Asian Journal of Education and Social Studies

The Psychological Approach to Reshaping Lifestyle: A Framework for Understanding Lifestyle

Nasir Uddin — 2026-05-04

Lifestyle is an emerging concept in social science disciplines, such as psychology, education, sociology, and nursing. In this study, lifestyle is discussed from individualistic and psychological aspects. The principal purpose of this article is to define lifestyle, identify the determinants, and reshape the dimensions. Lifestyle is a social and psychological construct. Lifestyle refers to the way an individual lives their daily life. Previous studies have reported that it is a combination of several constructs; however, there is a shortage of comprehensive work in this area. To reshape the dimensions of lifestyle, the synthesis theory or the synthesis of theory approach is used. This approach is a two-fold process; it includes summarization and integration of knowledge. Summarization means reviewing all the ideas, information, and summarizing the key concepts, and integration of knowledge refers to combining all the knowledge. In this study, several articles were systematically reviewed, and eight (8) dimensions were identified: physical activity, dietary behavior, sleep habits, stress management, substance abuse, interpersonal relationships, study habits, and use of modern technology. All of these dimensions positively and negatively influence several psychological constructs of the individual, such as mental health and well-being, academic performance, self-regulation, emotional state, quality of life, and life satisfaction. This psychological construct has not been extensively explored. Therefore, it provides an opportunity to explore its influence on other variables, related fields, and disciplines.

Internet of Things for Teacher Education in Liberia: A Privacy-Preserving Theoretical Framework for Resource-Constrained Sub-Saharan African Contexts

Chris Gilbert — 2026-05-09

Teacher education systems are increasingly required to prepare graduates for digitally mediated classrooms, where learning, assessment, and administration rely on interconnected technologies. The integration of Internet of Things (IoT) offers potential for data-driven and adaptive learning environments, but its effectiveness depends on contextual feasibility, institutional capacity, and pedagogical alignment. This theoretical paper develops a Liberia-centred framework for integrating IoT capabilities into teacher education while preserving the central role of pedagogy, mentoring, equity, and institutional governance. Using a critical conceptual review and design-science theorisation, the study draws on verified peer- reviewed literature and official policy sources reviewed in 2026. It situates Liberia’s teacher education challenges within broader Sub-Saharan African connectivity constraints and draws selected comparative lessons from Ghana’s digital education policy experience. The analysis synthesises scholarship on IoT architectures, teacher knowledge, professional development, technology adoption, digital education policy, cybersecurity, privacy, and data governance. In response, the paper proposes the Liberia IoT Teacher Education Framework (LITE-TEF), a six-layer model connecting context diagnosis, institutional readiness, IoT affordances, pedagogical integration, data-feedback cycles, and trust governance. It also introduces an IoT Teacher Education Readiness Index (IoT-TERI), design propositions, a phased implementation roadmap, a risk register, and monitoring indicators. The paper argues that IoT can strengthen teacher preparation in Liberia when deployed as low-cost, offline-tolerant, privacy-preserving feedback infrastructure rather than as a replacement for human teaching expertise. Its main contribution is a reproducible theoretical framework that aligns educational value with equity, cybersecurity, data protection, institutional capacity, and long-term maintainability.

From Theory to Classroom: Exploring School Internship Practices in the Integrated Teacher Education Programme (ITEP)

Minakshi Thapa — 2026-05-13

The internship is the heart of the Teacher Education Programme. Teacher preparation is a reflective and experiential process, and internship is essential for establishing connections among student-teachers, the school, other educators, students, and other stakeholders in a variety of ways. An internship is a formal program designed to give student-teachers practical experience in a teaching profession. During the internship programme, student-teachers gain hands-on experience to improve their teaching skills in a real-classroom environment. Student-teachers have a great opportunity to improve their teaching skills and obtain real-world experience through internships, which can help them become more effective educators in the future. The present article explores the concept, need and significance of school internship, along with the school internship practices under the Integrated Teacher Education Programme (ITEP). It also highlights the various problems student-teachers encounter during this crucial phase of their internship. Additionally, the article suggests effective strategies to overcome these problems and enhance the overall quality of internship experiences. The school internship programme plays a vital role in bridging the gap between theory and practice by providing student-teachers with real classroom experience. It enables them to understand the roles, responsibilities, and professional ethics of educators while developing essential teaching competencies, classroom management skills, and reflective practices necessary for their future teaching profession.

Artificial Intelligence in English Language Teaching: A Systematic Review of Emerging Practices

Elaish Ali Musa Ali — 2026-05-07

Since 2020, large language models and intelligent tutoring systems have transformed English language teaching. This systematic review examines empirical studies from 2020 to 2026 to identify emerging practices, learner outcomes, and ethical challenges. Using PRISMA 2020 guidelines, we selected 63 peer-reviewed studies from Web of Science and Scopus and assessed them with the Mixed Methods Appraisal Tool. Research increased sharply after 2022, mainly in Asian EFL contexts with quantitative methods. Thematic analysis shows that AI tools, especially ChatGPT and conversational agents, improve writing and speaking skills. ChatGPT-assisted writing yields large effects (d=0.78) on grammatical accuracy and lexical diversity. AI also lowers foreign language anxiety and promotes learner autonomy via instant, non-judgmental feedback. Teachers' roles have shifted from delivering knowledge to "AI orchestration," requiring digital literacy. However, ethical issues persist, including academic integrity risks, bias against non-standard varieties, and a "digital divide" in low-resource settings. AI holds promise for personalised ELT but requires teacher support and institutional guidelines. Future studies should use longitudinal designs to test long-term gains.

From Crisis to Structural Resilience: Econometric Evidence on India’s Inbound Tourism Recovery, Demand Scarring, and Spending Dynamics (2001–2023)

Shailendra Kr. Singh — 2026-04-30

The study analyses long-term trends of foreign tourists arriving in India from 2001 to 2023. The focus has been on the impact of COVID-19, the changes in demand and the recovery situation. The study uses a quantitative long-term method in which national-level secondary data is taken. The data has been obtained from reliable sources such as the Bureau of Immigration, the United Nations World Tourism Organisation (UNWTO) and the Archaeological Survey of India. The study uses various geometric techniques such as log-linear growth models, interaction analysis, elastic analysis, panel regression, and SARIMA models to understand short-term and long-term structural changes. The results show that the number of foreign tourists was increasing at an average rate of 9.23% per year prior to COVID-19, but it declined sharply by about 11.58 million in 2020. Even after the pandemic, there is a shortage of about 2.34 million tourists every year, reflecting a steady decline in demand. In addition, the relationship between the number of tourists and foreign exchange earnings has weakened, where the elasticity has come down from 0.892 to 0.661, which shows a reduction in per tourist expenditure. The study also shows that in areas where the share of migratory tourists is high, the improvement has been accelerated, while the improvement in the more distant areas has been slow. According to the forecast, the number of tourists can reach around 10.23 million in 2024 and 10.72 million in 2025.Overall, the study indicates that India's tourism sector is slowly heading towards improvement, but continues to face challenges such as a reduction in demand, low per tourist spending and regional inequality. So, it is essential that not only do we increase the number of tourists, but also increase the value of tourism and focus on balanced and sustainable development.

Reimagining Classroom-based Instruction: Students’ Physics Performance Using PHET Simulation

Archie A. Perpetua — 2026-04-30

Secondary physics education is frequently characterized by low student engagement and unsatisfactory academic performance, primarily due to the abstract nature of physical concepts and the cognitive load associated with mathematical requirements. While technology-enhanced instruction has gained global traction, there remains a critical dearth of empirical evidence regarding the efficacy of interactive simulations within resource-constrained secondary school contexts in the Philippines. This study investigated the effectiveness of Physics Education Technology (PhET) simulations in enhancing the conceptual understanding of Grade 9 students. The research specifically evaluated performance across core competencies: Changes in the Form of Mechanical Energy, Conservation of Energy, and Heat, Work, and Efficiency. Adopting a one-group pre-test–post-test pre-experimental design, the study involved a total enumeration of Grade 9 students (N = 39) at a laboratory high school in Camarines Sur. The intervention spanned five weeks, integrating structured PhET-based interactive lessons into the curriculum. Data were collected via a validated, researcher-constructed instrument and analyzed using descriptive statistics, paired-sample t-tests, and Cohen’s d to determine effect size. Baseline data revealed a systemic lack of proficiency, with an overall pre-test mean of 72.59 (SD = 3.95) and a 100% failure rate in energy transformation concepts. Post-intervention results demonstrated significant academic gains, with the overall mean increasing to 80.49 (SD = 7.91). Paired t-test results indicated statistically significant improvements across all competencies (p < .001). Notably, large effect sizes were observed, ranging from d = 0.803 to d = 1.238, with the highest gain recorded in the Heat, Work, and Efficiency domain (d = 1.188). The findings provide robust evidence that PhET simulations serve as a transformative instructional tool, bridging the gap between abstract theory and conceptual mastery through interactive visualization. This study suggests that the strategic integration of simulations can mitigate the limitations of traditional lecture-based methods, offering a scalable solution for science educators to improve learning outcomes in challenging instructional environments.

Challenges and Opportunities among Practicing Technical Draftsmen: Proposed Drafting Training Module

George Stewart Boholano — 2026-04-30

The growing involvement of technical draftsmen in the Philippine construction industry raises important questions about competency, safety, and professional accountability. This study examined the demographic profile, work practices, motivational drivers, and informal learning strategies of 60 technical draftsmen in Cebu. Using a descriptive-correlational design, the findings revealed that financial necessity, community demand, and passion for design work are primary motivators for entry into the field. Although respondents demonstrated functional familiarity with computer-aided drafting tools, significant gaps remain in their knowledge of the National Building Code of the Philippines, structural design standards, and occupational safety protocols. Informal skill acquisition—through peer mentoring, trial-and-error, and social media-based self-directed learning—dominates their professional development. These results informed the development of a six-module competency-based training framework aligned with TESDA qualification standards, aimed at systematically building drafting competence among technical draftsmen.

Exploring Students’ Mathematical Epistemic Stances in Validating Arithmetic Sequences

Nafisah A. Abdulnasser — 2026-05-01

This study explored the mathematical epistemology of Grade 10 students in validating arithmetic sequences, focusing on their epistemic stances in constructing and justifying mathematical knowledge. Grounded in mathematical and personal epistemology frameworks, the study examined how students use pattern recognition, trial-and-error, and example-based reasoning during validation tasks.

An exploratory descriptive research design was employed involving 30 Grade 10 students from Dansalan National High School, Marawi City, Philippines. Data were collected using the Student’s Practical Epistemologies in Mathematics Questionnaire (SPEMQ), which included arithmetic sequence tasks and open-ended questions. Responses were analyzed through thematic analysis and categorized into formal and practical epistemic reasoning.

Results showed that students predominantly demonstrated formal epistemic reasoning, particularly in identifying patterns, determining the common difference, and validating arithmetic sequence formulas. However, practical epistemic reasoning was also evident through students’ reliance on examples, procedural strategies, and error detection. Despite their ability to apply formulas, students’ validation processes were largely empirical rather than deductive.

This study contributes to the limited empirical literature on students’ epistemic stances in specific mathematical content, particularly arithmetic sequences, by providing evidence of how students transition between practical and formal reasoning in validation tasks.

The findings highlight the need for instructional strategies that facilitate students’ transition from example-based reasoning to formal mathematical justification, thereby promoting deeper conceptual understanding.

Understanding Pre-service Secondary Teachers’ Mathematical Language: An Inductive-deductive Thematic Analysis of Selected Terms and Symbols

Philip K. Mwei — 2026-05-01

Aims: To evaluate Bachelor of Education students’ understanding and use of selected mathematical terms (“prime number” and “parallelogram”) and symbols (the “equal” and “plus” signs), focusing on their definitions and application in various contexts. There is a lack of research examining how Bachelor of Education students connect definitions of key mathematical terms with the interpretation and application of related symbols across contexts, and how this coherence informs instructional practice.

Study Design: The study adopted a qualitative approach grounded in an inductive-deductive thematic analysis of students’ responses to open-ended tasks.

Place and Duration of Study: The study was conducted within a teacher education programme involving third-year, first-semester Bachelor of Education students preparing to teach mathematics at the secondary school level in the First semester of the 2023/2024 academic year.

Methodology: The accessible population comprised 256 students taking mathematics as one of their teaching subjects. Data were collected using a written open-ended mathematics test designed to elicit students’ definitions and applications of selected mathematical terms and symbols. Responses were analyzed to examine both conceptual understanding and contextual usage.

Results: Findings revealed mixed levels of comprehension. All participants demonstrated basic understanding of the “equal” and “plus” signs; however, most did not recognize their broader relational and abstract uses. While 66.8% correctly identified the equal sign as denoting equivalence, many could not apply it in relational contexts. Although all students recognized the plus sign as an addition operator, none demonstrated its use in abstract algebraic expressions. Conceptual understanding differed between terms: 69.1% accurately defined a “prime number,” whereas 71.1% exhibited misconceptions or incomplete definitions of a “parallelogram.”

Conclusions: Findings indicate gaps in relational symbol usage and geometric concepts, suggesting the need for instructional approaches that emphasize deeper conceptual understanding of mathematical symbols and strengthen geometry education to enhance mathematical literacy and professional practice.

Technology Proficiency and Research Skills of the College of Teacher Education Student Interns of St. Francis Xavier College

Ladyjoy B. Abuloc — 2026-05-01

The main purpose of this study was to investigate the significant influence of technology proficiency on the research skills of the College of Teacher Education (CTE) student interns of St. Francis Xavier College (SFXC). A non-experimental, quantitative research method was employed using a predictive correlational research design. The study employed a universal sampling technique, including all CTE student interns officially enrolled in the second semester of the academic year 2024–2025 as respondents. The respondents consisted of one hundred ninety-one (191) student interns, composed of sixty-five (65) Bachelor of Secondary Education major in English (BSEd-ENG) interns and one hundred twenty-six (126) Bachelor of Elementary Education (BEEd) interns. The primary instruments used in the study were adapted from online sources and modified to suit the research objectives. These instruments were administered to all CTE student interns who served as respondents. The collected data were analyzed using weighted mean, standard deviation, Pearson product-moment correlation coefficient, and linear regression. Results indicated that the CTE student interns' levels of technology proficiency and research skills were both very high. Furthermore, the results revealed a significant relationship between technology proficiency and research skills. The results also revealed that technology proficiency significantly influenced the research skills of the CTE student interns. Finally, the results support the Technology Acceptance Model (TAM). The significant, positive correlation between technology proficiency and research skills among CTE student interns supports the core premise of TAM—that the acceptance and effective use of technology contribute to improved performance outcomes.

Influence of Principal Neglect and Teacher Professional Development on the Classroom Management in Early Childhood Education

Queenie L. Laniba — 2026-05-01

Ineffective early childhood classroom management remains a concern in public schools in Tagum City, Davao del Norte, Philippines, during the 2025–2026 school year. This study examined the influence of principal neglect and teacher professional development on classroom management using a diagnostic research design. A total population of 198 teachers was identified, of which 180 participated, resulting in a 91% response rate. Data were collected through a survey questionnaire and analyzed using multiple linear regression, with classroom management as the dependent variable. Results revealed that while principal neglect and teacher professional development jointly influence classroom management, only teacher professional development significantly predicts classroom management outcomes. The model explains 44% of the variance in classroom management (R² = 0.44), indicating that other factors may also contribute to the outcome. These findings partially support Herzberg’s Two-Factor Theory in the educational context. It is recommended that future research explore additional variables and consider qualitative approaches, while schools are encouraged to strengthen teacher professional development through training, resources, and scholarship opportunities.

Social Studies Teachers’ Extent and Challenges in Implementing Indigenous Peoples Education Program: Basis for an Action Plan

Wegie Loy Almero Urulaza — 2026-05-02

This descriptive research study evaluates the implementation of the Indigenous Peoples Education (IPEd) Program among Senior High School Social Studies teachers in the Schools Division of Ilocos Sur. It aims to describe the extent of program implementation and identify the challenges encountered by teachers.

Data gathered through surveys and interviews were analyzed using Creswell’s thematic analysis. The study involved all 59 Senior High School Social Studies teachers implementing the IPEd program across 13 schools in the Schools Division of Ilocos Sur for School Year 2024–2025, employing total enumeration as the sampling technique. Two data-gathering instruments were utilized, namely a survey questionnaire and a teacher interview guide. The survey was administered to all 59 respondents via Google Forms, while interviews were conducted through Google Meet with 13 selected teacher-participants, ensuring one representative from each IPEd-implementing school. These interview participants were chosen to provide deeper insights into the challenges encountered in program implementation.

The findings revealed that the IPEd program is highly implemented based on the key findings from the six areas, specifically on learning competencies and standards, learning resources, learning space and environment, teaching strategies and methodologies, assessment tools and procedures, and community engagement and partnership.

While teachers demonstrate a strong commitment to culturally responsive education, they continue to face significant challenges such as a lack of appropriate learning resources, insufficient training and professional development, and limited community engagement. These issues hinder the full realization of the IPEd program’s goals.

Based on these findings, an enhanced action plan was developed to provide targeted interventions that strengthen teacher capacity, improve resource availability, and foster stronger school-community partnerships. The study highlights the importance of sustained support and collaborative efforts in promoting inclusive and culturally grounded education for Indigenous learners.

Teacher–Parent Collaboration, Lesson Transparency, and Learner Preparedness in Inclusive Preschool Education: A Correlational Study

Precious C. Manguerra — 2026-05-02

Background: Teacher–parent collaboration and lesson transparency are key, yet underexplored, factors that may jointly influence learner preparedness in inclusive kindergarten settings.

Aims: This study aimed to examine the relationship among teacher–parent collaboration, lesson transparency, and learners’ preparedness in inclusive education. Specifically, it determined parents’ perceptions of these variables and examined the relationships among them in a preschool setting.

Study Design: This study employed a descriptive-correlational research design.

Place and Duration of Study: Green Fields Integrated School of Laguna, Inc., City of Santa Rosa, Laguna, Philippines, School Year 2025–2026.

Methodology: The respondents were 51 randomly selected parents of preschool learners. Data were gathered using a validated researcher-made questionnaire. The study utilized weighted mean to describe the level of the variables and Pearson’s r correlation coefficient to determine the relationships among teacher–parent collaboration, lesson transparency, and learner preparedness.

Results: Teacher–parent collaboration and lesson transparency were both perceived at very high levels. Significant positive relationships were found between teacher–parent collaboration and lesson transparency (p < .001). Teacher–parent collaboration was also significantly related to learners’ cognitive preparedness (p < .001). Likewise, lesson transparency showed a strong significant association with cognitive preparedness, particularly in reinforcement activities (p < .001). However, no significant relationships emerged in relation to learners’ independence in learning and social-emotional preparedness.

Conclusion: The findings suggest that teacher–parent collaboration and lesson transparency are associated with improved cognitive preparedness among preschool learners, while their influence on independence in learning and social-emotional preparedness appears limited.

Predicting Social Media Addiction from Time Management Practices among Indian College Students

K. Subadevi — 2026-05-02

Social media become part and parcel of college students’ life. Students are scrolling the mobile phones knowingly as well as unknowingly in many hours per day. This leads them to social media addiction gradually and become more serious issue to them. This study tries to investigate how the time management practices influence the social media addiction among college students. In this cross-sectional survey, a total of 220 samples were taken by using stratified random sampling technique in Madurai District, Tamilnadu, India. Balamurugan’ Time management scale (2013), and Arunkumar and Premalatha’s social media addiction scale (2023) were used to collect the data. This investigation found that 203 college students (92.27%) had low level of time management practices and 105 students (48%) had extremely high level of social media addiction. This study highlights that students’ time management practices plays major role in decreasing the social media addiction among college students. This study recommends that educational institutions should take initiative to develop the time management skills.

Adaptive Innovation, Crisis Preparedness and Stakeholder Engagement as Predictors of Community Resilience in School Disaster Risk Reduction and Management (SDRRM) in the 1st District of Laguna

Juluis A. Jurado — 2026-05-02

Aims: School-based Disaster Risk Reduction and Management (SDRRM) strengthen resilience in hazard-prone communities through adaptive innovation, crisis preparedness, and stakeholder engagement. This study assessed the levels of these variables and their relationship with community resilience among teachers in the First District of Laguna, Philippines.

Study Design: Descriptive quantitative–correlational research design.

Place and Duration of Study: Selected elementary and secondary schools (Kinder to Grade 10) in the First District of Laguna, Philippines, from February 9 to February 23.

Methodology: A total of 172 SDRRM-involved teachers were selected from 302 using Slovin’s formula and stratified random sampling. Data were gathered using a validated researcher-made questionnaire (α = 0.884–0.967) and analyzed using descriptive statistics and Pearson correlation.

Results: Adaptive innovation (M = 3.43, SD = 0.422) and community resilience (M = 3.45, SD = 0.452) were rated very high, while crisis preparedness (M = 3.20, SD = 0.509) and stakeholder engagement (M = 3.21, SD = 0.392) were rated high. Organizational flexibility (M = 3.49) and collective efficacy (M = 3.54) were the highest-rated indicators. Significant positive correlations were found between adaptive innovation and community resilience (r = 0.362, p < 0.001), crisis preparedness and community resilience (r = 0.419, p < 0.001), and stakeholder engagement and community resilience (r = 0.454, p < 0.001).

Conclusion: Adaptive innovation, crisis preparedness, and stakeholder engagement are significantly associated with community resilience in SDRRM. Strengthening these domains may enhance school disaster preparedness and resilience. Further research is recommended to explore causal relationships.

Digital Pedagogy, Collaborative Learning, and Professional Development of Secondary Mathematics Teachers in the Division of Santa Rosa City, Laguna, Philippines: A Descriptive-correlational Study

Joseph N. League — 2026-05-02

Background: High-quality professional development programs are essential to sustain both digital pedagogy and collaborative learning. Collaborative forms of professional development have been found to produce more lasting improvements compared to traditional training approaches.

Aims: This study aimed to determine the level of digital pedagogy, collaborative learning, and professional development among secondary mathematics teachers in the Division of Santa Rosa City, Laguna, Philippines; examine the relationships among these variables; and assess their predictive influence on professional development. A significant research gap exists in localized empirical studies examining how these three constructs interact within the Philippine public secondary school context, particularly in mathematics education.

Study Design: Quantitative, descriptive-correlational research design.

Place and Duration of Study: Public secondary schools in the Division of Santa Rosa City, Laguna, Philippines, during the 2025-2026 school year.

Methodology: Stratified random sampling was utilized to select 85 junior high school mathematics teachers from ten public secondary schools. A validated researcher-made questionnaire measuring digital pedagogy (four domains), collaborative learning (five domains), and professional development (six domains) was administered using a 4-point Likert scale. Data were analyzed using weighted mean, standard deviation, Pearson's r, and multiple regression.

Results: Respondents demonstrated very high levels of digital pedagogy (overall WM = 3.29, SD = 0.468), collaborative learning (WM = 3.47, SD = 0.417), and professional development (WM = 3.52, SD = 0.428). The low standard deviations indicate general agreement among respondents. Significant positive relationships were found between all variables, with the strongest correlation between collaborative learning and professional development (*r* = .876, *p* < .001). Regression analysis showed that both digital pedagogy (β = 0.134, *p* = .047) and collaborative learning (β = 0.793, *p* < .001) significantly predicted professional development, explaining 77.8% of its variance (R² = 0.778).

Conclusion: Collaborative learning is the primary driver of professional development, while digital pedagogy serves as a significant but weaker supporting factor. Strengthening collaborative practices through professional learning communities, complemented by targeted digital training, can substantially improve mathematics teachers' professional growth. These findings have implications for teacher training programs and educational policy in the Philippine context.

Impact of Culturally-situated Digital Simulations on Academic Achievement in Circular Geometry and Uniform Motion among Secondary School Students in Minna Niger State

A. U. Bashir — 2026-05-02

This study investigated the impact of culturally situated digital simulations on students’ academic achievement in circle geometry and uniform circular motion among secondary school students in Minna, Niger State, Nigeria. A quasi-experimental pretest–posttest control group design was adopted. The sample comprised 114 Senior Secondary School II students selected through a multistage sampling technique. The experimental group was exposed to culturally-situated digital simulations incorporating familiar cultural contexts, while the control group was taught using Lecture methods. Data were collected using the Circle Geometry Achievement Test (CGAT) and Uniform Circular Motion Achievement Test (UCMAT), with reliability indices of 0.81 and 0.79 respectively. Data were analyzed using mean, standard deviation, and ANCOVA at a 0.05 level of significance. Findings revealed that students exposed to culturally-situated digital simulations achieved significantly higher mean scores in circle geometry (23.30) compared to those taught using Lecture methods (10.85) and the difference was significant with F (1, 113) = 42.786, P= (0.000) < 0.05. Equally, the findings showed that there was significant difference in the mean academic achievement of students taught uniform circler motion with culturally-situated digital simulations and those taught using Lecture methods with F (1, 113) = 51.783, P= (0.000) < 0.05. The results underscore the effectiveness of integrating culturally responsive pedagogy with digital simulations in enhancing academic achievement. The study recommends the adoption of culturally relevant digital instructional tools in mathematics and physics classrooms to improve learning outcomes.

Aggressive Leadership and its Impact on Faculty and Institutional Effectiveness: A Qualitative Observational Study in Higher Education Institutions of Bangalore Rural District

Venkatesh Babu TS — 2026-05-02

Aggressive leadership is a leadership style characterized by forceful communication, rapid decision-making, unilateral authority, and minimal consultation with faculty and staff. Although it is often justified in educational institutions as a method to maintain discipline, achieve administrative efficiency, and ensure timely completion of academic tasks, its broader psychological and institutional consequences remain a matter of concern, particularly in higher education settings where collaboration, academic freedom, and participative decision-making are essential.

This qualitative observational study explores how aggressive leadership behaviors manifest in daily institutional practices and how they influence faculty engagement, emotional well-being, participation in academic governance, and institutional effectiveness in higher education institutions located in the Bangalore Rural District.

Data were collected through prolonged direct observation, reflective field notes, and informal interactions with faculty members, administrative staff, and academic coordinators over several weeks. Thematic analysis revealed four major themes: aggressive communication and administrative pressure, limited faculty participation in decision-making, increased stress and reduced professional morale, and institutional inefficiencies arising from directive leadership practices.

Findings indicate that while aggressive leadership may improve short-term compliance and administrative speed, it significantly undermines academic collaboration, reduces faculty motivation, weakens communication channels, and contributes to inefficiencies in academic processes. The study highlights the need for balanced leadership approaches that integrate authority with empathy, transparency, and participatory governance to ensure long-term institutional sustainability.

Utilizing FEJ Game-based Approach to Enhance Learner Engagement and Mathematical Skills among Students with Autism Spectrum Disorder (ASD) in Leon C. Arcillas National High School

Fejenisis Malasaga Banzali — 2026-05-02

In the field of education, practitioners such as teachers lead to search for effective pedagogical strategies in Mathematics, that are not only relevant but also pressing in inclusive education. Game-based learning is currently one of the widely used teaching strategies that promotes student engagement and academic achievement in the 21st century. This study was conducted to investigate the utilization of FEJ (Friendly, Educational, and Jumpstart) game-based approach to enhance the learner engagement and Mathematical skills among students with autism spectrum disorder (ASD). The study aimed to determine the level of learner engagement and level of Mathematical skills of the students with ASD. A pre-experimental one group pretest and posttest design was employed to assess the utilization of FEJ game-based approach (a web-based platform consists of existing online math games); to describe the level of these variables; and to assess their correlation. The study was conducted in Leon C. Arcillas National High School, Santa Rosa City, Laguna, Philippines between September 2025 to March 2026. Due to the limited number of students with ASD in the research locale the study included a sample of fifteen (n=15) students diagnosed with ASD enrolled in the research locale of the study. Given the study’s manageable group size, the researcher benefited from close monitoring of students’ mathematical skills and engagement during the intervention period. The selection of the participants was done using a purposive sampling technique. Participants were selected based the criteria: (1) school records confirming an ASD diagnosis, (2) enrolled in the inclusive education program in the current academic year of the study, and (3) the ability to participate in classroom and game-based activities with minimal support. A validated research-made questionnaire consists of teacher observation checklist and Math test, as well as the web-based platform (FEJ game-based approach) were used as the primary data collection tools. The study followed a systematic procedure ethical clearance, school approval, and parental consent were secured prior to data collection. Pretest and posttest data on the level of learner engagement and level of mathematical skills were gathered using a teacher-observation checklist and a researcher-made Math test. Data were analyzed using mean and standard deviation, paired t-test to determine significant differences, and Pearson’s r correlation to examine the relationships between the learner engagement and mathematical skills. The findings revealed that before the intervention participants of the study demonstrated a low level of engagement in Mathematics (M = 1.89, SD = 0.589) and a “Needs Intervention” performance in Mathematical skills (M = 10.46, SD = 3.226). After the implementation of the FEJ game-based approach, engagement increased to a very high level (M = 3.55, SD = 0.212), while Mathematical skills improved to a “Strong Understanding” level (M = 17.12, SD = 1.552). Results showed a significant difference in both learner engagement (t = -12.163, p < .001) and Mathematical skills (t = -12.163, p < .001) before and after the intervention. Furthermore, a significant positive relationship was found between learner engagement and Mathematical skills (r = .583, p < .001), indicating that increased engagement was associated with improved Mathematical performance among learners with ASD (n = 15). The study concludes that the FEJ Game-Based Approach is an effective instructional strategy for improving both engagement and mathematical skills among students with ASD. An action plan was proposed to institutionally maintain and increase the level of learner engagement and Mathematical skills of the students with autism spectrum disorder (ASD).

Attitude of B.Ed. Student-Teachers towards Disaster Preparedness in Coimbatore District, India

A. Manickasamy — 2026-05-02

B.Ed. student-teachers, as future educators, must be equipped with both pedagogical competencies and practical awareness of disaster preparedness. The present study investigates the attitude of B.Ed. student-teachers towards disaster preparedness in Coimbatore District, with specific reference to selected demographic variables such as gender, locality, parents’ occupation, and year of study. A normative survey method was employed for the study. The sample consisted of 100 student-teachers (50 males and 50 females), selected using stratified random sampling techniques. Data were collected using a self-developed Attitude towards Disaster Preparedness Scale comprising 20 items measured on a five-point Likert continuum. Statistical techniques such as mean, standard deviation, and the independent samples t-test were used for data analysis. The findings revealed a mean score of 72.65, indicating student-teachers possess a moderately high level of attitude towards disaster preparedness. Furthermore, no statistically significant differences were found with respect to gender, locality, parents’ occupation, and year of study. The study emphasises the need for strengthening disaster preparedness components within teacher education programs to promote resilience and effective disaster risk reduction practices in schools. The results also indicate that while awareness levels are satisfactory, there is a need for continuous reinforcement through structured training, practical exposure, and institutional support mechanisms to ensure long-term preparedness and responsiveness among future teachers. Collaboration with local disaster response agencies is recommended to provide real-world exposure and strengthen decision-making abilities during emergencies.

Social Emotional Learning (SEL) Implementation and Social- emotional Competencies among Grade School Teachers

Save O. Simbajon — 2026-05-02

Given the importance of SEL in primary and secondary education, this study looked at the social and emotional skills of first grade teachers and effectiveness of SEL programs in a public school in Davao Del Sur. Using a descriptive-correlational quantitative design, the study surveyed 150 randomly selected teachers through validated questionnaires. The tools measured five areas of interpersonal learning and its eight specific indicators. The results showed that teachers had a very high level of social-emotional competence, with self-awareness receiving the highest score. Similarly, SEL implementation was also rated very high, with supportive discipline and family partnership emerging the strongest areas. Statistical analysis showed a positive correlation between SEL implementation and SEL competence, suggesting that teachers with higher competence are more effective in managing interpersonal and emotional situations when applying SEL strategies. In conclusion, strengthening teachers’ emotional skills leads to improved classroom instruction and student well-being. The study recommends continued professional development, strengthened community partnerships, and further research in varied school contexts.

Developing Individualized Education Programs for Students with Multiple Disabilities

Daryl Grace G. Cortez — 2026-05-04

Students with multiple disabilities often require comprehensive educational support that extends beyond academic instruction to include functional life skills and transition planning. Within Special Education, Individualized Education Programs (IEPs) are designed to address these diverse needs; however, their implementation frequently emphasizes academic outcomes over practical life skills essential for independent living.

This study examined how Individualized Education Programs (IEPs) are developed and implemented for students with multiple disabilities, with particular attention to the gap between academic instruction and the functional life skills needed for transition readiness. A qualitative case study approach was used to explore how IEPs address academic, behavioral, social, and functional domains.

The study involved two elementary students in a specialized school in Saudi Arabia, along with key stakeholders, including parents, teachers, therapists, and administrators. Data were gathered through interviews, classroom and therapy observations, and document analysis, and were analyzed using thematic analysis.

The analysis indicates that IEPs tend to focus heavily on academic goals, with limited attention to functional life skills and transition planning. A disconnect between classroom instruction and therapy-based interventions constrained students’ preparation for independent living.

These findings highlight the need for a more holistic and collaborative approach to IEP development. Integrating functional life skills and strengthening coordination among stakeholders can improve the relevance and effectiveness of IEPs and better support students’ independence and transition outcomes.

Stress and Academic Competence of Students in Higher Education Institution

Pia Paola A. Calolo — 2026-05-04

Academic competence is a vital component of students' overall development and future opportunities, as it directly influences their academic performance and personal growth. However, varying levels of stress affect academic competence, with individuals responding differently to stressors. While previous studies have examined stress and academic competence separately, a gap remains in understanding their relationship. This study assessed the level of stress and academic competence among students in a higher education institution. It is quantitative research employing a descriptive-correlational research design. The respondents of this study were 370 students in a higher education institution in Santo Tomas, Davao del Norte, selected through a stratified random sampling technique. Two sets of adapted questionnaires were used to obtain the information from the respondents. The findings of this study revealed that the overall level of stress in terms of academic, physiological, environmental, and psychological stress was high, while the level of stress in terms of social stress was moderate. The results indicated that students in a higher education institution experience an overall high level of stress. The study also found that the level of academic competence in terms of intrinsic motivation, extrinsic motivation, learning discipline, learning assessment, general self-esteem, emotional control, and social relationships was revealed to be high. The findings revealed that the students strongly demonstrate their aptitude in academics. Furthermore, the results indicated that physiological stress received the highest mean, while social stress received the relatively lowest mean. Among the various indicators of academic competence, social relationships yielded the lowest mean score, indicating that students may struggle with interpersonal connections despite their academic abilities. The study revealed a significant relationship between stress and academic competence. The study also revealed that the overall demographic profile of the student body, based on age, gender, and degree program, shows no significant difference in the level of stress and academic competence. Therefore, it is hoped that this study could encourage the adoption of proactive measures to address stress factors and foster an environment conducive to academic excellence.

Effectiveness of Online Learning Strategies as Perceived by Teachers and Students of Senior Secondary Schools

Manas Ranjan Panigrahi — 2026-05-04

This article examines the effectiveness of online learning strategies as perceived by teachers and students in government and private senior secondary schools of Bhilwara city, Rajasthan. It contributes to the empirical understanding of teacher readiness and stakeholder perceptions within India’s evolving digital education landscape, offering valuable insights for policy formulation and school-level capacity building. The study also aligns with the objectives of the Ministry of Education 2020, which emphasises the integration of technology in teaching–learning processes across school systems. A descriptive survey research design was adopted for the study. A purposive sampling technique was used to select 10 government and 10 private senior secondary schools. Subsequently, simple random sampling was employed to select teachers and students actively engaged in senior secondary education, including those with experience in online teaching and learning. The final sample comprised 81 teachers and 510 students from the selected 20 schools. A structured questionnaire, adapted to suit the objectives of the study, was used to examine the effectiveness of fully online and web-supported learning strategies as perceived by respondents. Data were collected through both online and offline modes, depending on accessibility and respondent preference, and were analysed using descriptive and inferential statistical techniques such as t-Test and ANOVA. The findings reveal that stakeholders from government schools reported relatively higher perceptions of online learning effectiveness, which may be attributed to a combination of institutional support mechanisms and exposure to digital initiatives. The study also found no significant gender differences in perceptions of online learning effectiveness, indicating a broad-based acceptance of digital pedagogies across male and female respondents. Contrary to the common belief that older teachers may be less receptive to technology, the study found no statistically significant differences in perceived online learning effectiveness between younger (20–40 years) and older (41–60 years) teachers across both government and private schools. An important finding relates to the differential influence of academic streams on perceptions of online learning effectiveness, which varied between teachers and students.

Quantitative Analysis of PUV Franchise Violations in Davao Region (2017-2022)

Margarette G. Reyes — 2026-05-04

Public land transportation remains essential to mobility and economic activity in the Philippines, yet persistent franchise-related violations among Public Utility Vehicles (PUVs) raise concerns regarding regulatory compliance and public safety. This study examines recorded PUV franchise-related apprehensions in the Davao Region from 2017 to 2022 using quantitative methods. Secondary data were obtained from the Land Transportation Franchising and Regulatory Board (LTFRB) Regional Franchising and Regulatory Office XI. The study revealed that from 2017 to 2022, a total of 799 recorded PUV franchise-related violations have been logged. The study identifies the top five violations, determines the leading PUV denomination involved in overloading violations, and assesses whether significant differences exist in the mean number of violations across the six-year period. Normality testing using the Kolmogorov–Smirnov test indicated non-normal data distribution; thus, the Kruskal–Wallis H test was employed. Findings reveal that overloading was the most frequently recorded violation, with Public Utility Jeepneys emerging as the primary denomination involved. Results further indicate a statistically significant difference in the mean number of overall franchise-related violations across years, while no significant difference was observed in the mean number of top overloading violators. These findings provide empirical insights to inform policy review and strengthen enforcement strategies aimed at enhancing regulatory compliance in the Davao Region.

Analyzing the Physics Learning Environment for Visually Impaired Students in Inclusive Secondary Schools: Evidence from Zomba District, Malawi

Ezrone Robert Mkandawire — 2026-05-04

Inclusive education remains a global priority; however, subject-specific challenges persist, particularly in science disciplines such as physics. This study examined the physics learning environment for visually impaired students in inclusive secondary schools in Zomba District, Malawi, using a mixed-methods research design. A total of 34 participants were involved, including 30 students and 4 physics teachers. Only student data (N = 30) were included in the quantitative analysis, while teacher data were analysed qualitatively. The findings revealed significant differences in learning outcomes between visually impaired and sighted students, with sighted students performing better (t(28) = -2.14, p = .041). Learning outcomes also varied significantly across age groups (F(2, 27) = 3.87, p = .033). Access to resources was significantly associated with gender (χ² = 3.92, p < .05). Correlation analysis indicated moderate positive relationships among access to resources, teacher support, student engagement, and learning outcomes, with student engagement showing the strongest association (r = .53). Multiple regression analysis identified teacher preparedness as the strongest predictor of learning outcomes (β = .36), followed by assistive technology and access to resources, with the model explaining 34% of the variance. Qualitative findings highlighted key challenges, including limited access to tactile learning materials, inadequate assistive technologies, insufficient teacher training, and barriers in conducting laboratory experiments. However, the use of multi-sensory teaching approaches was found to enhance student engagement and participation. The study concluded that although inclusive education policies exist, their implementation in physics classrooms remains inadequate. It recommends targeted investment in teacher training, assistive technologies, and accessible instructional materials to improve learning outcomes. These findings contributed to the advancement of inclusive STEM education in low-resource contexts.

Musicking: Building Parent-Child Relationships

Hazel P. Copiaco — 2026-05-05

The family, as a fundamental social unit, plays a vital role in shaping individuals’ emotional, social, and relational development. Shared family activities and routines—such as storytelling, singing, and music-making—serve as meaningful practices that foster connection, transmit values, and strengthen bonds across generations

This qualitative study investigates the role of “musicking” – the act of engaging with music – as an instrument to help build and strengthen the relationship between parents and children. To explore this, the research employs Clandinin and Connelly’s narrative inquiry design, a framework for examining the lived experiences of ten Filipino parent-adult child dyads purposively selected from diverse musical sectors in Metro Manila, Rizal, and CALABARZON region.

To deepen engagement, purposive and snowball sampling were employed to recruit dyad participants resulting in a final cohort of twenty individuals (nine males and eleven females), aged 22 to 67. Eligibility required that both parent and adult child be Filipino, with active involvement in music at the time of study. Parents were aged 35 or older, while adult children are aged 18 or older. Educational backgrounds varied widely, spanning specialized music degrees and professional qualifications in medicine, finance, and psychology. This diversity allowed the study to examine how musicking transcends professional boundaries, becoming a shared language across different life paths. These dimension, situates the narratives in time and in social context and ground them in particular settings. The study was conducted in Quezon City, Philippines, from July 2025-March 2026, allowing for sustained engagement with participants and their evolving musical journey.

From the analysis, the findings reveal that shared musical engagement acts as a systemic stabilizer, shifting the parent-child relationships from traditional hierarchies toward resilient, peer-to-peer partnership. Out of these narratives and the identified themes the BOND framework emerged, comprising of four resonant threads: Becoming, Oneness, Nurture, and Dedication. In conclusion, the study show that musicking is a generative act-an instrument that turn shared sounds into a living practice of connection and a shared family legacy.

Exploring Language and Socio Emotional Development in Relation to Early Screen Exposure: A Qualitative Single Case Study in a Child Development Center (CDC)

Gayathri Sankar — 2026-05-05

The increasing number of Child Development Centers (CDCs) in Kerala, India, reflects growing concern regarding early childhood developmental, behavioural, and socio-emotional challenges, particularly in the post-COVID-19 context. This study adopts a qualitative exploratory single-case research design to examine emerging developmental patterns within a Child Development Center in Kerala, India. Data were generated through non-participant observations during an internship period and semi-structured interviews with therapists, and were interpreted alongside a critical synthesis of recent literature. Findings indicate that many children attending the center present with difficulties in language development, self-regulation, social interaction, and emotional stability. While such profiles are often understood within clinical or neurodevelopmental frameworks, practitioner insights suggest that a subset of these concerns may also be influenced by environmental and experiential factors, particularly early exposure to highly stimulating digital media and reduced opportunities for reciprocal social interaction. The study contributes to existing literature by offering an in-depth, practice-based qualitative perspective on how developmental concerns are being experienced and interpreted within CDC settings, highlighting the potential role of contemporary digital environments in shaping early developmental trajectories. Although the findings are based on an exploratory single-case study and are not intended for statistical generalisation, they provide analytically grounded insights that may be relevant to similar early childhood intervention contexts globally. The study underscores the need for developmentally appropriate, interaction-rich environments and critically re-examines the evolving role of CDCs in addressing contemporary developmental needs.

Assessment of Career Guidance Services as Basis for a Unified Program Implementation: An Explanatory Sequential Design

Khinet B. Lumakang — 2026-05-07

Career guidance services play a vital role in helping students understand their strengths, explore career options, and make informed decisions about their future. They also support students in aligning their interests and abilities with suitable educational and career pathways. This study examined the implementation of career guidance services in secondary schools in Kiblawan District using an explanatory sequential mixed-methods design. It specifically assessed the level of implementation in terms of activities conducted, program components, and attainment of objectives, and explored participants’ experiences in sustaining program implementation. Findings revealed a high level of implementation in activities conducted and program components, and a very high level in attainment of objectives. This indicates that career guidance services are consistently delivered and effectively support students’ academic and career development across schools in the district. Qualitative results generated three major themes: adaptive program implementation through structural integration, resourcefulness and collaborative program support, and innovative, student-centered, and inclusive career guidance practices. Participants reported integrating career guidance into homeroom and school activities, maximizing available and alternative resources, and adjusting implementation based on contextual limitations. Collaboration with teachers, parents, alumni, and external stakeholders further strengthened program delivery. In addition, the use of reflective activities, experiential learning strategies, and digital platforms enhanced student engagement and accessibility of career information. Based on the results, a unified Career Guidance Program titled Project CARE is proposed to strengthen sustainability, coordination, and efficiency of implementation. The study concludes that effective career guidance implementation depends on adaptive strategies, stakeholder collaboration, and student-centered approaches. It recommends strengthening institutional support, improving resource allocation, and enhancing capacity-building programs to ensure sustained and effective delivery of career guidance services in secondary schools.

Assessing the Influence of Collaborative Reflection on Technology Integration and Classroom Practice Among Stem Teachers in Oyo State, Nigeria

Aminat Aderonke Agoro — 2026-05-07

Digital technology integration has become a key focus of modern STEM education reform, aiming to enhance teaching and learning through various digital tools and platforms. However, effective integration depends largely on teachers’ pedagogical practices, reflective thinking, and collaborative professional learning. This study assessed the influence of collaborative reflection on technology integration and classroom practice among secondary school STEM teachers in Lagelu Local Government Area, Oyo State. A quantitative research design was adopted, and a sample of 60 STEM teachers was selected from public secondary schools using a two‑stage sampling procedure. Data were collected with a self‑developed instrument titled Collaborative Reflection, Technology Integration and Classroom Practice Questionnaire (CRTICPQ). Descriptive statistics were used to answer the research questions, while Pearson Product‑Moment Correlation was employed to test the hypothesis at the 0.05 level of significance. Findings revealed that teachers held a high perception of learning from colleagues as a strategy for improving technology‑supported instructional practices, with mean scores ranging from 3.60 to 4.07. Despite this positive perception, teachers’ actual engagement in collaborative reflective activities was moderate, with mean scores between 2.45 and 2.72, indicating that such practices occurred only occasionally. The level of technology integration in STEM classrooms was also found to be moderate (overall mean = 2.80), with notably low student involvement in the use of digital tools (mean = 2.43). Importantly, a strong positive and significant relationship was established between collaborative reflection and technology integration (r = 0.642, p < 0.01). The study concludes that increased professional interaction among STEM teachers significantly enhances effective technology integration, underscoring the need for structured collaborative practices in schools. The findings from the study also show that collaborative reflection was done on a limited scale among STEM teachers.

Influence of Parental Status and Socioeconomic Factors on Secondary School Dropout in Nagaon District, Assam, India

Farhaj Afrin — 2026-05-07

Education plays a vital role in shaping individual development and societal progress, yet school dropout remains a persistent global concern. Various socioeconomic, cultural, and institutional factors continue to influence students’ decisions to leave school, particularly at the secondary level.This study investigates the socioeconomic factors influencing secondary-level school dropout among students in Nagaon district, Assam, India. The analysis is based on data collected from 120 students who discontinued their secondary education. A self- made interview schedule served as the primary tool for data collection. The primary causes of dropout were family income, father's and mother's education, parents' occupation, social background, and housing conditions, which were examined to understand the causes of dropout. The findings demonstrate that 41.67% of students drop out, particularly those from families with income below ₹3000 per month, who often struggle to meet basic needs. Poor living conditions further make it difficult for students to continue their studies. The study also highlights that the occupation of both the father and the mother affects the dropout at the secondary stage. Reducing dropout rates requires teamwork from families, educators, government agencies, and the community. Overall, the results suggest that school dropout is closely related to social and economic realities, and addressing these issues is important for improving student retention.

Pen, Pixel, or Paraphrase? Investigating the Relationship between Note-taking Modalities and Graduate Learning Outcomes

Manisha Singh — 2026-05-07

The paper addresses the relationship between note-taking modalities and learning outcomes among graduate students and specifically examines how this relationship is mediated by cognitive processing. The study analyses the connection between different styles of note- taking, including one's own word summarising, structured/systematic, analogue, digital, and verbatim note-taking, and academic performance, based on the cognitive load theory and the generative learning model. A structured survey was used to gather data from 88 graduate students, and the data were analysed using Spearman's rank-order correlation since they were not normally distributed. The findings show that note-taking in one's own words has the strongest positive association with achievement, followed by structured note-taking, with verbatim transcription showing the weakest association. The digital and analogue modalities demonstrate the same level of success, which means that the medium does not have as significant an influence as cognitive engagement. The mindfulness of students in relation to note-taking as an active, metacognitive process that helps to understand, organise, and revise is also evidenced by qualitative data. The research is an addition to the existing literature that has placed cognitive processing as one of the key processes linking the activities of note taking with the learning outcomes, particularly in graduate learning which is cognitively demanding. The conclusions reflect the need to have pedagogical tools that promote active change and systematization of information.

Effectiveness of Blended Learning Approach in Biology Education at the Secondary Level

Archana Pujar — 2026-05-08

Blended learning has emerged as a prominent instructional model within this transformation. Biology education at the secondary level presents several pedagogical challenges due to the abstract and complex nature of its content. This study investigates the effectiveness of a blended learning approach in improving academic achievement in Biology at the secondary level. A quasi-experimental pre-test–post-test control group design was employed involving 80 Grade IX students from CBSE-affiliated school. The experimental group received instruction through a structured blended learning module integrating face-to-face teaching with ICT-based programmed learning, while the control group was taught using conventional methods. Data were analysed using ANCOVA, effect size (Cohen’s d), and normalized gain. Results indicated a statistically significant improvement in achievement scores for the experimental group (F(1,77)=22.64, p<0.001), with a large effect size (d=1.61) and high normalized gain (g=0.63). These findings suggest that blended learning enhances conceptual understanding and academic performance in Biology. However, limitations include a relatively small sample size and restricted contextual scope. The study highlights the potential of blended learning as a scalable instructional model in secondary education.

Professional Development and 21\(^{st}\) Century Skills Acquisition as Predictors of Teaching Competence of Beed Interns at St. Francis Xavier College

Roljane E. Manilag-Acuña — 2026-05-09

This study examined the influence of professional development and 21st-century skills acquisition on the teaching competence of Bachelor of Elementary Education (BEEd) interns at St. Francis Xavier College. A predictive correlational research design was employed, involving 184 BEEd interns selected through universal sampling. Adapted and test-piloted questionnaires were used to collect data. The data were analyzed using Weighted Mean, Standard Deviation, Pearson Product-Moment Correlation, and Linear Regression Analysis. Findings revealed that professional development, 21st-century skills acquisition, and teaching competence were all at high levels. Significant positive relationships were found among these variables. Further analysis showed that domains of professional development, including thematic knowledge, learning environment, cooperation, educational technology, research, planning, evaluation, and human resource development, significantly influenced teaching competence. Similarly, domains of 21st-century skills such as collaboration, critical thinking, creativity, communication, digital literacy, social skills, and leadership also showed significant influence. These findings suggest that strengthening professional development initiatives and systematically integrating 21st-century skills into teacher education programs can enhance teaching competence. This has important implications for curriculum design, teacher training, and policy development aimed at preparing future educators for effective and responsive classroom practice.

Determinants of Junk Food Consumption among Tertiary Level Students: A Descriptive Study in Sivagangai District, Tamil Nadu, India

V. Murugesan — 2026-05-09

Adolescents and young adults are especially vulnerable to unhealthy eating patterns due to lifestyle transitions, academic pressures, social influences, and exposure to media and advertising. Previous studies have shown that frequent junk-food consumption can lead to adverse health outcomes, including obesity, cardiovascular risks, and impaired cognitive performance. The present study investigates the determinants of junk-food consumption habits among tertiary-level students in Sivagangai district, Tamil Nadu, with a focus on demographic, socioeconomic, and contextual influences. Given the rising prevalence of energy-dense, nutrient-poor food consumption among young adults, understanding these determinants is crucial for promoting healthier dietary behaviors. A descriptive survey design was employed, and data were collected from 527 students across Arts, Science, Management, and Education streams using a structured, validated questionnaire. The instrument assessed overall junk-food consumption and five key dimensions: Awareness, Peer Influence, Convenience, Stress, and Media Influence. Descriptive statistics revealed that students exhibited moderate junk-food consumption habits, with significant variations across gender, locality, discipline, residence, pocket money, and parental income. Male, urban, science-stream, off-campus students with higher pocket money and family income reported the highest consumption levels. Media Influence emerged as the most impactful factor, followed by Convenience and Stress, while Awareness and Peer Influence showed relatively lower mean scores. Inferential analyses indicated significant differences in junk-food habits based on gender, locality, year of study, discipline, residence, pocket money, and parental income, whereas age and type of institution had minimal impact. Gender and locality also significantly affected all dimensions of junk-food habits, highlighting social and environmental determinants of dietary behavior. Statistical analysis was performed using t-test, ANOVA, and Pearson correlation.

The findings suggest that interventions to reduce junk-food consumption among tertiary-level students must account for socio-economic status, media exposure, lifestyle factors, and peer influence. By identifying key determinants, the study provides empirical evidence to inform health promotion strategies, campus-based nutrition programs, and policy measures aimed at fostering healthier eating patterns in higher education settings.

Leadership Strategies and Styles as Determinants of Occupational Justice in Selected Higher Education Institutions (HEIs)

A. Librada, Tajee — 2026-05-09

Leadership strategies and styles play a crucial role in fostering occupational justice within higher education institutions (HEIs), particularly in promoting fairness, inclusivity, and equitable workplace practices. In selected HEIs, leadership strategies were practiced at a very high level, with professional development, communication, and conflict management as the most emphasized domains, followed by employee engagement and decision-making. Administrators also demonstrated strong application of leadership styles, particularly transformational, transactional, and democratic/participative approaches, while laissez-faire leadership was less frequently practiced. Correspondingly, the level of occupational justice was perceived to be very high, especially in terms of interactional justice and recognition and inclusion, indicating a generally fair and supportive work environment. The goal of this study was to determine the level of leadership strategies, leadership styles, and occupational justice; examine the relationships among these variables; and assess the predictive power of leadership strategies and leadership styles on occupational justice in selected HEIs. The findings revealed significant and strong positive relationships between leadership strategies and leadership styles, as well as between leadership strategies and occupational justice. Moreover, leadership styles demonstrated strong to very strong correlations with occupational justice, particularly transactional and democratic/participative leadership. Regression analysis further showed that leadership strategies significantly predicted occupational justice, explaining 54.0% of its variance (R² = 0.540, p < .001). Meanwhile, leadership styles demonstrated greater predictive power, accounting for 80.8% of the variance (R² = 0.808, p < .001), indicating that leadership styles are stronger contributors to occupational justice. It was concluded that both leadership strategies and leadership styles significantly influence occupational justice, with leadership styles serving as the more dominant predictor. This study implies that strengthening transformational and participative leadership, alongside effective leadership strategies, can further enhance fairness, inclusivity, and equitable practices in HEIs. The proposed JUSTICE framework serves as a practical guide for administrators to continuously improve leadership effectiveness and promote a more equitable and inclusive academic environment.

Predicting Teaching Effectiveness among Secondary School Teachers Based on Digital Adaptability and Emotional Intelligence

Umarani Sahoo — 2026-05-09

When considering the complexities and spontaneity of real-life classroom scenarios in the 21^st century, the student outcome, engagement, satisfaction and quality education are highly dependent on the effectiveness of the teacher and their teaching. The present study adopts a descriptive survey design in order to predict the relation between factors that affect the Teaching Effectiveness (TE) of secondary school teachers. The two variables which play the predictive role are: Digital Adaptability (DA) and Emotional Intelligence (EI) of the teachers, and the study also explores the correlation between the two variables. A descriptive survey method is employed, and data are collected from 112 teachers in Angul district, Odisha, using standardised and self-developed instruments. Statistical techniques such as Pearson’s correlation and multiple regression analysis are used for data analysis. The findings reveal that emotional intelligence has a moderate and statistically significant positive relationship with teaching effectiveness (r = 0.508), whereas digital adaptability shows a comparatively weaker but significant relationship (r = 0.260, p < 0.01). Further, regression analysis indicates that emotional intelligence and digital adaptability together significantly predict teaching effectiveness, explaining 26.0 per cent of the variance (R² = 0.260). Among the predictors, emotional intelligence emerges as the stronger and significant contributor, while digital adaptability does not show a significant independent contribution when considered alongside emotional intelligence. The study highlights the central role of emotional competencies in enhancing teaching effectiveness and indicates the need to view teaching effectiveness as a multidimensional construct shaped by both psychological and technological factors.

Enhancing Student Engagement in BEEd Programs: The Role of Motivational Factors at St. Francis Xavier College

Mhelliza V. Alvarez — 2026-05-09

The main purpose of this study was to determine the significant influence of motivational factors on student engagement among Bachelor of Elementary Education students in St. Francis Xavier College. A descriptive-correlational quantitative design was utilized to determine the extent to which intrinsic and extrinsic motivational factors influence the behavioral, emotional, and cognitive aspects of student engagement. The respondents of the study were selected BEEd students who answered survey questionnaires adapted from established authors. Using the weighted mean, results revealed that both intrinsic and extrinsic motivational factors were rated high at a weighted mean of 4.39. In addition, the Pearson-R Correlation indicated a significant relationship between motivational factors and student engagement (r = 0.49, p=0.000. Further, using Linear Regression Analysis, findings also revealed that motivational factors have a significant influence on student engagement with (r²-value of 0.233, p=0.000. These findings highlight the vital role of both intrinsic and extrinsic motivation in shaping the overall engagement of BEEd students at SFXC, highlighting the importance of integrating effective motivational strategies to enhance learning outcomes.

Generative AI, Scenario Based Learning, and Educational Communication in Chinese Language Education: A Qualitative Case Study of Vietnamese University Students

Kieu My Hanh — 2026-05-09

Background: The rapid rise of Generative Artificial Intelligence is transforming language education by supporting writing, communication, and interactive learning. In Chinese Language Education, integrating AI with scenario-based learning offers new opportunities to enhance intercultural and educational communication, particularly for university students in Vietnam.

Aims: This study explores how teacher-mediated generative artificial intelligence (AI) can be integrated into scenario-based Chinese language education for Vietnamese university students, with particular attention to intercultural communication and educational communication.

Study Design: The paper adopts a qualitative pedagogical case-study design supported by classroom task analysis, student reception data, teacher evaluation, and reflective evidence.

Place and Duration of Study: The case was conducted in an undergraduate Chinese language and culture course at a public university in Hanoi, Vietnam, during one teaching cycle.

Methodology: The participants were 36 third-year Vietnamese university students majoring in Chinese Studies. The intervention asked students to use generative AI as a drafting and revision assistant for scenario tasks and multimodal educational communication products. Data included a pre-task learner profile survey, classroom observation notes, AI prompt-and-output logs, student scripts, 52 final video products (17 group videos and 35 individual videos), short reflective comments, and teacher evaluation rubrics. The data were analyzed thematically in four stages: AI-use process, language and intercultural benefits, educational communication outputs, and risks requiring teacher mediation.

Results: The findings show that AI-supported preparation reduced the difficulty of beginning Chinese oral and written tasks, expanded students' access to vocabulary and dialogue structures, and helped transform classroom assignments into visible outputs such as role-play videos, bilingual captions, cultural explanation posts, and programme-introduction materials. At the same time, the analysis found over-formal expressions, culturally generic explanations, occasional factual inaccuracies, and weak learner authorship when students relied too heavily on generated text. The strongest learning effects appeared when AI drafts were followed by student revision, peer discussion, teacher correction, and intercultural reflection.

Conclusion: Generative AI can support Chinese language education when it is used as a guided assistant rather than a replacement for teachers. In the Vietnamese university context, teacher-mediated AI-supported scenario-based learning can connect language practice, intercultural competence, and educational communication, but it requires transparent AI use, student consent, privacy protection, and teacher supervision to ensure linguistic accuracy, cultural appropriateness, and responsible public-facing outputs.

Influence of Sports Facility and Equipment Provisions and Nutritional Status on Sports Performance among High School Student-Athletes

Ronalyn M. Villasante — 2026-05-09

Diagnostic research design was applied to examine the significance of sports facility and equipment provisions, and nutritional status as determinants of sports performance. The study was conducted in two high school institutions located in the third congressional district of Davao City, Philippines. Through stratified random sampling, 245 respondents were selected in two high school institutions in Davao City. Using multiple linear regression analysis, it was found that sports facilities, equipment, and nutritional status significantly influence sports performance, partially supporting Social-Ecological Theory, particularly the organizational and individual levels. Future research may explore additional variables to explain the remaining 67.2% of sports performance variance, using exploratory studies and factor analysis, while educational leaders may implement programs on facilities, equipment, and nutrition to enhance student-athlete performance.

The Nexus between School Environment and Absenteeism in Public Primary Schools in Bangal Sub- County, Tana River County, Kenya

Ifrah Mahat Abdinoor — 2026-05-09

Despite various interventions by the Ministry of Education, learner absenteeism remains a persistent challenge in public primary schools within Bangal Sub-county, negatively impacting academic performance and educational outcomes. This study sought to identify the nexus between school environment and absenteeism in public primary schools in Bangal sub- county, Tana River County, Kenya. This study was guided by the Social Ecological Model and adopted a mixed-methods approach, combining both quantitative and qualitative methods through a descriptive survey research design. The study was conducted in Bangal Sub-county, targeting 30 public primary schools, 232 teachers and 30 head teachers. A sample size of 30% of the schools was used. Semi-structured questionnaires were used to obtain both qualitative and quantitative data from teachers, while structured interviews was used to collect qualitative data from heads of institutions. Quantitative data from the questionnaires was analyzed using the Pearson correlation test, while qualitative data was analyzed narratively in verbatim. The school environment exhibited a very strong relationship with absenteeism (r = - 0.870, p < 0.05), with inadequate facilities, overcrowding, and poor sanitation identified as major deterrents. The study recommends implementing comprehensive school feeding programs, improving infrastructure and sanitation facilities.

The Use of AI-powered Video-based Content in Enhancing Grade 8 Students’ Understanding and Attitude Towards Disability Inclusion at Pulong Sta. Cruz National High School

Baby Malasaga Banzali — 2026-05-09

An individual’s disability can significantly influence their life, shaping social experiences, interactions, public perceptions, and community participation (UNESCO, 2020). Children with disabilities often face social stigma, while school-based disability awareness initiatives remain limited, with minimal integration of innovative instructional strategies (Jimenez & Cabaluna, 2021). This study explored the use of AI-powered video-based content as an intervention to promote understanding and positive attitudes toward disability inclusion among Grade 8 students at Pulong Sta. Cruz National High School. Using a quasi-experimental pretest–posttest non-equivalent groups design, 60 students were divided into experimental and comparison groups. Validated self-made questionnaires were used for data collection. Results revealed that the experimental group showed significant improvement in both understanding (M = 16.20) and attitudes (M = 3.59) compared to the comparison group (understanding: M = 12.53; attitudes: M = 3.05). Statistical analysis confirmed significant differences in attitudes after the intervention and within the experimental group’s pretest and posttest results, while no significant changes were observed in the comparison group. These results highlight the importance of targeted interventions in enhancing both knowledge and attitude towards disability inclusion. Hence, broader implementation of AI-powered video-based content is recommended to support inclusive education in schools and wide use of AI to uplift students with or without disabilities (DepEd, 2025).

Understanding Secondary School Dropout in Baucau Municipality, Timor-Leste: A Mixed Methods Ecological Analysis of Multilevel Determinants

Juvinalia Antónia de Fátima Ribeiro — 2026-05-11

School dropout is a challenge and a complex issue in post-independence and resource-strained education systems like Timor-Leste. In this research, the convergent mixed-method design was used to understand the factors related to secondary school dropout in the Baucau municipality, where quantitative data of 75 students and qualitative data of 15 dropout students were collected. Quantitative data analysis results of the descriptive statistics and bivariate statistics have shown that peer and community influences and institutional support showed patterns related to dropout, but the relationships surveyed were not statistically significant, nor were the school-related factors. Nevertheless, the qualitative results can offer an explanatory richness, which can reveal how economic deprivation, family dysfunction, social pressure, and a less supportive system influence the decision to leave school. These insights can explain the non-significant quantitative findings, suggesting that the school-level effects are indirect and situational rather than through direct statistical correlations. The dropout issue is viewed as an ecologically shaped process, and it is necessary to implement multi-level interventions, such as community support programs, family engagement initiatives, and targeted academic assistance, to enhance student retention outcomes.

Culturally Responsive Pedagogy and Inclusive Strategies for Adolescents with Learning Disabilities: A Correlational Study

Janette B. Hernandez — 2026-05-12

Background: Culturally responsive pedagogy and inclusive strategies are essential in addressing the diverse needs of learners with disabilities, yet their combined application in secondary special education remains underexamined.

Aims: This study aimed to evaluate the culturally responsive pedagogical practices and inclusive strategies employed by SNED teachers in the Division of Cabuyao during the School Year 2025–2026. It further examined their relationship to teacher profiles and their effectiveness in addressing the needs of adolescents with learning disabilities.

Study Design: This study employed a descriptive-correlational quantitative research design.

Place and Duration of Study: City Schools Division of Cabuyao, Laguna, Philippines, from January 2026 to February 2026.

Methodology: The respondents were 40 purposively selected secondary SPED teachers. Data were collected through a validated survey questionnaire. Descriptive statistics and inferential analyses, including correlation and tests of difference, were used to analyze the data.

Results: Teachers demonstrated very high levels of culturally responsive pedagogical practices and inclusive strategies. A significant positive correlation was found between culturally responsive pedagogy and inclusive strategies (p < .001). Specialized training significantly influenced teachers’ ability to validate students’ cultural identity (p < .05), while teaching experience showed no significant differences.

Conclusion: The findings suggest that stronger culturally responsive practices are associated with more effective inclusive strategies among SNED teachers. However, gaps in specialized training highlight the need for targeted professional development to enhance inclusive practices for learners with learning disabilities.

Evaluating The Impact of Instruction on Literacy and Numeracy Achievement: A Pre-Post Study for Learners of Grade I and II

Joyce Britto — 2026-05-12

Early literacy and numeracy skills are essential foundations for children’s academic success and lifelong learning. Effective instructional strategies and timely interventions play a crucial role in improving these foundational competencies among primary school learners. This study was designed to assess the impact of teaching strategies on the literacy and numeracy skills of Grade I and II learners. A pre-test and post-test design was employed to collect the data. A total of 118 students of Grade I and 133 students of Grade II participated in the research. The results showed that the Literacy and Numeracy scores of the learners of Grade I showed positive improvement, while the Literacy and Numeracy performance of the students of Grade II showed marginal decline in the post-test. From the results it is evident that the efficacy of teaching Literacy and Numeracy does not lie in the need to revisit the teaching strategies but in the teacher training, mentorship, and academic rigor with an assortment of teaching-learning strategies that cater to individual differences. At the core level, the teacher plays the most important role in the success of the Foundational Literacy and Numeracy Program which is the base for all later learning in life according to NEP 2020. Thus, the emphasis on effective Foundation literacy and Numeracy Program.

The Effectiveness of a Clinical Orientation Program in Enhancing Nursing Students’ Knowledge, Competency and Readiness for Intravenous Therapy at the University of Perpetual Help-Biñan, Laguna

Nickel C. Cordova — 2026-05-12

Background: Effective performance of intravenous therapy requires strong clinical knowledge, competency, and readiness among nursing students. Structured Clinical Orientation Programs may help bridge the gap between theoretical instruction and clinical practice.

Aims: This study evaluated the effectiveness of a Clinical Orientation Program in improving nursing students’ knowledge, competency, and readiness for intravenous (IV) therapy.

Study Design: A quasi-experimental one-group pretest–posttest design was employed.

Place and Duration of Study: The study was conducted at the University of Perpetual Help System Laguna – Biñan during the academic year 2025–2026.

Methodology: Thirty fourth-year nursing students were selected through purposive sampling. Data were collected using three validated instruments: a 30-item Knowledge Test, a Competency Checklist, and a Readiness Scale. Pretest assessments were conducted prior to the intervention, followed by posttest assessments after program implementation. Data were analyzed using mean, standard deviation, paired t-test, and Cohen’s d effect size at a 0.05 level of significance.

Results: Statistically significant improvements were observed across all variables. Knowledge scores increased from 7.40 (SD = 1.868) to 22.17 (SD = 2.035), t(29) = -26.84, p < .001. Competency improved from 2.05 (SD = 0.355) to 3.43 (SD = 0.217), t(29) = -16.20, p < .001, while readiness increased from 2.02 (SD = 0.403) to 3.49 (SD = 0.215), t(29) = -15.20, p < .001. Effect sizes were interpreted using Cohen’s guidelines and computed using pooled standard deviation to determine the magnitude of the intervention effect (Lakens, 2021).

Conclusion: The Clinical Orientation Program significantly improved nursing students’ knowledge, competency, and readiness in intravenous therapy. The findings support the integration of structured, procedure-specific clinical orientation programs in nursing curricula to enhance students’ clinical preparedness, competency, and patient safety practices.

Holistic Development of Primary School Children in Classroom Settings: A Study Using Unstructured Observation and Pedagogical Practices

Kumkum Dwary — 2026-05-12

Background and Aims: This pilot study explores the holistic development of primary school children within natural classroom setting by focusing on the interconnected growth of cognitive, emotional, social, and moral developmental domains. The objectives were to observe holistic development through unstructured observation, examine the influence of pedagogical practices on different developmental areas, identify various behavioural patterns which reflecting multidimensional growth, and also understand how classroom environments support such development.

Study Design and Place: The study employed a qualitative exploratory design was in a government primary school in West Bengal, India, over a short (30 days) observational period.

Methodology and Sampling: Participants (n-15) were selected through purposive sampling, and necessary institutional permissions were obtained. Data were collected using unstructured classroom observations and the documentation of spontaneous behaviours was noted through detailed field notes and reflective descriptions by the researcher. The classroom employed varied child-centred pedagogical approaches, including storytelling, dramatization, creative writing, art-based activities, collaborative learning, and experiential tasks.

Data analysis and Findings: Researcher used thematic analysis to identify recurring patterns across developmental domains. The findings of the study indicate that holistic development emerges dynamically through interactive and engaging pedagogical practices. A supportive, inclusive, and participatory classroom environment plays a important role in strengthen integrated growth.

Conclusion: The findings of the present pilot study clearly indicate that holistic development among primary school is an interconnected development rather than isolated development. Overall, the study concludes that holistic development is a context-driven, interactional process that can be effectively nurtured through child-centered pedagogical approaches in everyday classroom practices.

Relationship between Teachers’ Perception and Implementation of Competency Based Curriculum in Junior Schools in Sankuri Sub County; Garissa County, Kenya

Maximilla Chepkemoi — 2026-05-12

Competency-Based Curriculum (CBC) in Kenya was introduced in 2017 to promote learner-centered and skill-based education, replacing the 8-4-4 system. Its effective implementation depends largely on teachers’ perceptions and readiness, especially in resource-limited areas such as Sankuri Sub-County. This study sought to determine the relationship between teachers' perception and implementation of Competency Based Curriculum (CBC) in junior schools in Sankuri Sub-County, Garissa County, Kenya. CBC was selected as the focus of this study because it represents Kenya's national curriculum framework, adopted in 2017 to replace the examination-focused 8-4-4 system, making it distinct from other frameworks such as Outcome-Based Education (OBE) in its emphasis on holistic learner development and contextualized skill application. A census was conducted of all 75 teachers and 15 Heads of Institutions (HOIs) from 15 public junior schools Sankuri Sub-County. A mixed methods approach was used with structured questionnaires for teachers and interview guides for HOIs. Descriptive statistics, Pearson correlation and thematic analysis were used for data analysis. The overall mean score of 2.92 (SD = 0.74) indicated a neutral to negative teacher perception of CBC implementation with moderate variability in responses, indicating both uncertainty and emerging challenges in the adoption process. Pearson correlation analysis revealed a strong and significant positive association (r = 0.778, p = 0.000) between teacher perception and CBC implementation resulting in rejection of the null hypothesis. Teacher confidence in delivering content, workload and change management were found to be critical aspects of implementation. Qualitative results were consistent with the quantitative analysis confirming that teachers with targeted training had greater confidence and improved implementation. The research suggests increasing continuous professional development opportunities for teachers, reducing workload and providing mentorship to improve teachers' perception and support CBC delivery in disadvantaged settings.

Teachers’ Perceptions and Systemic Challenges in ECARP Implementation: A Qualitative Study in Baguio City and La Trinidad, Philippines

Frederick T. Munda — 2026-05-12

Background: Reading proficiency remains a core goal of basic education in the Philippines, supported by multiple national initiatives including ECARP and related literacy programs. Despite these efforts, large-scale assessments continue to show persistent reading deficiencies among learners. This highlights gaps between policy formulation and classroom-level implementation, where teacher understanding and institutional support play a critical role in program effectiveness.

Aims: This study examined how public school teachers perceive the implementation of the Every Child a Reader Program (ECARP) and related reading initiatives, what challenges they encounter, and what measures they consider necessary to strengthen reading-policy implementation.

Study Design: The study used a basic qualitative research design.

Place and Duration of Study: The study was conducted in selected public elementary and secondary schools in Baguio City and La Trinidad, Philippines. Data collection spanned three weeks.

Methodology: Thirty-four Grades 4 to 6 and Grade 7 teachers were selected through purposive sampling as information-rich participants with direct experience in ECARP, related reading programs, Phil-IRI assessment, classroom reading support, or remediation activities. Semi-structured key informant interviews lasting 45 to 70 minutes were conducted, audio-recorded with consent, transcribed verbatim, and analyzed thematically using Braun and Clarke’s six-phase framework. Frequencies were used only as descriptive indicators of recurrence across the interview set, while the analysis remained centered on teacher accounts and thematic interpretation.

Results: Teacher awareness of ECARP was largely nominal rather than functional. Although 25 teachers (73.5%) recognized ECARP or related reading policies by name, only 11 teachers (32.4%) demonstrated clear understanding of its objectives, assessment expectations, and procedures. Major constraints included the need for ready, validated, level-appropriate reading materials (29 teachers, 85.3%), lack of formal ECARP-specific training (28 teachers, 82.4%), heavy workload and time constraints (27 teachers, 79.4%), unclear policy standards (26 teachers, 76.5%), and difficulty engaging parents in remediation (24 teachers, 70.6%). Teachers also described reportorial pressure that could discourage honest diagnosis of learner reading levels.

Conclusion: ECARP’s main difficulty is an implementation-system problem rather than a lack of policy intent. Stronger implementation requires clear standards, validated materials, sustained teacher training, protected remediation time, honest reporting systems, leadership continuity, and institutionalized teacher participation in policy review.

Influence of Principals’ Administrative Competencies on Learners’ Academic Performance in Public Secondary Schools in Buuri-East Sub-County, Meru County, Kenya

Mburugu E. Gakii — 2026-05-12

School principals play a vital role in shaping academic performance by ensuring effective resource use and creating a positive learning environment. Effective leadership influences academic success through high expectations, instructional support, and resource allocation. The objectives of this study are to establish the influence of principals’ communication competencies on learners' academic performance, and the influence of principals’ interpersonal skills competencies on learners' academic performance in public secondary schools in Buuri-East, Meru County. The study used an exploratory research design because it promoted an in-depth examination of the problem under study. The target population included principals, deputy principals, and teachers. The study employed a mixed methods approach and adopted a survey research design. The target population comprised 506 respondents that included 23 principals, 23 deputy principals, and 460 teachers. From the population, a sample of 30% of the total population was used, which included 7 principals, 7 deputy principals and 138 teachers, was drawn. A questionnaire was used to gather quantitative data from the deputy principals and the teachers, students and parents. An interview guide/schedule was used to gather information from the principals. To validate the test items, the questionnaires and interview schedules were submitted to the supervisor for verification, and university experts. Reliability was achieved, whereby a 10% of the sample size of the respondents was required to participate in the research. The study established that principals influenced learners’ academic performance by encouraging their achievement of vision and mission, addressing their concerns effectively, demonstrating empathy and understanding when dealing with their diverse backgrounds and perspectives. This study recommends principals ought to require demonstrating effective interpersonal skills when interacting with teachers, interacting with students and show genuine interest in their well-being and development, adapt and steer adaptation by teachers and students to changes arising in the learning environment and encourage open and constructive dialogue during conflict resolution processes.

English Subtitled Movies as a Pedagogical Tool: Exploring Lived Experiences Regarding Vocabulary Acquisition and Grammatical Competence among Junior High School Students

Shaiben T. Bassal — 2026-05-12

English proficiency is a critical academic requirement, many students struggle with the cognitive demands of vocabulary acquisition and grammatical mastery in traditional settings, therefore the study explored the lived experiences of Junior High School (JHS) students at Zosimo Magdadaro National High School (ZMNHS) regarding the use of English-subtitled movies as a pedagogical intervention. Anchored in Mayer’s Cognitive Theory of Multimedia Learning and Clark and Paivio’s Dual Coding Theory, the research utilized a qualitative hermeneutic phenomenological design. Data were gathered through semi-structured interviews with eight purposively selected participants and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed four major themes: (1) Subtitles as Scaffolding for Second Language (L2) Input, where students perceived subtitles as a vital bridge for comprehending complex dialogue and noticing linguistic patterns; (2) Working the Subtitles: Self-Regulated Viewing, highlighting active strategies such as pausing, replaying, and contextual inferencing to internalize new lexicon; (3) Walking the Line Between Fun and Learning, which uncovered the cognitive tension between entertainment and the processing demands of fast-paced text; and (4) Perceived Linguistic Growth, where students reported improved spelling, pronunciation, and functional grammar. The results suggest that English-subtitled movies serve as a potent form of supported immersion, facilitating incidental learning and increasing learner engagement. The study concludes that integrating subtitled multimedia into the Philippine English curriculum can provide a cognitively supportive, learner-centered approach to language acquisition. Recommendations include the deliberate use of audio-visual materials to supplement traditional instruction and address persistent gaps in communicative performance among Filipino learners.

Parents’ Perceptions of the Role of the School Curriculum in Fostering the Holistic Development of Pupils: A Study of Gateway College, Sri Lanka

Harsha Alles — 2026-05-13

Background: Within the evolving educational paradigm, the school curriculum serves as the foundational framework for promoting holistic development. Recognising this, educational leaders and policymakers worldwide have begun to reorient curricula - not only to shape academic achievement but also to cultivate skills, values and attitudes that are essential for meaningful participation in life and society.

Aim: The study aims to investigate parents’ perceptions of the role of school curricula in the holistic development of students, including intellectual, physical, emotional, social, moral, and spiritual growth.

Study Design: Quantitative descriptive survey design.

Place and Duration of Study: The study was conducted across multiple school campuses, with data collected from parents during the study period.

Methodology: Data were collected from a large sample of 914 parents using a structured questionnaire. The survey focused on parents’ views regarding the effectiveness of the school curriculum in promoting holistic development. Key areas examined included academic learning, sports and co-curricular activities, character development, life skills, wellbeing, and future readiness. Responses were analysed using descriptive statistical methods.

Results: The findings revealed that a majority of parents strongly value a balanced curriculum that integrates academics with sports, co-curricular activities, and personal development. Parents showed a clear preference against an exam-centric model of education. High levels of agreement were observed regarding the importance of life skills, values, confidence, well-being, and responsible behaviour. Additionally, parents identified digital citizenship, mental health support, communication skills, and career readiness as critical components of modern education. There was also strong support for fostering both cultural identity and global perspectives among students.

Conclusion: The study highlights the importance of incorporating parental perspectives into curriculum design. It emphasises the need for continuous curriculum enhancement to ensure holistic student development and to better prepare learners for the demands and complexities of the modern world.

Application of Rotation Model of Blended Learning in the Teaching of Economics in Senior Secondary Schools

Folorunso Babatunde Makinde — 2026-05-13

The study determined the learning gain of students that were exposed to rotation model of blended learning and those taught using the traditional talk and chalk method. It determined the effect of the rotation model on students’ academic achievement in Economics in public secondary schools in Osun State, Nigeria. It also determined the interaction effect of sex on the effect of the model on students’ academic achievement in Economics. The study adopted pretest-posttest quasi experimental design. The population of the study consisted all senior secondary students that offered Economics as a subject in the study area. Sixty-one senior secondary (SS) II students were sampled using multistage sampling procedure. The students were grouped into experimental and control through random sampling. Intact classes of students in the experimental group were exposed to the rotational model of blended learning while those in control group were taught using the conventional method. The study lasted six weeks. Economics Achievement Test (EAT) was used for data gathering. Analysis of data showed that the mean of the learning gain of students that were exposed to the rotation model was higher than those taught with the talk and chalk method but the standard deviation was lower. There is significant difference in the academic achievement of students in the experimental and the control (F_{(1, 60)}= 31.185; p = 0.000). Sex has no interaction influence on the effect of the rotation model on students’ academic achievement in Economics in the study area (F_(1,60)= 0.083; p = 0.774). The study concluded that rotation model of blended learning enhanced students’ academic achievement in Economics. Also, that sex did not influence the effect of the model students’ academic achievement in Economics.

Teaching Strategies and Students’ Attitudes Toward Active Learning among BEEd Students

Prince Aldrin C. Bongaos — 2026-05-14

Teaching strategies play a vital role in shaping students' attitudes toward active learning by encouraging them to engage in interactive, participatory, and hands-on activities. This study aimed to determine the significant influence of teaching strategies on the attitudes of Bachelor of Elementary Education (BEEd) students toward active learning experiences at St. Francis Xavier College. Employing a quantitative research method with a descriptive-correlational design, the study gathered data from first-year to third-year BEEd students officially enrolled during the second semester of Academic Year 2024–2025. The weighted mean was used to describe students' perceptions, while Pearson Product-Moment Correlation and Linear Regression analyses were employed to determine the relationship and influence of teaching strategies on students' attitudes. Results revealed that students positively perceived teaching strategies that promoted active learning. Moreover, findings indicated a significant relationship between teaching strategies and students' attitudes toward active learning. Regression analysis confirmed that these strategies significantly influenced student engagement and enthusiasm for learning. These findings highlight the critical role of effective instructional methods in developing a dynamic and engaging classroom environment. The research is presented in an organized manner, with sound methodology and trustworthy statistical results.

Changes in the Classroom Environment Consequent Upon Implementation of RTE Act (2009) in Tumudibandh Block, Kandhamal District, Odisha, India

Niharabala Majhi — 2026-05-14

The Right to Education (RTE) Act, 2009 has brought considerable structural and pedagogical revolution in Indian elementary education. Whereas policy-level outcomes such as enrolment and infrastructure have been extensively studied, classroom-level processes need planned investigation. Classroom observation is an essential research tool for understanding real-time teaching–learning dynamics. The present paper discusses the improvement and use of a Classroom Observation Schedule to investigate the changes in classroom procedures and the teaching–learning process following the execution of the RTE Act 2009. The study highlights on dimensions such as the classroom environment. Outcomes from observational studies proclaimed in the literature recommend that although RTE has upgraded child-centred practices and inclusive classrooms, challenges related to the quality of instruction, classroom management, and learning outcomes continue. The paper emphasises the importance of structured classroom observation for evaluating policy influence and upgrading educational practices. Findings reflect a generally positive outlook with 61.85% of the respondents responding positively towards the classroom environment and 74.36% o the respondents responding positively towards the effectiveness of the teaching-learning process.

Curricular Goals in Physical Education and Social Support for Physical Activity as Predictors of Behavioral Regulation in Exercise

Christopher C. Arciosa — 2026-05-14

Behavioral regulation in exercise is essential for maintaining regular physical activity and promoting students’ overall health and well-being. However, many tertiary students struggle to sustain consistent exercise habits due to limited motivation, inadequate social support, and various personal and environmental barriers. Understanding how curricular goals in Physical Education and social support influence exercise behavior may help improve students’ long-term engagement in physical activity. This descriptive and correlational study examined the influence of curricular goals in Physical Education and social support in physical activity on the behavioural regulation in exercise among tertiary students. Three hundred seventy students from three local colleges in Davao del Norte were selected using stratified random sampling. Three survey questionnaires were used, and the data were analyzed using means, standard deviations, Pearson's r, and multiple regression. Results revealed that the levels of curriculum goals, social support for physical activity, and behaviour regulation during exercise were high. A significant but very weak positive relationship was found between curriculum goals and behavior regulation in exercise (r = 0.102, p = 0.049). There was also a significant, moderate, positive relationship between social support for physical activity and behavior regulation during exercise (r = 0.324, p < 0.001). However, regression analysis revealed that curriculum goals did not significantly influence behavior regulation during exercise (β = 0.037, p = 0.264), whereas social support in physical activity did (β = 0.306, p < 0.001). These findings suggest that although curriculum goals are highly manifested, they do not directly predict students’ regulation of exercise behavior. Social support, on the other hand, plays a more critical role in influencing behavior regulation in exercise. The results imply that strengthening supportive environments in physical activity programs may be more effective in enhancing students’ motivation and sustained engagement in exercise.

An Empirical Study of Self Modelling Behaviours among B.Ed. Trainees in Coimbatore City, Tamil Nadu, India

S. Manikandan — 2026-05-15

Self-modelling is an essential construct in teacher education that emphasises self-observation, reflection, and behavioural refinement. In the evolving landscape of education, where adaptability and reflective competence are paramount, self-modelling serves as a critical mechanism for professional growth among future teachers. The present study investigates the level of self-modelling among B.Ed. trainees and examines its variation across multiple demographic variables, including gender, locality, educational qualification, marital status, year of study, subject specialisation, and teaching experience.

A descriptive survey method was employed with a sample of 120 B.Ed. trainees selected through random sampling. Data were collected using a Self-Modelling Scale developed by the investigator. Statistical techniques such as mean, standard deviation, t-test, ANOVA, and Pearson’s correlation were used for analysis.

The findings reveal that a majority of trainees exhibit a moderate level of self-modelling. Significant differences were observed with respect to locality, educational qualification, subject specialization, and teaching experience, whereas gender, marital status, and year of study did not show significant differences. The study highlights the importance of structured reflective practices and experiential learning in teacher education programs. It concludes that self-modelling is a learnable and developable skill that requires systematic integration into teacher training curricula.

Mediating Effect of Teaching Skills on the Relationship between Teacher Preparedness and Classroom Management among Early Childhood Education

Lurry Jane M. Villagracia — 2026-05-15

Classroom management remains a significant global challenge for teachers, particularly in Early Childhood Education (ECE), where maintaining a positive and productive learning environment is essential for children’s development. This study examined the mediating effect of teaching skills on the relationship between teacher preparedness and classroom management among ECE teachers. Specifically, it aimed to determine whether teaching skills serve as an intermediary factor that explains the relationship between teacher preparedness and classroom management. The study employed a correlational/explanatory mediation research design to examine relationships among variables and test indirect effects using statistical analysis. Data were gathered from 250 respondents through total enumeration, ensuring that all qualified participants within the target population were included. The findings revealed that teacher preparedness does not significantly influence classroom management. Likewise, teaching skills do not significantly mediate the relationship between teacher preparedness and classroom management, indicating that the indirect effect is not supported in the model. This result contradicts the assumptions of Social Cognitive Theory, which emphasizes that skills and competencies shape behavioral outcomes and performance. The findings suggest that teacher preparedness alone is not sufficient to explain classroom management outcomes within this model, and that other factors may better account for variations in classroom management practices among ECE teachers. Based on these results, future studies are encouraged to explore other potential mediating variables. Educational leaders and policymakers may also consider strengthening professional development programs that directly enhance classroom management competencies among ECE teachers.

Effectiveness of Head Teachers’ Administrative Strategies in Achieving Competency Based Education Learning Outcomes in Public Primary Schools in Wajir East Sub-County, Kenya

Mayow Roney Yussuf — 2026-05-15

Kenya introduced Competency-Based Education (CBE) to develop learners’ practical and 21st-century skills. However, implementing CBE in marginalized regions such as Wajir East Sub-County remains challenging due to limited resources, teacher shortages, and irregular learner attendance, making school leadership crucial in supporting effective learning outcomes. This study assessed the effectiveness of head teachers’ administrative strategies in achieving competency-based education (CBE) learning outcomes in public primary schools in Wajir East Sub-County, Kenya. This research was conducted on a positivist research paradigm. A case study design with a combination of quantitative and qualitative approaches was utilized. The study was anchored on instructional leadership theory. The population targeted were 279 teachers and 27 head teachers from all the 27 public primary schools in Wajir East Sub-County. Yamane's formula was utilized giving sample size of 173 respondents (158 teachers and 15 head teachers). Structured questionnaires were used to collect the data from teachers and interview guides with head teachers. The instrument reliability was confirmed by Cronbach's alpha at 0.837. An actual response rate of 95.4% was achieved. Descriptive statistics and Pearson correlation were used for analysis. The findings revealed a moderate overall effectiveness mean of 3.14 (SD = .78) and instructional supervision was the most effective (M = 3.22, SD = .81), while promotion of learner-centered teaching was the weakest dimension (M = 3.09, SD = .82). The effectiveness of head teachers' strategies was meaningfully correlated with CBE implementation outcomes (r = .687, p < .01) as a significant positive Pearson correlation was found. Qualitative findings from interviews revealed that while supervisory engagement produced observable improvements in lesson delivery, teachers frequently reverted to teacher-centered methods without sustained professional support and irregular learner attendance in nomadic communities undermined competency progression. The study concludes that strategy effectiveness is constrained by insufficient embedded professional development and structural contextual barriers unique to marginalized settings. It recommends establishment of school-based instructional committees, structured peer coaching frameworks, and context-sensitive formative assessment toolkits tailored to arid and semi-arid educational environments.

Examining the Relationship between Screen Time and Interpersonal Communication Quality among Elementary School Students in South Jakarta

Trah Widyastomo — 2026-05-15

Background: Generation Alpha children are growing up in a digital environment with high daily screen exposure. In urban areas like South Jakarta, excessive screen time is suspected of affecting children’s interpersonal communication and social interaction quality.

Aims: This study examines the relationship between screen time duration and the quality of interpersonal communication among Generation Alpha elementary school students in South Jakarta. It investigates how intensive digital exposure in an urban environment shapes fundamental social interaction dimension.

Methodology: The research employed an explanatory quantitative approach with a total sampling technique (census), involving 89 fourth and fifth-grade students in Jakarta, Indonesia. Data were collected using a structured questionnaire based on DeVito’s Interpersonal Communication Quality dimensions (Openness, Empathy, Supportiveness, Positiveness, and Equality) and analyzed through simple linear regression.

Results: Descriptive analysis shows that the dimensions of Empathy (6.2) and Openness (6.6) received the lowest scores, indicating a decline in face-to-face emotional depth despite high digital connectivity. However, regression analysis revealed that screen time duration averaging 5.3 hours per day accounts for only 0.7% (R² = 0.007) of the variance in communication quality and is not statistically significant (p = 0.437).

Conclusion: Screen time duration is not a significant predictor of communication quality in this demographic, suggesting that digital habits have become a "normalized environment." The social degradation observed is likely driven by technoference and a lack of active parental mediation rather than cumulative screen hours. Consequently, interventions should shift from simple duration limits toward fostering emotional responsiveness and active digital parenting to restore children’s interpersonal integrity.

Peer Social Comparison and Get-Rich-Quick Syndrome among Senior Secondary School Students in Delta State, Nigeria

S. Ogbeifo — 2026-05-15

A growing number of Nigerian secondary school students are prioritizing quick financial success over education, driven by societal admiration for rapid wealth and leading many toward risky activities instead of academic pursuits. This study investigated the relationship between peer social comparison and Get-rich-quick Syndrome among senior secondary school students in Delta State. Three research questions and three hypotheses guided the study. A correlational research design was adopted in this study. The study population consisted of 32,422 SS 2 students. The sample consisted of 1,023 students selected through a multistage sampling method. The research instrument that was used in the study is a questionnaire. Face, content and construct validity of the instrument were obtained through experts’ judgement for the face validity and factor analysis for the content and construct validity. Cronbach’s alpha reliability coefficient was used to check for the reliability of the items in the instrument. The data obtained were analysed using the mean, standard deviation, and Pearson's coefficient of determination to answer the research questions. Linear and multiple regression were used to test the hypotheses at a 0.05 level of significance. The Statistical Package for Social Science (SPSS) version 26 was used for the data analysis. The findings of the study revealed that the level of peer social comparison and get-rich-quick syndrome is low. There is a significant positive relationship between peer social comparison and get-rich-quick syndrome; there is no significant moderating impact of sex on the relationship between peer social comparison and Get-rich-quick Syndrome; but there is a significant moderating impact of location on the relationship between peer social comparison and Get-rich-quick Syndrome among senior secondary school students in Delta State. The study recommended, amongst others, that students should be sensitised to choose positive peer groups that foster academic excellence and discourage shortcuts to success.

A Survey on the Impact of Mindfulness Practices on Stress Reduction among University Students

A. Fazila Begam — 2026-05-15

Stress is a modern epidemic among university students in all over the world. Student stress can be attributed to the academic environment in which students are required to master a wide range of topics, meet the demands of their professors, cope with their family responsibilities, develop their social life, take part in extracurricular activities, be engaged in part-time or even full-time job, decide on their future career options, and make major life decisions. The recent trend in managing stress among this population is the practice of mindfulness. Therefore, the current study aimed to explore the ways university students attempt to manage stress, the levels of stress, and the association between stress and mindfulness practice. A descriptive survey methodology was used, and a self-developed questionnaire, the Mindfulness Practice Questionnaire (MPQ) and the adopted version of Perceived Stress Scale (PSS). The current study involved 50 participants. The results indicated that students experience moderate to high stress levels mostly due to their academic tasks and instructional assignments. The participants who practice mindfulness reported less stress than those who do not practice mindfulness. A negative significant correlation was also found between mindfulness practice and stress. The results are supported by the available research indicating that mindfulness is the most effective strategy for achieving a state of emotional regulation that enhances cognitive engagement and deeper learning. This paper stresses the importance of incorporating mindfulness-based interventions into teacher training programs to improve the mental health and professionalism of future educators.

Intercultural Encounters: Exploring Classroom Communication of Filipino English Teachers in China

Jerremie A. Grotes — 2026-05-16

With the increasing global demand for English language proficiency, Chinese educational institutions continue to recruit foreign English teachers, including Filipino educators, to support English language learning. However, teaching in multicultural classrooms requires teachers to navigate linguistic and cultural differences that influence classroom communication and interaction. This study explored the lived experiences of ten Filipino English teachers teaching in China, focusing on their intercultural classroom communication. The study utilized a qualitative phenomenological design. Data were collected through structured written responses using purposive sampling. The findings revealed five major themes with corresponding subthemes: Communication Challenges (language barriers, cultural differences in communication, and differences in teaching and learning styles); Adaptive Communication Strategies (visual and non-verbal communication, simplified language, and interactive teaching approaches); Cultural Sensitivity and Awareness (saving face, respect for cultural norms, and emotional safety); Intercultural Classroom Interaction (student participation, teacher–student relationships, and Filipino teaching style); and Transformative Teaching Experiences (cultural competence, professional adaptability, and personal transformation). These findings highlight the interconnected nature of linguistic, cultural, and pedagogical dimensions in teaching. It is concluded that effective intercultural classroom communication is a dynamic and evolving process shaped by continuous adaptation, cultural awareness, and meaningful teacher–student interaction. Based on these findings, the study proposes the GEM Framework (Growth–Engagement–Multicultural Communication) as a framework that may be utilized to improve intercultural teaching practices and assist educators in navigating multicultural classroom environments.

Exploring the Relationships between Mathematics Anxiety, Self-Confidence, and Mathematics Achievement in Higher Secondary Education

M. Sundarapandiyan — 2026-05-16

Mathematics anxiety has been recognized as a common psychological issue that affects both students’ understanding of mathematics and their academic performance in mathematics. The primary aim of this study was to see the extent to which the mathematics anxiety and self-confidence in mathematics that was associated with higher secondary school students would influence their performance in mathematics exams. The sample was taken from Madurai and Sivaganga districts of Tamil Nadu and included 300 higher secondary school pupils in 12th grade. Students were surveyed using a standardized questionnaire to examine mathematics anxiety and self-confidence. Mathematics students' performance on examinations was determined by examination scores. The collected data yielded such information that was statistically analysed through mean, standard deviation, correlation, and multiple regression analysis using SPSS software. Further, the study showed mathematics anxiety had a significantly negative correlation with academic performance. It was evident that the relationship between mathematics anxiety and self-confidence had a strong effect on mathematics performance, according to the regression analysis. For this reason, it was suggested that it is necessary to alleviate mathematics anxiety, to improve the self-confidence of the students and, in return, improve their mathematics performance. Education systems and educators should be equipped to use certain teaching strategies in teaching practices that help lower students’ anxiety, so that they find the pupils can have better perspectives to learning about mathematics.

Faculty Members’ Information Needs for Integrating Evidence-based Teaching (EBT) into Classroom Practice

Hawa Osman — 2026-05-16

Evidence-based practice (EBP), originating from evidence-based medicine, has become a central principle in health professions education because healthcare decisions are increasingly expected to integrate the best available research evidence, professional expertise, patient values, and evidence-based teaching practices informed by faculty input in health disciplines rather than relying on tradition or routine practice.

This study explored faculty members’ information needs for integrating evidence-based teaching (EBT) into classroom practice. It examined barriers to accessing and using pedagogical evidence at the University of Health and Allied Sciences. A qualitative descriptive design was employed, involving 35 faculty members purposively selected across health-related disciplines. Data were collected through semi-structured interviews and were analyzed thematically using an inductive approach supported by NVivo software.

Findings revealed that faculty had a fragmented understanding of EBT, often equating it with the use of updated content rather than a structured pedagogical approach. Participants expressed strong needs for practical guidance on translating research into lesson design, improving student engagement, and developing evidence-informed assessment strategies. They also required curated and accessible teaching resources, as well as support in using digital tools for instruction. Information-seeking practices were largely informal and unstructured, with limited confidence in appraising educational research.

Key barriers included heavy workloads, limited access to research resources, inadequate digital infrastructure, insufficient pedagogical training, and institutional cultures that favor traditional teaching methods. Psychological factors such as low confidence and fear of adopting new approaches also influenced practice. The study concludes that effective implementation of evidence-based teaching depends not only on individual motivation but also on structured institutional support, improved access to pedagogical evidence, and sustained faculty development to strengthen teaching practice.

Applying the Unified Theory of Acceptance and Use of Technology to Students’ Behavioral Intention to Adopt Mobile Payment Systems in Philippine Private Universities

Ryan T. Timagen — 2026-05-16

The rapid growth of mobile payment systems has transformed financial transactions in educational settings, yet concerns regarding security, digital literacy, and technological infrastructure continue to influence students’ adoption of mobile payments in private higher educational institutions.The goal of this study is to determine the significant factors influencing students' behavioral intention to adopt mobile payment systems by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. This research expands our understanding of fintech by empirically confirming how Performance Expectancy, Effort Expectancy, Social Influence and Facilitating Conditions all contribute to developing an accepting attitude towards using technology inside a localized educational environment. A quantitative descriprive-corelational research design was employed and an adapted survey questionnaire was utilized in the data collection process. The respondents were the 397 students currently enrolled for AY 2025-2026 in General Santos City Private Universities. Statistical analysis including, Descriptive analysis, Pearson Product-Moment Correlation, and Multiple Linear Regression were used to analyze the relationships and identify primary predictors. The findings revealed that all four UTAUT factors have significant positive relationships with Behavioral Intention (p < .05), with facilitating conditions emerging as the most influential factor (β = .411, p < .05). These results suggest that student adoption is heavily dependent on the presence of adequate technical infrastructure. Consequently, this research adds to the existing body of knowledge on financial technology locally and suggests: 1) payment service providers should enhance their merchant networks and provide payment methods for tuition and services on campus; 2) academic institution should develop infrustracture needed and build a network of technical support to help students use of mobile payments; and 3) policymaker should creates a safe environment that help protecting students rights to use mobile payments, thereby fostering a secure and efficient digital ecosystem accross Philippines campuses.