualitative, phenomenological approach, focusing on consumer responsibility, resource scarcity, and behavioral ethics. Thematic analysis of consumer experiences in Surigao City revealed that perceptions of ethical responsibility varied based on awareness, socio-economic conditions, and product accessibility. While sustainability awareness had grown, economic constraints and convenience often hindered ethical consumption. Cultural values, such as bayanihan (community cooperation), influenced sustainable behaviors, yet affordability and trust in sustainability claims remained critical barriers. Findings indicated that resource scarcity enhanced the perceived value of sustainable alternatives, though cost remained a decisive factor. Ethical decision-making, as framed by Ajzen’s Theory of Planned Behavior, was shaped by attitudes, social norms, and perceived control over choices. Barriers to ethical consumption included greenwashing, misinformation, and limited government incentives, while motivations stemmed from health benefits, financial incentives, and community influence. Ethical dilemmas arose when economic priorities conflicted with sustainability, particularly in resource-extraction-dependent economies like Surigao City. To bridge the gap between ethical intentions and actions, this study recommended strengthening environmental education, ensuring corporate transparency, and implementing government policies that enhanced affordability and accessibility of sustainable products. Culturally aligned awareness campaigns and financial incentives could further reinforce ethical consumption behaviors. A collaborative effort among policymakers, businesses, and communities was essential to promoting sustainable consumption and production in Surigao City. KEYWORDS: Ethical consumption, sustainable production, consumer responsibility, resource scarcity, behavioral ethics
| 5 |
Author(s):
Patricia Jaca Flores, Elizabeth Fajardo Episcope.
Page No : 42-50
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Benefits and Challenges in The Utilization of Innovative Teaching Strategies on Inclusive Education Among Filipino Teachers in Thailand
Abstract
This study explored the application of new instructional strategies in inclusive education by Filipino instructors in Thailand with the view to ascertaining the benefits, issues, and the profile variables influencing instructional practice. By utilizing a mixed-method research approach, this study gathered quantitative data via structured questionnaires from 100 Filipino inclusive education instructors and qualitative data via semi-structured interviews. The results revealed that Universal Design for Learning (UDL) and Differentiated Instruction (DI) were employed to a significant extent in classrooms, with strength in the use of multimedia and lesson planning to the learner's need. Access to augmentative technology, lack of specialized training, and concerns to do with the culture were the most reported issues. Correlational analysis determined a significant impact of teaching experience in years on the extent of strategy employment. The study concluded that while the Filipino instructors were committed to inclusive pedagogy, more institutional and policy-level facilitation is needed to empower effective instructional practice. Implications of the findings point to the necessities of targeted continuing education and context-aware support mechanisms to serve inclusive education in foreign teaching schools. KEYWORDS: Inclusive Education, Innovative Strategies, Filipino Teachers, Universal Design For Learning, Differentiated Instruction, Thailand
| 6 |
Author(s):
Paulette Villanueva Bautista, Joel Terrado Cayabyab.
Page No : 51-63
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Competencies Of Inclusive Education Teachers In International Schools Of Bangkok, Thailand
Abstract
Inclusive education promotes the inclusion of students with special learning needs into mainstream classrooms, but its effective implementation is very much reliant on teachers' professional competences. In the international schools of Bangkok, whose teaching personnel consist of different national and cultural groups, there are still problems in spite of Thailand's supportive legislation. This research quantified the competencies of teachers' professional development in inclusive education and determined the relationship of these competencies to their demographic profiles and issues. As a quantitative-descriptive research, 67 teachers in three international schools in Prawet District, Bangkok, were surveyed for information. Descriptive statistics and correlation analyses were applied in examining the level of teachers' competencies based on three components: knowledge, skills, and attitudes. Results indicated that although there were high competencies in attitudes overall, moderate difficulties were present in knowledge and application of skills. Statistically significant relationships were also found between competencies and demographic variables of nationality, teaching experience, and attendance at inclusive education training. Results highlight the necessity for culturally responsive and contextually sensitive professional development initiatives that close the gap between inclusive attitudes and classroom practice. Recommendations are made to inform model training, school leadership practice, and policy formation to enhance inclusive education in multicultural school settings.
KEYWORDS: Inclusive Education, Teacher Competencies, Professional Development, International Schools, Multicultural Education, Thailand
