2026· International journal of humanities and social sciences· 0 citations
Abstract
This study assessed the level of instructional contentment of teachers and student performance in Science among Grade V learners at Don Vicente Rama Memorial Elementary School, Cebu City, for the 2024-2025 school year, aiming to inform a practical guide. Findings revealed that most teachers are middle-aged, female, married, and highly experienced, holding advanced degrees and receiving “Very Satisfactory” performance ratings. The majority of learners are 11 years old, with a higher proportion of female students. Teachers reported feeling generally positive about their professional growth, decision-making opportunities, and recognition, although they expressed moderate contentment regarding promotion opportunities. The learners performed well in science, with most achieving mastery in competencies such as motion, light, and material conductivity. A significant number of students demonstrated mastery in describing motion and understanding material properties. A significant relationship was found between teachers’ contentment and students’ science performance, suggesting that teacher satisfaction may positively impact student outcomes. Teachers expressed concerns about large class sizes, addressing diverse student needs, low salaries, and insufficient incentives. Other issues included limited access to technology, lack of teaching resources, inadequate professional development, and challenges with new curricula and policies. In conclusion, while teachers are generally satisfied with aspects of their professional growth and recognition, improvements are needed in areas like promotion opportunities and support for career advancement to enhance both teacher satisfaction and student performance.
This study examined the profile of senior high school teachers from the ten (10) districts of the Division of Batangas
City in terms of age, sex, highest educational attainment, area of specialization, years of service as a teacher and participation
in relevant seminars by employing a descriptive research design. The findings revealed that most of the respondents are 30 years
old and below, female, have obtained their master’s degree, are handling language subjects, had been in the profession between
10 to 20 years and were not active in participating in relevant seminars. This research also made use of a correlational component
to determine the difference of the said demographic and professional characteristics with teachers’ innovativeness in facilitating
classroom assessment. Data analysis included descriptive statistics and Kruskal-Wallis test for the quantitative data and
thematic analysis for the qualitative inputs. Relative to the extent of their innovativeness in facilitating classroom assessment,
this study concluded that senior high school teachers manifest moderate extent in terms of formulating assessment and great
extent both in terms of evaluating assessment and reporting and feedback assessment. It was also determined that there is no
significant difference in the level of teachers’ innovativeness in facilitating classroom assessment when they are grouped
according to profile variables. It also found out, through focused group discussion, that diversity and individuality of learners,
behavioral issues and lack of discipline of the learners, such as inattentiveness, lack of cooperation, disengagement and being
doubtful as the challenges experienced by the senior high school teachers in facilitating classroom assessments. Lastly, this study
prepared an instructional upskilling plan for senior high school teachers to further improve their innovativeness in classroom
assessment practices.
Angelito B. Jareño, Rhia Panganiban Perez· International Journal of Inn...· 0 citations
This study evaluates the mathematics skills of freshmen teacher education students, analyzes the relationships between performance and influencing factors, and proposes evidence-based recommendations for improving mathematics education at Capiz State University Roxas City Main Campus College of Education. This study employed the survey-correlation method of research. It involved one hundred sixty-eight (168) freshmen students of Capiz State University, Roxas City Main Campus College of Education for the 2024-2025 school year. Data were collected using the standardized Researcher-made Questionnaire. The statistical methods utilized in the study included mean, standard deviation. The alpha level of significance was established at 0.05. The study found that first-year teacher education students exhibited a high level of mathematical proficiency (M = 35.41). The most significant influencing factor was attendance (M = 4.57, rated very high). Additionally, self-efficacy, prior academic performance, study habits, and self-management with motivation were all rated highly. While there were significant differences in senior high school general mathematics grades, no significant differences in mathematics proficiency were found based on sex or school type. Strong correlations between cognitive and non-cognitive factors indicate that prior performance, along with characteristics such as self-efficacy, self-regulation, and attendance, impact proficiency. These findings suggest that enhancing study habits, attendance, and motivational support could improve students’ learning of mathematics in teacher preparation programs. Implementing targeted interventions that focus on these non-cognitive factors may foster a more supportive learning environment. By addressing both academic skills and personal attributes, educators can better equip students for success in mathematics and beyond.
Cleo Jude A. Joaquin, Gemma F. Agustin· International journal of hum...· 0 citations
This study determined the effects of the experiential learning approach on the academic performance in Science of Grade Five pupils in public elementary schools in District I-A, City Schools Division of Antipolo, during the School Year 2025–2026. Specifically, it examined the extent of experiential learning in terms of instructional motivation, concrete experiences, critical and creative thinking, and skills development, as well as its relationship with pupils' academic performance. The study employed a descriptive survey research design and documentary analysis. The respondents consisted of the total population of 81 Science teachers from Bagong Nayon I Elementary School, Dela Paz Elementary School, and Sta. Cruz Elementary School. A researcher-made questionnaire-checklist was utilized to gather data on teachers’ perceptions, while the average Science grades of 358 Grade Five pupils served as the basis for determining academic performance. Statistical treatments included frequency, percentage, weighted mean, t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation coefficient. Findings revealed that most teacher-respondents were 31 years old and above, female, married, held Teacher I–III positions, had more than ten years of teaching experience, were pursuing graduate studies, and had attended division to international-level trainings. Teachers perceived experiential learning as having a high effect on pupils' performance in Science across instructional motivation, concrete experiences, critical and creative thinking, and skills development. Significant differences in perceptions were found when grouped according to age, educational attainment, length of service, and in-service trainings attended, while no significant differences existed in terms of sex, civil status, and position title. Documentary analysis showed that the Grade Five pupils attained a very satisfactory level of academic performance in Science. Moreover, a significant positive relationship existed between the perceived effects of experiential learning and pupils' academic performance. The study concluded that experiential learning significantly enhances Science achievement and recommended continuous teacher professional development, consistent integration of experiential learning strategies in Science instruction, implementation of the proposed action plan, and the conduct of similar studies involving other variables and educational contexts
Aira Mae San Felipe· International Journal of Sus...· 0 citations
This study assessed the teaching competence of Grade 5 teachers teaching Science in Ambaguio, Nueva Vizcaya, focusing on their knowledge, skills, attitudes, and the factors affecting their competence. Anchored on the Input-Process-Output (IPO) framework, the study employed a descriptive research design using a researcher-made, validated questionnaire administered to purposively selected Science teachers. Data were analyzed using frequency, percentage, and weighted mean to describe the respondents' profile and evaluate their teaching competence. The findings revealed that the respondents were predominantly experienced, middle-aged, married female teachers who actively pursued professional development and demonstrated strong commitment to the teaching profession. The respondents exhibited a very evident level of competence in terms of knowledge (WM = 4.65), skills (WM = 4.64), and attitudes (WM = 4.40), particularly in lesson planning, content development, instructional delivery, communication, learner engagement, collaboration, fairness, and professionalism. However, the factors affecting teaching competence were perceived as moderately serious (WM = 2.70), with administrative workload, limited instructional resources, insufficient training opportunities, unclear operational procedures, and performance appraisal processes identified as the primary concerns. The study concluded that while Science teachers demonstrate a high level of teaching competence, continuous institutional support and professional development remain necessary to sustain and further enhance instructional effectiveness. Accordingly, the study recommends continuous professional development, strengthened collaboration among teachers, improved administrative support, adequate instructional resources, enhanced parent-school communication, mentoring initiatives, and regular feedback mechanisms to further improve teaching competence. This study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting teacher competence as a key component of quality Science instruction. It also contributes to educational and institutional sustainability by providing evidence that can guide teacher development initiatives, strengthen instructional practices, and promote continuous improvement in educational quality.
Jennifer Guinid· International Journal of Sus...· 0 citations
This study examined the instructional skills of teachers and stakeholders’ support in relation to the academic performance of struggling learners in a selected public school in the Schools Division of Negros Island Region. Specifically, it determined the level of teachers’ instructional skills in terms of differentiated instruction, formative assessment, and adaptive teaching; the extent of stakeholders’ support in terms of parental involvement, school administration support, and community support; and the academic performance of learners. It also examined whether teachers’ instructional skills and stakeholders’ support were significantly related to learners’ academic performance. The study employed a quantitative descriptive-correlational research design and involved 99 qualified respondents associated with identified struggling learners. Data were gathered through validated research instruments, while learners’ academic performance was based on official school records. Findings showed that teachers demonstrated a high level of instructional skills (M = 3.61, SD = 0.36), with differentiated instruction obtaining the highest rating (M = 4.06, SD = 0.53), while adaptive teaching was rated moderate (M = 3.17, SD = 0.62). Stakeholders’ support was generally moderate (M = 3.21, SD = 0.46), with community support rated highest (M = 3.43, SD = 0.61) and parental involvement lowest (M = 2.84, SD = 0.57). Learners demonstrated varied reading performance, with 37 classified as transitioning readers and 36 reading at grade level. The findings further revealed no significant relationship between instructional skills and academic performance (rₛ = .100, p = .325) and between stakeholders’ support and academic performance (rₛ = .089, p = .381). These results suggest that learners’ academic performance may be influenced by factors beyond teachers’ instructional skills and stakeholder support alone. The study recommends strengthening adaptive teaching, targeted reading interventions, parental engagement, and coordinated school-community support to address the diverse learning needs of struggling learners.
Unknown authors· International journal of res...· 0 citations
Experiential learning integrates experience, reflection, and application, offering pre-service teachers authentic opportunities to connect theory with practice and prepare for classroom realities. This study investigated the academic and practical preparedness of third-year Bachelor of Elementary Education (BEEd ) students for Experiential Learning Course, focusing on their competencies in academic content mastery, instructional delivery, classroom management, instructional materials and technology, and intrinsic motivation. A descriptive quantitative design was e mployed, using a validated researcher-made survey administered to all 63 third-year BEEd students through total population sampling. Data were analyzed using weighted mean and ranking to determine levels of preparedness. Findings revealed that students generally rated themselves as “Prepared” across all domains. Strengths were evident in less on planning, classroom routines, and intrinsic motivation, while notable gaps emerged in handling classroom disruptions, formulating higher order questions, and designing assessments for critical thinking. These results highlight the transitional challenge s faced by thirdyear BEEd students as they move from theoretical coursework to practical classroom application. The study recommends practice-based learning, inquiry-driven strategies, simulation-based classroom management, workshops, seminars, and mentorship programs to bridge th e gap between theory and practice. By addressing these areas, teacher education programs can better equip pre-service teachers for experiential learning and real-world classroom demands. This research contributes to Sustainable Development Goal 4: Quality Education, ensuring that future educators are not only academically competent but also practically prepared to foster inclusive and effective learning environments.
Jericho Andrew Paunillo, Jonah Eliza Prado-Tordecillas, Darlyn Grace Tolentino et al.· Pedagogy Review: An Internat...· 0 citations
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