Journal of Learning and Development Studies
Journal of Learning and Development Studies (ISSN: 2752-9541) is an international open-access journal published by Al-Kindi Center for Research and Development. It aims to provide a forum for practitioners and academics working in education and development to share knowledge and experience. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Development
Academic Self-Efficacy as a Full Mediator Between Perceived Social Support and Mathematics Interest Among Vocational Students in Computer and Network Engineering
This study examines the impact of perceived social support on the academic interest in mathematics among vocational high school students, as academic interest is a crucial determinant of engagement and success in learning mathematics. For students in Computer and Network Engineering (TKJ), mathematics is crucial for logical reasoning and technological problem-solving; nonetheless, many exhibit just modest motivation for the subject. Although there is increasing evidence that social support enhances favorable academic achievements, there is insufficient research elucidating the psychological process that connects support to interest in mathematics within vocational education contexts. This study demonstrates that academic self-efficacy fully mediates the association between perceived social support and interest in mathematics. Data were obtained from 260 TKJ vocational students utilizing a quantitative correlational design with a mediation model, employing validated questionnaires and evaluated through regression-based mediation testing. The findings indicated that perceived social support was a significant predictor of academic self-efficacy (β = 0.672, p < .001), and academic self-efficacy was a strong predictor of mathematics interest (β = 0.596, p < .001). The indirect impact was significant (β = 0.359, p < .001) and constituted 93.40% of the overall effect, whereas the direct effect was non-significant (β = 0.026, p = .213), so demonstrating full mediation. The findings suggest that initiatives to increase mathematics interest in vocational schools should focus on bolstering students' academic self-efficacy through continuous social support from family, peers, and educators.
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The Role of Home Literacy Environment on The Literacy Skills Enhancement Among Grade Two Learners
This study assessed the influence of the home literacy environment on the literacy skills of learners. It specifically examined the status of the home literacy environment in terms of physical environment, parent literacy habits, child literacy habits, parent–child interaction, and parental beliefs, as well as the learners’ literacy performance in word recognition, sentence reading, reading fluency, and comprehension. A descriptive–correlational research design was employed. Using purposive sampling, the study involved 71 respondents, composed of 69 parent–child pairs and 2 Grade Two teachers. Data were gathered through an adapted Home Literacy Environment Questionnaire and the Comprehensive Rapid Literacy Assessment (CRLA). Descriptive statistics, weighted mean, standard deviation, frequency count, percentage, and Pearson Product–Moment Correlation Coefficient were applied. Findings revealed that the home literacy environment was generally supportive, though variations existed across domains. Learners demonstrated developing literacy skills, and a statistically significant relationship was found between the home literacy environment and literacy performance. The study concluded that literacy development was strongly shaped by home conditions and parental engagement. It recommended the implementation of a Literacy Skills Enhancement Plan, focusing on improving word recognition, fluency, comprehension, and strengthening home–school collaboration.
Home Literacy Environment; Literacy Skills Enhancement; Grade Two Learners
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Children’s Language Acquisition and Development in Saudi Arabia: A Systematic Review and Meta Analysis
This study presents a systematic review (SR) and meta analysis (MA) of eleven articles by the author, published between 2018 and 2025, examining parental, digital, educational, and sociocultural factors that influence Saudi children’s first (Arabic) and second (English) language acquisition and development. It also explores parents’ beliefs about L1 and L2 learning and how these beliefs translate into practices within the home and school environments. The review synthesizes findings across four thematic clusters: parental language practices and policies (five studies), digital environments (four studies), sociocultural influences on language development (one study), and children’s early decoding difficulties (one study). Results indicate that 70% of parents believe English should be taught starting from kindergarten and that early English exposure does not negatively affect Arabic acquisition. Between 50–70% of parents use a mix of Arabic and English at home, with some adopting English as the primary language of interaction. Digital findings show that the iPad is more effective for younger children (ages 1–6) than for those in grades 1–3 or 4–6. Children under six primarily used the device for learning English, with smaller proportions engaging in Arabic alphabet learning (21.88%), Quran memorization (15.6%), numeracy (12.5%), and animal vocabulary (12.5%). Sociocultural findings reveal that the effect of the housemaids’ accent and inaccurate language on small children disappears once they enter kindergarten and mingle with native-speaking peers, relatives and teachers. Educational findings show that 54% of parents supported attending their children’s online classes, while 54% of teachers opposed it, emphasizing the need for children to develop autonomy and self regulation. Early decoding results indicate that visual and auditory discrimination were the easiest skills, letter–sound mapping posed moderate difficulty, and sound–symbol association and structural analysis were the most challenging. Although error rates decreased with grade level, decoding weaknesses persisted. Taken together, the four clusters reveal a rapidly shifting linguistic landscape in Saudi Arabia shaped by parental beliefs, digital exposure, sociocultural patterns, and foundational L1 decoding skills. The evidence underscores the need for balanced L1–L2 development, stronger early Arabic literacy support, and informed parental and educational practices.
Systematic review (SR), meta-analysis (MA), first language acquisition (L1), second language acquisition (l2), English and Arabic acquisition, parental factors, digital factors, sociolinguistic factors, educational factors, decoding difficulties
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Navigating VUCA in Educational Leadership
This study explored teachers’ perceptions of the determinants related to effective decision-making and school performance in VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) environments among educators in Region VIII, Philippines, during the Academic Year 2024–2025. Utilizing a descriptive research method, data were gathered from 186 teachers across public and private schools through a structured questionnaire. Findings revealed that teachers perceived a moderately high presence of VUCA conditions, particularly regarding frequent policy shifts, unclear institutional goals, complex stakeholder relationships, and ambiguous situations requiring adaptive responses. Despite these challenges, participants reported favorable perceptions of collaborative and data-driven decision-making, characterized by stakeholder involvement and the regular use of school data in guiding actions. Strategic planning was positively viewed, especially in setting long-term goals, engaging stakeholders, and updating plans regularly. Teachers also described positive school performance outcomes, including strong student achievement, high graduation rates, and support systems that help learners reach their potential. Organizational resilience was perceived in the schools’ capacity to recover from setbacks, manage crises, and learn from experience. Lastly, innovation was seen as a strength, with schools implementing new teaching methods, promoting creativity, and seeking continuous improvement. These findings offer valuable insights into how schools in Region VIII operate within complex environments and support the development of an Adaptive Leadership Development Program tailored to the needs of educators in VUCA contexts.
VUCA environment, adaptive leadership, decision-making, school performance, organizational resilience, innovation in education
Building Foundations: Exploring The Impact of Parent Participation on the Academic Growth and Social Skills of First Grade Learners
The present research assessed the relationship between parental participation and academic and social skills of the learners. Using a descriptive-correlational design, the study involved 120 parent respondents. Data were collected through surveys on perceived parental involvement, academic and social skills of the grade one learners. Descriptive statistics were employed for the sociodemographic profile, while Pearson correlation tested relationships among the variables. Findings showed that most parents were from low-income households, with high school education as their highest attainment, and majority were unemployed mothers. Parents frequently demonstrated supportive and responsive behaviors, although structured practices and school volunteering were less evident. Learners exhibited strengths in curiosity, attentiveness, and following rules, but needed further support in independent reading, math fluency, and conflict resolution. Correlation results revealed that direct parental involvement significantly influenced academic growth, while parental involvement significantly contributed to the learners’ emotional regulation and prosocial behavior. The study concludes that concrete parental actions at home and learners’ social skills are key predictors of early academic success. It recommends structured, low-cost parental support initiatives, classroom-based socio-emotional learning routines, and strengthened school–home partnerships consistent with the ARAL Program Act and K–12 Law.
Parental Participation, Academic Growth, Social Skills, Grade One Learners, Autonomy Support, Parental Involvement, Emotional Regulation
Screening of Teacher Applicants: Voices of Public Elementary School Principals
This phenomenological study explores the lived experiences of twelve public elementary school principals in the City of Naga, Cebu, Philippines, regarding their participation in the Department of Education (DepEd) teacher screening system. Using individual in-depth interviews and focus group discussions, this qualitative study examined the experiences, challenges, and aspirations for system improvement. Grounded in Sensemaking Theory, Social Cognitive Theory, and Organizational Justice Theory, the study employed thematic content analysis, revealing twenty-four emergent themes across three overarching categories. Findings indicate that while principals appreciate the systematic, transparent, merit-based screening process—particularly valuing demonstration teaching as the most revealing assessment component—they encounter significant challenges including severe time constraints compounded by heavy workloads, insufficient human resources at division and school levels, the emotionally demanding task of balancing objectivity with compassion, documentation issues with unprepared applicants, and tensions between standardized criteria and school-specific contextual needs. Principals navigate these challenges through strategic time prioritization and delegation, strict rubric adherence, collaborative consensus-building, constructive feedback delivery, and proactive communication. Their aspirations for improvement encompass nine comprehensive categories: sustainability and consistency in system implementation, enhanced digitization and technological solutions, improved processing efficiency and speed, strengthened human resource capacity, establishment of substitute teacher pools, refined evaluation rubrics and tools, comprehensive applicant orientation programs, sustained commitment to transparency and quality standards, and professional development support for principals as evaluators. The study provides evidence-based recommendations for policy refinement to balance standardization with responsiveness to local school needs, contributing to the understanding of educational leadership practices in developing country contexts.
Assessing the Relationship Between Parental Involvement and Foundational Literacy and Numeracy Skills in Early Childhood Education
This study examined the relationship between parental involvement and the foundational literacy and numeracy skills of preschool learners. Utilizing a descriptive- correlational research design, the study investigated how specific aspects of parental engagement including supervision of study routines, communication, and resource provision related to learners’ development in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, attribute identification, and thinking skills. A total of 102 preschool learners and their parents were selected through total enumeration. Data were gathered using an adapted parental involvement questionnaire based on Hashim et al. (2018) and the Literacy and Numeracy (LitNum) Assessment Tool, both aligned with the Department of Education’s Kindergarten Curriculum Guide. Frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient were used for data analysis. Results revealed that parental involvement and learner proficiency were consistently high; however, there was no statistically significant relationship between the level of parental involvement and children’s literacy or numeracy skills. These findings suggested that classroom instruction, curriculum quality, and school-based interventions may have played a more prominent role in academic outcomes. In response, the study developed a comprehensive Action Plan focused on strengthening home-school collaboration and providing targeted literacy and numeracy support. The research underscored the importance of a holistic, collaborative approach to early childhood education for sustained learner success.
Parental Involvement, Literacy Skills, Numeracy Skills, Preschool Learners, Early Childhood Education, Alphabet Knowledge, Phonological Awareness, Book and Print Knowledge
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The Dynamics of Face-To-Face Learning and Developmental Progress in Early Childhood
This study investigated the effects of the resumption of face-to-face classes on the Early Childhood Development (ECD) competencies of kindergarten learners. Employing a descriptive- comparative research design, the study assessed 45 participants comprising 1 teacher respondent and 45 kindergarten learners using the standardized Early Childhood Care and Development (ECCD) checklist provided by the Department of Education. This instrument evaluated learner progress across five key domains: health, well-being and motor development; socio-emotional development; language, literacy and communication; mathematics; and understanding of the physical and natural environment. Pre- and post-assessment data indicated substantial developmental improvements in all domains following the resumption of in-person classes. Learners demonstrated notable growth in fine motor skills, expressive language, socio-emotional regulation, early literacy, numeracy, and environmental awareness. High rates of regular school attendance contributed to increased engagement and learning consistency. Statistical analysis, specifically the paired samples t-test, confirmed significant differences between pre- and post-assessment scores, highlighting the positive impact of face-to-face instruction. In response to identified learning gaps, an Enhancement Plan was developed featuring phase-based, targeted interventions aligned with DepEd’s academic quarters. The findings affirmed that structured classroom environments and sustained attendance were essential for fostering holistic development among kindergarten learners, particularly in a post-pandemic educational landscape.
Early Childhood Development (ECD); Face-to-Face Learning; Kindergarten Education; Learning Recovery
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Evaluating the Language and Literacy Competencies of Grade One Pupils: Implications for Curriculum Development Analyn Fuentes1, Kaitlin Marie Opingo2, and Veronica Calasang3
This study assessed the language and literacy skills of Grade One learners. It employed a descriptive–correlational design in a natural school setting and utilized purposive sampling for two Grade One teacher- respondents who evaluated 100 Grade One learners as the full cohort. The instrument adapted the DepEd ECCD-aligned teacher questionnaire for receptive and expressive language, alongside a Comprehensive Rapid Literacy Assessment for letter sounds, rhyming words, and letter names. Data were treated using frequency counts, simple percentage, weighted mean, standard deviation, and Pearson product–moment correlation. Results indicated that receptive language generally outpaced expressive language; letter-name knowledge emerged as a comparative strength; letter–sound correspondence remained consolidating; and rhyming was the most fragile phonological skill. Language skills aligned positively with literacy performance. It was concluded that language-rich instruction, paired with systematic phonological awareness and explicit phonics, best supported early reading competence. The study recommended school- wide adoption of a Literacy Skills Enhancement Plan featuring daily oral-language routines, a rhyme-first PA sequence, short cumulative phonics with decodables, small- group differentiation, quarterly screen–teach–recheck monitoring, and structured home–school supports.
Language Skills, Literacy Skills, Receptive Language, Expressive Language, Letter Sounds, Rhyming Words
The Impact of 'Matatag' Curriculum Implementation in the Foundation Stage of Education
This research assessed the implementation of the “Matatag” curriculum by examining teachers’ perceptions on implementation, perceived benefits, challenges encountered and learning process development and the relationship between implementation levels and learning process and development. Data were collected from 43 teacher-respondents through structured questionnaires and analyzed using descriptive and inferential statistics. The results revealed that the curriculum is generally well-implemented, with teachers strongly agreeing that core components such as assessment practices, technology integration, and age-appropriate teaching strategies are effectively applied. Perceived benefits include improvements in students’ literacy, problem-solving, social interaction, emotional regulation, and respect for diversity, highlighting the curriculum’s support for holistic development. However, several challenges hinder full implementation, including overcrowded classrooms, lack of teaching materials, limited digital access, insufficient training, and low parental involvement. A significant positive relationship was found between the level of curriculum implementation and both perceived student benefits and learning development outcomes. These findings suggest that better implementation leads to stronger educational outcomes. Based on the results, an Enhanced Curriculum Implementation Support Plan was proposed to address the identified gaps, focusing on teacher training, improved resources, classroom management, community involvement, and sustained funding. This study underscores the need for continued support and systemic improvements to ensure the curriculum’s long-term effectiveness and equity. The results provide valuable insights for school administrators, policymakers, and stakeholders committed to improving the quality of education through curriculum reform.
MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning
Exploring The Effectiveness of the Matatag Curriculum in Enhancing Early Childhood Education Outcomes
This study investigates the implementation and outcomes of the MATATAG curriculum in early childhood education, with a particular focus on its influence on teaching practices and student development from the identified schools at Cebu City during the school year 2024-2025. The MATATAG curriculum is designed to strengthen foundational skills in literacy, numeracy, and values formation among young learners. Utilizing a quantitative- descriptive correlational design, the research involved 39 participants, including kindergarten and Grade 1 teachers. Data was collected through structured questionnaires. The questionnaires assessed teachers’ experiences with the curriculum, perceived student progress, and challenges encountered during implementation. Results revealed that most educators observed improvements in student engagement and foundational skills. However, issues such as lack of teaching materials and need for further training were also identified. The findings suggest that while the MATATAG curriculum shows positive early outcomes, its full potential relies heavily on adequate support for educators. This study highlights the value of structured questionnaires in capturing frontline insights and offers recommendations for more effective curriculum support and monitoring.
The Influence of Play Behavior on the Motor Skills of Preschoolers
This study explored the relationship between play behavior and motor skill development among preschoolers. Using a descriptive-correlational research design, the study assessed 100 preschool learners across multiple play behavior types reticent, solitary-passive, solitary-active, social, and rough play and measured their gross and fine motor skills using a questionnaire adapted from the Philippine ECCD Checklist. Results revealed that social and solitary-active play behaviors were highly evident among the children, while rough play was observed to a moderate extent. Both gross and fine motor skills were generally developed at high levels, with activities involving climbing, jumping, drawing, and manipulating objects being frequently demonstrated. Statistical analysis using Pearson’s r showed a moderate positive and significant correlation between play behaviors and both gross and fine motor skills. These findings underscore the importance of play in enhancing children's motor development and support the integration of structured and unstructured play into early childhood education programs. The study recommends that educators, policymakers, and parents prioritize varied play opportunities to foster children’s physical and developmental readiness for academic and everyday activities.
Play Behavior, Motor Skills Development, Gross Motor Skills, Fine Motor Skills
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Exploring Teacher Effectiveness and Well-Being Under the Matatag Curriculum For Grade 7
This study assessed teacher effectiveness in implementing the MATATAG. The research employed a descriptive-correlational design through using an adapted survey questionnaire which collected data from 20 teacher-respondents. Findings showed that despite some challenges, teachers expressed positive attitudes toward the MATATAG Curriculum and career contentment was found to be moderate; teachers felt purposeful in their roles but sought more recognition and opportunities for advancement. Teaching effectiveness was effective but 80% reported additional responsibilities beyond teaching, leading to burnout. Correlation analysis revealed a strong positive relationship between teacher attitudes and career contentment (ρ = 0.880), as well as moderate to strong correlations with curriculum effectiveness (ρ = 0.575 and ρ = 0.630, respectively). The study concludes that improving teacher well-being and support systems is crucial for effective curriculum implementation. Key challenges identified included curriculum alignment, confidence in implementation, and student engagement. It recommends reducing non-teaching tasks, enhancing professional growth, and adopting active learning strategies.
MATATAG Curriculum, Teacher Effectiveness, Curriculum Implementation, Philippine Education Reform
Language And Literacy Skills of Grade One Learners: An Evaluation for Improved Pedagogical Approaches
This study assessed the language and literacy skills of Grade One learners and examined the relationship between these domains to inform a Literacy Skills Enhancement Plan. Data were analyzed using descriptive statistics and correlation analysis to address the research questions and probe associations among variables. Findings revealed that learners generally demonstrated stronger receptive than expressive language, uneven performance across early literacy components (with rhyming emerging as comparatively weaker), and a positive association between overall language proficiency and literacy outcomes. From these results, the study concluded that systematic attention to oral-language foundations alongside tightly sequenced phonological and alphabetic instruction was warranted to accelerate reading readiness. Accordingly, it recommended the formal, school-wide adoption of a Literacy Skills Enhancement Plan featuring protected oral-language blocks, explicit phonological/phonics routines, small-group differentiation aligned to current learner profiles, and a monitor-coach cycle to ensure fidelity and continuous improvement.
Language skills, receptive language, expressive language, literacy skills, letter-sound recognition, rhyming words, letter-name identification
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Influence Of Home Literacy Practices on The Foundational Literacy and Numeracy Skills of Preschool Learners
This study examined the influence of home literacy practices on the foundational literacy and numeracy skills of preschool learners. Employing a descriptive-correlational research design, the research investigated how key components of the home literacy environment including the availability of books, parent-child interactions, literacy habits, and parental beliefs were associated with children’s proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, identifying attributes, and thinking skills. The study utilized purposive sampling to select 100 parent-respondents and 2 preschool teachers, ensuring participants were representative of the target population. Data were collected through a validated home literacy environment questionnaire and the Literacy and Numeracy (LitNum) Assessment Tool. Statistical analyses included frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient. The findings indicated that while many learners demonstrated advanced skills in both literacy and numeracy, the computed r-values signified negligible correlations and all p-values exceeded the 0.05 significance threshold, suggesting no statistically significant relationship between home literacy practices and foundational academic skills. In response to these findings, the study developed a comprehensive Action Plan aimed at sustaining parental engagement and enhancing targeted support for both learners and families. The research underscored the ongoing need for school-home collaboration and systematic support to promote academic readiness in early childhood education.
Home Literacy Environment, Foundational Literacy and Numeracy, Parent–Child Interaction, Phonological Awareness
Assessing Language and Literacy Achievement of Grade One Students: Foundations for Strategic Educational Planning
This study assessed the language and literacy achievement of learners. The objectives were to determine the level of learners’ receptive and expressive language skills, measure their literacy skills in terms of letter sounds, rhyming words, and letter names, and test the relationship between language and literacy skills as the basis for a Literacy Skills Enhancement Plan. A descriptive-correlational research design was employed to provide a comprehensive description of learners’ competencies and to establish the statistical relationship between the two domains. The respondents included 85 Grade One pupils selected through purposive sampling, while their teachers served as evaluators of the learners’ performance. The Early Childhood Care and Development (ECCD) Checklist, adapted from the Department of Education, was used as the main instrument. Findings revealed that learners had moderate proficiency in expressive and receptive language, with notable gaps in phonological awareness and letter-sound recognition. Results further confirmed a significant relationship between oral language and literacy achievement. The study concluded that oral language proficiency served as a strong predictor of literacy development. It was recommended that the proposed Literacy Skills Enhancement Plan be implemented to strengthen foundational literacy through integrated classroom instruction and home-based support.
Parental Satisfaction and Expectations: Evaluating the Impact of an After-School Program for Children with Special Needs
This study evaluated parental satisfaction and expectations regarding an After-School Progra, (ASP) at a public elementary school's Special Education (SPED) Center in Cebu, Philippines, for the School year 2024-2025, addressing a critical service void in inclusive education. After-School Programs are recognized as vital for providing essential, academic, social and emotional support for Children with special needs (CSNs). A quantitative survey designed assessed the implementation of various activities and correlated them with overall parental satisfaction. Results showed parents were Highly Satisfied overall with the program's ability to support their child's special needs, particularly commending staff communication, the inclusive environment and a comprehensive development approach. Life Skills Training and Social Skills Development were the most successful and demonstrated a strong-to-moderate positive correlation with parental satisfaction, establishing them as primary drivers of program approval. Conversely, Yoga/Gymnastics and Coding were rated as partially implemented. Despite poor implementation, all academic components (Reading, Science, and Coding) showed significant positive correlation with satisfaction, indicating high parental value and expectation for comprehensive cognitive development. Therefore, these findings validate the ASP as a high-quality intervention while identifying specific areas, particularly STEM and certain physical activities, that require immediate restructuring to fully meet parental expectations and optimize outcomes.
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Assessing the Impact of Electronic Gadgets on Classroom Attention and Focus among Learners
This study assessed the influence of electronic gadget usage on the attention and focus of kindergarten pupils. It aimed to analyze gadget engagement, and levels of attention and focus as perceived by parents, serving as a basis for an enhancement plan. Findings showed that gadget usage was generally "occasional", with frequent use for entertainment and moderate adult supervision. Despite this, pupils demonstrated a high level of attention and focus in three key areas: duration, task completion, and engagement. These results suggest that although gadgets are part of children's routines, structured home environments and responsive parenting mitigate their negative impacts. The study concludes that balanced screen exposure, coupled with strong parental involvement and structured learning routines, supports sustained attention and task persistence in early learners. An enhancement plan is recommended to guide parents and teachers in maintaining healthy digital habits and fostering focused learning behaviors.
Electronic gadgets, Screen time, Attention span, Early childhood education
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The Role of Home Literacy Environment in Shaping Early Literacy and Numeracy Skills among Preschool Children
This study examined the influence of the Home Literacy Environment (HLE) on the literacy and numeracy skills of preschoolers. A descriptive-correlational research design was employed to profile the learners’ academic competencies and assess the characteristics of their home learning environments. Respondents included two preschool teachers and 100 parents or guardians, totaling 102 participants. Data were gathered using the Department of Education’s Literacy and Numeracy (LitNum) Assessment Tool and a Parent Survey Questionnaire adapted from Buvaneswari and Padakannaya (2017), which measured five HLE dimensions: physical environment, parent literacy habits, child literacy habits, parent-child interactions, and parental beliefs. Descriptive statistics summarized learner performance and household literacy practices, while Pearson’s Product-Moment Correlation tested associations between HLE factors and learner outcomes. Findings revealed that the home literacy environment was generally strong, with Excellent ratings in parental beliefs, parent-child interactions, and child literacy habits, and Very Satisfactory ratings in parent literacy habits and physical environment. Learners also demonstrated advanced literacy and numeracy skills across most domains. However, statistical analysis showed no significant correlation between the HLE and learners’ literacy and numeracy performance. These results suggest that while supportive home environments exist, other factors such as classroom instruction, school programs, and individual abilities may play a greater role in shaping children’s foundational learning outcomes.
Early Childhood Education, descriptive-correlational design, home literacy environment, parental beliefs, literacy, numeracy
Systemic, Familial, and Psychosocial Influences on the Transition Process of Learners with Disabilities
This study investigated the level of implementation of key components of the transition process and their relationship with systemic barriers, familial ecosystem dynamics, and psychosocial challenges affecting learners with disabilities (LWDs) in selected public secondary schools within the Department of Education, Lapulapu City Division. Employing a descriptive-correlational research design, data were gathered from school personnel and parents/guardians using a structured questionnaire adapted from the Individuals with Disabilities Education Act (IDEA) and the National Center on Secondary Education and Transition (NCSET). Findings revealed that all four key components individualized transition planning, skill development, career exploration, and interagency collaboration were moderately implemented. Significant correlations were found between individualized planning and both familial dynamics and psychosocial challenges, indicating their strong influence on transition success. However, no significant relationship was found between the key components and systemic barriers. The results emphasize the importance of personalized planning, family involvement, and emotional support in facilitating successful transitions for LWDs, while also highlighting the need to address broader systemic limitations through policy and structural reforms.
Learners with disabilities (LWDs), transition planning, special education, systemic barriers, familial ecosystem dynamics, psychosocial challenges
Digital Scaffolding for Literacy: The Effectiveness of a Google Sites-Assisted CIRC Model in Enhancing Secondary Students’ Text-Based Composition Skills
The incorporation of digital technology in literacy education has gained significance, particularly in environments with few conventional resources. Students in rural Indonesian schools frequently encounter difficulties with reading-writing integration, while educators grapple with the implementation of effective, collaborative instructional strategies. Although cooperative learning strategies, such as the Cooperative Integrated Reading and Composition (CIRC) model, have demonstrated potential, there is a deficiency in research regarding the enhancement of these models through digital scaffolding in low-resource environments. This study presents a Google Sites-supported CIRC model designed to enhance secondary students' text-based composing abilities. The model was validated, assessed for practicality, and evaluated for efficacy using a research and development (R&D) methodology with a one-group pretest-posttest design. Results demonstrate elevated expert validation scores (CVI = 0.92), robust practicality assessments from both educators and students, and substantial enhancements in writing (p < 0.001; Cohen’s d = 1.12), especially among low-proficiency learners. Qualitative data additionally indicate heightened motivation, collaboration, and digital proficiency. The research shows that integrating cooperative learning with accessible digital platforms can significantly enhance literacy results in under-resourced settings. It provides a reproducible and scalable framework for addressing literacy disparities via technology-enhanced education, with ramifications for curriculum design, educator training, and digital equity.
Improving Pupils’ Recognition of Letters and Their Corresponding Sounds Using HVAM Flash Cards
Building a strong foundation in basic literacy skills is very important among young learners because it will help in reading and writing development later on. Alphabetic knowledge starts off with recognizing letter shapes, naming the letters, sounding the letters then blending the sounds to form words are crucial basic steps in reading in order to make sure that the pupils are literate and fast reader. Unfortunately, there are pupils who having problems with it. This particular study focuses on the problem of pre-schoolers who are not able to recognize the shape of the letters, letter names and its corresponding sounds. A qualitative research with case study design and purposive sampling of five participants were used in this study. This research uses document analysis as an instrument to collect the data before and after intervention Based on the findings before intervention, it was found that the pupils did not able to recognize around 12 letters of the alphabets and sounds. Therefore, this study is conducted to overcome the problem through the use of HVAM Flashcards. HVAM Flashcards incorporate haptic, visual, audio and meteorological elements to help the pupils in mastering the letters and its sounds. Letter/ sound identification score sheet from Michigan Literacy Progress Profile (2000) adapted from An Observation Survey of Early Literacy Achievement by Marie M. Clay is used to record the ability to recognize letters and its sounds among participants. As a result, HVAM flash cards are very helpful to solve the reading problems of pre-schoolers as well as it is also helpful for the teachers and parents.
Letter recognition, Sounds Association, Haptic, Visual, Audio, Meta-Phonological, Flashcards
Cultivating Inclusive Teaching: A Study of Philippine Secondary School Educators' Preparedness
This study examined the preparedness of teachers at Cebu City National Science High School for implementing inclusive education, aiming to assess their attitudes, knowledge, and skills in this area. The research sought to identify gaps in teachers' preparedness in implementing inclusive education and to explore how demographic factors influenced this preparedness. Key research questions addressed the overall level of teacher preparedness and any significant relationships between demographic variables and teachers' preparedness. Hypotheses were formulated to test these relationships. A descriptive-correlational quantitative research design was employed, involving a sample of 30 secondary public-school teachers from Cebu City National Science High School. Data were gathered using a structured questionnaire that assessed teachers' profiles, attitudes, knowledge, skills, and practices related to inclusive education. Statistical methods, including frequency counts, percentage distributions, weighted means, and Pearson’s r, were used to analyze the data. The findings revealed that while teachers generally displayed a positive attitude towards inclusive education, there were gaps in their knowledge, skills and practices. Significant relationships were found between teachers' preparedness and demographic factors such as age, years of service, and previous training. These relationships indicated varying levels of preparedness across different demographic groups. The results underscored the need for targeted professional development interventions to enhance teachers' preparedness for inclusive education. The study recommended implementing the Action Plan for Improving Competencies in Inclusive Education among Philippine Secondary Public-School Teachers, the output of this study, to provide structured, ongoing support and enhance teacher effectiveness in inclusive education.
Inclusive Education, Teacher Preparedness, Professional Development, Secondary Education.
Inequalities in Agency and Empowerment in Moroccan Public Universities
Inequality in higher education in Morocco is a rising concern for policy circles as the distribution of opportunities and benefits is unequally distributed across lines of socio-economic stratification. This study explores the dynamics of access and participation in Moroccan higher education to scrutinize how the current configuration of the system generates unequal conditions. The study is particularly concerned with the exploration of how state-funded higher education in Morocco provides conditions for structural fairness and equality of opportunity; how the choices of higher education students in free-access and limited-access institutions integrate with their personal agency, aspirations and life plans, and finally the exploration of the reciprocal interrelationships between access and participation in higher education and capability deprivation. To achieve these objectives, a sample of (n= 262) higher education students from free-access (n=164) and regulated-access institutions (n=98) have been surveyed using a Relative Autonomy Index (RAI) questionnaire to measure their agency and empowerment levels in the enation of choices about higher education access and participation. The RAI developed by Deci and Ryan and refined in the context of human development and wellbeing by Alkire and Chirkov (2007) has been used to measure agency, autonomy and empowerment in higher education. An analysis of variance (ANOVA) has been used to analyze group differences to scrutinize inequalities in conditions and outcomes in Moroccan public higher education institutions. The results of this study indicate clearly that students in limited access institutions enjoyed significantly higher levels of freedom and opportunity to enact meaningful choices in their higher education pathways. In other words, they have higher levels of personal agency as a result of their expanded opportunity sets.
Agency, Autonomy, Empowerment, Capability, Functioning, Freedom of choice, wellbeing, Inequality, Higher education.
Effectiveness of English as Second Language in Teaching Mathematics in Middle High School
This research investigated the effectiveness of using English as a Second Language (ESL) in teaching mathematics to middle and high school students at AlNibras School in Kuwait, focusing on Algebra 1 students in Grade 9. The study employed the descriptive-correlational design using survey questionnaire administered to ten teachers. Measures of Academic Progress (MAP) assessment results in Mathematics 31 students was analyzed to explore the relationship between language proficiency and mathematics performance of second language learners. Frequency and percentage, weighted mean, standard deviation and one way ANOVA were used to treat the data gathered. The findings indicated that teachers were familiar with strategies designed to address the challenges ESL learners face in mathematics. These strategies, such as language scaffolding and the use of visual aids, were being implemented in classrooms. However, the research highlighted the need for additional professional development and more frequent training to further enhance the effectiveness of these strategies. Additionally, the analysis of student performance data revealed a positive correlation between students' proficiency in English and their success in mathematics. The results suggested that improving ESL students' language skills could contribute to better mathematics performance, emphasizing the importance of integrated language support in mathematics instruction. The study provided valuable insights into the teaching practices at AlNibras School and offered recommendations for refining ESL strategies to support both language and academic success.
Mathematics, English as a second language
The Academic Performance of Pantawid Pamilyang Pilipino Program (4Ps) Elementary Children of Zumarraga, Samar
This study explores the relationship between the academic performance of elementary students and their parents' affiliation with the Pantawid Pamilyang Pilipino Program (4Ps) in Zumarraga, Samar. Specifically, it examines how students’ demographic profiles—including age, sex, family size, income level, and parents’ educational attainment—correlate with their academic achievement. The study involved quantitative analysis of student respondents, most of whom were 11 years old, female, from large families, with low-income backgrounds, and with parents who were members of 4Ps. Findings indicate that while a majority of 4Ps-affiliated students achieved satisfactory academic performance, non-4Ps students generally performed better. Statistical analysis confirmed a significant correlation between students' profiles and academic outcomes, and a notable difference in performance between 4Ps and non-4Ps children. Additionally, minimal cash grants under 4Ps were identified as a frequently encountered problem affecting students. In conclusion, the study underscores the need for stronger collaboration among schools, parents, and government institutions to enhance the academic outcomes of 4Ps beneficiaries. It recommends policy enhancements, capacity-building programs for teachers and parents, and increased financial support aligned with students' actual educational needs.
Pantawid Pamilyang Pilipino Program (4Ps), Academic Performance, Elementary Children
Diverse Learners, Shared Horizons: Inclusion and the Rewriting of Excellence
This article investigates the evolving relationship between inclusive education and academic excellence in contemporary schooling systems. Against a backdrop of increasing policy emphasis on equity and diversity, many educators and scholars have raised a critical question: Has the rise of inclusion come at the expense of intellectual rigor? Through a comparative analysis of empirical studies from Canada, France, the United States, and Europe—including large-scale meta-analyses and national policy evaluations—this paper explores whether inclusion undermines, complements, or transforms traditional conceptions of excellence. The theoretical framework draws from the work of Philippe Meirieu, François Dubet, Jacques Rancière, and Charles Taylor to challenge the binary opposition between meritocracy and equity. Inclusion, we argue, does not lower standards but redefines the criteria of educational success by centering recognition, adaptability, and plural forms of achievement. Methodologically, the study reviews and synthesizes sixteen peer-reviewed articles and reports that assess the academic outcomes of inclusive education across various socio-political contexts. Findings suggest that inclusive education, when supported by coherent pedagogical strategies, collaborative teaching models, and robust institutional backing, can enhance rather than dilute academic outcomes for all students. However, the results also highlight disparities between policy aspirations and classroom realities, revealing the importance of implementation conditions, teacher training, and cultural attitudes toward difference. By illuminating both the promises and the pitfalls of inclusive reform, this article calls for a reimagining of excellence as a shared horizon rather than an individual contest. It advocates for educational systems that see diversity not as a challenge to be managed but as a resource to be cultivated. Ultimately, inclusion and excellence need not be adversaries—when thoughtfully enacted, they become mutually reinforcing dimensions of a democratic education.
Empowering the Moroccan Doctoral Researchers: The Need for Pre/In-Service Training on Research Software in Academic Research
As digital tools continue to shape how we teach, learn and grow professionally, research itself is also evolving. Yet, many doctoral students still struggle to engage fully with the software that could support their work. This paper explores how Moroccan doctoral researchers relate to Research-Related Software (RRS), such as reference managers, data analysis tools, and plagiarism checkers, and whether they believe pre- and in-service training could make a difference. A quantitative survey was distributed to 50 doctoral candidates from over six Moroccan universities. The findings show that while most students have heard of RRS, they rarely use them—and those who use them the least are the ones who most want structured training. The desire for training also increases as students advance in their doctoral journey. These insights point to a clear gap in how research and research-related tools are introduced in doctoral programs. The paper suggests that integrating hands-on training in RRS into doctoral curricula—especially early on—could improve students' confidence, motivation, and ability to produce high-quality, independent research.
Research-Related Software, Pre-Service Training, Digital Literacy in Higher Education, Moroccan Doctoral Researchers, Academic Research Skills.
Unraveling The Complexities of Reading Comprehension Among Learners with Special Educational Needs in Philippine Inclusive Settings
This research explored reading comprehension complexities among Filipino Learners with Special Educational Needs (LSENs) in inclusive education settings. It analyzed factors influencing their comprehension and educators' use of standard assessments to inform a targeted action plan. A descriptive-correlational study was conducted in two DepEd Cebu Province public schools with 90 Special Education (SpEd) and General Education (Gen. Ed.) teachers selected via convenience and purposive sampling. Data, collected through a three-part survey on LSEN reading proficiency, assessment tool utilization, and influencing factors, were analyzed using frequency count, weighted mean, and Spearman rho correlation. Findings revealed varied LSEN reading comprehension levels, with stronger foundational skills but challenges in vocabulary, syntax, and higher-order comprehension. Educators showed limited use of diverse assessments, favoring Informal Reading Inventories over Curriculum-Based Measurement and customized methods. Educators perceived individual, instructional, and environmental factors as having limited influence, yet a strong positive correlation emerged between standard assessment tool utilization and LSEN reading proficiency. Therefore, addressing LSEN reading challenges necessitates varied, contextually relevant assessments, a deeper understanding of individual learner characteristics, effective instruction, and recognition of environmental influences for equitable literacy development.
Reading comprehension, special educational needs (LSENs), assessment tools, individual factors, instructional practices, environmental influences
Innovative Learning Spaces and the Creative Use of Professional Conversations in Leadership Capability Advancement
This focus of this paper is on understanding historical and critical viewpoints that facilitate learning for effective outcomes in adult education plans. It is shown that inclusive and participatory methods are useful for promoting lifelong learning. It highlights professional ideas that support learning methods that empower learners’ knowledge development and eliminate structural barriers to learning. The iterative process of discovery reflects the movement between interactive sessions with next generation leaders and evidence in the literature that emerged as a comprehensive literature review and analysis. The analysis indicates that leaders, educators, and other professionals should be facilitating and promoting professional conversations from a learner-centered perspective since they enable learners to embrace self-direction in growth and learning. Through the approach, educators emphasize learners’ strengths and experiences, while implementing team discussions, peer coaching, and mentorship programs. This paper illustrates that learning space metaphors such as campfire, watering hole, cave, life, and holodeck, are essential for establishing flexible learning environments that enhance knowledge development through vivid imagery among learners. It indicates that, while each metaphor signifies a specific educational process, combining the concepts improves learning by making it more collaborative as learners can participate in imaginative activities and problem-solving tasks in a collaborative approach that promotes research. Furthermore, it illustrates that Thornburg’s learning spaces can also be incorporated into collaborative education frameworks to improve learner-centered engagement. The experiential utilization shows that the purpose of Thornburg’s learning spaces is to create intentional teaching and learning practices that require facilitators and mentors to go beyond what is familiar and apply risk-taking techniques such as dynamic interaction in teaching and learning processes. A review of cooperative and experiential learning in this paper also shows that they form the foundation for co-learning, co-thinking, co-mentoring, and co-creating in education processes. It is demonstrated that cooperative and experiential learning concepts align with the core principles of adult education, emphasizing practical application and purposeful reciprocal engagement. As learners contribute to creating study materials and designing learning activities, they facilitate co-creation to improve their interactions with educators. A review of co-transforming and co-innovating concepts in education also indicates that they are effective methods of enhancing leadership capabilities. This paper illustrates that co-transforming methods foster transformative learning related to real-life situations, encouraging participants in professional conversations to become change agents within a transformation ecosystem. It also illustrates that components of co-innovating can be established by acquiring new ideas, conscientiously managing shared knowledge, and effectively implementing creative concepts. This review demonstrates that co-learning approaches reflect the constructivist philosophy even though they are novel methods. It indicates that the constructivist theory can be applied in learning processes since it inspires learners to engage actively in educational tasks. This paper also highlights research findings demonstrating the effectiveness of professional discussions in leadership and educational contexts due to their dynamic applicability. It encourages professionals to gain extensive awareness of the intentional decision-making for effective teaching and leadership. It also emphasizes the need for future professionals to adopt and maintain practices that reflect learner-centeredness. The report concludes by stressing the importance of combining professional conversations with deliberate and intentional activities and discussion as an effective strategy for educating adult learners. Such an education approach encompasses discussions that foster teamwork, critical thinking, and reflective thought among learners that culminate in a transforming mindset.
Learner-centeredness, professional conversations, learning space metaphors, cooperative and experiential learning, transforming mindset