Northeastern Junior College

Abstract This study examined how effective pedagogical practices enhance Mathematics learning among pupils at Tungngod Elementary School. It specifically aimed to identify the teaching strategies employed by Mathematics teachers, examine how these practices support pupils’ conceptual understanding, problem-solving skills, and engagement, explore teachers’ perceptions of effective Mathematics instruction, and identify challenges encountered in implementing these practices. The study also sought to analyze pupils’ learning experiences in response to the pedagogical approaches used. A qualitative descriptive research design was employed to capture in-depth and context-specific insights into classroom practices. Data were collected through semi-structured interviews with Mathematics teachers, classroom observations, and document analysis of lesson plans and instructional materials. Purposive sampling ensured that participants had direct involvement in Mathematics instruction. The collected data were analyzed using thematic analysis, with triangulation of data sources enhancing the credibility of the findings. The results revealed that learner-centered and contextualized pedagogical practices, such as the use of real-life examples, collaborative problem-solving, and differentiated instruction, significantly enhanced pupils’ understanding and engagement in Mathematics learning. Teaching strategies that emphasized conceptual understanding and guided reasoning helped pupils develop confidence and problem-solving abilities. Despite these positive outcomes, teachers encountered challenges related to limited instructional resources, time constraints, and diverse learner abilities. Nevertheless, pupils demonstrated positive learning experiences and increased participation when effective pedagogical practices were applied. The study concludes that thoughtful and learner-responsive pedagogy plays a critical role in improving Mathematics learning and highlights the need for sustained instructional support and professional development to strengthen Mathematics education at the elementary level. Keywords: Mathematics pedagogy, learner-centered instruction, conceptual understanding, pupil engagement, elementary education

Abstract This study examined the integration of guidance advocacy into Filipino language pedagogy at Dipaculao National High School, with particular focus on teachers’ instructional practices, awareness of guidance principles, and the influence of such integration on learners’ engagement, behavior, and participation. Using a qualitative descriptive research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving selected Filipino subject teachers. Thematic analysis revealed that Filipino language instruction serves as a natural and effective platform for guidance advocacy due to its reflective, contextual, and values-oriented nature. Teachers integrated guidance principles through literary discussions, open-ended questioning, reflective activities, and real-life contextualization, fostering a supportive and inclusive classroom environment. However, findings also showed that while teachers possessed basic awareness of guidance advocacy, its application was largely informal and not consistently reflected in lesson plans or instructional materials. Despite this limitation, guidance-integrated pedagogy positively influenced learners’ classroom engagement, respectful behavior, and willingness to participate. The study concludes that intentional and systematic integration of guidance advocacy can enhance both academic learning and socio-emotional development. It underscores the need for structured professional development and clearer instructional guidelines to strengthen the alignment of Filipino language pedagogy with DepEd guidance and counseling policies. Keywords: guidance advocacy, Filipino language pedagogy, values formation, learner engagement, secondary education

SynopsisA zinc deficiency was found to be caused by inactivation of soil zinc by decomposing organic matter. Zinc was found to increase in the acid extractable and H202 extractable fractions of the soil and to decrease in the water extractable and exchangeable portions as length of incubation time of the added organic material and soil increased from 6 to 12 weeks.