University of the Immaculate Conception

The study comprehensively reviews the literature of corporate social responsibility (CSR) - related activities, CSR assessment, and CSR sustainability within the context of microfinance institutions (MFIs). This research employs a systematic literature review of peer-reviewed journal articles published in the recent decade that were retrieved from major academic databases and analyzed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines with inclusion criteria focusing on open-access, English-language, and peer-reviewed studies. From an initial pool of 807 articles, 86 met the criteria for detailed review, and 31 were ultimately selected to inform the development of a comprehensive framework. The results reveal that CSR activities in MFIs are strongly influenced by assessment metrics based on OECD-DAC evaluation criteria and sustainability measures grounded in the Global Reporting Initiative (GRI) indicators. The reviewed articles demonstrate both direct and indirect relationships between CSR and sustainability with prevailing variables such as stakeholder trust, organizational commitment, transparency, governance, and social legitimacy. The findings show that CSR contributes significantly to institutional resilience, reputation enhancement, stakeholder engagement, and long-term sustainability outcomes in MFIs, suggesting that strategically aligned CSR-related activities form an integrative framework that enhances both organizational performance and broader social impact.

The continuous advancement of educational technologies has led to the development of innovative academic tools aimed at enhancing assessment methods and student performance analysis. This study introduces the Decision-Based Grading Model System and Student Performance Analysis Using Rule-Based Algorithm, a system designed to modernize the grading process and provide tailored academic support. The system features a flexible grading simulator that allows educators to set minimum passing scores based on predefined parameters such as course requirements, learning outcomes, and institutional policies. It also integrates a rule-based recommendation system that suggests appropriate learning materials and assessments for students who require remediation. The study utilized both qualitative and quantitative approaches, involving expert validation, user feedback, and system evaluation through the ISO/IEC 25010 Software Quality Model. Results show high levels of effectiveness in functionality, performance efficiency, usability, reliability, security, maintainability, and portability. Additionally, accuracy metrics revealed 80% precision, 89% recall, and an F1-score of 84% for the recommendation system, confirming its capacity to deliver relevant interventions. The system promotes academic transparency, reduces manual workload, and aligns grading and assessment strategies with actual student needs. Overall, the study contributes to the evolving landscape of educational technology by offering a dynamic, data-driven approach to academic management.

This qualitative study employed phenomenology to explore and understand the lived experiences of science teachers on classroom management in an inclusive education in General Santos City Division, General Santos City, Philippines. A validated interview guide was utilized to gather data in this study. Purposive sampling was used to identify participants for the in-depth interview and for the focus group discussion. The data were analyzed using the phenomenological method of Colaizzi. Results revealed four essential themes under the lived experiences of the science teachers as regards classroom management such as structured flexibility, effectiveness of inclusive classroom management strategies, disruptive behavior management challenges and structural and environmental constraints in the classroom. The themes generated regarding the coping mechanisms of the teachers were instructional and behavioral strategies, emotional regulation, and well-being of teachers, and institutional support. As regards insights shared to the academe and the community, the themes extracted were instructional innovation and deepened sense of fulfillment.

This study explored the experiences and perceptions of Grade 11 students who participated in the S.P.E.A.K. intervention, a program designed to enhance oral communication skills. Using a descriptive phenomenological approach, ten students were interviewed through focus group discussions and in-depth interviews. Findings revealed that students overcame anxiety, gained confidence, felt motivated through interactive learning, and experienced a supportive environment. The most effective components were regular speaking practice that improved fluency, engagement activities that encouraged real-world communication, and articulation exercises that strengthened speech clarity. Despite these benefits, students identified limitations such as limited impromptu speaking opportunities, need for extended practice, desire for individualized feedback, uneven emphasis on components, and time constraints. These results suggest that while the S.P.E.A.K. intervention effectively enhances speaking skills and confidence, improvements such as more spontaneous speaking, personalized guidance, balanced activities, and longer practice sessions could increase its effectiveness.

This study examined the linguistic challenges encountered by college students in writing research abstracts in English, focusing on mechanical, omission, addition, substitution, and permutation errors. A quantitative error analysis was conducted on 100 research abstracts from students across various academic disciplines. Findings revealed that mechanical errors were most frequent, particularly in punctuation, followed by capitalization and spelling. Syntactic omissions were the most common omission errors, while lexical additions dominated addition errors. Substitution errors were primarily lexical, and permutation errors occurred mostly at the syntactic level. These results indicate that students struggle predominantly with sentence structure, appropriate word choice, and grammatical accuracy, which affect the clarity and academic tone of their abstracts. The study suggests the need for targeted interventions such as task-based writing activities, explicit corrective feedback, and guided practice to enhance the academic writing proficiency of ESL learners.

Gamification is viewed as a promising solution for employing game design elements in school leader professional learning and skill acquisition, and this systematic review summarizes research that has employed game-based and gamification approaches in K-12 school leadership development from 2020 to 2024. A total of 159 studies were identified in the ERIC, Google Scholar, and IDESR databases. After removing duplicates and excluding studies based on relevance and methodological quality, fourteen studies were included. The review was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes extension for Scoping Reviews (PRISMA-ScR) 2020. Qualitative content analysis and thematic synthesis were used to identify trends, constructs, and implementation outcomes. Leadership training courses involving gamification often used some kind of simulations, serious games or gamified elements to train leadership skills such as decision-making, cooperation or system thinking. Almost all studies affected training participants and engaged them. Those studies also caused them to have self-efficacy and to reflect in learning in a positive way. Researchers need to study more longitudinally and also within different educational contexts to corroborate these early findings. However, this review suggests that gamification may innovate how schools build leadership capacity. More rigorous research using standardized measurements should be conducted to confirm the results and determine the impact of long-term implementation. This research adds to a growing body of literature in online professional learning and has implications for education policy makers and leadership development organizations.

Ang kwalitatibong multiple-case na pananaliksik na ito ay naglalayong ilarawan ang mga karanasan at pamamaraan ng mga estudyanteng mamamahayag sa pagharap sa mga hamon sa pamahayagang pangkampus. Gamit ang maximum variation sampling, pinili ang limang kalahok mula sa iba’t ibang pampublikong paaralan ng Rehiyon XI at ang pangangalap ng datos ay isinagawa sa pamamagitan ng malalimang panayam na pinagtibay ng trayanggulasyon mula sa iba pang kaugnay na impormante. Ang pagsusuri ay dumaan sa thematic analysis, at lumabas ang mga temang kabiguan bilang simula ng pagkatuto, pagbangon at pagpapatuloy, suporta at inspirasyon mula sa iba, pagpupursige at paghahanda, at tagumpay bilang bunga ng paglalakbay. Natukoy din ang mga temang pananampalataya sa sarili at pagtitiwala sa guro, positibong pag-iisip at pagpupunyagi, suporta ng pamilya, kaibigan, at komunidad ng paaralan, disiplina sa paghahanda, at pagpapanday ng kasanayan sa pagsusulat at kritikal na pag-iisip. Ipinapakita ng mga natuklasan na ang pamahayagang pangkampus ay hindi lamang tungkol sa kompetisyon kundi nagsisilbing makabuluhang espasyo para sa holistikong pagkatuto, paghubog ng kritikal na pag-iisip, at pagpapatatag ng tiwala sa sarili ng kabataan. Ang resulta ng pag-aaral ay may implikasyon para sa mas pinatibay na paggabay, sapat na pagsasanay, at mas malalim na pagbibigay-pansin sa emosyonal at sikolohikal na kalagayan ng mga estudyanteng mamamahayag. Keywords: Edukasyon, Pamahayagang Pangkampus, Pagsulat Ng Editoryal, Pagkatalo, Tagumpay, Multiple Case Study, Pilipinas

The maritime industry is inherently multilingual, with seafarers navigating diverse linguistic and cultural contexts as part of their daily work. For Filipino seafarers, who comprise a significant portion of the global maritime workforce, effective communication across languages is crucial not only for operational efficiency but also for their personal and professional well-being. This study aimed to explore the lived experiences of Filipino seafarers in navigating multilingual dynamics at sea, focusing on how they make sense of their encounters and how these experiences shape their professional and personal lives. A phenomenological research design was employed to capture and interpret participants’ perspectives. Seven Filipino seafarers, all with direct exposure to multilingual communication and active engagement with multinational crews, were purposively selected. Data were collected through in-depth interviews in which participants shared narratives about their communication practices, challenges, and coping strategies on board international vessels. The data were analyzed using Interpretative Phenomenological Analysis to identify patterns of meaning across individual accounts. Four key themes emerged. First, seafarers emphasized the importance of adaptive communication strategies, highlighting the need for flexibility, creativity, and patience in overcoming language barriers. Second, they emphasized the importance of multilingual competence for safety, teamwork, and career advancement. Third, participants described multilingual encounters as opportunities to build resilience, cultivate cultural awareness, and advance professional development. Ultimately, they recognized the importance of fostering interpersonal harmony through respect, empathy, and mutual understanding within diverse teams. Overall, the findings revealed that multilingualism was not only a challenge but also a transformative resource that enhanced adaptability, competence, and resilience. The study contributes to a deeper understanding of the role of language in the maritime profession, underscoring the importance of preparing seafarers for the linguistic and cultural complexities of international seafaring.

This study explored the potential of folklore as a contextual and relevant literary learning medium, focusing on the Gumansalangi Legend, which tells the origin of the Sangir tribe and its relationship with the Cotabato Sultanate in Mindanao, Philippines. The research method used was qualitative, with data collection techniques that included observation, interviews, documentation, and recording. The subjects of the study involved teachers and students at the Indonesian School of Davao who have some information on the origin of the Sangir tribe. The data analysis was carried out through descriptive analysis, including rewriting stories from interviews and literature studies and linking the analysis results to literature learning in Elementary Schools. The results showed that the Gumansalangi Legend qualifies as a legend in literature learning because it contains the origin of a place, cultural values, and character transformation of the characters. This story supports the achievement of literature learning in grade V to understand the elements of fictional stories and in grade VI to analyze cultural values ​​and link the story to daily life. Using this legend as a learning medium also contributed to improving literacy skills, socio-cultural skills, and character formation of students in a multicultural school environment such as the Indonesian School of Davao. Further research is suggested to develop learning media based on the Gumansalangi Legend in the form of comics, illustrated story books, interactive digital modules integrated with local culture and the Pancasila Student Profile.