ACADEME University of Bohol, Graduate School and Professional Studies
Discipline: Multidisciplinary/Interdisciplinary Publisher: University of Bohol
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Negotiating Identity Under Moral Surveillance: A Descriptive Phenomenological Study of Pastors' Children Labeled as the "Black Sheep"
Pastors' children (PKs) often hold a special place in society, facing strict moral standards, significant public attention, and family duties that can shape how they see themselves and affect their mental and emotional health. This study looked at the real-life experiences of preachers' children who saw themselves as the "black sheep" in their families and church groups. The study used a descriptive phenomenological research methodology to examine how social pressure affects how people negotiate their identities, cope with stress, and make sense of their lives. Family Systems Theory, General Strain Theory, and Social Identity Theory influenced it. Six children of Protestant pastors from Tagbilaran City, Bohol, Philippines, were purposively selected and interviewed in depth using semi-structured interviews. Braun and Clarke's thematic analysis was used to analyze the data. Five interconnected themes came to light: (1) moral surveillance and the pressure to be religiously perfect; (2) identity conflict between being yourself and playing the part others expect of you; (3) healthy and unhealthy ways of coping; (4) changing from a "black sheep" to your true self; and (5) seeing stigma as a way to grow spiritually and personally. The results show that constant demands from family and community lead to significant identity stress and emotional exhaustion. However, the participants cope with these pressures through faith, self-expression, autonomy, and thoughtful coping. Participants turned the "black sheep" label into a story of strength, truthfulness, and self-acceptance rather than seeing it as a sign of being different. The study contributes to existing literature by showing how pastors' children construct their identities within highly religious settings. It also stresses the importance of families and congregations practicing values that prioritize acceptance of relationships over moral perfection. These findings could help guide spiritual care, educational treatments, counseling services, and family-centered programs that help clergy families feel better mentally and find their true selves.
Copyright (c) 2025 Joseph Florenz B. Rodriguez, Janice Aurora T. Namoc https://creativecommons.org/licenses/by-nc/4.0
A Correlational Study on School Practices on Parental Involvement, Teachers’ Motivation and Learners’ Academic Achievement
This study examines the correlation between school practices on parental involvement, teachers' motivation, and learners' academic achievement in Loon South District, Division of Bohol. Utilizing a descriptive quantitative correlational method approach, the research evaluates six domains of parental involvement: parenting, communication, volunteering, learning at home, decision-making, and collaborating with the community, as perceived by teachers and parents. Findings reveal an overall "Very Good" performance in fostering parental engagement, with communication and parenting ranking highest, while volunteering and collaborating with the community show room for improvement. Teachers highlighted strong communication channels and active parent-teacher associations as key strengths but noted gaps in workshops, curriculum involvement, and resource-based support. The study also assessed the level of teachers’ motivation across intrinsic and extrinsic factors, professional development, job satisfaction, work environment, and student achievement. Results indicate a "Very High" motivation level, with parental involvement significantly enhancing teachers' intrinsic satisfaction and professional fulfillment. A positive correlation between school practices and learners' academic achievement underscores the importance of cohesive school-family partnerships. Furthermore, teachers’ motivation is significantly correlated to the learners’ academic achievement emphasizes the essential role of motivated educators in student success. The findings emphasize the crucial role of enhancing parental engagement through targeted interventions such as improving onboarding practices, expanding volunteer opportunities, and fostering community collaboration. These efforts aim to create a supportive educational system, promoting motivated teachers and academically successful learners.
School Practices on Parental Involvement
Copyright (c) 2025 Ellen M. Doliente, Jerome M. Magallen https://creativecommons.org/licenses/by-nc/4.0
Competence Level of Social Sciences Teachers in Promoting Cultural Awareness and Heritage Preservation
Culture-based education is important for developing learners’ cultural identity and promoting heritage preservation amid rising globalization and sociocultural change. The study assessed the competency of Social Sciences instructors in Senior High Schools in fostering cultural awareness and preserving legacy within the Schools Division of Tagbilaran City, Bohol. Specifically, it examined teachers' competence in incorporating cultural awareness into instruction, determined the relationship between cultural awareness and heritage preservation competencies, and explored teachers' experiences and challenges in implementing culture-based education. A mixed-method explanatory sequential design was utilized in the study. The participants were Social Sciences instructors, students, school heads, and subject-area coordinators, recruited through purposive sampling. Descriptive statistics and Spearman’s rank-order correlation were used to assess the quantitative data, while theme analysis was used for the qualitative data. Results revealed that teachers demonstrated a very satisfactory level of competence in integrating cultural awareness, particularly in pedagogical approaches and knowledge of local cultural heritage. A very strong positive relationship was found between cultural awareness and heritage preservation competencies (p = .886, p < .001), indicating that these competencies are mutually reinforcing. Qualitative findings indicated that teachers serve as cultural stewards but also highlighted limitations in localized teaching materials, professional development, and institutional support. The study proposes that culture-based education may be further promoted and that the preservation of local cultural assets can be supported through collaborative connections, contextualized teaching materials, and continuous professional development.
Copyright (c) 2025 Schwyn S. Sarabia, Janice Aurora T. Namoc https://creativecommons.org/licenses/by-nc/4.0
Exploring the Role of Storytelling in Promoting Social-Emotional Development in Kindergarten, Loon Districts, Bohol
Storytelling has long been recognized as an engaging instructional strategy, yet its contribution to young children's social-emotional development remains underexplored in the local context. This qualitative study examined the role of storytelling in promoting the social-emotional development of kindergarten learners in the Loon Districts, Bohol during School Year 2024–2025. Specifically, it explored how storytelling contributes to children's emotional and social growth, the social-emotional competencies it nurtures, the influence of culturally relevant stories, the challenges encountered by teachers, the perceptions of teachers and parents, and an action plan based on the findings. Using thematic analysis, data were gathered through in-depth interviews with four kindergarten teachers and twelve parents. The findings revealed that storytelling serves as an effective medium for fostering emotional expression, empathy, self-awareness, emotional regulation, cooperation, and perspective-taking. Stories grounded in local language and culture strengthened children's sense of identity, belonging, and engagement while reinforcing home-school collaboration. Teachers and parents shared similar perceptions regarding the positive influence of storytelling on children's socio-emotional growth. However, limited instructional materials, insufficient time, and inadequate teacher preparation constrained its implementation. The study concludes that storytelling is a culturally responsive pedagogical approach that supports holistic child development and recommends its systematic integration into the kindergarten curriculum through teacher capacity-building, development of localized story resources, strengthened parental participation, and institutional support.
Copyright (c) 2025 Zenadette P. Jaquilmac, Jelinda R. Fortich https://creativecommons.org/licenses/by-nc/4.0
Modular Learning Mobility in Relation to Parents’ Level of Satisfaction and Pupils’ Academic Performance, Pilar District, Pilar, Bohol
This study examined the implementation of modular learning in Pilar District by assessing teachers' levels of practice, parents' levels of satisfaction, learners' academic performance, and the relationships among these variables. A descriptive-correlational research design was employed involving 26 teachers and 587 parent-respondents, with data analyzed using weighted mean, frequency, percentage, and Spearman's Rank-Order Correlation due to non-normal distribution. The findings revealed that teachers demonstrated a high level of modular learning practices (M = 3.76), with assessment activities obtaining the highest rating, followed by specific learning objectives, language used, and learning content; additionally, the majority of teachers (92.31 percent) were classified as highly practicing modular learning. Correlation analyses indicated no significant relationships between teachers' level of practice and parents' level of satisfaction (rs = 0.015, p = 0.715), teachers' level of practice and learners' academic performance (rs = 0.077, p = 0.061), or parents' level of satisfaction and learners' academic performance (rs = 0.077, p = 0.061). These results suggest that while teachers consistently implemented modular learning practices, parents' satisfaction and learners' academic performance were influenced by multiple factors beyond instructional delivery, underscoring the importance of strengthening school-family partnerships, enriching learning content, and providing continuous support mechanisms to enhance the effectiveness of modular learning and promote positive educational outcomes.
Copyright (c) 2025 Nelson A. Lagapa https://creativecommons.org/licenses/by-nc/4.0
Adversity Quotient, Grit, And Service Quality of Bohol Provincial Government Employees
The adversity quotient refers to an individual's ability to cope with and recover from adversity, measuring how well employees can withstand challenges in the workplace. Grit level assesses an employee's perseverance and passion for long-term goals, reflecting their commitment and determination to succeed despite obstacles. Service quality, the third variable, evaluates the overall satisfaction and effectiveness of the services provided by the employees, focusing on their ability to meet the needs and expectations of those they serve. This study aimed to assess the adversity quotient (AQ), grit level, and service quality among employees of the Bohol Provincial Capitol. A descriptive-correlational research design was utilized involving 327 regular employees during the fiscal year 2023 as respondents. The study found that respondents exhibited above-average levels of adversity quotient and high levels of grit, indicating their ability to overcome challenges and persist in achieving their goals. The analysis of service quality revealed a generally high level of satisfaction among employees, though certain areas were identified for improvement. The correlation analysis reveals that adversity quotient is positively correlated with both grit level and service quality. This implies that individuals with higher adversity quotient tend to exhibit higher levels of grit and deliver better service quality. Moreover, the findings also indicate a positive correlation between Grit Level and Service Quality, The result implies that individuals with higher levels of grit are more likely to provide better service quality. The findings underscore the importance of individual characteristics in the development of capacity-building programs aimed at enhancing resilience, grit, and service quality within the government sector.
Copyright (c) 2025 Rosemae V. Bersano, Jerome M. Magallen https://creativecommons.org/licenses/by-nc/4.0
Proficiency Levels of Senior High School Learners, Carmen 3 District, Division of Bohol
Reading proficiency remains fundamental to learners' academic success and lifelong learning, underscoring the need for effective school-based literacy interventions. This study examined the reading proficiency of Grade 11 learners. It explored stakeholders' perspectives on the implementation of the Catch-Up Fridays Program in selected public senior high schools in Carmen 3 District, Division of Bohol, Philippines. An explanatory sequential mixed-methods design was employed. Quantitative data were obtained from 230 learners using validated assessments of reading comprehension, vocabulary, and reading fluency administered before and after the intervention. Qualitative data were gathered through semi-structured interviews with school principals, National Learning Camp coordinators, and English teachers, and analyzed using the OECD Evaluation Framework. Descriptive statistics, paired-samples t-tests, and one-way analysis of variance were used to analyze quantitative data, while thematic analysis was applied to qualitative responses. The findings indicated statistically significant improvements across all three domains of reading proficiency following participation in the program. Stakeholders likewise viewed the program as relevant, coherent, and beneficial in strengthening learners' reading engagement despite challenges related to instructional resources, implementation time, and sustainability. Overall, the findings suggest that structured literacy initiatives implemented through collaborative school support may help improve adolescent reading proficiency while providing valuable insights for the ongoing enhancement of literacy recovery programs.
Copyright (c) 2025 Teonelito B. Batutay, Charito B. Sapong https://creativecommons.org/licenses/by-nc/4.0
A Mixed-Method Inquiry on Community Knowledge, Attitudinal Orientations, And Practices Toward Protected Area Policies in The Chocolate Hills, Bohol, Philippines
Protected areas are vital for protecting biodiversity, but their long-term effectiveness often depends on the support and engagement of residents. The research was conducted to determine the knowledge, attitudes, and practices (KAP) of the inhabitants regarding the rules of the Chocolate Hills Natural Monument in the Philippines. Specifically, it measured respondents' levels of knowledge, attitudes, and conservation practices and studied the relationships among the three dimensions. The study used a quantitative cross-sectional approach with a sample of 500 adult residents of six communities surrounding the protected area. A modified Knowledge–Attitudes–Practices questionnaire was completed by the chosen respondents using stratified random sampling. Descriptive statistics and Spearman’s rank-order correlation were employed for data analysis. The results showed that the respondents had an intermediate level of understanding, a good attitude, and moderate conservation activities towards protected area policies, and experience and background in the community may be associated with beliefs and behaviors about conservation. Significant positive associations were also observed among knowledge, attitudes, and conservation practices, indicating that greater policy understanding typically correlates with positive attitudes and conservation practices. These results indicate that increasing environmental education, improving policy communication, and encouraging inclusive community engagement could further bolster conservation efforts within the Chocolate Hills Natural Monument. The study provides empirical evidence to help protected area managers and local government units formulate community-responsive policies that enhance biodiversity conservation and sustainable local development.
Copyright (c) 2025 Charlo B. Racho, Maria Luz P. Villarante https://creativecommons.org/licenses/by-nc/4.0
Effectiveness And Learner Acceptability of Sudokintegers: A Quasi-Experimental Study on Enhancing Integer Operations
Developing computational fluency in integer operations remains a challenge among junior high school learners, highlighting the need for innovative instructional approaches that promote both engagement and conceptual understanding. This study examined the effectiveness and acceptability of Sudokintegers, a game-based instructional material designed to improve Grade 7 students' computational skills in the four operations of integers. A quasi-experimental pretest-posttest design was employed involving control and experimental groups from a public secondary school in the Schools Division of Bohol during the School Year 2024-2025. Students' computational skills were assessed using a validated achievement test, while the acceptability of Sudokintegers was evaluated in terms of satisfaction, usefulness, and ease of use. Descriptive statistics, paired-samples t-test, Wilcoxon signed-rank test, and Mann-Whitney U test were used to analyze the data. The findings revealed that students perceived Sudokintegers as highly acceptable across all dimensions. Although both groups demonstrated significant improvement, learners exposed to Sudokintegers achieved significantly higher posttest performance than those who received traditional instruction. The results suggest that integrating game-based instructional materials into mathematics teaching can strengthen computational fluency while enhancing learner engagement and motivation. The study supports the use of contextualized educational games as complementary instructional resources for improving mathematics learning in the junior high school curriculum. Teaching can strengthen computational fluency while enhancing learner engagement and motivation. The study supports the use of contextualized educational games as complementary instructional resources for improving mathematics learning in the junior high school curriculum. Public organizations increasingly recognize that employees' psychological resources contribute significantly to organizational effectiveness and the delivery of quality public services. This study examined the adversity quotient, grit, and service quality of employees of the Provincial Government of Bohol and explored the relationships among these constructs. Employing a quantitative descriptive-correlational design, data were collected from 330 regular employees selected through simple random sampling using the Adversity Response Profile (ARP), the Short Grit Scale (Grit-S), and an adapted SERVQUAL instrument. Descriptive statistics and Kendall's Tau-b correlation analysis were utilized to analyze the data. Findings revealed that respondents demonstrated an above-average adversity quotient (M = 3.44), characterized by stronger perceptions of control and ownership in the face of workplace challenges. Employees likewise exhibited high levels of grit, with perseverance of effort emerging as the dominant characteristic (M = 3.92), and perceived the service quality as highly satisfactory (M = 4.18), particularly in terms of empathy and assurance. Correlation analysis showed that adversity quotient was positively associated with grit (tb = .134, p < .001) and service quality (tb = .105, p = .006), while grit exhibited a stronger positive association with service quality (tb = .261, p = .006). Although the relationships were modest, the findings suggest that resilience and perseverance function as complementary psychological resources that support effective public service delivery and organizational performance.
Copyright (c) 2025 Marvin G. Bongato, Emma S. Rulona https://creativecommons.org/licenses/by-nc/4.0
English Language Self-Efficacy, Grammatical Competence, and Vocabulary Knowledge Among Senior High School Students: A Correlational Study
This study examined the interrelationship among self-efficacy, grammatical competence, and vocabulary knowledge in English language learning among senior high school students in the Buenavista Districts, Division of Bohol, Philippines. Specifically, it described students' levels of self-efficacy, grammatical competence, and vocabulary knowledge and explored the relationships among these variables and selected demographic characteristics. A quantitative descriptive-correlational research design was employed involving 182 senior high school students selected through simple random sampling. Data were gathered using validated self-efficacy questionnaires and standardized assessments of grammatical competence and vocabulary knowledge. Descriptive statistics and Spearman's rank-order correlation were used to analyze the data. The findings indicated that respondents generally demonstrated a moderate level of English language self-efficacy. At the same time, grammatical competence was predominantly very low, and vocabulary knowledge was largely at the moderate level. No statistically significant relationships were found between self-efficacy and either grammatical competence or vocabulary knowledge. In contrast, grammatical competence exhibited a statistically significant moderate positive relationship with vocabulary knowledge. The findings suggest that learners' confidence in using English may not necessarily correspond with their demonstrated language proficiency, whereas grammar and vocabulary appear to develop in a complementary manner. The study highlights the importance of integrating motivational support with explicit and contextualized language instruction to strengthen English language learning among senior high school students.
Copyright (c) 2025 Ma. Therry Mhel F. Mejorada, Charito B. Sapong https://creativecommons.org/licenses/by-nc/4.0
Gender And Development (GAD) Budget Policy Implementation By Local Government Units in The First District of Bohol
Gender budgeting is a fiscal governance tool applicable to all government agencies, including Local Government Units (LGUs), as mandated under Republic Act No. 9710 or the “Magna Carta of Women”. This study evaluated the Gender and Development (GAD) budget policy implementation among LGUs in the First District of Bohol for the fiscal year 2022, focusing on the key mechanisms deemed by policy as essential elements of gender budgeting. Study data were obtained using a validated descriptive survey instrument, administered to each LGU’s designated Gender and Development Focal Point System (GFPS) representative. The results showed that the LGU’s were not able to comply with some required mechanisms such as: capacity building of GFPS on GAD; GAD Database and GAD Codes; and most especially their utilization of GAD budgets. It was also established that LGUs perceived issues and challenges in implementing GAD programs and projects. Lastly, while no significant relationship was found between the GAD budgetary processes and the: (a) required mechanisms for GAD budgeting; and (b) potential issues and challenges in GAD budgeting — this did not apply to all the LGUs where the third budgetary process of budget utilization was concerned. These underscore the need to bridge the gaps in gender budgeting processes to achieve the ends sought by law for women’s rights in the country. The study proposes a localized action plan to enhance implementation, which may also serve as a reference for other LGUs wishing to strengthen their legal compliance.
Copyright (c) 2025 May Zyra V. Cuevas https://creativecommons.org/licenses/by-nc/4.0
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
Interactive and Contextualized Instructional Materials for Araling Panlipunan 7 in the Matatag Curriculum in Selected Schools in District II of 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