Carlos Hilado Memorial State University

The impact of Einstein’s theory of relativity has undeniably led to a surmountable advancement in today’s technology. Its abstract nature may limit teachers from developing learning materials that could equip students to improve their conceptual understanding. With this rarity of instructional material, a relativity self-learning module (SLM-R) was created, and its efficacy in this study was examined. Using an explanatory sequential research design that utilizes a quantitative approach supported afterward by qualitative data, a quasi-experimental method was employed for the control and experimental groups of third-year college students majoring in science, followed by descriptive content analysis from the feedback form. Based on pre-test and post-test results, the group with the SLM-R significantly improved their conceptual understanding compared to those without the module, as indicated in Cohen’s d measure (d = 0.85) and normalized gain (g = 0.30). These findings allow students to use this self-learning module as supplementary instructional material in modern physics.

Aims: This study systematically examines and synthesizes existing literature on generational differences in spending behavior, investment decision-making, and financial technology adoption among Baby Boomers, Generation X, and Millennials. It explores variations in discretionary versus essential spending, differences in risk tolerance influencing investment strategies, and patterns of financial tool usage across cohorts. Study Design: A qualitative systematic literature review design was employed using a structured screening and thematic synthesis framework. Place and Duration of Study: This review encompasses studies conducted across various global regions and was completed over 3 months from December 2025 to February 2026. Methodology: This study employs a systematic literature review of peer-reviewed studies published between 2016 and 2026, retrieved from Scopus-indexed journals, ScienceDirect, JSTOR, and Google Scholar. Following PRISMA 2020 guidelines, relevant articles were screened and synthesized thematically to examine generational differences in spending behavior, investment behavior and risk tolerance, and financial technology adoption. Results: Evidence reveals patterned generational variation; however, differences are mediated by financial literacy, macroeconomic exposure, and lifecycle constraints rather than fixed cohort identities. Baby Boomers prioritize capital preservation and essential expenditure stability, Generation X demonstrates diversified risk management shaped by midlife obligations, and Millennials exhibit higher digital engagement and openness to growth-oriented and alternative investments. Financial tool adoption—including mobile banking, robo-advisors, and online trading platforms—varies in depth and complexity across cohorts, reflecting technological familiarity and structural financial conditions. Conclusion: The findings indicate that generational financial behavior is shaped by the interaction of lifecycle stage, socio-economic context, and technological exposure. Differences in spending allocation, investment risk tolerance, and financial technology adoption reflect broader structural and cognitive influences across cohorts. These insights highlight the need for cohort-sensitive financial literacy initiatives, inclusive financial products, and adaptive regulatory frameworks to promote sustainable financial well-being across age groups.

“Poverty is not a hindrance to success.” A positive quote that brings encouragement and serves as a motivation to a lot of individuals. At some point, poverty is often perceived as a significant barrier to academic success due to the countless challenges it presents, such as limited access to resources, inadequate learning environments, and increased stress levels. However, this viewpoint overlooks the resilience and potential that economically deprived students can exhibit when given appropriate support and opportunities.Using a phenomenological approach, this study explores the relationship between academic achievement and motivation in children from low-income families. The purpose of the study is to understand the ways in which motivational factors affect the academic success of children from low-income families. Through use of qualitative methods, such as in-depth interviews with five participants and the use of Braun and Clarke’s thematic analysis for comprehensive data analysis ensuring credibility of findings. The rigors of findings were upheld through credibility checks via member validation, narrative extraction for transferability, code-recode strategies for dependability, data validation by participant’s conformability, enhancing trustworthiness of the study. The research reveals the real-life experiences of these children, focusing on their challenges, goals, and support systems. Results show that a combination of strong work ethic, encouraging family relationships, and supportive school environments can promote academic resilience and achievement even in facing severe financial limitations. Overall this investigation highlights the relevance of individualized educational strategies and policies that suit to the unique needs of economically disadvantaged children, indicating that improving motivation might be a key factor in closing the achievement gap in academics.

Teachers’ narratives on strategies for enhancing scientific curiosity in secondary public schools are significant, particularly for uncovering the different approaches science teachers use to cultivate students' curiosity in science education. This research aimed to uncover teachers' narratives about strategies to enhance students' scientific curiosity. This study also examined science teachers' perspectives on scientific curiosity. It utilized a qualitative research design, specifically a narrative inquiry approach. The data were obtained from four junior secondary school science teachers at one school in the central Philippines using a triangulation method: one-on-one interviews, essays, and focus group discussions. The involved conversation partners were determined using a purposeful sampling. Four themes were forwarded based on the original statements of the conversation partners: pedagogical approaches to enhance curiosity, including fostering an active learning environment and resilient instruction to meet students' needs; instructional challenges and difficulties; and scientific curiosity as a curiosity-driven inquiry. This study highlights integrating pedagogical strategies that enhance students' scientific curiosity into daily instruction. Schools should design professional development programs that emphasize curiosity-enhancing teaching methods. The research findings have major consequences for how teachers implement and use pedagogical approaches that cultivate scientific curiosity and for how students engage in the lesson based on the strategies teachers use.

This study presents a Systematic Literature Review (SLR) aimed at identifying implementation barriers and adjustment strategies for software development methodologies in startups. Guided by two research questions— (RQ1) What barriers do startups face? and (RQ2) What strategies help overcome these barriers? —The review analyzed 125 empirical, peer-reviewed studies published from 2020 to 2025, sourced from IEEE Xplore, ACM Digital Library, and ScienceDirect. Study selection followed PRISMA 2020 guidelines and applied a modified PICO framework and quality assessment checklist, with 85% of studies meeting the quality threshold. Inter-rater reliability using Kendall’s Coefficient of Concordance confirmed strong agreement among reviewers. Thematic synthesis revealed cultural barriers (n=74) as most prevalent, followed by organizational (n=24) and technical issues (n=18). Key strategies included agile/hybrid adaptation (n=32), leadership and cultural alignment (n=24), and training (n=15). Startups also employed sector-specific customizations, stakeholder engagement, and iterative improvements. Hybrid startups combined Agile, Lean, and other methodologies to address complex needs. Sector-focused startups, like those in healthcare or public services, require tailored responses to legal and structural challenges. The review highlights the importance of flexible, context-aware strategies to support successful implementation in dynamic startup environments and offers practical insights for researchers and practitioners seeking to enhance development outcomes.

This study investigated the effects of Moderate Intensity Continuous Exercise (MICE) on the quality of life and physiological status of obese college students. Employing a Solomon Four-Group experimental design, the research involved 60 obese students from a state university in Negros Occidental. The Quality of Life Scale (QOLS) by John Flanagan measured life quality, while the Philippine Physical Fitness Test assessed physiological status. Descriptive statistics (mean, standard deviation) and inferential tests (independent and dependent t-tests at a 0.05 significance level) were used to analyze the data. Findings revealed that both the MICE (experimental) and Zumba (control) groups improved in life quality from “mostly satisfied” to “delighted” post-intervention. Physiological status, initially “above average” for both groups, improved to “good” in the MICE group but remained “above average” in the Zumba group. Although there were no significant differences in pretest or posttest scores between the groups, both interventions led to statistically significant improvements over time. The results suggest that MICE is comparably effective to Zumba in enhancing life quality and may offer superior benefits for physiological status. These findings support the integration of MICE into wellness programs for obese students as a viable and effective physical activity intervention.

This descriptive-correlational study examined the learning strategies, learning environment, and mathematics performance of 102 randomly chosen first-year students from selected teacher education programs at a state university in Negros Occidental. Using a validated 58-item questionnaire, data were gathered to assess variables such as students’ visual, auditory, read/write, and kinesthetic (VARK) learning strategies, alongside their adaptability to their learning environment. Statistical analyses included mean and standard deviation calculations, with Independent Samples t-tests, One-Way ANOVA, and Pearson’s r for normally distributed data, and Mann-Whitney U-test and Spearman’s rho for non-normally distributed data. Multiple regression analysis was also employed to determine predictive relationships. Findings revealed high levels of learning strategies, adaptability in the learning environment, and overall mathematics performance among the students. Group comparisons showed significant differences in learning strategies across visual, auditory, read/write, and kinesthetic modalities. In the learning environment, adaptability, no significant difference was observed by school of origin, while a significant difference was noted by program. Mathematics performance showed no significant difference by school of origin but differed significantly by program. Meanwhile, a moderate positive correlation was found between students’ learning strategies and their mathematics performance, while a slight positive correlation was found between the learning environment and mathematics performance. Importantly, students’ learning strategies statistically significantly predicted their mathematics performance. This implies that the approach the students take to learn has a significant impact on their mathematics outcomes. The study suggests that varied learning strategies also provide varied results in their performance in mathematics, implying that this factor, supported by the learning environment, plays a vital role in enhancing academic success in mathematics.

The study explores the use of the Learner-Centered Approach, specifically, the Learning by Teaching, in aiding students’ interests and acquisition of knowledge during environmental training. It used Thematic Analysis through Focus Group Discussion (FGD), the Pre/Post Training surveys, and the critical selection of literature materials to discourse the findings. It revealed that students escalated their effort to learn more when they were tasked to teach others about the environment, similar to the protégé effect concept. Their effort started by assessing their own limitations, progressing to teamwork and open communication, and then doing extensive research for information. Their teach-to-other experience is characterized as satisfactory and fulfilling, and it consequently escalated their environmental knowledge and awareness, reduced passiveness, and developed their soft skills. It is therefore, recommended that environmental training design should not be trainer-focused only. Instead, it should also brace the learner-centered approach through learning by teaching since it reduces passive learning and turns every trainee into an active learner of the environment. Most literature suggests that the Learning-by-Teaching Approach that results in the protégé effect is often used in the classroom but is unheard of in environmental training. Thus, this study fills the gap in the latent literature on the subject.

This paper conducts a comprehensive critique of the educational system in the Philippines, with a specific focus on its performance in the 2018 Program for International Student Assessment (PISA). The study endeavors to unveil the underlying causes that have led to the persistent challenges facing Philippine education, which have remained unresolved over the years and have significantly influenced the outcomes of the 2018 PISA. Furthermore, this research delves into the institutionalized framework of assessment within the Philippine education system, highlighting its inherent issues and drawbacks. Comparative analysis is also conducted to shed light on how other nations have successfully improved their international rankings in education. In summary, this study offers a thorough examination of the Philippine educational landscape, emphasizing its connection to the 2018 PISA results, while also exploring potential avenues for reform based on successful strategies adopted by other countries.

This study uses the Kirkpatrick Model for Evaluation as a framework to analyse the perceptions of adult learners and teachers of Program Objectives/Goals and Program Outcomes, Faculty, Curriculum, Instructional Materials, Procedures and Techniques, Assessment and Evaluation, and Administrative Support and Policies of adult education implementation in Philippine higher education institutions. Likely, the first study of its kind to measure large-scale and in-depth perceptions of the current adult education program implementation in higher education in the Philippines, the study used mixed methods: a survey and qualitative data from FGDs and interviews. The study found generally positive perceptions, with mild distributions of perceptions of program vulnerabilities.