Holy Name University

This study examined the effectiveness of the Explorative Learning Approach in enhancing the critical thinking skills and summative assessment performance of Grade 11 Earth Science students. A quasi-experimental pretest posttest control group design was employed. Forty-two students were assigned to experimental and control groups (n = 21 each). Results showed that the experimental group obtained significantly higher posttest scores on critical thinking (M = 27.00, SD = 6.30) than the control group (M = 17.86, SD = 8.24), t(40) = 4.04, p < .001. Within-group analysis also revealed significant improvements in the experimental group, t (20) = 10.52, p < .001. Findings indicate that the Explorative Learning Approach significantly enhances critical thinking and academic performance compared to traditional instruction. The results suggest that structured inquiry-based instruction can improve higher-order thinking skills in secondary science education contexts. Implications for instructional practice and future research across subject areas are discussed.

This study employs a descriptive comparative research design to examine the motivational factors influencing exercise adherence among 60 MAPEH teachers in Area II-A, Leyte Division. Using the T-Test, the study determines significant differences in motivation across age, gender, marital status, field of specialization, and years of teaching experience. Findings indicate that the majority of respondents are within the 25-30 age range, predominantly male (58.3%), married (61.6%), and MAPEH majors (73.3%). Despite a strong commitment to physical fitness programs (66.6% of schools implement exercise initiatives), a substantial portion (71.6%) lacks relevant training. Motivational analysis reveals that identified regulation (Mean = 4.43) and intrinsic motivation (Mean = 4.11) strongly influence adherence, highlighting the importance of recognizing exercise benefits. Meanwhile, introjected regulation (Mean = 3.0) suggests an internalized pressure to maintain exercise habits. External regulation (Mean = 2.7) has a moderate role, whereas amotivation (Mean = 1.76) is minimal. Gender, marital status, and field of specialization are found to significantly affect motivational factors (p-values < 0.05), with males and married individuals demonstrating higher adherence. The findings underscore the need for enhanced training and tailored fitness programs to promote sustainable exercise habits among educators. Insights from this study inform health promotion initiatives to foster a more active and engaged teaching community.

Mathematics achievement and collaboration skills are critical for student success; however, many secondary learners struggle to develop these competencies through traditional methods alone. The Gradual Release of Responsibility Instructional Model (GRRIM) aims to enhance academic performance and foster collaborative learning by progressively shifting responsibility from the teacher to the student. This study aimed to assess the impact of GRRIM on the performance of Grade 9 students in mathematics and collaboration, and to propose an action plan for incorporating peer tutoring alongside conventional teaching techniques. A quantitative descriptive design was employed, using a self-administered survey questionnaire to measure GRR's effects. Pretest and posttest data from the control and experimental groups revealed that, prior to the intervention, most students exhibited developing collaboration skills, with few demonstrating established skills. Following the intervention, the experimental group demonstrated a higher mean gain in collaboration skills (3.38) compared to the control group (3.27). In mathematics achievement, both groups initially performed at poor to average levels; post-intervention, gains were recorded for both groups, with the control group showing a mean gain of 7.30 and the experimental group 5.71. Statistical analysis confirmed no significant differences in pretest performance (p = 0.62) and pretest collaboration (p = 0.36), indicating initial comparability. For collaboration, experimental (p = 0.13) and control (p = 0.10) groups had p-values greater than 0.05, indicating no significant difference before and after the intervention. In mathematics performance, both groups showed significant differences between pretest and posttest scores (p = 0.00), leading to rejection of the null hypothesis. However, posttest performance (p = 0.46) and posttest collaboration (p = 0.37) indicated no significant difference between groups after the study. Findings suggest that GRRIM and traditional lecture methods improve mathematics performance and collaboration skills. An action plan was proposed to integrate peer tutoring with traditional teaching to promote achievement and collaborative learning further.

As environmental degradation intensifies globally, integrating environmental education (EE) into basic education has become essential in shaping responsible and sustainability-minded citizens. This study examined the extent of EE integration in the science curriculum and its contribution to promoting sustainable practices among learners in public schools within Talibon I and II Districts, Division of Bohol. Using a sequential-explanatory mixed methods design, the study first conducted a survey with 38 science teachers to assess the level of EE integration. This was followed by in-depth interviews with 15 purposively selected teachers to explore the environmental concepts taught, teaching strategies employed and observed student behaviors related to sustainability. A documentary analysis of the K to 12 Science Curriculum Guide was also conducted. Findings revealed a moderate level of integration, with environmental concepts such as biodiversity, climate change, and resource conservation embedded across grade levels. Teachers utilized various strategies, including project-based learning, multimedia tools, community involvement, and experiential activities like clean-up drives and tree planting. These efforts contributed to improved student awareness and environmental engagement. However, challenges such as limited resources, inadequate teacher training, and unclear curriculum guidelines hinder full integration. Teachers suggested improving instructional materials, enhancing teacher capacity through professional development, and embedding EE more explicitly in curriculum design. Based on these findings, a program enhancement is proposed to strengthen the delivery of EE and cultivate environmentally responsible behaviors among learners.

This study aimed to determine the content knowledge and pedagogy of science teachers' spiral progression approach in Magsaysay, Occidental Mindoro. The researcher used a descriptive correlational method and employed statistical treatments such as frequency, percentage, weighted means, and multiple regression analysis. The data were drawn from 23 science teachers and 1,064 junior high school students of the 10 secondary schools in Magsaysay, Occidental Mindoro. This study found that most science teacher-respondents were science majors and had units in Master's Degrees in Education. Most were Teacher III and have been in the service for 6-10 years. It was also revealed that the level of content knowledge and pedagogy of science teachers' spiral progression approach in teaching was high. Most students have a satisfactory academic performance in science, as revealed in their average grades of 80-84 in the school year 2022-2023. Furthermore, a significant connection was found when the science teachers' profile was linked to their content knowledge and pedagogy. Also, a significant relationship was found between the content knowledge and pedagogy of science teachers' spiral progression approach and students' academic performance in science. Therefore, it is recommended that school administrators continue addressing students' performance in science by providing various trainings and seminars that focus on enhancing the content knowledge and pedagogy of the science teachers to effectively use their spiral progression approach to support student learning and achievement in science education.

This study investigated the Quality of Rice Seed Production in Occidental Mindoro.Using qualitative and quantitative methods, this paper further discussed the problems encountered by seed producers, such as seed selection, finances, and pests.The data were collected from 15 individual seed producers of Occidental Mindoro and 41 members of the Seed Producers Cooperative of Occidental Mindoro, who underwent thematic and statistical analyses.Two variables representing the problems encountered by seed producers registered significant to highly significant connections to the quality of seed production.Beta coefficients of 0.240 and 0.547 indicate a low to moderate and positive relationship between the variables mentioned.The p-values of 0.033 and <0.000 are far less than the 0.05 alpha level.Hence, these suggest a significant relationship between seed selection, pests, and production quality.Finances failed to influence the level of seed production quality.The quantitative data collected from the respondents were generated by WarpPLS version 7.0.The problems encountered: seed selection, finances, pests, and the quality of seed production in Occidental Mindoro were interpreted as high extent.The researcher highly advocates for seed producers to engage in more extensive training programs and workshops.These initiatives are crucial for expanding their understanding of different seed varieties and effective strategies.Furthermore, it is recommended that future researchers delve deeper into additional factors influencing the management of seed production quality in Occidental Mindoro.

Emergencies and disasters are essentially mirrors of everyday life.There are effects of the economic and social structures that individuals adopt and practice.This is how disaster mitigation strategies were planned for and developed.Reducing people's susceptibility and enabling them to save many lives, hasten recovery, and save costs.Thus, the proponent devised this study.An exploratory sequential mixed method was taken.For the qualitative phase, employees were interviewed to determine what disaster mitigation strategies they practiced.The thematized responses were the basis for the independent variable of the quantitative phase.A descriptive-correlational survey was used for the quantitative phase, with a questionnaire and an interview.Total enumeration was done.The experts validated the questionnaire, and reliability ranged from high to very high using the test-retest method.According to the study results, tripled strategies that contributed highly to the composite mean index were disaster mitigation measures on awareness, hazard mapping, and adoption.Consequently, in terms of DRRM drill, emergency evacuation, and emergency response, respondents' disaster preparedness level gained composite means of 3.77, 3.80, and 3.80, respectively, with very well prepared in the description scale yielding an overall mean of 3.79 and described as very well prepared.Meanwhile, a significant relationship between preparedness level and disaster mitigation strategies was found.Further, the result of this study was expected to support various initiatives aimed at promoting building a culture of safety for safeguarding lives and enhancing the recovery of people living in the Municipality of Bulalacao.

This study employed the quantitative method and applied-experimental research design to create practical solutions for developed devices. The Belt Bag-Button SIM800L Based Safety Device System, which utilizes a compact belt bag with a button interface and a SIM800L module for GSM communication, is an innovative safety device system designed for persons with disabilities (PWDs). The primary objective is to enhance the safety and security of persons with disabilities by providing them with a dependable mode of contact in times of emergencies or assistance needs. The device is designed to be portable, allowing PWDs to carry it comfortably without hindering their mobility. Users can easily trigger buzzer notifications and SMS alerts through the button interface or initiate phone calls to predefined contacts, including caregivers, family members, or emergency services. The research encompasses the design, implementation, and evaluation phases, including developing the hardware and software components, experimental stages, and surveys. Preliminary testing demonstrates the effectiveness and reliability of the system in real-world scenarios, highlighting its potential to provide valuable support and peace of mind to PWDs and their guardians. Overall, the Belt Bag-Button SIM800L Based Safety Device System represents a significant advancement in assistive technology for PWDs, offering a practical solution to address their safety and communication needs. Future work will focus on refining the system, expanding its features, and conducting broader user trials to validate its efficacy and usability across different contexts and user groups.

The purpose of this study was to investigate learning management and its impact on school performance during the transition from remote learning to face-to-face learning period of five school heads and 137 teachers from five public elementary schools in cluster 8 in the Division of Calamba City, for SY 2022-2023. Teachers represented a grade level from kindergarten to grade 6. A mixed method, descriptive-correlational was used. Thematic analysis revealed 31 initial themes in the management of learning practices, which were further grouped into three main categories: classroom management, teaching strategies, and teaching-learning strategies, to explore variances in managing learning practices during in-person classes among respondents. Results showed that both school heads and teachers consistently rated classroom management, teaching strategies, and teaching-learning activities with very high practice during in-person classes, indicating an exceptional level of managing learning practices. On the other hand, school heads showed notable differences in their assessment of classroom management practices, linked to their educational attainment and training sessions resulting in exceptional performance in the 2022-2023 academic year, with minimal dropouts, high promotions, and strong academic achievements. The development plan is proposed focusing on enhancing the indicators that need to be capacitated which include continuous training for school heads and improvement teaching-learning activities and feedback mechanisms.