Asian Journal of Education and Social Studies

Comparison of Physical Fitness Levels among Semester 3 Pre-University Sports Science Students in Khir Johari High School Based on the Prudential Fitnessgram Test Battery

2026-09-14T10:49:36+00:00

This study compared health-related physical fitness levels among Semester 3 pre-university Sports Science students at SMK Khir Johari using the Prudential FITNESSGRAM test battery. A descriptive quantitative field-survey design was employed. All 39 students in the class, comprising 19 male and 20 female students, were selected through purposive sampling. Fitness was assessed using BMI, PACER, push-up, curl-up, and trunk lift tests. Data were analysed using frequencies, percentages, means, and independent-samples t-tests in SPSS version 24. Male students recorded higher mean scores than female students in the PACER test (35.57 vs 24.86), push-up test (25.58 vs 7.60), and curl-up test (26.37 vs 15.85). Trunk lift scores were similar between male (27.32) and female (28.15) students. The reported analyses indicated significant male–female differences in PACER, push-up, and curl-up performance, whereas the trunk lift difference was not significant. For BMI, 57.89% of male students and 65.00% of female students were in the normal category, while 21.05% and 10.00%, respectively, were overweight. These findings provide school-level evidence on selected components of health-related physical fitness in this pre-university cohort. They may support teachers and students in monitoring fitness and setting appropriate improvement targets. Interpretation should remain specific to the sampled class because the study involved one school and purposive sampling.

Implementation Challenges and Effectiveness of National Reading Programs: Their Influence on Persistent Reading Difficulties among Key Stage 1 Learners

2026-09-14T13:54:40+00:00

This study examined the implementation challenges and effectiveness of national reading programmes and their relationship with persistent reading difficulties among Key Stage 1 learners in selected public elementary schools in one district of the Schools Division of Lanao del Norte, Philippines, during School Year 2025-2026. Specifically, it described the teacher-respondents' profile; determined the levels of programme implementation, implementation challenges, and perceived effectiveness; examined CRLA BoSY and EoSY classifications; tested significant changes, relationships, and predictors using available school-level CRLA data; and developed an action plan responsive to the findings. The null propositions tested at the 0.05 level assumed no significant relationships or predictive effects among the variables addressed by the available inferential data. Employing a quantitative descriptive-correlational design with predictive analysis, the study involved 30 teacher-respondents directly engaged in foundational literacy instruction and reading intervention. Data were collected through a researcher-made questionnaire assessing programme implementation, implementation challenges, and perceived effectiveness. These data were complemented by aggregated Comprehensive Rapid Literacy Assessment (CRLA) Beginning-of-School-Year (BoSY) and End-of-School-Year (EoSY) records for Grades 1 to 3. Descriptive statistics, chi-square tests, paired-samples t-tests, Pearson correlations, simple and multiple regression, and odds-ratio analysis were used. Findings showed Very High levels of programme implementation (M = 4.54) and perceived effectiveness (M = 4.64), alongside Very High implementation challenges (M = 4.34). Across the pooled CRLA records, the proportion of learners Reading at Grade Level increased from 12.09% at BoSY to 48.51% at EoSY, while Low Emerging Readers decreased from 38.03% to 5.16%. Reading classifications differed significantly across assessment periods, χ²(4, N = 8,247) = 2121.19, p < .001, Cramér's V = 0.507. At the school level, mean persistent reading difficulty declined from 86.12% to 48.54%, while BoSY severe/early difficulty significantly predicted EoSY persistent difficulty. These findings indicate substantial literacy gains across the implementation period, although a considerable proportion of learners remained below grade-level expectations at year-end. The results underscore the need for sustained teacher capacity-building, differentiated remediation, protected intervention time, adequate reading resources, CRLA-informed instructional supervision, and stronger home-school partnerships.

Impact of Social Science Lesson Plan Implementation on Student Learning Outcomes in Timor-Leste Schools: A Quantitative Study

2026-09-15T06:52:22+00:00

This study examined the association between perceived implementation of social science lesson plans and student-reported learning outcomes among Grade 5 and Grade 6 students at EBF 360 Vila-Nova, Baucau Municipality, Timor-Leste. A cross-sectional quantitative survey design was used. The defined school population comprised 200 students, and the reported regression output contained 54 analysed cases. Data were collected with a 32-item questionnaire using a five-point Likert response scale and analysed with SPSS. The complete item set yielded a Cronbach's alpha of .716, indicating acceptable overall internal consistency while not establishing the reliability of separate subscales. The bivariate regression output showed a positive, statistically significant association between the two composite scores, F(1, 52) = 4.947, p = .031, standardised beta = .295. The model accounted for approximately 8.7% of the observed variance (R2 = .087; adjusted R2 = .069), indicating a modest rather than strong relationship. Because the study was cross-sectional, relied on student self-report, and did not include random assignment, temporal sequencing, or adjustment for potential confounding variables, the findings are interpreted as associative and not causal. The results support continued attention to coherent lesson planning and classroom implementation while also indicating that student-reported learning outcomes are likely shaped by many additional instructional and contextual factors. Future studies should use multiple schools, separately validated measures, objective learning assessments, classroom observation, and longitudinal or quasi-experimental designs to test directional effects more rigorously.

Instructional Leadership, Workload, and Teacher Well-being in the Implementation of Reading Interventions in Public Elementary Schools in Mt. Apo Schools District, Division of Digos City

2026-09-15T07:01:56+00:00

Background: Reading interventions are essential for supporting learners who experience difficulties in reading comprehension, vocabulary development, and fluency. Their effective implementation depends not only on intervention strategies but also on school-level conditions, particularly instructional leadership, teacher workload, and teacher well-being. Understanding how these factors are associated with reading intervention implementation can help schools strengthen literacy support for struggling readers.

Aims: This study examined the influence of instructional leadership, teacher workload, and teacher well-being on the implementation of reading interventions in public elementary schools in the Mt. Apo Schools District, Division of Digos City.

Study Design: The study used a quantitative, non-experimental predictive-correlational research design.

Place and Duration of Study: The study was conducted in public elementary schools in the Mt. Apo Schools District, Division of Digos City.

Methodology: The respondents were 132 teachers selected through stratified random sampling. Data were collected using validated Likert-scale instruments measuring instructional leadership, teacher workload, teacher well-being, and reading intervention implementation. Data were analysed using means, Pearson product-moment correlation, and multiple linear regression.

Results: Instructional leadership was rated very high (M = 3.42), teacher workload was rated high (M = 2.78), teacher well-being was rated high (M = 3.15), and reading intervention implementation was rated very high (M = 3.31). Instructional leadership and teacher well-being significantly predicted implementation, while teacher workload was not a significant predictor in the regression model.

Conclusion: Reading interventions are strengthened when school heads provide instructional support and when teachers maintain positive professional and emotional conditions. The study recommends literacy-focused leadership coaching and practical teacher well-being support.

Learning Mathematics Through Media: The Role of Instructional Media and Student Engagement in Philippine Classrooms

2026-09-15T13:12:32+00:00

Instructional media and student engagement are relevant components of contemporary mathematics instruction, particularly where abstract concepts require accessible representation and sustained learner participation. This study examined students' perceptions of teachers' utilisation of instructional media, student engagement, and Mathematics performance among Grade 10 students at Mactan National High School, Lapu-Lapu City, during School Year 2025-2026. A quantitative descriptive-correlational design was employed. The sample consisted of 165 Grade 10 students selected through simple random sampling, with the sample size determined using Cochran's formula. Data were gathered using a three-part questionnaire that included an instructional media measure adapted from Heinich et al. (2002) and a student engagement measure based on Hart et al. (2011), covering cognitive, affective, and behavioural engagement. Students' official third-quarter Mathematics grades served as the measure of academic performance. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation were used in the analysis. Results showed high instructional media utilisation (M = 4.05, SD = 0.99), with PowerPoint, pictures and videos, the board, television, and internet-based laptop use among the most frequently reported media. Student engagement was also high overall (M = 3.96, SD = 0.91), with cognitive engagement being the highest (M = 4.18, SD = 0.80), followed by affective (M = 4.11, SD = 0.90) and behavioural engagement (M = 3.59, SD = 1.04). Mathematics performance was Very Satisfactory (M = 88.10, SD = 5.84). Instructional media utilisation had a statistically significant but negligible positive association with Mathematics performance (r = .170, p = .029), whereas overall student engagement had a negligible positive but non-significant association with performance (r = .141, p = .071). These findings suggest that instructional media may function as one supportive component of Mathematics instruction, but the small effect size and non-significant engagement relationship indicate that achievement is likely shaped by multiple instructional, learner, and contextual factors. A school-based Mathematics enhancement plan emphasising purposeful media integration, learner-centred activities, and monitoring is recommended.

Instructional Media Integration and Student Engagement as Predictors of Mathematics Performance among Grade 10 Students

2026-09-15T13:16:27+00:00

This quantitative descriptive-correlational study examined instructional media integration, student engagement, and Mathematics performance among 59 Grade 10 students at Babag Integrated School, Cebu City Division, during School Year 2025–2026. Total enumeration sampling was employed. Data were collected using an adopted questionnaire assessing teachers’ instructional media integration and students’ cognitive, affective, and behavioural engagement, together with the respondents’ Third Quarter Mathematics grades. Descriptive statistics and Pearson’s product-moment correlation were applied at the 0.05 significance level. Teachers’ instructional media integration was rated High overall (M = 3.86, SD = 0.93), with pictures and videos receiving the highest rating (M = 4.34). Student engagement was also High (M = 3.77, SD = 0.87); cognitive engagement had the highest mean (M = 3.93), followed by affective engagement (M = 3.92) and behavioural engagement (M = 3.47). Mathematics performance was Satisfactory overall (M = 81.41, SD = 6.83), although 23.73% of students obtained grades below 75. Instructional media integration was not significantly related to Mathematics performance (r = .094, p = .480). In contrast, student engagement had a weak but statistically significant positive relationship with Mathematics performance (r = .312, p = .016). The findings indicate that media use alone was not associated with Mathematics grades in this group, whereas student engagement was positively associated with performance. Purposeful media integration, engagement-oriented instruction, remediation, enrichment, and continuing teacher professional development are therefore recommended.

Instructional Media and Student Engagement as Determinants of Mathematics Achievement in a Philippine Secondary School

2026-09-15T13:19:56+00:00

This study examined teachers’ instructional media utilisation, students’ engagement in learning Mathematics, and Mathematics achievement among Grade 10 students at the University of Cebu–Banilad Campus during School Year 2025–2026. A quantitative descriptive-correlational design was used. The analytic results reported in the thesis were based on 100 respondents, although an earlier methodology section described 119 enrolled Grade 10 students; this discrepancy is acknowledged as a reporting limitation. Data were obtained using a three-part questionnaire covering respondent profile, instructional media utilisation adapted from Heinich et al. (2002), and student engagement adapted from Hart et al. (2011), together with official Third Quarter Mathematics grades. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation were employed. Instructional media utilisation was Low (M = 1.81, SD = 0.92). Student engagement was also Low overall (M = 1.99, SD = 0.94), with cognitive engagement rated Very Low (M = 1.69, SD = 0.83), affective engagement Low (M = 2.16, SD = 0.97), and behavioural engagement Low (M = 2.13, SD = 0.99). Despite these low ratings, Mathematics achievement was Very Satisfactory (M = 87.89, SD = 5.91). Instructional media utilisation was not significantly related to Mathematics achievement (r = −.171, p = .090), and overall student engagement was likewise not significantly related to achievement (r = −.112, p = .269). The findings indicate that, within this sample, higher reported media use or engagement did not correspond to higher Third Quarter Mathematics grades. Because the design was correlational, the results do not establish that media use or engagement causes or fails to cause achievement. Practical directions emphasise more interactive media integration, cognitively demanding learning activities, affective and behavioural engagement supports, and assessment practices that capture conceptual reasoning.

Transforming Mathematics Learning Through Instructional Media and Student Engagement in The Philippine Context

2026-09-15T13:47:45+00:00

This descriptive-correlational study examined teachers’ instructional media utilisation, student engagement, and Mathematics performance among 118 Grade 10 students at Lo-ok National High School in Lapu-Lapu City, Cebu, during School Year 2025–2026. Respondents were selected through simple random sampling. Data were gathered using a three-part questionnaire covering perceived instructional media utilisation, cognitive, affective, and behavioural engagement, together with students’ Third Quarter Mathematics grades obtained from school records. Descriptive statistics and Pearson’s product-moment correlation coefficient were applied at the .05 level of significance. Teachers’ instructional media utilisation was rated High overall (M = 3.43, SD = 1.23), with the board receiving the highest rating (M = 4.27). Student engagement was also High overall (M = 3.79, SD = 0.97), with affective engagement being the highest (M = 3.89), followed by cognitive (M = 3.82) and behavioural engagement (M = 3.67). Mathematics performance was Very Satisfactory (M = 86.09, SD = 3.71). Neither instructional media utilisation (r = −.173, p = .062) nor student engagement (r = .055, p = .552) was significantly related to Mathematics performance. The findings indicate that frequent media use and positive engagement alone did not explain differences in Mathematics grades. The study therefore supports pedagogically purposeful media integration, contextualised problem-solving, formative assessment, learner support, and teacher professional development.