Journal of Education and Learning Reviews

Teachers’ Beliefs and Attitudes as Mediators between the UNESCO ICT-CFT Framework and Classroom ICT Use: Evidence from Nepal

Narayan Niroula, Krishna Hari Humagai — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: UNESCO introduced the ICT Competency Framework for Teachers (ICT-CFT) in 2008 with support from Microsoft, Cisco, ISTE, and Intel. The framework guides the integration of information and communication technology (ICT) into education. However, as a framework without direct classroom monitoring, its implementation depends on teachers’ beliefs and attitudes. The study investigated whether UNESCO’s ICT-CFT is translated into classroom practice through these psychological factors.

Materials and Methods: A quantitative survey design was employed, guided by the Technology Acceptance Model (TAM). Google Forms questionnaires were distributed to 150 teachers, yielding responses from 125 participants across 12 districts in Nepal’s Koshi and Bagmati Provinces. Data were collected in two waves and analyzed using Hayes’ PROCESS macro (Model 4) in SPSS version 27. Parallel mediation analysis examined whether teachers’ beliefs and attitudes mediated the relationship between the ICT-CFT and classroom ICT use.

Results: Teachers’ positive beliefs and attitudes toward ICT mediated 47.5% of the total effect of the ICT-CFT on technology use. The direct effect accounted for 52.5%, indicating that the framework influenced practice directly and indirectly through teachers’ psychological dispositions.

Conclusion: The findings demonstrate that translating UNESCO’s ICT-CFT into classroom practice requires support from teachers’ willingness to adopt technology. Positive beliefs and attitudes are mechanisms through which policy guidance becomes ICT use. Although the framework exerts a direct influence, policy directives alone may be insufficient without educators’ acceptance and commitment. Effective implementation should combine institutional policies with initiatives that strengthen teachers’ confidence, motivation, and favorable attitudes toward educational technology.

Online Fear of Missing Out (FOMO) and Academic Performance Among Students: The Mediating Role of Depression, Anxiety, and Stress (DASS-21)

Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Fear of Missing Out (FOMO) has emerged as a significant psychological phenomenon among adolescents due to the widespread use of social media and digital technologies. Although previous studies have established links between FOMO, psychological distress, and academic outcomes, limited evidence exists regarding the mechanisms through which FOMO influences academic performance among Filipino senior high school students. This study aimed to examine the relationship between FOMO and academic performance and to determine whether depression, anxiety, and stress mediate this relationship.

Materials and Methods: This study employed a quantitative descriptive-correlational research design. Participants were senior high school students from Tangub National High School, Philippines, selected through purposive sampling based on their active social media engagement. Data were collected using the Online FOMO Inventory and the Depression, Anxiety, and Stress Scale (DASS-21). Descriptive statistics were used to determine levels of FOMO and psychological distress, while Spearman rank-order correlation and mediation analyses were conducted to examine relationships among variables. Ethical principles, including informed consent, voluntary participation, confidentiality, and anonymity, were strictly observed throughout the study.

Results: Findings revealed that respondents exhibited very high levels of FOMO across all dimensions, with composite and subscale mean scores ranging from 3.85 to 3.88. Similarly, depression, anxiety, and stress levels were elevated, with mean scores ranging from 3.76 to 3.77. Correlation analysis indicated significant negative relationships between all FOMO dimensions and academic performance (ρ = –0.374 to –0.412, p < .05), suggesting that higher levels of FOMO were associated with lower academic achievement. Mediation analysis demonstrated that psychological distress significantly mediated the relationship between FOMO and academic performance. While the indirect effect through depression, anxiety, and stress was significant (β = –0.245, p = .013), the direct effect became non-significant (β = –0.218, p = .369), indicating a full mediation effect.

Conclusion: FOMO negatively influences students’ academic performance primarily through its impact on depression, anxiety, and stress. The findings underscore the importance of integrating digital wellness initiatives, mental health interventions, and resilience-building programs within schools to promote students’ psychological well-being and academic success.

Generative AI Adoption and Governance in African Higher Education: A Mixed-Methods Study of Ghanaian Universities

Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: The rapid emergence of generative artificial intelligence (GenAI) in higher education offers transformative opportunities while creating substantial governance challenges, particularly in resource-constrained Global South settings. This study examined GenAI adoption, perceptions, and governance frameworks across Ghanaian higher education institutions, addressing limited empirical evidence concerning AI governance in Africa.

Materials and Methods: A sequential explanatory mixed-methods design was employed. Structured surveys collected quantitative data from 1,235 students and 247 academic staff across 12 public and private Ghanaian universities. Semi-structured interviews with 28 administrators, policymakers, and academics generated qualitative evidence. Guided by the Technology Acceptance Model and institutional theory, the study applied descriptive statistics, inferential tests, and thematic analysis.

Results: Regular GenAI use was reported by 67.3% of students and 54.3% of academic staff using ChatGPT and Microsoft Copilot. Perceived usefulness and ease of use significantly predicted behavioural intention, explaining 58% of its variance. Nevertheless, no participating Ghanaian university had a formal, publicly accessible AI policy, resulting in inconsistent assessment practices and concerns regarding fairness, transparency, and accountability. Five governance challenges emerged: inadequate policy readiness, disparities in digital literacy, infrastructure limitations, ethical and academic-integrity risks, and cultural relevance concerns.

Conclusion: The study proposes a context-sensitive governance framework encompassing eight dimensions: academic integrity; ethical and responsible use; privacy and security; equitable access; GenAI literacy; integration strategy; human oversight and accountability; and institutional infrastructure. It provides evidence from an under-researched African context and practical guidance for policymakers, university administrators, and educational technologists pursuing responsible, equitable, and contextually appropriate GenAI integration.

Competency Development Model for Enhancing School Administrators’ Innovation Leadership in Buriram Province

Pornthip Taweewatsopha, Phongsak Phakamach, Songdet Sonjai — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Driven by 21st-century educational reforms, this study aimed to develop and evaluate a competency development model for school administrators in Buriram Province, Thailand, to enhance their innovation leadership and transform schools into innovative educational organizations.

Materials and Methods: This mixed-methods research was conducted through four sequential phases: Phase 1 (Needs Assessment): Assessing current and desired competency levels among 162 school administrators to identify critical performance gaps; Phase 2 (Model Development and Validation): Synthesizing qualitative insights from 9 key informants to draft the initial model, which was subsequently validated for appropriateness, feasibility, and utility by a panel of experts; Phase 3 (Model Implementation): Evaluating the effectiveness of the model through a pre- and post-implementation experiment with a targeted group of 40 school administrators; and Phase 4 (Model Evaluation): Assessing participant satisfaction and overall impact regarding the model’s practical application. Quantitative data were gathered from 162 school administrators (with 40 participating in the implementation phase), while qualitative insights were collected from 9 key informants. Data were analyzed using mean, standard deviation, Modified Priority Needs Index (PNI_Modified), paired-samples t-test, and content analysis.

Results: The findings showed: (1) Administrators’ competency was moderate (M=3.35) but lower than the desired level (M=4.42). This gap indicates a need to improve innovation leadership. The most urgent needs were: searching for and synthesizing innovations for management (PNI_Modified=0.53), using tools and technology for innovative organizations (PNI_Modified=0.45), and developing management innovations (PNI_Modified=0.38). (2) The systematic model used competency-based and knowledge management approaches. It had five parts: principles, objectives, development guidelines, measurement and evaluation, and success factors. The model received high ratings for appropriateness (M=4.68), feasibility (M=4.56), and utility (M=4.76). (3) Administrators’ competency scores rose from moderate (M=2.82) to the highest level (M=4.68) after implementing the model (t=28.95, p<.05). (4) Satisfaction was highest (M=4.78), especially for utility (M=4.82). The model led to clear, measurable improvements in innovation leadership and educational quality. It provides a strong framework for sustainable improvement.

Conclusion: The competency development model (driven by the “PIE–CD Model” and “IDMS Cycle”) effectively closes critical competency gaps and significantly enhances innovation leadership. It offers a promising framework that may be adapted and tested in similar educational contexts to transform schools into sustainable innovative educational organizations.

An Educational Model for Developing Clinical Competency among Undergraduate Nursing Students: A Structural Equation Modeling Study

Irene Cheeries Enriquez — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Contemporary healthcare requires nursing graduates capable of delivering safe, high-quality patient care. Understanding how personal, academic, instructional, and clinical-environment factors influence nursing students’ clinical skills is essential. This study examined the relationships between these factors and clinical competency development.

Materials and Methods: A descriptive-correlational, causal-comparative design incorporating structural equation modeling (SEM) was employed. Participants were 598 nursing students from three private higher education institutions in Iligan City, Philippines. Data were collected using a pilot-tested, validated researcher-developed questionnaire. Pearson correlation, multiple regression, confirmatory factor analysis (CFA), and SEM were performed using SPSS 29 and AMOS 29, with significance established at p < .05.

Results: All predictor domains significantly influenced clinical skills development. The clinical environment demonstrated the strongest correlation with clinical skills (r = .747, p < .001). In multiple regression analysis, assessment emerged as the strongest predictor (β = .350), while the model explained 63.4% of the variance in clinical skills development (R² = .634). SEM identified the clinical environment as having the largest direct effect (β = .562). The model demonstrated good fit (CFI = .996; RMSEA = .032).

Conclusion: The findings support the Apal Clinical Competency Development Model (ACCDM) as an integrated framework for explaining nursing students’ clinical skills development. The model provides a basis for evidence-informed curriculum redesign, competency-based assessment, simulation, digital learning, initiatives strengthening student self-efficacy, and improvements in clinical instruction. Its application may help nursing institutions create supportive learning environments and prepare graduates to meet standards for safe, competent, high-quality professional practice.

Intrinsic Writing Motivation and English Academic Performance of Grade-8 Students

Mae Jean Matulac, Ronalyn Langam — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Although numerous studies have been conducted on academic motivation, there is still a lack of research on the relationship between intrinsic writing motivation, specifically in terms of self-actualization and self-determination, and English academic performance among Filipino Junior High School students. This study was based on the Self-Determination Theory (SDT), and it aimed to investigate the extent of intrinsic writing motivation and its correlation with the English academic performance of Grade 8 students.

Materials and Methods: The study used a quantitative descriptive-correlational research design to examine the relationship between intrinsic writing motivation and English academic performance. Data were collected from 109 Grade 8 students using an adapted version of the Academic Writing Motivation Questionnaire developed by Ashley R. Payne. The instrument consisted of 16 items designed to measure two dimensions of intrinsic writing motivation, namely self-actualization and self-determination. Academic performance was measured by the final English grades of students. The adapted questionnaire was expert-validated and found to have an acceptable internal consistency (Cronbach's alpha = .89). The level of motivation and performance was calculated using descriptive statistics (mean and standard deviation), and Pearson correlation was applied to determine the relationship between variables with a level of significance of 0.05.

Results: Findings revealed very high levels of Self-actualization (M = 3.30, SD = 0.35) and Self-determination (M = 3.37, SD = 0.34). The students’ performance in English academics was at a very satisfactory to outstanding level. Moreover, it was found that there was a statistically significant yet weak positive correlation between overall intrinsic writing motivation and English academic performance (r = .217, p = .024).

Conclusion: The results are aligned with the S.D.T. theory, as it has been found that intrinsic writing motivation is positively related to English academic achievement, albeit this relationship is small, which implies that other academic and contextual factors also contribute to English achievement.

Media and Information Literacy and Academic Performance Among Grade 7 Learners: The Mediating Role of Self-Regulated Learning under the MATATAG Curriculum

Fatimah Macabando, Jasmin Sangcad, Arlyn U. Granada, Ronalyn T. Langam — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: In contemporary educational environments, Media and Information Literacy (MIL) and Self-Regulated Learning (SRL) are widely recognized as critical competencies for academic success. However, limited empirical evidence exists regarding how these constructs interact within highly structured curriculum reforms in developing educational contexts. This study investigated the levels of MIL, SRL, and academic performance among Grade 7 learners in the Philippines and examined whether SRL mediates the relationship between MIL and academic performance under the recently implemented MATATAG Curriculum.

Materials and Methods: A quantitative descriptive-correlational research design was employed. Participants consisted of 104 Grade 7 students enrolled in selected public secondary schools in Ozamiz City, Misamis Occidental, Philippines. Data were collected using validated and reliable instruments measuring MIL and SRL, while academic performance was obtained from verified first-quarter general averages. Descriptive statistics, Pearson’s product-moment correlation, and mediation analysis using Hayes’ PROCESS Macro Model 4 with bootstrap estimation were utilized to analyze the data.

Results: Findings revealed that students demonstrated a high level of Media and Information Literacy (M = 3.84, SD = 0.42) and a moderate level of Self-Regulated Learning (M = 3.12, SD = 0.51), while achieving outstanding academic performance (M = 90.20%, SD = 2.15%). Correlation analysis indicated a significant positive relationship between MIL and SRL (r = .38, p < .01), suggesting that learners with stronger digital and information competencies tend to exhibit better self-regulatory behaviors. However, neither MIL (β = 0.12, p > .05) nor SRL (β = 0.11, p > .05) significantly predicted academic performance. Furthermore, the indirect effect of MIL on academic performance through SRL was not statistically significant (β = 0.05, 95% CI [-.071, .182]), indicating the absence of a mediation effect.

Conclusion: The findings suggest that outstanding academic performance among early secondary learners may be influenced more by external instructional support, structured learning environments, and institutional scaffolding than by autonomous self-regulatory processes. Within the MATATAG Curriculum context, academic success appears to be sustained through guided compliance rather than independent cognitive regulation. These results underscore the importance of intentionally integrating self-regulation training into digital literacy instruction to foster learner autonomy and support long-term educational development.

Negotiating Identity and Political Belonging: Filipino-Chinese Students in Policy-Driven Multicultural Schools

Joshua Agpaoa — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aims: Since the early 2020s, Chinese schools in the Philippines have implemented coeducational and multicultural curriculum reforms aligning heritage-language education with national Filipinization policies and multicultural-inclusion mandates. However, the effects of these changes on the identity development and emotional well-being of Filipino-Chinese adolescents remain poorly understood.

Methods: This qualitative study employed a descriptive phenomenological design. Twelve Filipino-Chinese students aged 15–18 years were purposively recruited from one Chinese multicultural school. Participants completed semi-structured interviews lasting 20–60 minutes. Data collection continued until thematic saturation, observed at approximately the ninth interview. Transcripts were analyzed using NVivo-supported thematic analysis. Researcher bracketing, or epoché, was maintained throughout to minimize preconceptions concerning Filipino-Chinese identity.

Results: The reforms created opportunities for civic identification and interaction among peers from diverse backgrounds. Nevertheless, participants perceived declining visibility of their heritage language and cultural practices. They negotiated this tension through four adaptive strategies: code-switching across social contexts, selectively engaging with cultural traditions, masking cultural identity when necessary, and distinguishing cultural heritage from political identity. These strategies reflected efforts to balance belonging, acceptance, and cultural continuity within institutional environments.

Conclusion: The study introduces Conditional Cultural Expression, a child-centered concept derived from participants’ accounts, describing how minority students regulate the visibility of their cultural identities in response to institutional norms and peer expectations. The findings suggest that multicultural reforms may simultaneously broaden social inclusion and constrain cultural expression. Schools should adopt developmentally responsive, differentiated multicultural and heritage-language policies that recognize adolescents’ identity negotiations, protect emotional well-being, and create opportunities for meaningful cultural participation.

AI Competencies and Lifelong Learning for Vocational Teachers: Evidence from Thailand

Natchaya Sommartdejsakul, Phongsak Phakamach, Songdet Sonjai, Yata Karunakon — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Rapid advances in artificial intelligence require Thai vocational teachers to update their competencies. In the Eastern Economic Corridor (EEC), instructor upskilling is critical to workforce readiness. This study examined the dimensions of teachers’ AI competencies and lifelong learning through exploratory factor analysis (EFA) and developed the expert-validated PIERI framework—Planning, Implementation, Evaluation, Reflection, and Improvement—to support professional development.

Materials and Methods: A convergent parallel mixed-methods design was employed. Qualitative characteristics were synthesized from interviews with 12 administrators and document analysis. Quantitative data from 504 vocational college personnel in Thailand’s EEC were analyzed using EFA with principal component analysis and Promax rotation to validate a 174-indicator framework spanning cognitive, psychomotor, and affective domains. Subsequently, nine educational experts constructed and validated the operational PIERI framework.

Results: Qualitative findings identified four characteristics of AI-competent vocational educators. EFA demonstrated sampling adequacy (KMO = 0.953, p < .001) and validated three domains, seven subcomponents, and 174 indicators, explaining 82.50% of cumulative variance. Domain-specific variance was 82.006% for cognitive, 83.139% for psychomotor, and 82.363% for affective competencies. The seven subcomponents comprised Computer/AI Fundamentals, Access, Use, Media Production, Communication, Media Management, and Evaluation. Expert connoisseurship validated the PIERI Model across five delivery modalities.

Conclusion: The findings establish an empirically supported framework for AI competencies and lifelong learning among Thai vocational teachers. By operationalizing competency dimensions through PIERI, the model offers a pathway for professional development. Institutional commitment to adaptation remains essential to strengthening teacher AI readiness, advancing national vocational standards, and supporting EEC workforce-development priorities.

Content Knowledge, Self-Efficacy, and Mathematics Achievement: A Mediation Analysis Among Senior High School Students in the Philippines

Hermit Belano, Mark Jade C. Abapo, Mae Jean M. Matulac, Ronalyn T. Langam — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Mathematics achievement is influenced by both cognitive and affective factors that shape students’ learning experiences and academic outcomes. While content knowledge is widely recognized as a key determinant of achievement, students’ beliefs in their capabilities may also play a crucial role in translating knowledge into performance. This study examined the mediating role of mathematics self-efficacy in the relationship between content knowledge and mathematics achievement among senior high school students in the Philippines. Grounded in Social Cognitive Theory and supported by constructivist and expectancy-value perspectives, the study explored how cognitive competence and self-beliefs jointly contribute to academic success in mathematics.

Materials and Methods: A quantitative, non-experimental, cross-sectional correlational design with mediation analysis was employed. The participants were 313 Grade 11 students from public secondary schools in Tangub City, Philippines. Data were collected using a validated Numeracy Test for content knowledge (α = .87), the Regional Unified Quarterly Assessment for mathematics achievement (α = .89), and the Mathematics Self-Efficacy Scale (α = .93). Descriptive statistics, Pearson product-moment correlation, and bootstrapped regression-based mediation analysis with 5,000 bootstrap samples were performed using JAMOVI software.

Results: The findings indicated that students demonstrated a nearly proficient level of content knowledge (M = 28.99, SD = 4.15), a high level of mathematics self-efficacy (M = 3.84, SD = 0.67), and mathematics achievement classified as moving toward mastery (M = 36.50, SD = 6.47; MPS = 73%). Significant positive relationships were found between content knowledge and self-efficacy (r = .46, p < .001), self-efficacy and mathematics achievement (r = .85, p < .001), and content knowledge and mathematics achievement (r = .57, p < .001). Mediation analysis revealed that mathematics self-efficacy significantly and partially mediated the relationship between content knowledge and mathematics achievement (indirect effect = 0.543, SE = 0.063, p < .001), accounting for approximately 61.8% of the total effect.

Conclusion: Mathematics self-efficacy serves as a significant psychological mechanism linking content knowledge to mathematics achievement. The findings highlight the importance of integrating confidence-building strategies with content instruction to enhance students’ mathematical performance and support more effective learning outcomes.

Digital Burnout and Its Relationship to English Teachers’ Job Satisfaction: A Correlational Study

Aleah Sandra Gubaten, Dr. Ronalyn T. Langam; MOSRIFAH M. SULTAN — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: The increasing integration of digital technology in education has significantly transformed the teaching profession, particularly among English teachers who rely heavily on online platforms, digital instructional materials, and virtual communication tools. While technology improves accessibility and flexibility in teaching, excessive digital engagement may contribute to digital burnout, which can negatively affect teachers’ professional well-being and job satisfaction. This study aimed to determine the relationship between digital burnout and job satisfaction among English teachers, specifically in terms of digital workload, screen fatigue, after-hours digital engagement, professional fulfillment, work environment satisfaction, and motivation to remain in the teaching profession.

Materials and Methods: This study utilized a quantitative non-experimental correlational research design involving (insert actual number of respondents) English teachers from Pantar National High School selected through purposive sampling. Data were gathered using adopted survey questionnaires based on established and validated instruments related to burnout, technostress, and job satisfaction. Weighted mean was used to determine the level of digital burnout and job satisfaction using the following scale: 3.26–4.00 (High), 2.51–3.25 (Moderate), 1.76–2.50 (Low), and 1.00–1.75 (Very Low). Pearson Product-Moment Correlation Coefficient (Pearson r) was used to determine the significant relationship between the variables.

Results: The findings revealed that English teachers experienced a moderate level of digital burnout (WM = 2.68), with screen fatigue obtaining the highest weighted mean (WM = 3.21). Meanwhile, the respondents demonstrated a high level of job satisfaction (WM = 3.44), particularly in terms of motivation to remain in the teaching profession (WM = 3.60) and professional fulfillment (WM = 3.50). Furthermore, the computed Pearson r value of -0.421 and p-value of 0.032 indicated a significant moderate negative relationship between digital burnout and job satisfaction. This means that as digital burnout increases, job satisfaction tends to decrease among English teachers.

Conclusion: The study concluded that prolonged digital engagement, excessive screen exposure, and technology-related workload contribute to teachers’ stress and exhaustion, which negatively influence their job satisfaction and professional well-being. The findings highlight the importance of promoting supportive work environments, manageable digital responsibilities, and wellness programs to reduce digital burnout and improve teachers’ motivation, satisfaction, and effectiveness in teaching.

Guidelines for Enhancing Artificial Intelligence Literacy and Professional Competencies of Educational Personnel in Non-Formal Education: A Case Study of Phan Thong Non-Formal Education Center, Chonburi Province

Ntapat Worapongpat — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Artificial Intelligence (AI) has emerged as a transformative force in education, creating new opportunities for enhancing teaching, learning, and educational management. In non-formal education settings, where learners exhibit diverse educational needs and backgrounds, educational personnel are increasingly required to possess both AI literacy and the professional competencies necessary to effectively integrate AI technologies into instructional practices. This study aimed to examine the effectiveness of an AI literacy development program and to formulate practical guidelines for strengthening AI literacy and professional competencies among educational personnel at the Phan Thong Non-Formal Education Center, Chonburi Province, Thailand.

Materials and Methods: This study employed a concurrent mixed-methods research design. The quantitative phase involved 26 educational personnel selected through census sampling. Data were collected using a researcher-developed questionnaire measuring AI awareness, AI-related instructional competencies, and training effectiveness. The qualitative phase included semi-structured interviews, classroom observations, implementation records, and document analysis. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, whereas qualitative data were analyzed through thematic analysis. Findings from both phases were integrated to develop evidence-based guidelines.

Results: The findings revealed significant improvements in participants’ AI literacy and professional competencies following the intervention. Mean achievement scores increased substantially from 17.29 before the training to 34.27 after the training (p < .05). Improvements were observed across all dimensions of AI awareness, with self-reflection demonstrating the greatest gain. Despite these positive outcomes, technology readiness remained at a moderate level (M = 3.04), indicating continuing challenges related to infrastructure and institutional support. Based on the integrated findings, four key guidelines were developed: (1) targeted professional development in AI applications, (2) enhanced institutional support for digital infrastructure, (3) promotion of collaborative and professional learning communities, and (4) continuous monitoring and evaluation supported by clear organizational policies.

Conclusion: The study demonstrates that enhancing AI literacy and professional competencies among educational personnel requires a systematic and sustainable approach that extends beyond short-term training initiatives. Continuous professional development, supportive institutional policies, and adequate technological infrastructure are essential for effective AI integration in non-formal education. The proposed guidelines provide a practical framework for educational institutions seeking to strengthen AI readiness and adapt to ongoing digital transformation.

From Feedback to Practice: Exploring How College Instructors Reflect on and Apply Faculty Evaluation Results

Carl Jay I. Oliveros, LPT, MAEd, Mario F. Alayon, PhD — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Faculty evaluation is a quality-assurance mechanism that encourages reflective teaching and professional development in higher education. This study explored how instructors reflected on evaluation results and applied feedback to improve practices at a higher education institution in Lanao del Norte, Philippines, during School Year 2024–2025.

Materials and Methods: A qualitative single-case study grounded in Schön’s Reflective Practice Theory was employed. Purposive sampling recruited seven instructors from Early Childhood Education, Criminology, Entrepreneurship, and Agriculture. Participants had one to nine years of teaching experience and had completed at least two consecutive evaluation cycles. Data were gathered through in-depth, semi-structured interviews, with observations and field notes used for triangulation. Thematic analysis identified themes in participants’ experiences.

Results: Instructors demonstrated reflection-on-action by reviewing feedback and critically examining teaching practices. Reflection-in-action occurred through real-time adjustments to delivery, classroom management, and teaching strategies in response to learners’ needs. Participants valued comments and reported increased confidence. However, they experienced challenges addressing diverse learner needs, overcoming limited pedagogical knowledge, and implementing feedback. They managed these through instructional flexibility, collegial collaboration, and student support. Overall, faculty evaluation strengthened instructional effectiveness, teacher self-efficacy, and institutional accountability by promoting reflection and adaptive teaching.

Conclusion: Faculty evaluation functions as a transformative tool that fosters reflective practice, strengthens professional competence, and supports instructional improvement in higher education. Institutions should establish structured, dialogue-based feedback systems that help instructors interpret evaluation findings and translate them into meaningful classroom practices. Such systems can reinforce professional learning, responsive instruction, and institutional commitment to educational quality.

Readiness of Novice Early Childhood Education Student Teachers in Employing Dialogic Big Book Storytelling Method (DBBSM) for Enhancing Children’s Oral Language Development: Basis for a Proposed Intervention Program

Clyde Alvia — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Language in early childhood education is a key part of children's literacy, communication, and thinking. The Dialogic Big Book Storytelling Method (DBBSM) has been identified as an effective method of supporting young learners' oral language development, but there has been little research to explore novice Bachelor of Early Childhood Education (BECEd) student teachers' preparedness for using it in community-based learning settings. The study measured the readiness of BECEd student teachers from Tubod College to apply DBBSM in cultivating the oral language skills of kindergarten children and provided the ground for an intervention program.

Materials and Methods: The group of participants in the study consisted of 40 BECEd student teacher-trainees who were obtained by total enumeration sampling. The study used a quantitative descriptive research design with 30 BECEd student teacher-trainees obtained by total enumeration sampling. A researcher-developed and expert-validated questionnaire composed of four parts: socio-demographic, pedagogical readiness, pedagogical competencies, and perceived impact of DBBSM on children's oral language development was used to collect data. The data were analyzed by frequency, percentage, weighted mean, and standard deviation.

Results: Based on the findings, the respondents were generally found to be ready in the areas of content knowledge, instructional planning, pedagogical skills, and professional preparedness in implementing DBBSM. The strengths that the student teachers exhibited were: facilitating learner participation, incorporating oral language objectives, using illustrations from storybooks, and reflective practice. But there were areas in which voice modulation and the formulation of guide questions needed to be improved. The respondents also had a positive perception of the high effectiveness of DBBSM in fostering vocabulary learning, speaking fluency, and understanding of language, expressive language, and interactive communication of kindergarten students, which shows the potential of DBBSM in strengthening the ability of children to develop their oral language in kindergarten.

Conclusion: The results indicate that the socio-economic and resource-related challenges are not barriers to the readiness of novice BECEd student teachers in implementing Dialogic Big Book Storytelling. DBBSM was thought to be a good pedagogical method for developing oral language skills for kindergarten students. The following targeted training is recommended to enhance the effectiveness of implementation and teacher readiness for community extension programs: questioning skills, voice modulation, and instructional scaffolding skills.

Internet Addiction, Fear of Missing Out, and Psychological Well Being: A Quantitative Study of Grade 9 Students at Pantar National High School, Philippines

Aisah Calandada, Norhaemah B. Dangdang , Ronalyn Langam, Ph.D. — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: The rapid expansion of digital technologies has transformed adolescents’ social interactions and learning experiences, but it has also contributed to emerging psychosocial concerns, particularly internet addiction and Fear of Missing Out (FoMO). FoMO refers to the pervasive apprehension that others may be having rewarding experiences from which one is absent, often leading to excessive online engagement and psychological distress. Although previous studies have documented the adverse effects of problematic internet use and FoMO on mental health, limited empirical evidence has examined their combined influence on psychological well-being among Filipino adolescents. This study aimed to investigate the predictive effects of internet addiction and FoMO dimensions—belonging, popularity, anxiety, and addiction—on the psychological well-being of Grade 9 students at Pantar National High School, Division of Lanao del Norte, Philippines.

Materials and Methods: A quantitative correlational research design was employed. The participants consisted of 100 Grade 9 students selected through stratified random sampling to ensure adequate representation across sections. Data were collected using three standardized instruments: the Internet Addiction Test (IAT), the Online Fear of Missing Out Inventory (OFoMOI), and Ryff’s Psychological Well-Being Scales. Descriptive statistics were used to determine the levels of the study variables, while Pearson product-moment correlation and multiple regression analyses were performed to examine relationships and predictive effects.

Results: The findings revealed a significant negative relationship between internet addiction and psychological well-being (r = −.41, p < .01), indicating that higher levels of compulsive internet use were associated with poorer psychosocial functioning. All FoMO dimensions were significantly related to reduced psychological well-being, with FoMO anxiety (r = −.32, p < .01) and FoMO popularity (r = −.29, p < .05) demonstrating the strongest associations. Multiple regression analysis further showed that internet addiction (β = −.32, p < .01) and FoMO anxiety (β = −.28, p < .01) were the most significant predictors, collectively accounting for 42% of the variance in psychological well-being.

Conclusion: The study highlights the substantial role of digital behavioral factors in shaping adolescent psychological well-being. The findings provide localized evidence from the Philippine educational context and underscore the importance of integrating digital literacy, emotional regulation, and FoMO-awareness initiatives into school-based mental health programs. Such interventions may help promote healthier technology use and strengthen students’ psychosocial resilience in an increasingly digital society.

Living Without Labels: The Experiences of Parents of Children with Undiagnosed Learning Disabilities

Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Learning disabilities are neurodevelopmental disorders that affect children's ability to acquire and apply academic skills. However, millions of Filipino children with suspected learning disabilities remain undiagnosed due to poverty and systemic barriers, leaving parents in a state of uncertainty without access to support services. While Philippine studies have documented the financial and systemic barriers faced by parents of children with disabilities, none has specifically examined parents who suspect a learning disability but cannot afford formal diagnosis, nor how these parents move through a sequential process of challenges, coping, strategizing, and outcomes. Guided by this sequential process framework, this case study addresses this gap by exploring the lived experiences of low-income Filipino parents raising children with suspected but undiagnosed learning disabilities.

Materials and Methods: A qualitative case study design was employed, involving semi-structured in-depth interviews with ten low-income parents whose children attend public schools in Ozamiz City, Philippines. Participants were selected through purposive criterion sampling based on suspicion of learning disability, financial inability to pursue formal diagnosis, and residence in Ozamiz City. Interviews were conducted in Cebuano, transcribed verbatim, translated into English, and analyzed thematically following Merriam and Tisdell's (2016) case study procedures. Data collection took place from November 2025 to March 2026.

Results: Four sequential themes emerged from the analysis, culminating in a central outcome: despite parents' resourcefulness, children remain "without labels", unable to access formal diagnosis or the support it would unlock. Specifically: (1) challenges including academic struggles of the child, financial barriers, and systemic barriers such as long waiting lists and inconclusive evaluations; (2) coping mechanisms including emotional and religious coping, information seeking through social media, and negative coping such as physical punishment and alcohol use; (3) adaptive strategies including seeking free services, home-based interventions using inexpensive materials, and school-based accommodations such as SPED enrollment; and (4) outcomes including marital separation, sibling sacrifice of education, positive resilience in some families, and continued uncertainty with all children remaining undiagnosed.

Conclusion: The study concludes that poverty serves as the primary structural barrier preventing formal diagnosis of learning disabilities among low-income Filipino children. Despite remarkable resourcefulness and resilience, parents cannot overcome financial and systemic barriers alone. The recurring sentiment that they cannot afford a diagnosis captures the tragic reality that poverty, not lack of love or effort, is the central obstacle. Policy interventions including mobile diagnostic services, subsidies for assessments, and school-based evaluations without medical diagnosis are urgently needed.

Comparative Effects of Visual Instructional Resources on the Learning Achievements of Social Studies Students

Favour Onamrewho ATUBI — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Visual resources may make abstract Social Studies concepts more concrete, yet evidence comparing specific formats remains limited in Nigerian basic education. This study examined the effects of pictures, graphics, and flipcharts on Basic 9 students’ Social Studies achievement in Delta State, Nigeria.

Materials and Methods: A quasi-experimental, post-test-only, non-equivalent-groups design was employed. Participants were 120 students from four intact classes in four public secondary schools in Delta South Senatorial District. Classes received instruction using pictures (n = 33), graphics (n = 27), flipcharts (n = 35), or conventional instruction (control; n = 25). The four-week intervention covered modes of transportation. Achievement was assessed using the 25-item Social Studies Learning Achievement Test, which had a test–retest reliability coefficient of .70. Post-test data were analyzed using descriptive statistics, one-way analysis of variance, and Tukey–Kramer pairwise comparisons.

Results: Mean scores were 66.48 (SD = 9.66) for pictures, 62.34 (SD = 7.77) for graphics, 61.61 (SD = 7.55) for flipcharts, and 46.25 (SD = 5.64) for the control. Differences were statistically significant, F(3, 116) = 33.83, p < .001, η² = .467. All visual-resource groups outperformed the control (p < .001). Pictures also outperformed graphics (p = .026) and flipcharts (p = .003), while graphics and flipcharts did not differ (p = .957).

Conclusion: Visual instructional resources were associated with improved Social Studies achievement, with pictures producing the strongest outcomes across the participating public secondary schools. Interpretation should remain cautious because intact classes, different teachers, a four-week intervention, and one post-test were used.

Examining Perceived Productivity as a Mediator Between Work-Life Balance and Job Satisfaction Among College Employees

Crizylen Mae Catigbe — Mon, 14 Sep 2026 00:00:00 +0700

Background and Aim: Work–life balance has emerged as a critical organizational issue in higher education institutions due to increasing workload demands, multiple role responsibilities, and changing work arrangements. Grounded in the Conservation of Resources (COR) Theory, this study examined the relationships among work–life balance, perceived productivity, and job satisfaction and investigated whether perceived productivity mediates the relationship between work–life balance and job satisfaction among college employees.

Materials and Methods: This study employed a quantitative descriptive-correlational design with mediation analysis. Data were collected from 50 faculty and staff members of Tubod College using a structured questionnaire adapted from validated instruments. Descriptive statistics were used to determine the levels of the study variables, while Spearman’s rho correlation analysis assessed their relationships. Mediation analysis was conducted using bias-corrected bootstrapping with 1,000 resamples to evaluate the indirect effect of work–life balance on job satisfaction through perceived productivity.

Results: The findings revealed high levels of work–life balance (M = 3.49), perceived productivity (M = 4.10), and job satisfaction (M = 3.84) among respondents. Significant positive correlations were found between work–life balance and perceived productivity (ρ = .332, p = .018), work–life balance and job satisfaction (ρ = .622, p < .001), and perceived productivity and job satisfaction (ρ = .391, p = .005). Mediation analysis showed that work–life balance significantly predicted perceived productivity (β = .353, p = .008). However, perceived productivity did not significantly predict job satisfaction (β = .140, p = .233). The indirect effect of work–life balance on job satisfaction through perceived productivity was not statistically significant (Estimate = 0.063, SE = 0.058, β = .050, p = .276), with the 95% bias-corrected bootstrap confidence interval including zero (CI = −0.018, 0.197). In contrast, work–life balance exerted a significant direct effect on job satisfaction (Estimate = 0.714, β = .564, p < .001), and the total effect remained significant (Estimate = 0.777, β = .614, p < .001).

Conclusion: The findings indicate that work–life balance directly enhances job satisfaction among college employees, independent of their perceived productivity. Consistent with COR Theory, employees who effectively balance personal and professional responsibilities are better able to preserve psychological resources that contribute to positive workplace outcomes. The study underscores the importance of fostering supportive work environments and balanced work arrangements to strengthen employee well-being and job satisfaction in higher education institutions.