ACADEME University of Bohol, Graduate School and Professional Studies
Discipline: Multidisciplinary/Interdisciplinary Publisher: University of Bohol
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Back to Basics Learning Kit: Enhancing Integer Operation Skills Among Middle and High School Learners at Crazy Horse School, Wanblee, South Dakota, USA
This study developed and evaluated a Back-to-Basics Learning Kit designed to improve learners’ performance in integer operations at Crazy Horse School in Wanblee, South Dakota, USA, during the 2024–2025 school year. A descriptive-developmental approach combined with a one-group pretest-posttest design was employed. The acceptability of the learning kit was assessed by expert validators in terms of content, format, and presentation and organization using an adapted Learning Resources Management and Development System checklist. Learners’ performance was measured through pretest and posttest assessments covering addition, subtraction, multiplication, and division of integers. Descriptive statistics were used to summarize acceptability ratings and performance levels. In contrast, paired-samples t-tests and Wilcoxon signed-rank tests were used to examine differences between pretest and posttest scores. Results showed that the learning kit was rated Very Satisfactory across all criteria. Learners demonstrated statistically significant improvements across all integer operations (p < .001). Effect size analysis indicated large practical gains. However, due to the absence of a comparison group, the findings should be interpreted with caution. The study recommends further validation using controlled designs and expanded outcome measures.
Copyright (c) 2025 Eleazar M. Antiporda https://creativecommons.org/licenses/by-nc/4.0
Academic Performance in Relation to GRACE PASS Results Among Junior High School Students at Victoriano D. Tirol Advanced Learning Center, School Year 2022-2023
This study examines the relationship between the GRACE PASS (Global Resources for Assessment Curriculum and Evaluation, Inc.) results and the academic performance of Junior High School students at Victoriano D. Tirol Advanced Learning Center for the school year 2022-2023. The GRACE PASS is a performance-based standardized test meant to measure how well students meet different academic standards, abilities, and skills. The study examined whether the GRACE PASS can serve as a good measure of students' academic performance by examining how these results relate to students' overall academic performance. The research uses a quantitative approach, employing results from the GRACE PASS tests and students' grades in major subjects such as English, Science, and Mathematics. Statistical analysis, such as correlation analysis, was employed to assess the relationship between the two datasets. The study also discusses possible factors contributing to variations in student performance across grade levels and subject areas, based on observed assessment outcomes and relevant educational literature. The results indicate that GRACE PASS outcomes positively correlate with students' grades, particularly in areas involving critical thinking and problem-solving. However, performance varied across grade levels, suggesting that some students were more challenged than others, possibly due to differences in learning experiences, assessment practices, or subject-specific challenges. The research adds to what is known about the use of formative assessments, such as GRACE PASS, to determine and enhance academic performance. It highlights the challenges students face in the post-pandemic learning environment. According to the evidence, the study suggests that teachers improve assessment practice and facilitate learning among students, especially those who could have encountered setbacks in their education. In conclusion, this research highlights the importance of assessment tools in monitoring student progress and informing interventions to support academic achievement within a changing educational landscape.
Copyright (c) 2025 Eloisa Ross M. Villas, Ma. Melzara V. Cuevas https://creativecommons.org/licenses/by-nc/4.0
Assessing the Integration of 21st-Century Skills in Public Senior High School Curricula: Basis for Curriculum Enhancement in Tagbilaran City, Bohol
Integration of 21st-century skills refers to the systematic embedding of the essential skills into instructional practices. The study assessed how the curriculum of the public senior high schools in Tagbilaran City incorporates 21st-century skills. Specifically, it examined the extent of teachers’ integration in Learning and Innovation Skills (LIS), Information, Media, and Technology Skills (IMTS), and Life and Career Skills (LCS). The study also assessed the students’ proficiency in the aforementioned skills. Moreover, it investigated the correlation between teachers’ integration perceptions and students’ proficiency level perceptions. It employed a quantitative descriptive research design and a survey questionnaire to gather data. A stratified random sampling was utilized to obtain a total of 54 teacher respondents and 440 student respondents from the selected schools. Findings revealed that teachers had the highest mean score in LIS, while they scored lowest in IMTS. Meanwhile, students had the highest mean score in LCS and got the lowest mean score in LIS. Furthermore, the Spearman rank correlation revealed no significant correlation between teachers’ integration perceptions and students’ perceived proficiency levels in LIS, IMTS, and LCS. The result suggests a perceptual disconnect between how teachers believe they are integrating and how students perceive their proficiency in 21st-century skills.
Copyright (c) 2025 Annalou B. Arañez https://creativecommons.org/licenses/by-nc/4.0
Lived Experiences of MAPEH Teachers in Ubay I District: Opportunities and Challenges in Instructional Practice
Globally, the teaching of Music, Arts, Physical Education, and Health (MAPEH) play a crucial role in advancing holistic education, yet teachers continue to face systemic challenges in curriculum delivery, resource allocation, and learner engagement. In the Philippine context, these concerns are highlighted in the government’s commitment to the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), which emphasize inclusive, equitable, and quality education for all learners. Despite these initiatives, there remains limited research focusing on the lived experiences of MAPEH teachers in local districts, especially in rural areas such as Ubay, Bohol. This study explored the opportunities and challenges faced by MAPEH teachers in Ubay 1 District. Employing a Phenomenological Research Design, data were gathered through in-depth semi-structured interviews with eight teacher-informants and focus group discussions with ten students, selected through purposive sampling. Findings revealed key opportunities, such as fostering interdisciplinary collaboration, strengthening professional development, integrating digital tools, and embedding sustainability initiatives. Conversely, persistent challenges included limited access to technology, time constraints, varying student abilities, and difficulties in harmonizing the four components of MAPEH. Conclusively, these findings highlight the need for targeted interventions. The study concludes that addressing these challenges requires enhanced teacher capacity-building, improved technological support, and greater emphasis on differentiated instruction. Furthermore, embedding sustainability and social responsibility in MAPEH instruction not only aligns with the SDGs but also prepares learners to engage actively with real-world issues. These findings provide valuable insights for policymakers, administrators, and educators in strengthening MAPEH education in the Philippine context
Copyright (c) 2025 Jeza M. Valles https://creativecommons.org/licenses/by-nc/4.0
Challenges Faced by Single Parents in Supporting Their Children's Learning and Development in Catigbian, Bohol
Children from single-parent households often face unique challenges that can influence their academic outcomes, including financial constraints, reduced parental involvement due to work commitments, and emotional stress associated with family dynamics. This study explores the challenges single-parent families face and the impact on children's learning and development, as perceived by teachers, principals, and single parents. Employing a phenomenological qualitative research design, the study explored the lived experiences of 30 single parents and the perspectives of 21 teachers and school leaders regarding children's learning and development in single-parent households. The study aimed to examine the current living conditions of single parents, their challenges, their coping mechanisms, and the effectiveness of school programs and interventions designed to support them. Data were collected through interviews and key informant interviews (KII), revealing key themes that underscored the financial, emotional, and logistical struggles experienced by single parents and the gaps in existing support systems. Findings indicated that although schools offer various programs, including counseling, financial aid, and after-school care, significant areas for improvement remain. Single parents expressed the need for more flexible educational options, enhanced mental health support, and livelihood opportunities. Teachers and principals emphasized the importance of community collaboration and holistic programs to address the multifaceted needs of single-parent families. The study highlighted the critical role of schools in bridging resource and support gaps, aligning with Bronfenbrenner's Ecological Systems Theory, which emphasizes the interdependence of family, school, and community environments in shaping children's development. Based on these findings, the study proposed enhancement measures to improve financial assistance programs, expand mental health services, and strengthen community partnerships.
Copyright (c) 2025 Gary Cabil Gementiza https://creativecommons.org/licenses/by-nc/4.0
Mental Health Literacy and Resilience Among Senior High School Students in the Tubigon District, Bohol: Basis for a School-Based Guidance Intervention Program
Mental health literacy and resilience are increasingly recognized as important protective factors that contribute to adolescents’ psychological well-being. This study examined the relationship between mental health literacy and resilience among senior high school students in Tubigon East and West Districts, Division of Bohol, during the School Year 2022–2023. A descriptive-correlational research design was employed involving 401 students selected through stratified random sampling. Data were collected using the Mental Health Literacy Scale and the Resiliency Attitudes and Skills Profile. Frequency, percentage, weighted mean, standard deviation, Chi-square Test of Association, and Spearman Rank Correlation were utilized in the analysis. Findings revealed that the respondents demonstrated slightly literate levels of mental health literacy and moderately resilient levels of resilience. Significant relationships were found between sex and both mental health literacy and resilience. Furthermore, a statistically significant moderate positive relationship was observed between mental health literacy and resilience, indicating that students with higher mental health literacy tended to exhibit higher resilience. The findings highlight the importance of integrating mental health literacy programs into school guidance services to strengthen adolescents’ adaptive capacities and psychological well-being.
Copyright (c) 2025 Sharon Kathleen D. Balisbis https://creativecommons.org/licenses/by-nc/4.0
Compliance with the Use of the Incident Command System (ICS) Among Local Government Units in Bohol, Philippines
This study used a quantitative descriptive approach to determine the level of compliance of Local Government Units (LGUs) in Bohol, Philippines, with the Incident Command System (ICS). Although most local government units are aware of ICS, its implementation remains uneven. The study recommends strengthening institutionalization, capacity building, and policy support to improve disaster response and ICS implementation among local government units. A structured questionnaire was administered to 240 members of the Municipal Disaster Risk Reduction and Management Councils, with a Cronbach alpha coefficient ranging from 0.868 to 0.929. Descriptive statistics were used to analyze compliance, awareness, and implementation barriers. The findings revealed that local government units demonstrated moderate compliance (M = 3.1392, SD = 0.67216) and high awareness (M = 3.3812, SD = 0.61206) of the Incident Command System. The strengths identified included awareness of legal responsibilities and effective communication. However, weaknesses were observed in documentation, incident action planning, and command transfer procedures.
Disaster-Resilience, Disaster Preparedness
Copyright (c) 2025 Rjee Gift H. Lim https://creativecommons.org/licenses/by-nc/4.0
Development and Evaluation of Interactive and Contextualized Instructional Materials for Araling Panlipunan 7 Under the MATATAG Curriculum in Selected Schools in District II, Carcar City, Cebu
The implementation of the MATATAG Curriculum introduced substantial changes in classroom instruction in the Philippines. Despite this, many Araling Panlipunan 7 teachers face challenges due to the lack of instructional materials aligned with the revised Most Essential Learning Competencies (MELCs). This study aimed to develop interactive and contextualized instructional materials for Grade 7, particularly focusing on Week 4 – MELC 3: Nasusuri ang mga hamon at tugon ng ASEAN sa pagtamo ng likas-kayang pag-unlad for School Year 2024–2025. Guided by the ADDIE Model, the materials were crafted to suit learners’ needs. A quasi-experimental design was employed involving 120 Grade 7 students from District II, Carcar City, Cebu, divided into three groups: Control (traditional methods), Blended (traditional and new materials), and Experimental (new materials only). A 40-item multiple-choice pretest and posttest were administered. The instrument, pilot-tested with twelve (12) Grade 8 students, yielded a Cronbach's Alpha of 0.952, indicating high reliability. Data were analyzed using Kruskal-Wallis and Wilcoxon Signed-Rank tests. Results showed that the Experimental Group achieved the highest academic performance, followed by the Blended Group, while the Control Group showed the least improvement. Hence, the study recommends the integration of interactive, contextualized materials to enhance student learning and teacher support in the MATATAG Curriculum.
Copyright (c) 2025 Myra Mae N. Cornito https://creativecommons.org/licenses/by-nc/4.0
Code-Switching in the Classroom and English Language Proficiency Among Grade 7 Students at Hinawanan National High School
This research examines code-switching in the English language proficiency of seventh-grade students at Hinawanan National High School. The study, conducted over five instructional sessions, examined disparities between pre-test and post-test scores, variances among trials, and differences in post-test performance between male and female students. A quasi-experimental one-group pretest-posttest approach was utilized to evaluate reading comprehension and writing abilities. Data were examined utilizing descriptive statistics, paired-samples t-tests, independent-samples t-tests, and analysis of variance (ANOVA). Results suggested that students typically improved on the post-tests, suggesting that code-switching may have facilitated comprehension and learning. Enhancements were more pronounced in reading than in writing. Variations between male and female students were noted across multiple trials, though not consistently across all sessions. Performance variations across trials indicate that the efficacy of code-switching may depend on the lecture context and students' preparedness. The research indicates that code-switching can be an effective teaching aid, especially when strategically employed. Nevertheless, further methods may be required to enhance writing proficiency. The results may enhance pedagogical approaches in multilingual environments.
Copyright (c) 2026 Jomellyn D. Lanza https://creativecommons.org/licenses/by-nc/4.0
Parents' Involvement in Relation to Kindergarten Learners' Academic Performance in the Corella District, Bohol
This study examined the relationship between parental involvement and kindergarten learners' academic performance and Early Childhood Development (ECD) in the Corella District, Bohol, during the 2022–2023 school year. The study employed a quantitative descriptive-correlational research design anchored on Bruner's Constructivist Theory and Vygotsky's Sociocultural Theory. A standardized, modified questionnaire based on Epstein's framework was used to measure parental involvement, focusing on parenting, communication, learning at home, and monitoring the child's progress. The Department of Education's standardized Early Childhood Development Checklist was used to assess the ECD performance of kindergarten learners. Slovin's formula was used to determine a sample of 82 parents from eight public elementary schools in the Corella District. The findings revealed that parents demonstrated a very high level of involvement in parenting, communication, and learning at home but a lower level of involvement in monitoring their children's cognitive and behavioral development. Kindergarten learners exhibited age-appropriate developmental progress across all domains. Statistical analyses indicated that respondents' age, sex, educational attainment, occupation, family income, and number of children had no significant influence on parental involvement. Spearman's rank-order correlation likewise revealed no significant relationship between parental involvement and learners' ECD performance (p = .172, p = .072). The study concluded that although parents in the Corella District were actively involved in their children's early education, parental involvement did not significantly predict kindergarten learners' developmental outcomes. The findings suggest that ECD outcomes are influenced by multiple factors, including the school environment, instructional quality, learner readiness, and broader social contexts. Therefore, sustained collaboration between families and schools remains essential in promoting children's holistic development and school readiness.
quantitative descriptive correlational research method
Copyright (c) 2026 Lea Lynn Mae T. Lloren https://creativecommons.org/licenses/by-nc/4.0
Assessment of the Effectiveness of Higher-Order Thinking Skills (HOTS) Integration Using the Structure of the Observed Learning Outcome (SOLO) Taxonomy in Enhancing Reading Comprehension
Reading comprehension remains a persistent educational challenge among Filipino learners, particularly among students who struggle to move beyond literal understanding of texts. This study examined the effectiveness of integrating Higher Order Thinking Skills (HOTS) and the Structure of Observed Learning Outcomes (SOLO) Taxonomy in improving the reading comprehension of Grade 9 students at Sevilla National High School during the School Year 2024–2025. Employing a one-group quasi-experimental pretest-posttest design with repeated measures, the study involved 78 Grade 9 students who participated in a four-week HOTS–SOLO-integrated reading intervention. Reading comprehension was assessed using a standardized reading assessment administered before the intervention and through three successive post-tests. Data were analyzed using frequency, percentage, Shapiro-Wilk test, Wilcoxon Signed-Rank Test, Friedman Test, and Mann-Whitney U Test. Results revealed significant improvements in students’ reading comprehension across all post-test administrations, with the proportion of independent readers increasing substantially and frustration-level readers decreasing considerably. Findings suggest that HOTS–SOLO-integrated instruction is associated with meaningful improvements in reading comprehension and critical engagement with texts. The study recommends broader implementation of HOTS–SOLO strategies and continuous teacher development in higher-order thinking instruction.
Copyright (c) 2024 Jovi Marie A. Becera https://creativecommons.org/licenses/by-nc/4.0
Teachers' Health Issues and Challenges in Relation to Learners' Academic Performance in the Loon District, Bohol
This study examined the health issues and workplace challenges encountered by teachers and their relationship with learners' academic performance. Specifically, it assessed teachers' physical and mental health, identified the challenges they experienced in technology integration, paperwork, and classroom management, determined learners' academic performance, and examined the relationships and differences among the variables. A descriptive-correlational research design was employed involving 187 teacher-respondents. Data were analyzed using frequencies, percentages, weighted means, Spearman's rank-order correlation, and the Wilcoxon Signed-Rank Test. Results revealed that teachers generally exhibited moderately evident physical health issues (M = 3.0950) and highly evident mental health conditions (M = 3.2522), indicating relatively favorable overall well-being. Among workplace challenges, classroom management was rated highest, while paperwork emerged as the most demanding aspect of teachers' responsibilities. Learners demonstrated a Very Satisfactory average academic performance of 87.70. Correlation analysis showed a significant moderate positive relationship between teachers' health issues and workplace challenges (rs = .385, p < .001). However, teachers' health issues and workplace challenges were not significantly associated with learners' academic performance. A significant difference was likewise found between teachers' physical and mental health conditions, with mental health indicators obtaining relatively higher scores. The findings underscore the importance of comprehensive teacher wellness initiatives and organizational support systems that promote physical well-being, psychological resilience, and manageable workloads while sustaining quality instruction and positive learner outcomes.
Copyright (c) 2024 Varla Mariah P. Cagulada, Frances Mae C. Trabajo https://creativecommons.org/licenses/by-nc/4.0
The Mediating Effect of Occupational Stress on the Relationship Between Teachers' Psychosocial Skills and Job Performance in Modular Distance Learning (MDL)
The COVID-19 pandemic prompted the implementation of Modular Distance Learning (MDL) in Philippine schools, creating new instructional demands and challenges for teachers. This study examined the occupational stress, psychosocial skills, and job performance of public secondary school teachers in the MACBAC districts of Bohol during the implementation of MDL. Specifically, it determined the levels of these variables, explored their relationships, and examined differences based on selected demographic characteristics. A quantitative descriptive-correlational design was employed involving 119 randomly selected public secondary school teachers. Data were gathered using adapted and validated instruments on occupational stress and psychosocial skills, while job performance was assessed through Individual Performance Commitment and Review Form (IPCRF) ratings. Descriptive and inferential statistical techniques were utilized in the analysis. The findings revealed that teachers experienced a slightly stressful level of occupational stress, demonstrated high psychosocial skills, and attained a very satisfactory level of job performance. Educational attainment was significantly associated with psychosocial skills, while no significant relationships were found among occupational stress, psychosocial skills, and job performance. Likewise, no significant differences were observed in the study variables when grouped according to educational attainment. The findings suggest that teachers maintained professional effectiveness and adaptive functioning despite the challenges associated with modular instruction.
Copyright (c) 2024 Eldren R. Suaybaguio, Jerome M. Magallen https://creativecommons.org/licenses/by-nc/4.0
School Heads' Educational Management and Leadership in Relation to Teachers' Self-Efficacy in Public Elementary Schools in the Third Congressional District of Bohol
This study examined the educational management and educational leadership practices of school heads and their relationship with teachers' efficacy in public elementary schools in the Third Congressional District of Bohol. Specifically, it assessed the extent of educational management in terms of mission and educational values, quality of teaching and learning, resources for learning, and community engagement; educational leadership across key instructional and organizational domains; and teachers' efficacy in student engagement, instructional strategies, and classroom management. The study employed a quantitative descriptive-correlational design involving 168 school heads and teachers selected through proportionate random sampling. Data were analyzed using weighted mean, standard deviation, frequency, percentage, and Spearman's rho correlation. Findings revealed that school heads demonstrated very good educational management (M = 3.64) and educational leadership (M = 3.57), while teachers exhibited a very high level of efficacy (M = 3.48). Significant positive relationships were found between educational management and educational leadership (r = .708, p < .001), educational management and teachers' efficacy (r = .559, p < .001), and educational leadership and teachers' efficacy (r = .633, p < .001). These findings suggest that effective school management and leadership strengthen teachers' confidence and instructional effectiveness. The study underscores the importance of integrated leadership and management practices in promoting teacher efficacy and sustaining quality basic education.
Copyright (c) 2024 Cristy O. Salvanera, Ma. Maya V. Tumalon https://creativecommons.org/licenses/by-nc/4.0
Financial Literacy and Investment Practices Among Workers in Tagbilaran City
This study examined the financial literacy and investing practices of workers from selected public and private establishments in Tagbilaran City, Bohol. It explored the relationship between these variables and selected demographic characteristics. Employing a quantitative descriptive-correlational research design, data were collected from 357 respondents using a validated structured questionnaire and analyzed through descriptive and inferential statistics. The findings revealed that the majority of workers demonstrated a high level of financial literacy, indicating adequate knowledge and competencies in managing personal finances. In contrast, investing practices were generally fair, characterized by a preference for regulated financial institutions, reliance on family and peers for investment information, short- to medium-term investment horizons, and low-risk investment products such as bank deposits and insurance plans. Financial literacy did not vary significantly across respondents' demographic characteristics, whereas investing practices showed significant associations with age and sex. A positive but weak relationship was likewise observed between financial literacy and investing practices, suggesting that financial knowledge alone may not fully explain investment behavior. The findings highlight the importance of complementing financial education with initiatives that strengthen investment confidence, behavioral competence, and practical decision-making skills to encourage informed and sustainable financial participation among workers.
Copyright (c) 2024 Rica A. Polache, Ma. Maya V. Tumalon https://creativecommons.org/licenses/by-nc/4.0
Factors Contributing to Stress in Relation to Mental Health Conditions Among Teachers Amid the COVID-19 Pandemic in Misamis Oriental
This study examined the factors contributing to stress and their relationship with the mental health conditions of college teachers in local higher education institutions in Misamis Oriental during the COVID-19 pandemic. A quantitative descriptive-correlational approach was used. Data were obtained from 246 instructors via a validated, structured questionnaire and analyzed using descriptive and inferential statistics. The results indicated that the most adopted instructional mode throughout the epidemic was blended learning. In general, the identified stressors were considered by instructors to contribute to a modest degree, with fear of contagion, working conditions, and health status being the most prevalent. The respondents also had a moderate level of mental health status, as anxiety had the highest mean among the measured psychological aspects. The results also showed a strong correlation between the learning modalities used and teachers’ mental health status, indicating that variations in teaching delivery may be associated with changes in psychological well-being. Overall, the results underscore the complex nature of job stress experienced by college instructors amid a health emergency and highlight the importance of institutional wellness programs, psychosocial support services, and responsive organizational policies that promote faculty resilience and sustain a healthy teaching climate in higher education.
Copyright (c) 2024 Cheryl Ann A. Matela, Amelia L. Cortidor https://creativecommons.org/licenses/by-nc/4.0
Teachers' Mental Health Literacy, Attitudes Toward Mental Health, and Stress Coping Mechanisms
This study examined the mental health literacy, attitudes toward mental illness, and stress coping mechanisms of public elementary school teachers in the Talibon I and Talibon II Districts, Division of Bohol, during the School Year 2022–2023. Using a quantitative descriptive-correlational design, data were collected from 292 teachers selected through stratified random sampling. Standardized instruments were used to assess mental health literacy, attitudes toward mental illness, and stress-coping mechanisms. Descriptive statistics, Spearman’s rank-order correlation, and Chi-square tests were employed for data analysis. Findings revealed that respondents were generally moderately literate in mental health, with the highest competency observed in knowledge of how to seek mental health information and the lowest in knowledge of risk factors and causes of mental illness. Respondents generally exhibited positive attitudes toward mental illness, although some stigmatizing perceptions remained. Problem-focused coping was the most frequently utilized stress management strategy. Mental health literacy demonstrated a strong positive relationship with attitudes toward mental illness, indicating that greater mental health knowledge is associated with more favorable attitudes. However, mental health literacy and attitudes toward mental illness were not significantly related to stress coping mechanisms. The findings highlight the importance of strengthening teachers’ mental health literacy through targeted professional development initiatives to promote positive attitudes toward mental illness and support mentally healthy school environments.
Copyright (c) 2024 Mariamme A. Luminarias, Frances Mae C. Trabajo https://creativecommons.org/licenses/by-nc/4.0
Learning Styles and Academic Performance Among Senior High School, Private Schools, Loon, Bohol
This study examined the learning styles and academic performance of senior high school students from selected private schools in Loon, Bohol, Philippines. Specifically, it identified students’ preferred learning styles using the Visual, Aural, Read/Write, and Kinesthetic (VARK) framework, described their academic performance levels, and examined the relationships among learning styles, demographic characteristics, and academic achievement. The study employed a quantitative correlational research design involving 258 randomly selected senior high school students from Saint Teresa Academy, Sacred Heart Academy, and the University of Bohol–Loon Institute during the School Year 2022–2023. Data were gathered using the VARK Questionnaire and students’ academic records. Descriptive statistics and Chi-square tests of independence were used to analyze the data. The findings revealed that auditory learning was the most preferred learning style (41.1%), followed by kinesthetic (32.9%), read/write (16.7%), and visual (5.8%) modalities. Most respondents demonstrated outstanding academic performance (64.3%). Results further indicated that learning styles were not significantly associated with sex, age, grade level, or academic performance. However, significant relationships were found between academic performance and the demographic variables of sex, age, and grade level. The study concludes that while learning preferences provide useful information for instructional planning, they do not significantly influence academic achievement. Educational interventions should therefore emphasize diverse and evidence-based teaching strategies that address the needs of all learners.
Copyright (c) 2024 Eileen L. Ibarra, Janice Aurora T. Namoc https://creativecommons.org/licenses/by-nc/4.0
Knowledge, Attitude, And Practices on Non-Ionizing Radiation Protection Among the Employees and Graduate School Students, University Of Bohol, Tagbilaran City
The growing use of wireless communication devices and electronic technology has increased the need to understand the safety of non-ionizing radiation in educational institutions. This study evaluated the knowledge, attitudes, and behaviors regarding non-ionizing radiation safety among personnel and graduate students at the University of Bohol in Tagbilaran City. A quantitative descriptive-comparative and correlational research approach was used in this study, with 234 respondents recruited using stratified random sampling. Data were obtained via a validated questionnaire on knowledge, attitudes, and behaviors regarding non-ionizing radiation protection. Descriptive statistics and Pearson Product-Moment Correlation were used for the analysis. The findings indicated that respondents had an intermediate understanding of non-ionizing radiation protection with good comprehension of basic and scientific concepts. They also showed favorable attitudes toward radiation safety and demonstrated well-practiced protective measures. Knowledge and attitude were not significantly related. Knowledge and behaviors showed no significant association. However, a significant positive correlation was observed between attitude and practices, indicating that respondents with a more favorable attitude towards radiation protection were more likely to engage in protective practices. The results indicate that attitudes may be more important than knowledge in influencing radiation-protective behaviors. The study points to the need for stronger awareness campaigns and the promotion of positive attitudes to support the informed and responsible use of technology in relation to non-ionizing radiation exposure.
Copyright (c) 2024 Gefanie Grace C. Hampac https://creativecommons.org/licenses/by-nc/4.0
Integration of the Sustainable Development Goals (SDGs) and Its Relationship to Teachers' Knowledge, Attitudes, and Teaching Practices in the Loon Districts, Bohol
Education for Sustainable Development (ESD) plays a crucial role in advancing the Sustainable Development Goals (SDGs) by equipping learners with the knowledge, values, and competencies necessary for sustainable futures. This study examined the relationship among teachers’ knowledge of the SDGs, attitudes toward sustainable development, and ESD integration practices among Grade 9 and Grade 10 teachers in the Loon Districts of Bohol. A quantitative descriptive-correlational research design was employed. Findings revealed that teachers possessed a moderate level of SDG knowledge, with environmental sustainability receiving the highest knowledge scores and economic sustainability the lowest. Despite this, respondents demonstrated strongly positive attitudes toward sustainable development and a very high level of ESD integration in classroom instruction. Correlation analysis showed significant but weak positive relationships between selected SDG knowledge dimensions and social sustainability attitudes. Moreover, attitudes toward sustainable development, particularly environmental and educational attitudes, were significantly associated with sustainability integration practices. The findings suggest that attitudes play a more influential role than knowledge in shaping ESD implementation. The study highlights the importance of strengthening teachers’ sustainability literacy while fostering positive attitudes that support the meaningful integration of sustainability concepts into teaching and learning.
Copyright (c) 2024 Joshua L. Relator, Leah Wilfreda E. Pilongo https://creativecommons.org/licenses/by-nc/4.0
Social Discrimination and Self-Esteem Among Gay Men in Tagbilaran City
The study examined the association between reported social discrimination and self-esteem among homosexual males in Tagbilaran City, Bohol. Specifically, it identified levels of perceived social discrimination and self-esteem among respondents, examined correlations between selected demographic parameters and the research variables, and investigated the relationship between perceived social discrimination and self-esteem. The study design adopted was a quantitative descriptive-correlational. A standardized questionnaire measuring perceived social discrimination and self-esteem was administered to 393 self-identified homosexual males in Tagbilaran City. Data were analyzed using descriptive statistics, Spearman's rank-order correlation, and chi-square tests. The results indicated that, in general, the respondents reported modest levels of perceived social prejudice. However, most respondents had low self-esteem. Perceived social prejudice was significantly associated with selected demographic factors, including age, civil status, educational attainment, and employment, but not with geography. By contrast, none of the demographic characteristics were significantly associated with self-esteem. Further analysis revealed a statistically significant, weak negative correlation between felt social discrimination and self-esteem (p = -0.240, p < .001), indicating that higher levels of perceived discrimination were associated with lower levels of self-esteem. The results highlight the need to develop inclusive and supportive environments to improve psychological well-being among sexual minority populations. Although the general feeling was that there was little bias, respondents' ongoing low self-esteem suggests that additional social, cultural, and psychological factors may be affecting self-perceptions. Interventions that focus on self-acceptance, social support, and community involvement may have positive effects on the well-being of gay men.
Copyright (c) 2023 Ma. Leslie G. Villaber https://creativecommons.org/licenses/by-nc/4.0
School Heads’ Technical Assistance in Relation to Teachers’ Performance Talibon I District
Technical assistance is an important instructional leadership function that supports teachers’ professional growth and instructional effectiveness. This study examined the extent of technical assistance provided by school heads and its relationship to teachers’ performance in Talibon I District, Bohol. Specifically, the study assessed technical assistance in lesson planning, lesson delivery, and assessment practices; identified challenges faced by school heads; determined teachers’ performance levels; and examined the relationship between technical assistance and teachers’ performance. The study included a quantitative descriptive-correlational research design with 100 public elementary school teachers and 15 school heads in Talibon I District for the School Year 2022-2023. The data were gathered using the customized survey questionnaire and the teachers’ Individual Performance Commitment and Review Form (IPCR) assessments. The data were analyzed using descriptive statistics and Spearman’s rank-order correlations. The results show that school heads most commonly offered technical help, particularly in class preparation, course delivery, and evaluation approaches. Sometimes, school heads have trouble providing technological support, largely due to a lack of technological competence. Most of the teachers' performance scores were quite good. However, there was no significant correlation between technology support and teacher performance. The findings of this study show the importance of technical aid as an important instructional leadership method for teacher growth and school improvement. However, it seems that teacher effectiveness is influenced by several variables beyond technical support. Technical support programs may be more effective if leadership capacity is strengthened, especially in technology integration and instructional coaching.
Copyright (c) 2023 Mariaerose T. Valmores https://creativecommons.org/licenses/by-nc/4.0
21st Leadership Style and Seal of Good Local Governance Program Implementation
This study examined the perceived level of 21st-century leadership style and the extent of implementation of the Seal of Good Local Governance (SGLG) Program in the Municipality of Manolo Fortich, Bukidnon. Using a quantitative descriptive-correlational design, data were gathered from 250 barangay officials and constituents through a structured survey questionnaire. Descriptive statistics were used to determine the levels of leadership style and SGLG implementation. At the same time, the Chi-Square Test of Independence was employed to examine the relationship between respondents’ profile variables and their perceptions of the implementation of leadership and governance. The findings indicated that the leadership style of the mayor of the municipality in the 21st century was mostly evaluated positively, with values and vision receiving the highest scores, and learning the lowest. The SGLG Program was perceived as fully implemented across all dimensions of governance, with the most favorable ratings for youth development, disaster preparedness, and social protection. Inferential results indicated that educational attainment was substantially linked with views of leadership style, X2(5, N = 250) = 13.175, p = .022. Sex was significantly associated with perceptions of SGLG implementation, X2(1, N = 250) = 6.984, p = .008. Findings indicate that stakeholder attributes may influence the views chosen for leadership and governance implementation. The results may inform leadership development, gender-responsive governance, and efforts to strengthen local government.
Seal of Good Local Governance (SGLG) Program Implementation
Copyright (c) 2023 Melan Dave C. Lalucan, Evangel M. Luminarias https://creativecommons.org/licenses/by-nc/4.0
Behavioral Influences of The Catholic Faith and The Religious Education Competencies, Bohol Association of Catholic Schools, Diocese Of Talibon Incorporated
This study examined the relationship between the behavioral influences of the Catholic faith and the religious education competencies of Grade 11 students in the Bohol Association of Catholic Schools (BACS), Diocese of Talibon Incorporated, during the School Year 2021–2022. Specifically, it determined respondents’ profiles by sex and age, assessed the degree of behavioral influence of the Catholic faith across the dimensions of prayerfulness, agreeableness, and extraversion, evaluated the level of religious education competencies based on performance on a summative test, and investigated the relationships among the study variables. The study employed a quantitative descriptive-correlational research design involving 617 Grade 11 students selected from participating Catholic schools. Data were analyzed using frequency counts, percentages, means, chi-square tests, Spearman’s rank-order correlation, and analysis of variance. The findings revealed that prayerfulness was the most prominent behavioral influence of the Catholic faith, followed by agreeableness and extraversion. Students generally demonstrated very high levels of prayerfulness and high levels of agreeableness and extraversion. However, the overall religious education competency level was classified as “Did Not Meet Expectations,” with most children scoring below the desired proficiency level. The chi-square analyses revealed significant associations between the respondents’ profile factors (sex and age) and the behavioral impacts of the Catholic religion and religious education competence. Furthermore, a statistically significant positive association was observed between the behavioral effects of the Catholic religion and religious education competence (p = .247, p < .001). The results show a relationship between competence in religious education and faith-related behaviors, although only a small proportion of students' learning outcomes is explained. The study emphasizes the importance of strengthening instructional methodologies, faith formation programs, and learner-centered interventions that integrate faith practices with competency-based religious education.
Copyright (c) 2023 Sherwin S. Colaste https://creativecommons.org/licenses/by-nc/4.0
Implementation, Benefits, And Challenges of The Gulayan Sa Paaralan Program in Lila District, Bohol
The Gulayan sa Paaralan Program (GPP) is a flagship initiative of the Department of Education that aims to promote nutrition, food security, environmental awareness, and learner participation through school-based gardening activities. This study assessed the implementation of the Gulayan sa Paaralan Program in the schools of Lila District, Division of Bohol, Philippines. Specifically, it examined the level of program implementation, the benefits gained, the problems encountered, the relationships among the study variables, and differences in perceptions among stakeholder groups. A quantitative descriptive-correlational research design was employed. The participants consisted of 60 respondents, including school heads, Gulayan sa Paaralan Program coordinators, School-Based Feeding Program coordinators, and Parents–Teachers Association officers. Data were gathered using a researcher-developed questionnaire anchored on DepEd Memorandum No. 223, s. 2016. Descriptive statistics and Spearman’s rank-order correlation were used to analyze the data. The findings revealed that the overall implementation of the Gulayan sa Paaralan Program was less implemented. Among the implementation dimensions, roles and responsibilities at the school level and the establishment and maintenance of school gardens were implemented to a moderate extent. At the same time, capability building, program monitoring, sustainability mechanisms, and program evaluation were less implemented. Respondents generally perceived the program as moderately beneficial and reported that implementation-related problems were less serious. Significant relationships were found between the level of implementation and both benefits gained and problems encountered. However, no significant relationship was observed between benefits gained and problems encountered. The findings suggest that strengthening implementation mechanisms, capacity-building initiatives, monitoring systems, and sustainability strategies may enhance the effectiveness and long-term impact of the Gulayan sa Paaralan Program. Greater stakeholder collaboration and institutional support are recommended to maximize the program’s nutritional, educational, and community-development outcomes.
Copyright (c) 2023 Imelda O. Cahiles, Ricardo Bullecer https://creativecommons.org/licenses/by-nc/4.0
Students’ Attitudes Toward Mathematics and Mathematics Performance Within the Spiral Progression Curriculum: Evidence From Grade 11 Learners in Bohol, Philippines
This study examined Grade 11 students' attitudes toward mathematics within the spiral progression curriculum and how these attitudes correlated with mathematics performance. The study used a quantitative correlational design, as guided by Bruner's Spiral Curriculum Theory and Weiner's Attribution Theory-forty-four Grade 11 pupils at Basiao High School, Pres. Carlos P. Garcia, Bohol participated in the study. Data were collected using a modified mathematics attitude questionnaire and summative tests devised by the researcher, which included mathematical competence for Grades 7–10. The data were analyzed using descriptive statistics and Spearman's rank-order correlations. The results revealed that the respondents had a moderate motivation attitude towards mathematics (M = 2.43, SD = 0.36), but poor performance in mathematics (M = 14.31, SD = 3.27). The scores were higher for the strategic use of mathematical tools and problem-solving than for communication, reasoning, linkages, representation, and accuracy. All summative examinations continued to demonstrate consistently low performance in math, with all respondents falling into the "Did Not Meet Expectations" group. Similarly, ability levels were grouped into the low and extremely low categories, indicating difficulty with basic arithmetic. There was no significant association between students' attitudes toward mathematics and their performance (rs = .001, p = .994) in the correlation study. The findings indicate that although youngsters show some interest in mathematics, significant learning gaps persist in several skills. Moreover, the results showed that additional factors beyond attitude variables can affect mathematical success. In the spiral progression curriculum, enhancing conceptual understanding, necessary skills, and instructional support can lead to improved mathematics learning outcomes.
Copyright (c) 2023 Peejay Baslan https://creativecommons.org/licenses/by-nc/4.0
Better Life Index and Job Satisfaction Among Non-Teaching Employees, Deped Division of Bohol
Employee well-being and job satisfaction are increasingly recognized as important factors influencing organizational effectiveness and workforce productivity. This study examined the Better Life Index and job satisfaction among non-teaching employees of the Department of Education Division of Bohol during the School Year 2022–2023. Specifically, the study assessed respondents' perceived quality of life across the eleven domains of the Better Life Index. It assessed their level of job satisfaction regarding diagnostic and coaching, role conflict and ambiguity, compensation and benefits, task accomplishment, and work environment. A quantitative descriptive-correlational research design was employed. Data were gathered from 243 non-teaching employees selected through stratified random sampling and analyzed using frequency counts, percentages, weighted means, Spearman's rank-order correlation, and chi-square tests. Findings revealed that respondents generally reported a high Better Life Index, with housing, jobs, and education receiving the highest ratings, while income obtained the lowest rating. Likewise, respondents demonstrated a high level of job satisfaction, particularly in task accomplishment and role clarity. Correlational analysis indicated a statistically significant relationship between the Better Life Index and job satisfaction, suggesting that employees who perceived more favorable life conditions tended to report greater job satisfaction. The findings underscore the importance of promoting employee well-being through organizational support, professional development opportunities, health initiatives, and workplace policies that enhance quality of life and work satisfaction.
Copyright (c) 2023 Celeste H. Bag-Ao https://creativecommons.org/licenses/by-nc/4.0
Social Support, Academic Motivation and Performance Among Senior High School Students, Catigbian District, Bohol
The COVID-19 crisis led to a sudden shift in the mode of learning delivery from traditional face-to-face classes to various forms of distance education. Social support and academic motivation are important factors to consider in mitigating the effects of this unexpected alteration and in sustaining students' high academic performance, even through distance education. The main purpose of this study is to determine the social support, academic motivation, and performance of Senior High School Students in the Catigbian District, Division of Bohol, during the school year 2021-2022. This quantitative study included data from three sources: the Modified Multi-Dimensional Social Support Questionnaire, the Modified Academic Motivation Questionnaire, which was administered to the senior high school students, and DepEd Form 138-E for the academic performance of the respondents. Results revealed that most of them perceived moderate support from family, friends, and significant others during the implementation of Distance Learning. However, others perceived less support, and a few received no support across different dimensions, which needs immediate attention and assistance from teachers. Most of them have a very good level of academic motivation. It was also revealed that a significant number of senior high school students in the Catigbian District have outstanding academic performance. There is no significant relationship between senior high school students' profiles, such as age and sex, and the level of social support they perceive. There is a significant correlation between perceived social support and the academic motivation of senior high school students. There is a significant correlation between perceived social support and the academic performance of senior high school students. There is a significant degree of correlation between academic motivation and performance among senior high school students.
Copyright (c) 2023 Ivy L. Amba https://creativecommons.org/licenses/by-nc/4.0
Knowledge Retention from The Infantry Non-Commissioned Officers Basic Course and Its Relationship to Job Performance Among Non-Commissioned Officers
Knowledge retention is an essential outcome of professional military education because it influences how effectively acquired knowledge and skills are sustained and applied in operational settings. This study examined the retention of knowledge acquired from the Infantry Non-Commissioned Officers Basic Course and its relationship to the job performance of non-commissioned officers assigned to the 47th Infantry Battalion, Camp Rajah Sikatuna, Carmen, Bohol. Guided by the Transfer of Training Theory, Adult Learning Theory, and Experiential Learning Theory, the study employed a quantitative descriptive-correlational research design. A total of 85 non-commissioned officers participated through total enumeration. Data were gathered using respondents’ profile records, previous and current comprehensive examination scores, and the AFP Performance Evaluation Report. Descriptive and inferential statistical analyses, including chi-square, paired-samples t-test, Pearson correlation, one-way ANOVA, and Friedman test, were utilized at the 0.05 level of significance. Findings revealed generally high levels of knowledge retention and outstanding job performance among the respondents. Rank and year of course completion were significantly associated with knowledge retention, while year of course completion was significantly associated with job performance. A significant difference was found between previous and current comprehensive examination scores. Knowledge retention exhibited a weak negative relationship with job performance. Significant differences were likewise observed across rank classifications and among the dimensions of job performance. The findings underscore the importance of continuous learning, refresher training, and evidence-based personnel development initiatives to sustain military competence and organizational effectiveness.
Copyright (c) 2023 Aaron G. Alorro https://creativecommons.org/licenses/by-nc/4.0
Work-Life Balance and Job Morale of The Teaching Employees of University of Bohol, City of Tagbilaran, Bohol
Work-life balance and job morale are important aspects that affect the well-being, engagement, and organizational success of employees at higher education institutions. The study was conducted to investigate the work-life balance and job morale of the teaching personnel of the University of Bohol and to determine the association between the two variables. Quantitative descriptive-correlational design was employed. Standardized questionnaires on work-life balance and teachers’ job morale were used to collect data from 220 teaching staff members via random sampling. Descriptive statistics, such as weighted and composite means, were used to assess variable levels. Pearson Product-Moment Correlation was employed to examine the associations between the variables. The findings showed that employees in education had a good level of work-life balance (M = 3.24), with awareness of work-life balance ranked the highest. The respondents also showed a very high level of job morale (M = 3.31), notably in work engagement and work atmosphere. In addition, a statistically significant, moderate positive relationship was observed between work-life balance and job morale (r = .452, p < .001). This means that higher levels of work-life balance correlate with higher levels of job morale. The findings underscore the significance of supporting staff well-being to enhance teacher involvement, morale, and institutional success.
Copyright (c) 2023 Jerome M. Magallen https://creativecommons.org/licenses/by-nc/4.0