Journal of Education and Learning Reviews

Interactive Reading Tools and Teachers’ Perceptions of Pupils’ Comprehension Skills in Early Childhood Education

2026-07-27T07:45:52+07:00

Background and Aim: Reading comprehension remains a persistent concern in early childhood education, particularly in the Philippines, where literacy assessments continue to report low reading performance among young learners. Interactive reading tools, including digital storybooks, e-books, and game-based reading applications, have been introduced to support literacy instruction through engaging and technology-assisted learning experiences. This study examined the degree of implementation of interactive reading tools and their association with teachers’ perceptions of pupils’ comprehension-related skills in early childhood education.

Materials and Methods: The study employed a quantitative descriptive-correlational research design involving 14 Early Childhood Education teachers. Data were collected through a researcher-made survey questionnaire consisting of indicators on the implementation of interactive reading tools and teachers’ perceptions of pupils’ decoding skills and vocabulary knowledge. A pilot test involving 14 respondents established instrument reliability using Cronbach’s alpha. Descriptive statistics, including mean and standard deviation, were used to determine levels of implementation and perceived comprehension-related skills, while Spearman’s rho tested the relationship between the variables.

Results: Results showed a very high level of implementation of interactive reading tools in terms of multisensory engagement (M = 4.73, SD = 0.694), adaptive learning (M = 4.73, SD = 0.420), and narrative interactivity (M = 4.52, SD = 0.551). Teachers likewise reported very high perceptions of pupils’ decoding skills (M = 4.46, SD = 0.793) and vocabulary knowledge (M = 4.25, SD = 0.901). Statistical analysis revealed a very strong positive relationship between the implementation of interactive reading tools and perceived comprehension-related skills (Spearman’s rho = 0.967, p < 0.001). However, the unusually high correlation may indicate possible overlap in measurement constructs or shared respondent bias, as both variables were assessed using teacher perceptions.

Conclusion: The findings suggest that teachers perceive interactive reading tools as widely implemented and potentially supportive of pupils’ early literacy development, particularly in decoding and vocabulary acquisition. However, because the study relied solely on teacher-reported perceptions rather than direct assessment of pupils’ reading performance, the results should be interpreted with caution and should not be taken as evidence of causal improvement in comprehension skills. Future studies may incorporate standardized reading assessments and multiple data sources to provide a more objective evaluation of the effectiveness of interactive reading tools in early childhood education.

University Students’ Satisfaction with the Educational Environment and Services: An Analytical SERVQUAL-Based Study Across Faculties at a Private Egyptian University (New Giza University)

2026-07-28T13:25:15+07:00

Background and Aims: Student satisfaction has become a critical indicator of educational quality, institutional effectiveness, and competitiveness in higher education. In private universities, where students and their families make substantial financial investments, expectations extend beyond academic excellence to include high-quality administrative services, learning resources, and a supportive campus environment. Despite the growing emphasis on service quality in higher education, limited research has examined variations in student satisfaction across faculties within the same institution, particularly in the context of private universities in Egypt. This study aimed to evaluate undergraduate students’ satisfaction with academic and non-academic service quality dimensions, examine differences in satisfaction levels across faculties, and identify areas for institutional improvement using a SERVQUAL-based framework.

Methodology: A quantitative descriptive-analytical design was employed. Data were collected through a structured questionnaire administered to 579 undergraduate students representing eight faculties at a private Egyptian university (New Giza University). The instrument measured seven service quality dimensions, including registration and student support, administrative services, student life activities, campus environment, learning resources, program content, and teaching staff performance. Descriptive statistics, reliability analysis, and one-way ANOVA with post-hoc comparisons were conducted using SPSS version 26.

Results: The findings revealed generally high levels of student satisfaction with teaching staff performance, administrative services, program content, and campus safety. In contrast, student life activities, food services, and certain learning facilities received comparatively lower ratings. Significant differences in satisfaction were observed across faculties in all service quality dimensions (p < .05), particularly regarding student engagement, learning resources, and specialized learning spaces. Teaching staff performance emerged as the highest-rated dimension, while student life activities recorded the lowest satisfaction scores.

Conclusion: Student satisfaction is a multidimensional construct influenced by both academic and non-academic dimensions of service quality. While the university demonstrated strong performance in core academic areas, improvements in student engagement initiatives, learning resources, and campus support services are needed to enhance the overall student experience. The findings provide evidence-based insights for quality assurance, strategic planning, and continuous improvement in private higher education institutions.

Internet Addiction and Academic Performance Among Junior High School Students

2026-07-27T21:01:31+07:00

Background and Aim: The rapid expansion of digital technology has significantly increased students’ dependence on the internet for educational, social, and recreational purposes. While internet access offers numerous learning opportunities, excessive use may lead to internet addiction, potentially affecting students’ academic outcomes. This study aimed to describe the demographic profile of junior high school students, determine their level of internet addiction, assess their academic performance, examine differences in internet addiction across demographic characteristics, and investigate the relationship between internet addiction and academic performance.

Materials and Methods: This study employed a descriptive-correlational research design involving 40 junior high school students from Grades 7 to 10 at Tangub National High School during the School Year 2025–2026. Respondents were selected using purposive sampling. Data were collected through a structured questionnaire measuring various dimensions of internet addiction. They were analyzed using frequency and percentage distribution, weighted mean, mean and standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation coefficient. Ethical considerations, including voluntary participation, confidentiality, anonymity, parental consent, and student assent, were strictly observed.

Results: Findings revealed that most respondents were aged 13–15 years (45.0%) and female (65.0%). Internet addiction was found to be severe in the dimensions of responsibility neglect (M = 3.60), internet preoccupation (M = 3.77), usage control loss (M = 3.77), and academic interference (M = 3.79), while excessive online time was rated moderate (M = 2.93). Despite these findings, respondents demonstrated a very satisfactory level of academic performance, with an overall mean grade of 88.93. Statistical analyses revealed no significant differences in internet addiction according to age (p = 0.304), sex (p = 0.943), and year level (p = 0.380). Furthermore, the correlation between internet addiction and academic performance was very weak and not statistically significant (r = 0.133, p = 0.413).

Conclusion: Junior high school students exhibited considerable indicators of internet addiction while maintaining very satisfactory academic performance. Internet addiction did not significantly vary across demographic groups and was not significantly associated with academic achievement. The findings underscore the importance of promoting responsible internet use and digital wellness while recognizing that factors beyond internet use alone may influence academic performance.

Examining Teachers’ Awareness of Gender-Responsive Teaching Through a School Learning Action Cell (SLAC): A One-Group Pretest–Posttest Study

2026-07-27T07:45:58+07:00

Background and Aim: Integrating Gender and Development (GAD) principles into classroom instruction is a key mandate of the Philippine Department of Education. However, despite established policies and institutional guidelines, many teachers still encounter difficulties in translating gender-responsive concepts into effective classroom practices. This study evaluated the effectiveness of a School Learning Action Cell (SLAC) session in improving secondary school teachers’ knowledge and awareness of gender-responsive teaching.

Materials and Methods: A quantitative one-group pretest–posttest design was employed with 30 secondary school teachers. Data were collected using a researcher-developed instrument composed of Likert-scale statements and situational items administered before and after a structured SLAC session. The intervention focused on key principles, policies, and practical applications of gender-responsive teaching. Descriptive statistics were used to summarize participants’ responses, while a paired-samples t-test was conducted to determine whether the difference between pretest and posttest scores was statistically significant.

Results: Participants demonstrated generally favorable baseline awareness of gender-responsive teaching (M = 3.99, SD = 0.68). Knowledge scores increased from the pretest (M = 8.90, SD = 2.50) to the posttest (M = 9.77, SD = 1.72). The paired-samples t-test showed a statistically significant improvement, t (29) = –3.21, p = .003. The lower posttest standard deviation also indicated greater consistency in participants’ understanding after the intervention.

Conclusion: A single, well-designed SLAC session can significantly improve teachers’ knowledge and awareness of gender-responsive teaching within a limited period. Nevertheless, sustained, scenario-based professional development is recommended to strengthen teachers’ confidence and competence in addressing more complex gender-related classroom situations.

Mathematical Self-Efficacy and Performance of Grade 7 Learners Using the Rapid Mathematics Assessment (RMA)

2026-07-28T13:25:22+07:00

Background and Aim: Mathematics is a foundational discipline that develops learners’ critical thinking, logical reasoning, and problem-solving skills. However, many Filipino learners continue to experience difficulties in foundational mathematical competencies, as reflected in national and international assessment results. These learning gaps highlight the need for diagnostic assessments that can identify learners’ strengths and weaknesses and inform instructional planning. This study aimed to examine the mathematical self-efficacy and mathematical performance of Grade 7 learners using the Rapid Mathematics Assessment (RMA). Specifically, it determined learners’ levels of mathematical self-efficacy and mathematical performance, examined differences according to sex, and investigated the relationship between mathematical self-efficacy and posttest mathematical performance.

Materials and Methods: This study employed a quantitative descriptive-comparative-correlational design using a single-group pretest-posttest approach. The respondents consisted of 47 Grade 7 learners from Mayor Alfonso D. Tan High School, Tangub City, Philippines. Data were collected using the Department of Education’s Rapid Mathematics Assessment (RMA), which underwent content review for its applicability to the study context, and an adapted Mathematics Self-Efficacy Questionnaire based on the Mathematics Self-Efficacy Scale (MSES). The adapted questionnaire likewise underwent expert content review and demonstrated excellent internal consistency reliability (Cronbach’s α = .934; McDonald’s ω = .935). Descriptive statistics were used to determine levels of mathematical self-efficacy and performance. Inferential statistics included the Wilcoxon Signed-Rank Test, Mann-Whitney U Test, and Spearman’s rank-order correlation coefficient (rho).

Results: Respondents demonstrated a moderately high level of mathematical self-efficacy. In terms of mathematical performance, most learners were initially classified at the Emerging proficiency level on the pretest but improved to the Developing and Proficient levels on the posttest. A statistically significant difference was found between pretest and posttest scores (p < .001), indicating higher mathematical performance at the end of the school year. Significant differences in pretest and posttest scores were likewise observed according to sex, with male respondents obtaining higher mean scores than female respondents. However, no significant difference in mathematical self-efficacy was found between male and female respondents (p = .659). Furthermore, no significant relationship was found between mathematical self-efficacy and posttest mathematical performance (ρ = -0.058, p = .700).

Conclusion: The findings suggest that mathematical self-efficacy alone may not sufficiently explain differences in foundational mathematical performance among the respondents. The study provides localized evidence on learners’ mathematical self-efficacy, foundational mathematical performance, and the use of the Rapid Mathematics Assessment as a diagnostic tool for identifying learning gaps and monitoring learner progress. The findings may support assessment-informed instructional planning and intervention initiatives aligned with the goals of the MATATAG Agenda and related learning recovery programs in Philippine education.

Protecting Academic Integrity in International Schools: Educational Leadership, Stakeholder Pressure, and Institutional Trust

2026-07-27T07:45:45+07:00

Background and Aim: Academic integrity in international schools is no longer merely a student-compliance issue; it is a governance condition underpinning assessment credibility, institutional trust, and market legitimacy. The issue has become increasingly urgent as the international-school sector expanded to 14,833 schools serving more than 7.4 million students worldwide and generating approximately USD 67 billion in annual fee income in 2025. This article aims to synthesize a governance-based framework for protecting academic integrity in fee-paying and internationally oriented school contexts under stakeholder pressure and generative AI disruption.

Materials and Methods: This article employs a critical integrative review design. No human participants were involved. The unit of analysis comprised peer-reviewed scholarship, policy guidance, and sector reports published mainly between 2012 and 2026. Sources were selected for relevance to academic integrity, educational governance, organizational trust, stakeholder pressure, international schooling, contract cheating, grade inflation, shadow education, and AI-mediated assessment. The literature was synthesized through four analytical categories: integrity values, stakeholder incentives, assessment evidence, and institutional trust.

Results: Four major findings emerged. First, academic integrity is strengthened when schools institutionalize honesty, trust, fairness, respect, responsibility, and courage as operational values rather than post-hoc disciplinary rhetoric. Second, fee dependence may create tension between educational judgment and client-retention logic, particularly for middle leaders mediating among senior leadership, teachers, parents, and examination expectations. Third, formal integrity policies may become decoupled from practice when schools quietly soften sanctions, modify grades, or avoid reporting misconduct to protect institutional reputation. Fourth, generative AI weakens the reliability of product-based assessment by reducing confidence that final submissions represent independent learning unless supported by process evidence, supervised production, oral defence, and AI-disclosure mechanisms.

Conclusion: The article proposes an integrity-risk-chain framework linking board-level incentives, senior leadership decisions, middle-leadership pressure, teacher discretion, assessment evidence, and institutional trust. It argues that, in AI-rich educational environments, the capacity to certify authentic learning has become a strategic indicator of international school quality, credibility, and long-term sustainability.

Comparative Analysis of Academic Performance Across Curricular Programs: A Basis for Enhancement Program

2026-07-28T13:25:13+07:00

Background and Aim: Education is one of the most important factors in national development, and the Philippine K-12 curriculum reform included special programs such as the Special Program in the Arts (SPA), the Special Program in Journalism (SPJ), and the Special Program in Sports (SPS) to offer differentiated learning opportunities. Achievement differences across programs, however, still exist in some areas, notably Mathematics and English Language Arts. The purpose of this study is to analyze academic performance at the quarterly level for each curriculum program, identify significant differences among curricular programs, and to make recommendations for improvement interventions that will support underperforming curricular programs, consistent with UNSDG 4 (Quality Education).

Materials and Methods: A quantitative-comparative research design was employed, which included the learners from the five curricular programs in Grade 10, a total of 365 learners. Examination scores were translated to Mean Percentage Scores (MPS) in the quarterly periods. The Welch’s ANOVA test was applied because the assumption of equal variances was violated for the first three quarters, while the Kruskal–Wallis test was applied for the fourth quarter, as it violated both normality and variance. Specific group differences were found using post hoc tests (Games-Howell and Dwass-Steel-Critchlow-Fligner).

Results: Significant differences were observed among programs (p < .001). STE learners achieved mastery-level performance (MPS 74.7%–81.1%), SPA, SPJ, and SPS learners showed steady improvement (MPS 65.7%–75.3%), and Regular learners remained lower-performing (MPS 56.8%–65.8%).

Conclusion: The findings suggest that learners in specialized programs demonstrated higher academic performance than learners in the Regular Program. Achievement gaps are recommended to be closed through targeted interventions, including remedial classes, contextualized modules, peer mentoring, and professional teacher development. The results of this study add to the discussions of curriculum reform and the policies, such as the ARAL program (RA 12028, 2024), that support the use of differentiated instruction in promoting inclusive and equitable quality education.

Nigeria Digital Economy Policy Reform in Education: A Qualitative Analysis of Equity, Access, and Learning Disparities

2026-07-28T13:25:26+07:00

Background and Aims: Nigeria's National Digital Economy Policy for Development (NDEPD) 2020–2030 positions digital literacy as a strategic driver of educational transformation and national development. However, persistent inequalities in infrastructure, digital access, and institutional capacity continue to impede equitable implementation, particularly for marginalized populations. This study examines the extent to which the NDEPD promotes equitable access, educational inclusion, and learning opportunities, while assessing the institutional and financial feasibility of its implementation across Nigeria's decentralized education system.

Methodology: A qualitative policy document review was conducted using Braun and Clarke's six-phase thematic analysis framework. Evidence was synthesized from national policy documents, government statistics, peer-reviewed literature, and reports from international organizations and civil society. Source selection followed a PRISMA-ScR-informed screening process, while Digital Divide Theory and the Capability Approach provided the analytical framework for interpreting patterns of access, use, and educational outcomes.

Results: The findings indicate that although the NDEPD provides a comprehensive policy vision, implementation remains constrained by inadequate digital infrastructure, limited internet connectivity, insufficient ICT teacher preparation, fragmented institutional coordination, and persistent gender, disability, rural–urban, and socioeconomic disparities. These structural barriers prevent equitable participation in digital learning and disproportionately exclude vulnerable learners from the intended benefits of digital education reform. The analysis further demonstrates that teacher capacity development and sustainable governance mechanisms are more critical to educational outcomes than technology provision alone.

Conclusion: The study concludes that achieving equitable digital transformation in Nigerian education requires a shift from infrastructure-centred implementation toward an equity-driven strategy prioritizing teacher professional development, inclusive policy design, coordinated governance, and sustained public investment. Without these reforms, the NDEPD is unlikely to achieve its objective of delivering inclusive and high-quality digital education nationwide.

Influencing Factors of Faculty Educational Innovation Ability in Private Universities in Liaoning Province: The Mediating Role of Perceived Contextual Factors

2026-07-27T21:01:32+07:00

Background and Aim: Educational innovation ability has become a critical determinant of teaching quality and institutional competitiveness in private higher education, particularly within the context of China’s regional revitalization strategies. Private universities in Liaoning Province face distinctive structural and institutional constraints that shape faculty members’ capacity for educational innovation. This study aimed to examine the influencing factors of faculty members ' educational innovation ability, with particular emphasis on the mediating role of a Dominant Contextual Model, defined as faculty members' perceived dominant contextual conditions, operationalized through attitudes toward innovative behavior, subjective norms, and perceived behavioral control.

Materials and Methods: A quantitative research design was employed. Data were collected from 486 faculty members across 10 private universities in Liaoning Province using a structured five-point Likert-scale questionnaire. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to examine direct effects, indirect effects, and mediation relationships among faculty knowledge, beliefs, attitudes, dominant contextual factors, and educational innovation ability.

Results: The SEM results indicated that faculty knowledge and beliefs did not exert significant direct effects on educational innovation ability, whereas attitudes showed a marginal direct effect. In contrast, dominant contextual factors demonstrated a strong and significant direct effect on educational innovation ability. Knowledge, beliefs, and attitudes all had significant positive effects on dominant contextual factors. Mediation analysis further revealed that dominant contextual factors significantly mediated the relationships between individual factors (knowledge, beliefs, and attitudes) and educational innovation ability, indicating that individual attributes influenced innovation ability primarily through their effects on perceived contextual conditions.

Conclusion: The findings demonstrate that educational innovation ability in private universities is largely context-driven. Faculty members’ individual knowledge, beliefs, and attitudes become influential only when translated through dominant contextual perceptions that enable, legitimize, and support innovation. The Dominant Contextual Model provides a theoretically grounded and empirically supported framework for understanding how perceived contextual mechanisms shape educational innovation, offering important implications for future research and institutional policy in higher education.

Leadership Anxiety Among Newly Appointed School Principals: The Role of Administrative Pressure and Policy Expectations

2026-07-27T07:45:29+07:00

Background and Aim: Newly appointed school principals often encounter significant challenges as they transition into leadership roles. Beyond occupational stress, leadership anxiety has emerged as a distinct psychological phenomenon characterized by concerns about leadership competence, decision-making, and accountability. However, limited qualitative research has explored how administrative pressure and policy expectations contribute to leadership anxiety, particularly in remote and under-resourced educational contexts. This study aimed to examine the experiences of newly appointed principals in District Kech, Balochistan, focusing on the influence of administrative pressure and policy expectations on leadership anxiety.

Methodology: A qualitative phenomenological design was employed to capture participants' lived experiences. Twelve newly appointed government school principals with between 0.3 and 2.8 years of leadership experience were selected through purposive criterion sampling. Data were collected through in-depth semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis approach. Trustworthiness was ensured through member checking, peer debriefing, reflexive journaling, and thick description.

Results: Four major themes emerged from the analysis: (1) Sinking in Files and Fear, reflecting the pervasive nature of leadership anxiety; (2) Chasing the Paper Across the District, highlighting administrative burdens associated with reporting requirements, travel demands, and monitoring processes; (3) Orders That Arrive but Never Explain, illustrating the anxiety generated by unclear and frequently changing policy expectations; and (4) Alone Between the Mountains and the Sea, demonstrating how geographical isolation intensified both administrative and policy-related pressures. The findings revealed that policy ambiguity, rather than policy volume or complexity, was the most significant contributor to leadership anxiety. Limited access to guidance, delayed feedback, and inadequate institutional support further amplified principals’ feelings of uncertainty and vulnerability.

Conclusion: Leadership anxiety among newly appointed principals in District Kech is shaped by a combination of administrative overload, policy ambiguity, and geographical isolation. The findings underscore the need for structured induction programs, mentoring systems, clearer policy communication, and context-sensitive support mechanisms to strengthen leadership capacity and improve principal well-being in remote educational settings.

Integrating Artificial Intelligence in Education: Enhancing Teaching Effectiveness and Student Learning Outcomes in Digital Classrooms

2026-07-28T13:25:28+07:00

Background and Aims: Artificial intelligence (AI) has transformed instructional practices in digital learning environments through the integration of adaptive learning systems, intelligent tutoring systems, learning analytics, and generative AI. These technologies have increasingly become part of everyday educational practice, supporting teachers in improving instruction and enhancing student learning outcomes. Although AI in education has attracted substantial scholarly attention, empirical evidence remains fragmented across disciplines, resulting in an incomplete understanding of AI’s practical role in educational settings. To address this gap, this documentary research systematically synthesizes findings from 87 peer-reviewed publications published between 2016 and 2026 across computer science, educational technology, psychology, and pedagogy. The study examines the current state of AI integration in digital education and evaluates its influence on teaching quality and student learning performance.

Methodology: A systematic documentary research approach was employed. Relevant literature was collected from Scopus, Google Scholar, and ERIC, including journal articles, conference papers, institutional reports, and academic theses. The selected studies were analyzed using systematic content analysis and thematic coding to identify major research trends, compare empirical findings, and examine variations in AI effectiveness across educational levels and learning contexts.

Results: AI applications are predominantly implemented through adaptive learning platforms, intelligent tutoring systems, automated assessment, and learning analytics. Evidence indicates that AI enhances instructional efficiency by reducing routine administrative tasks, supporting data-informed decision-making, and facilitating personalized teaching strategies. Students benefit from improved academic achievement, greater learning engagement, and more individualized learning experiences, with reported effect sizes ranging from 0.45 to 0.82. However, AI effectiveness varies according to implementation quality, teacher competence, subject characteristics, and learners’ socioeconomic backgrounds. Key challenges include limited algorithm transparency, concerns regarding data privacy, unequal access to AI technologies, and insufficient teacher training, all of which hinder sustainable implementation.

Conclusion: AI offers considerable potential to improve teaching quality and learning outcomes, but successful long-term integration depends on pedagogical adaptation, teacher professional development, institutional support, and ethical governance. Current evidence supports a human-centered approach rather than technological determinism. Future research should emphasize longitudinal investigations, cross-cultural comparisons, qualitative studies of learner experiences, and platform interoperability to establish sustainable and adaptable models for AI-supported education.

Innovative Digital Learning Environments: Exploring Blended and Technology-Enhanced Approaches for 21st Century Education

2026-07-28T13:25:24+07:00

Background and Aim: Education in the 21st century is being transformed by digitalization, globalization, and the demand for skills such as critical thinking, collaboration, communication, and digital literacy. Traditional teacher-centered instruction is gradually being replaced by learner-centered environments supported by digital technologies. Blended and technology-enhanced learning provide greater flexibility, access, interaction, and personalization, although challenges in infrastructure, instructional design, and learner support remain. This study aims to examine the development of Innovative Digital Learning Environments (IDLE) and their role in 21st-century education through a transparent review protocol. It focuses on the shift from traditional to digital and blended learning by finding the answer to what the characteristics of effective digital environments are; How to the contribution of technology-enhanced approaches contributes to engagement and achievement, and what the challenges involved in implementation are.

Materials and Methods: The study uses documentary research based on the narrative literature review and scoping review of academic journal articles, books, and reports from educational organizations. Sources were selected for relevance, quality, and recency. The data were analyzed using content analysis and thematic analysis to identify major concepts, recurring patterns, and significant themes related to digital learning environments and blended learning.

Results: The findings show that digital learning environments mainly include online platforms, blended or hybrid systems, and smart classrooms. Blended learning improves student engagement, academic achievement, and flexibility. Advanced technologies such as artificial intelligence, virtual reality, and learning analytics also support personalized, interactive, and data-driven learning. However, successful implementation depends on teacher readiness, strong technology infrastructure, and institutional support.

Conclusion: Innovative Digital Learning Environments are essential for improving the quality of education in the digital age. They enhance engagement, flexibility, and learning outcomes while supporting the development of 21st-century skills. Their success, however, requires effective pedagogy, reliable infrastructure, teacher training, and supportive policies.

Challenges and Stress Coping Mechanisms Among Student Interns

2026-07-27T07:45:56+07:00

Background and Aim: Stress is a critical factor influencing students’ mental health, academic performance, and professional development, particularly among interns who must balance academic responsibilities with workplace demands. Despite the growing body of literature on student stress, limited studies have focused on provincial and faith-based institutions. This study aimed to identify the stress factors experienced by student interns, examine their coping mechanisms, and determine the relationship between these variables and selected socio-economic characteristics.

Materials and Methods: This study employed a quantitative descriptive-correlational research design involving 40 student interns (n = 40) from Christ the King College de Maranding during the first semester of the 2025–2026 academic year. Data were collected using a validated three-part questionnaire covering socio-economic profile, stress factors, and coping mechanisms. Descriptive statistics, including frequency, percentage, and weighted mean, were utilized, while Chi-square and Pearson correlation tests were applied to determine significant relationships among variables.

Results: Findings revealed that student interns experienced moderate to high levels of stress, particularly regarding parental pressure, academic workload, financial difficulties, and fear of failure. Commonly employed coping mechanisms included goal setting, accountability, acceptance of failure, and effective time management. Statistical analysis further indicated that socio-economic variables, stress factors, and coping mechanisms did not demonstrate significant relationships (p > 0.05).

Conclusion: Student interns experience considerable stress regardless of socio-economic background; however, they demonstrate adaptive coping strategies that support resilience and academic functioning. The findings highlight the importance of institutional support programs aimed at strengthening emotional resilience, stress management, and professional preparedness among interns. Moreover, the study contributes to the limited body of literature concerning student stress and coping within provincial and faith-based educational settings.

When Harvesting Meets Exams: Rethinking Public Examination Scheduling in the Haor Regions of Sunamganj, Bangladesh

2026-07-27T21:01:27+07:00

Background and Aims: In Bangladesh, public examinations are commonly scheduled during the peak agricultural harvesting season, particularly in the haor regions where farming is the primary livelihood. This overlap may create significant challenges for students from agricultural households, limiting their study time and increasing educational disparities between rural and urban learners. This study investigates how the overlap between peak harvesting periods and public examination schedules affects students' academic preparation, psychological well-being, and educational outcomes in the haor regions of Sunamganj, Bangladesh. It also explores policy measures to reduce the conflict between agricultural responsibilities and examination demands.

Methodology: A quantitative research design was employed using both primary and secondary data. Primary data were collected through a structured questionnaire survey of 400 students from four haor-based upazilas of Sunamganj District: Derai, Shulla, Tahirpur, and Bishwamberpur. Cluster sampling was used to select respondents. Descriptive statistical techniques, including frequencies and percentages, were applied to analyze the data, while secondary sources were reviewed to examine the relationship between agricultural calendars and national examination schedules.

Results: The findings reveal that 90% of respondents were directly involved in agricultural activities during the peak harvesting season, while 80% reported having no study time during the month of Baishakh. All respondents indicated that examinations conducted during this period negatively affected their preparation, mental health, and academic performance. Furthermore, 100% perceived themselves to be disadvantaged compared to urban students. Comparative analyses of examination results showed that students from rural institutions generally performed better when examinations were held outside the peak harvesting season. The study also identified a persistent mismatch between Bangladesh's public examination calendar and agricultural cycles, particularly for SSC, HSC, university, and recruitment examinations.

Conclusion: The overlap between peak harvesting periods and public examination schedules constitutes a significant structural barrier to educational equity in rural Bangladesh. The findings suggest that academic disadvantages experienced by rural students are rooted in institutional scheduling practices rather than individual capability. Aligning examination schedules with agricultural cycles, introducing flexible assessment opportunities, and expanding access to agricultural mechanization could help reduce educational disparities and promote more equitable learning outcomes.

Cognitive Domain Predictors of Mathematics Achievement in Junior High School Learners: A Rapid Mathematics Assessment Study

2026-07-27T07:45:43+07:00

Background and Aim: Mathematics achievement is a key focus in education, especially in relation to cognitive performance. The frameworks emphasize knowing, applying, and reasoning, but there is little empirical research on interpreting as a predictor. This study aimed to determine the cognitive domain predictors of mathematics achievement of learners in the junior high school through rapid mathematics assessment.

Materials and Methods: The study employed quantitative descriptive-correlational research using a total of 233 Grade 7-10 Junior High School learners of a public secondary school in Kapatagan, Lanao del Norte, Philippines. Stratified random sampling was used to obtain a sample that represented all grade levels. The Regional Unified Quarterly Assessment (RUQA) was used to measure mathematics achievement, and the Rapid Mathematics Assessment was used to measure cognitive-domain performance. Descriptive statistics were used to determine proficiency levels. The Shapiro–Wilk test showed that the distribution of the data was not normal, so Spearman's rho correlation was used to explore the statistical relationships between variables. Multiple linear regression analyses were also performed to determine significant cognitive predictors of mathematics achievement.

Results: The findings revealed that students' mathematics achievement was at an average mastery level (M = 52.1, SD = 11.78). Learners were approaching proficiency in knowing (M = 55.10, SD = 20.40), interpreting (M = 56.40, SD = 23.40), and reasoning (M = 52.80, SD = 26.30), while applying showed low proficiency (M = 45.60, SD = 22.70). Spearman's rho indicated statistically significant positive correlations between mathematics achievement and knowing (ρ = .257, p < .001); interpreting (ρ = .347, p < .001); applying (ρ = .204, p = .002); and reasoning (ρ = .171, p = .009). The results for multiple regression yielded a model that was statistically significant, F (4, 227) = 8.16, p < .001, with a variance accounted for of 13% for mathematics achievement (R² = .130). Of the cognitive domains, only 'interpreting' was a significant predictor of mathematics achievement (B = 0.2198, p < .001), whereas knowing, applying, and reasoning were not significant in the analyses that accounted for shared variance.

Conclusion: The findings indicate that mathematics achievement is influenced by interconnected cognitive processes, with interpreting emerging as the unique predictor of learners’ mathematical performance. This suggests that learners’ ability to construct meaning from mathematical representations and contextual information plays a central role in mathematical understanding and achievement. Strengthening interpretation-centered instruction through conceptual, contextual, and inquiry-based learning approaches may improve mathematical literacy, higher-order thinking skills, and overall mathematics proficiency among junior high school learners.

Parental Support and Play-Based Learning in Early Childhood Education: Basis for Parents’ Orientation

2026-07-27T07:45:37+07:00

Background and Aim: Parental support and play-based learning are widely recognized as essential elements of early childhood education (ECE), contributing significantly to children’s cognitive, social-emotional, and behavioral development. Active parental involvement enhances children’s learning experiences, while play-based learning promotes creativity, problem-solving, engagement, and social interaction. Despite their recognized importance, limited studies have examined the relationship between parental support and play-based learning strategies in local ECE contexts. This study aimed to determine the relationship between parental support and play-based learning strategies and to examine differences in the perceptions of parents and teachers in the Municipality of Tubod, Lanao del Norte.

Materials and Methods: This study employed a descriptive-correlational research design involving 60 respondents, consisting of 30 parents and 30 early childhood education teachers selected through purposive sampling. Data were collected using a validated researcher-made questionnaire that measured parental support in terms of emotional support, financial support, and involvement in learning activities, as well as play-based learning strategies in terms of cognitive development, social-emotional development, and engagement. Statistical tools used included frequency, mean, standard deviation, independent-samples t-test, and Pearson Product-Moment Correlation Coefficient at a 0.05 level of significance.

Results: The findings revealed that parental support was generally high, with involvement in learning activities obtaining the highest mean score (M = 3.71), followed by emotional support (M = 3.66) and financial support (M = 3.56). Play-based learning strategies were also highly implemented, with engagement receiving the highest mean score (M = 3.83), followed by social-emotional development (M = 3.71) and cognitive development (M = 3.59). No significant difference was found between the perceptions of parents and teachers regarding parental support (p = 0.120). However, a significant difference was observed in their perceptions of play-based learning strategies (p = 0.017). Furthermore, a significant positive relationship was identified between parental support and play-based learning strategies (r = 0.620, p < 0.001).

Conclusion: The study concludes that parental support is significantly associated with the implementation of play-based learning strategies in early childhood education. Strengthening parental involvement and fostering collaborative home-school partnerships may enhance the effectiveness of play-based learning practices. The findings provide a basis for developing a structured parents’ orientation program to improve parents' understanding of and support for play-based learning in ECE settings.

Vernacular-Mediated Instruction in English Classrooms: Teachers’ Approaches to Contextualized Teaching and Learning

2026-07-27T07:45:54+07:00

Background and Aim: In multilingual educational settings, English language teachers often encounter challenges in ensuring students’ comprehension when instruction is delivered solely in English. Limited exposure to English outside the classroom may hinder learners’ understanding, participation, and confidence in language use. Consequently, teachers frequently utilize the vernacular as a pedagogical resource to facilitate learning and bridge communication gaps. Grounded in Translanguaging Theory, this study explored teachers’ experiences in using the vernacular as a contextualization strategy in English language instruction. Specifically, it examined teachers’ perceptions of vernacular use, the challenges they encountered, the coping strategies they employed, and the lessons they learned from integrating the vernacular into English classrooms.

Materials and Methods: This study employed a qualitative case study design conducted in a private secondary school in Pagadian City, Philippines. Seven English teachers were purposively selected based on their experience in using the vernacular during instruction. Data were gathered through semi-structured interviews, classroom observations, and field notes. The collected data were analyzed using thematic analysis to identify recurring patterns, categories, and themes related to teachers’ experiences and instructional practices.

Results: The findings revealed that teachers perceived the vernacular as a valuable instructional support that enhances students’ comprehension, promotes classroom participation, increases learner comfort, and facilitates the explanation of complex concepts. However, teachers also encountered challenges, including difficulties in translating technical terms, students’ dependence on teachers for language equivalents, and persistent comprehension difficulties among some learners. To address these concerns, teachers employed various coping strategies such as utilizing external resources, translating explanations, adjusting language use according to instructional needs, providing contextualized examples, and using alternative explanations to clarify concepts. Furthermore, teachers learned that the strategic and balanced integration of the vernacular improves communication and learner engagement while maintaining opportunities for English language development.

Conclusion: The study concludes that the vernacular serves as an effective contextualization tool in English language teaching when used purposefully and in moderation. A balanced application of both the vernacular and English promotes meaningful learning, supports comprehension, and contributes to the gradual development of students’ English proficiency in multilingual classroom settings.

Hybrid and Traditional Work Arrangements: Implications for Productivity and Work–Life Balance in a Higher Education Institution

2026-07-27T07:45:39+07:00

Background and Aim: The expanding use of flexible work arrangements in higher education has increased interest in their effects on employee performance and well-being. This study examined perceived productivity and work–life balance among faculty and staff under hybrid and traditional work arrangements in a local higher education institution in Tubod, Lanao del Norte, Philippines. It also assessed differences between work arrangements and determined the relationship between work–life balance and perceived productivity.

Materials and Methods: A quantitative descriptive-comparative and correlational design was employed. Fifty faculty and staff members were selected through total enumeration sampling. Data were gathered using adapted versions of the Individual Work Performance Questionnaire and the Work–Life Balance Scale. Means and standard deviations were calculated to describe the levels of perceived productivity and work–life balance. The Mann–Whitney U test was used to examine differences in perceived productivity, while an independent-samples t-test assessed differences in work–life balance. Spearman’s rho was applied to determine the association between the two variables.

Results: Respondents reported high perceived productivity (M = 4.10, SD = 0.59) and work–life balance (M = 3.49, SD = 0.56). No statistically significant differences were found between hybrid and traditional employees in perceived productivity (p = .674) or work–life balance (p = .115). However, work–life balance was positively and significantly associated with perceived productivity (rₛ = .332, p = .018), indicating that employees with better work–life balance tended to report higher productivity.

Conclusion: Hybrid and traditional work arrangements may both support favorable employee outcomes when appropriate institutional support is available. Although work arrangement was not a significant determinant of productivity or work–life balance, employee well-being was positively associated with productivity. Higher education institutions should therefore strengthen workload management, organizational support, and employee-centered policies to promote sustainable performance.

Learning Delivery Modalities in Philippine Basic Education During the COVID-19 Period

2026-07-27T07:45:40+07:00

Background and Aim: The COVID-19 pandemic compelled education systems worldwide to adopt alternative learning delivery modalities to ensure educational continuity amid school closures, mobility restrictions, and unequal access to digital technologies. In the Philippines, while previous studies have documented localized experiences of remote learning, comprehensive national-level analyses using administrative education data remain limited. This study aimed to describe the distribution of learning delivery modalities in Philippine basic education during the COVID-19 period and examine variations by sex, school level, school sector, and school year.

Materials and Methods: This descriptive quantitative study utilized publicly available administrative data from the Department of Education (DepEd) Data Bits for School Year (SY) 2021–2022, with SY 2020–2021 data included for year-to-year comparison. Learner enrollment by learning delivery modality served as the primary outcome measure, while information and communication technology (ICT) indicators were incorporated to contextualize disparities in digital access. Descriptive statistics were used to summarize learner distribution across modalities, demographic characteristics, school levels, sectors, and school years.

Results: Printed Modular Distance Learning (PMDL) remained the predominant learning modality in SY 2021–2022, serving 20,688,555 learners (75.1% of total enrollment). Blended learning accounted for 3,989,922 learners, while Online Distance Learning enrolled 2,105,824 learners. Differences by sex were minimal, whereas marked variations were observed across school levels and sectors. PMDL was most prevalent in elementary education and public schools, while online and blended modalities were more common among senior high school students and private schools. Compared with SY 2020–2021, blended learning increased by 1,111,692 learners and online distance learning by 159,786 learners.

Conclusion: Philippine basic education relied primarily on printed modular instruction to sustain learning during the pandemic, reflecting efforts to minimize dependence on internet connectivity. However, the uneven distribution of digital and blended modalities highlights persistent inequalities in educational access. These findings provide a national baseline for understanding learning modality utilization and underscore the importance of developing resilient, multi-modal education systems that integrate printed, offline digital, online, and blended approaches for future emergencies.

Innovative Language Learning: AI and Mobile Technologies in the Post-Pandemic Landscape

2026-07-27T07:46:00+07:00

Background and Aim: The COVID-19 pandemic accelerated the integration of mobile applications and artificial intelligence (AI) into language education, transforming traditional learning environments. This study introduces the Integrative Language Acquisition and Learning Model (ILALM) as a framework for promoting learner autonomy, ethical digital engagement, and cultural responsiveness in Philippine higher education.

Methods: A qualitative phenomenological approach was employed to examine the lived experiences of students and educators using AI and mobile technologies in language learning. Data were collected through interviews, focus group discussions, classroom observations, and document analysis involving ten participants.

Results: Findings revealed that SmartSpeak enhanced students’ oral fluency, pronunciation, and confidence through AI-supported real-time feedback, while LinguaLitBoost improved reading comprehension and writing proficiency through adaptive literacy activities. Thematic analysis identified increased motivation, learner autonomy, personalized learning, immediate feedback, and cultural responsiveness as significant outcomes. However, challenges such as digital inequity, limited internet access, and cultural misalignment of content were also observed.

Conclusion: The study demonstrates the transformative potential of AI and mobile technologies in post-pandemic language education. The implementation of SmartSpeak and LinguaLitBoost highlights the capacity of ILALM to support inclusive, context-sensitive, and learner-centered instruction. Sustainable integration of these technologies requires strengthened digital infrastructure, localized content, equitable access, and continuous teacher training to ensure effective and ethical classroom application.

Social Media Use and Academic Burnout among Pharmacy Students: Does Self-Regulated Learning Moderate the Relationship?

2026-07-27T21:01:29+07:00

Background and Aim: Academic burnout has become a major concern among pharmacy students due to intensive academic demands, including laboratory activities, complex coursework, and continuous assessments. Social media use has been identified as a potential factor contributing to academic burnout, while self-regulated learning may serve as a protective personal resource. However, empirical findings regarding the role of self-regulated learning in this relationship remain limited and inconsistent. This study aimed to examine the effect of social media use on academic burnout and to investigate whether self-regulated learning moderates this relationship among pharmacy students.

Materials and Methods: This study employed a quantitative correlational design with a moderating variable approach. Participants consisted of 319 pharmacy students from private universities in Banyumas, Central Java, Indonesia, selected using proportionate stratified random sampling. Data were collected using the Maslach Burnout Inventory–Student Survey (MBI-SS), the Social Media Use Scale (SMUS), and the Self-Regulated Learning Scale (SSRL). Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.

Results: The findings indicated that social media use had a positive and significant effect on academic burnout (β = 0.130, t = 2.845, p = 0.004), suggesting that higher levels of social media engagement were associated with greater academic burnout. Self-regulated learning demonstrated a significant negative effect on academic burnout (β = –0.480, t = 10.184, p < 0.001), indicating that students with stronger self-regulated learning skills experienced lower levels of burnout. However, the interaction effect between social media use and self-regulated learning was not significant (β = –0.015, t = 0.319, p = 0.749), indicating that self-regulated learning did not moderate the relationship between social media use and academic burnout.

Conclusion: Social media use contributes significantly to academic burnout among pharmacy students, whereas self-regulated learning functions as an independent protective factor that reduces burnout. However, self-regulated learning does not buffer the adverse effects of social media use on academic burnout. These findings highlight the importance of promoting healthy social media habits and strengthening students’ self-regulated learning competencies to support academic well-being.