Publication
Abstract: In the Philippines’ K to 12 curriculum, primary-grade mathematics modules have been developed in the vernacular language, aligning with the Department of Education’s (DepEd) Mother-Tongue Based Multilingual Education (MTB-MLE) policy. However, these materials are not suited for learners in some elementary schools, including the University of Northern Philippines-Laboratory Schools. Thus, this study aims to describe and develop a valid Grade 1 Module in Mathematics using the 5E Learning Model. This research utilized a descriptive-research and development (R&D) method divided into three phases: planning, designing/developing, and evaluation. The topics were based on the Most Essential Learning Competencies (MELC), prescribed by the DepEd. Using the 5E Learning Model (Engage, Explore, Explain, Elaborate, Evaluate), the parts of the module were constructed (Link to fun, Let’s start, Let’s Study, Let’s do it, Challenge Yourself) and the English language was used as a medium. The experts evaluated the module, unanimously affirming its validity—based on objectives, content, activities, assessment, and references—and its high quality in terms of relevance, clarity, appropriateness, usefulness, organization, structural design, and timeliness, deeming it an exceptional resource that the learners may use and has the potential to be an effective instructional module for both face-to-face instruction and flexible learning modality. It can help learners understand the basic principles of addition and subtraction while appreciating the module’s visually appealing design and diverse elements.
Keywords: instructional material; mathematics education; module development
Abstract: School Press Conference in primary education is possibly one of the most complex and sensitive topics because one has to deal with young minds that are somehow untainted. This study analyzes lived experiences of school press conference coaches in the elementary grades. It used an Interpretative Phenomenological Analysis (IPA). It involved using a semi-structured interview questionnaire to gather the needed responses. Also, it utilized purposive sampling to select coaches who provided the pertinent information for the study. The findings of this study drew the following conclusions: The lived experiences of schools' press conference coaches have shown the dynamics of their involvement in campus journalism. Coaching young campus journalists proved to be no easy task; thus, challenges like inadequate knowledge and skills, role conflict, and lack of training hindered their capacity to give the young writers all the preparations they needed for the competition. Conversely, recognition, promotion, and development were the benefits they received from coaching. To prepare the coaches and campus journalists for competitions, they were keen to raise their need for a training workshop and campus journalism and coaching consistency.
Keywords: Schools Press Conference Campus Journalism School Paper Adviser Journalism Coach
Abstract: The primary objective of this research study is to gain a more comprehensive understanding of the practical challenges special education teachers face when delivering services to students with disabilities amidst the COVID-19 pandemic, given the altered format of education delivery in Ilocos Sur, Philippines. Five special education instructors who offer specialized educational services to students with disabilities are included in the study. The subsequent overarching motifs were identified via qualitative analysis of interview transcripts: (1) Feeling Stressed and (2) Challenges and Problems Encountered. The unparalleled shift towards distance learning, specifically modular learning, has engendered a sense of strain among educators, who perceive themselves as being (1) burnout teacher, (2) A teacher who lacks training, and (3) A teacher who needs support. SPED instructors encountered similar difficulties and obstacles when attempting to implement modular distance learning. They encountered challenges in (1) Contacting and Connecting to Students, (2) Planning the Activities, (3) Making the Learning Activity Sheets (LAS), and (4) Evaluating Incomplete and Unanswered LAS. The results of this study will offer insights into the practical challenges faced by special educators during distance learning, as well as identify supplementary resources that will enhance special education in the current paradigm.
Keywords: Special Education Teachers, Learners with Special Needs, Distance Learning
Abstract: Parenting in the Digital Age: Implications to Physical, Social and Academic Life of Children in Various Age Groups. Objectives: This study explores the parents experiences in the digital age and determines the problems they encountered with childrens use of digital technology, the different parenting styles they employed, and how they cope with the high-technology, fast-paced times that their children live in. Methods: It used a qualitative hermeneutical phenomenological approach. It strongly relies on the researchers interpretations of their lived experience. Findings: The participants identified problems in discipline, academic, health, and social aspects of the child. Different parenting styles were employed by the participants but varied depending on the age of their children. Participants also highlighted their ways of managing childrens misbehavior using digital technology. They set house rules like giving screen time, rewards and punishment, watching together, and open communication. Conclusion: Parents should find the right way to manage their children’s misbehavior using digital technology and encourage their children to be with their friends and refrain from holding gadgets during playtime.
Keywords: Parenting styles, digital age, technology use.
Abstract: Inclusive education provides all students with the most fitting learning environments and opportunities for them to best attain their potential.However, the situation of inclusion is different in higher education institutions. This study determined teachers' perceptions of the University of Northern Philippines (UNP) on inclusive education. A qualitative transcendental phenomenological approach was used. Semi-structured interviews were conducted with 15 teachers from UNP who have experienced handling students with special needs.It found out that all participants did not undergo any seminars, training or workshops on inclusive education. As a result, most of them do not have an idea about inclusive education, have mixed feelings, and lack the skills in handling inclusive education classes. Problems of bullying, infrastructure, students learning, curriculum, class size, and limited resources were also identified. Participants agreed that seminars/training must be provided and widest dissemination of inclusive higher education is needed.
Keywords: Challenges, Inclusive higher education, Inclusion Guide
On-going
Awards
- LOCAL
- Bigueno Teacher of the Year, Vigan City, Ilocos Sur, March 16, 2022
- Outstanding Writer of The Year, Instabright Publication, January 11, 2020
Presentation
- Development of a Mathematics Module using the 5E Learning Model (2025), SDG 4
- Schools Press Conference Coaches: Their Lived Experiences (2023), SDG 4, 10, 16, 17
- Lived Experiences of Special Education Teachers in the New Normal (2023), SDG 3, 4, 5, 8, 10
- Ilocano Parenting in the Digital Age (2020), SDG 3, 4, 5, 10, 16
Citations
- Teachers’ perceptions of inclusive education: Basis on the development of inclusion guide (2025), SDG 4, 5, 8, 10, 16 – https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5186085
- Teachers’ perceptions of inclusive education: Basis on the development of inclusion guide (2025), SDG 4, 5, 8, 10, 16 – https://www.jer.or.id/index.php/jer/article/view/2251
- Teachers’ perceptions of inclusive education: Basis on the development of inclusion guide (2025), SDG 4, 5, 8, 10, 16 – https://www.allmultidisciplinaryjournal.com/uploads/archives/20250414190819_MGE-2025-2-280.1.pdf
- Schools press conference coaches: Their lived experiences (2025), SDG 4, 10, 16, 17 – https://ijeber.com/uploads2025/ijeber_05_336.pdf
- Development of a mathematics module using the 5E learning model (2024), SDG 4, 5, 8, 9, 10 – https://diversitasjournal.com.br/diversitas_journal/article/view/3201
- Parenting in the digital Age: implications to physical, social and academic life of children in various age groups (2024), SDG 3, 4, 5, 10, 16 – https://doi.org/10.62951/ijhm.v1i3.57
- Teachers’ Perceptions of Inclusive Education: Basis on the Development of Inclusion Guide (2024), SDG 4, 5, 8, 10, 16 – https://eprajournals.com/IJMR/article/13329
- Lived Experiences of Special Education Teachers in the New Normal (2024), SDG 3, 4, 5, 8, 10 – https://journals.e-palli.com/home/index.php/ajahs/article/view/3563
- Parenting in the Digital Age: Implications to Physical, Social and Academic Life of Children in Various Age Groups (2023), SDG 3, 4, 5, 10, 16 – https://jurnal.unpad.ac.id/jkk/article/view/46658
- Teachers’ perceptions of inclusive education: Basis on the development of inclusion guide (2022), SDG 4, 5, 8, 10, 16 – https://www.ceeol.com/search/article-detail?id=1075010
- Performance of Pre-Service Teachers and Client Satisfaction in Public Schools (2021), SDG 4, 8, 10, 16, 17 – https://krepublishers.com/02-Journals/JSS/JSS-66-0-000-21-Web/JSS-66-1-3-000-21-Abst-PDF/JSS-66-1-3-001-21-2271-Madzore-R/JSS-66-1-3-001-21-2271-Madzore-R-Tx[1].pdf
IP Registration
- Inclusive Higher Education: Inclusion Guide 92023), SDG 4, 5, 8, 10, 16 – (Cert No. 2023-06512-A dated December 19, 2023)
- Trends, Networks and Critical Thinking in the 21st Century (2022), SDG 4, 8, 9, 10, 16 – (Cert No. A2022-1169 dated 04-May-22)
- Pilid ti Adal: A Multi-Themed Educational Interactive E-Game (2022), SDG 4, 8, 9, 10, 17 – (Cert No. 2022-01228-N dated 12-May-22)