International Journal of Education, Literacies and Curriculum Studies
International Journal of Education, Literacies, and Curriculum Studies (IJELCS) is a peer-reviewed, interdisciplinary international journal dedicated to advancing scholarly knowledge and professional practice in the fields of education, multiliteracies, and curriculum studies. Drawing inspiration from the Filipino terms Talastas (profound understanding) and Paninindigan (conviction or advocacy), the journal emphasizes the enduring value of education rooted in both intellectual rigor and ethical responsibility. It serves as a platform for both emergent and established scholars, education reformers, teacher leaders and policy thinkers aiming to shape transformative educational paradigms worldwide. Publication Frequency: Quarterly (Four Issues per year) Published By: Mindura Research Dr. Alma Bangayan-Manera 21 A Bangayan Street Libag Norte Tuguegarao City Cagayan Philippines 3500
STAKEHOLDERS’ ASSESSMENT ON THE IMPLEMENTATION OF ACADEMIC RECOVERY AND ACCESSIBLE LEARNING PROGRAM (ARAL): BASIS FOR A PROPOSED ACTION PLAN
Abstract— This study explores the extent of implementation of Academic Recovery and Accessible Learning (ARAL) program as assessed by school heads, teachers and parents. A mixed-methods approach was employed, combining quantitative data from standardized reading assessments with qualitative data gathered through interviews of stakeholders. A total of 50 The results indicate that the ARAL Reading Modules significantly improve reading comprehension skills, fostering greater engagement and confidence among students. Participants reported increased motivation to read and a deeper understanding of the material, which translated into better academic outcome. The findings suggest that tailored, accessible reading resources can play a critical role in empowering learners, particularly those in recovery programs, to overcome educational barriers. This research contributes to the field of education by providing insights into effective strategies for enhancing literacy and supporting diverse learning needs, ultimately advocating for broader implementation of similar instructional resources in various educational settings. This study underscores the importance of adaptable teaching methods and resources in promoting equitable learning opportunities, ensuring that all learners have the support they need to succeed.
ARAL Program, assessment reading proficiency, literacy intervention, multi-grade schools, implementation, stakeholder,
Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
Teachers’ Experiences in Implementing Gamified Reading Interventions: Perceived Influence on Reading Fluency and Learner Engagement Among Junior High School Students
Gamified reading interventions have emerged as innovative instructional approaches that enhance learner motivation, engagement, and literacy development in contemporary education. This qualitative phenomenological study explored teachers’ experiences in implementing gamified reading interventions and examined their perceived influence on reading fluency and learner engagement among junior high school students. The study involved twelve junior high school English teachers from selected public secondary schools in the Philippines who were purposively selected based on their experience in utilizing gamified reading strategies in classroom instruction. Data were gathered through semi-structured interviews, classroom observations, and document analysis. Braun and Clarke’s thematic analysis revealed five major themes: (1) Enhancing Learner Motivation Through Interactive and Competitive Reading Activities; (2) Improving Reading Fluency Through Repetitive and Technology-Assisted Reading Practices; (3) Promoting Active Participation and Collaborative Engagement in Reading Tasks; (4) Addressing Diverse Reading Difficulties Through Gamified Differentiated Instruction; and (5) Technological and Instructional Challenges in Gamified Reading Implementation. Findings revealed that gamified reading interventions positively influenced learners’ oral reading fluency, comprehension, confidence, and classroom participation. Teachers observed that game-based reading activities reduced learners’ anxiety and encouraged reluctant readers to actively participate in literacy tasks. However, participants also encountered challenges related to technological accessibility, classroom management, learner diversity, and limited instructional resources. The study concludes that gamified reading interventions serve as effective learner-centered instructional approaches that support literacy engagement and reading fluency development. The findings provide implications for literacy instruction, teacher professional development, and technology-supported reading intervention programs in secondary education.
gamified reading interventions, reading fluency, learner engagement, literacy instruction, gamification, qualitative research, junior high school education
Electoral Attitudes, Electoral Decision-Making, and Voting Experiences During the 2025 Philippine National and Local Elections: A Qualitative Inquiry
This qualitative study explored the electoral attitudes, decision-making processes, and voting experiences of voters in San Agustin, Isabela during the 2025 Philippine National and Local Elections. Using a phenomenological qualitative research design, the study sought to understand how voters perceived political participation, evaluated candidates, and navigated their electoral choices within the local political context. Data were gathered through in-depth semi-structured interviews with fifteen registered voters selected through purposive sampling. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that voters’ electoral decisions were shaped by interconnected factors including perceptions of candidate integrity, public service performance, community relationships, family influence, political trust, and exposure to social media information. Participants emphasized the importance of honest leadership, accessibility of candidates, and visible community engagement in influencing their voting preferences. The study further revealed that while some voters practiced issue-based and reflective voting, others experienced challenges related to misinformation, political pressure, and emotional political attachment. The findings highlight the evolving nature of local electoral behavior in rural Philippine communities and underscore the importance of political awareness, voter education, and ethical political communication in strengthening democratic participation. The study contributes to the growing body of literature on electoral behavior and democratic engagement within localized Philippine political settings.
electoral attitudes, voting behavior, political participation, candidate integrity, family influence, political trust, social media, voter education, democratic participation, local politics
Exploring the Digital Literacy Practices of Mathematics Teachers and Their Perceived Influence on the Academic Performance of Grade 8 Learners: A Qualitative Inquiry
The integration of digital literacy practices in mathematics instruction has become increasingly essential in improving learner engagement and academic performance in contemporary education. This qualitative inquiry explored the digital literacy practices of Mathematics teachers and their perceived influence on the academic performance of Grade 8 learners in Cabagan Integrated School. The study employed a qualitative descriptive research design involving purposively selected Grade 8 Mathematics teachers from public secondary schools. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers utilized digital literacy practices through interactive presentation tools, online learning platforms, video-based instruction, digital assessment applications, and technology-assisted collaborative activities. Participants perceived that these practices improved learners’ mathematical understanding, engagement, participation, and problem-solving skills. However, teachers also encountered challenges such as unstable internet connectivity, limited technological resources, insufficient digital competencies among learners, and difficulties in sustaining learner attention in technology-mediated instruction. Despite these challenges, teachers emphasized that digital literacy practices contributed positively to learners’ academic performance when appropriately integrated into instruction. The study highlights the importance of strengthening digital pedagogical competence, improving technological infrastructure, and sustaining professional development programs for Mathematics educators.
Lived Experiences of Occupational Stress, Teaching Performance Challenges, and Coping Strategies Among Elementary Teachers in the City of Ilagan: Basis for a Contextualized Guidance Intervention Program
Occupational stress among teachers has become a significant concern in contemporary education due to increasing instructional demands, administrative responsibilities, learner diversity, and institutional expectations. This qualitative phenomenological study explored the lived experiences of occupational stress, teaching performance challenges, and coping strategies among elementary teachers in the City of Ilagan, Philippines. Specifically, the study sought to understand how teachers experience work-related stress, the challenges they encounter in fulfilling instructional and professional responsibilities, and the coping mechanisms they employ to sustain teaching performance and emotional well-being. Data were gathered through in-depth semi-structured interviews with twelve purposively selected elementary teachers from public schools in the City of Ilagan. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers experienced occupational stress due to excessive workload demands, time pressure, administrative tasks, learner behavioral concerns, emotional exhaustion, and role multiplicity. Participants also described challenges related to instructional preparation, classroom management, documentation requirements, and balancing personal and professional responsibilities. Despite these challenges, teachers demonstrated resilience through emotional regulation, peer support, spiritual practices, family support systems, time management strategies, and positive professional commitment. The findings underscore the need for institutional mental health support, workload management initiatives, and teacher-centered wellness programs. Based on the findings, a Contextualized Guidance Intervention Program was proposed to strengthen teachers’ emotional well-being, stress management skills, and professional resilience within the local educational context.
occupational stress, teaching challenges, coping strategies
Instructional Effectiveness and Pedagogical Challenges in Use of English as a Medium of Subject Instruction in Public Elementary Schools in the City of Ilagan, Isabela
This qualitative phenomenological study explored the instructional effectiveness and pedagogical challenges experienced by elementary teachers in using English as a medium of subject instruction in public elementary schools in the City of Ilagan, Isabela. The study examined teachers’ classroom experiences, language-related instructional difficulties, learner responses, and adaptive pedagogical strategies in English-mediated instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers encountered challenges related to learners’ limited English proficiency, comprehension difficulties, classroom participation, and vocabulary limitations. Participants also described difficulties in sustaining learner engagement and simplifying complex concepts using English instruction. Despite these challenges, teachers demonstrated pedagogical adaptability through code-switching, contextualized instruction, collaborative learning activities, visual aids, and technology-assisted strategies. Teachers further emphasized the importance of learner-centered approaches, patience, and instructional flexibility in promoting comprehension and participation. The findings underscore the importance of contextualized and responsive pedagogical practices in improving the effectiveness of English-mediated instruction in elementary education. The study highlights the need for strengthened language support programs, instructional resources, and professional development initiatives that enhance teachers’ instructional competence in English-medium classrooms.
: English-medium instruction, pedagogical challenges, instructional effectiveness, elementary education, qualitative research, learner-centered pedagogy
Teachers’ Perspectives on Instructional Challenges in Mathematics Education in Public Elementary Schools: Insights from Ilagan South District
This qualitative phenomenological study explored teachers’ perspectives on instructional challenges in Mathematics education in public elementary schools in Ilagan South District. The study examined the difficulties teachers encounter in delivering Mathematics instruction, learners’ classroom responses, and the adaptive pedagogical strategies utilized to improve teaching effectiveness and learner engagement. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary Mathematics teachers. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that teachers experienced challenges related to learners’ low numeracy skills, poor problem-solving abilities, limited comprehension, learner disengagement, and insufficient instructional resources. Participants also emphasized the difficulty of addressing diverse learner abilities and sustaining learner motivation in Mathematics classes. Despite these challenges, teachers demonstrated instructional adaptability through contextualized teaching, differentiated instruction, collaborative learning, manipulative-based activities, and technology-assisted strategies. Teachers further highlighted the importance of patience, instructional creativity, and learner-centered pedagogies in improving Mathematics learning experiences. The findings underscore the significance of responsive and contextualized pedagogical approaches in addressing instructional challenges in elementary Mathematics education. The study highlights the need for strengthened numeracy intervention programs, instructional resource support, and continuous teacher professional development in Mathematics instruction.
Mathematics education, instructional challenges, pedagogical practices,
Exploring Teachers' Lived Experiences, Instructional Challenges, and Innovative Pedagogical Practices in Filipino Education in Public Elementary Schools of the City Of Ilagan, Isabela
This qualitative phenomenological study explored the lived experiences, instructional challenges, and innovative pedagogical practices of Filipino teachers in public elementary schools in the City of Ilagan, Isabela. The study sought to understand how teachers navigate instructional realities, respond to classroom challenges, and implement innovative teaching strategies in Filipino education. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary Filipino teachers. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that teachers encountered instructional difficulties related to learner reading comprehension, vocabulary limitations, multilingual classroom contexts, learner engagement, and insufficient instructional resources. Despite these challenges, teachers demonstrated pedagogical adaptability through contextualized instruction, collaborative learning, differentiated teaching, technology-assisted strategies, and culturally responsive classroom practices. Teachers also emphasized the importance of patience, emotional commitment, and reflective teaching in sustaining effective Filipino instruction. The findings underscore the significance of innovative and learner-centered pedagogies in addressing diverse classroom realities in Filipino education. The study further highlights the need for institutional support, instructional resource enhancement, and professional development programs that strengthen pedagogical innovation among Filipino teachers.
Filipino education, pedagogical practices, instructional challenges
Teachers’ Lived Experiences in Utilizing Digital Storytelling in English Instruction: Perceived Influence on Grade 5 Pupils’ Reading Comprehension and Vocabulary Development
This qualitative phenomenological study explored teachers’ lived experiences in utilizing digital storytelling in English instruction and its perceived influence on Grade 5 pupils’ reading comprehension and vocabulary development. Specifically, the study examined teachers’ instructional practices, learner engagement, implementation challenges, and perceived literacy outcomes associated with digital storytelling integration in English classes. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Grade 5 English teachers from public elementary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that digital storytelling enhanced learner engagement, comprehension, vocabulary acquisition, and classroom participation through interactive multimedia experiences and contextualized storytelling activities. Teachers observed that audiovisual elements, animations, narration, and interactive content helped learners understand unfamiliar vocabulary and improve reading comprehension. Participants also identified challenges related to technological limitations, internet connectivity, limited digital resources, and varying learner digital competencies. Despite these concerns, teachers demonstrated instructional adaptability through contextualized digital materials, scaffolded instruction, collaborative learning, and differentiated literacy activities. Teachers further emphasized that digital storytelling improved learners’ confidence, motivation, oral participation, and retention of lesson content. The findings underscore the importance of technology-enhanced and learner-centered literacy instruction in strengthening reading comprehension and vocabulary development among elementary learners.
digital storytelling, English instruction, reading comprehension, vocabulary development, literacy instruction, educational technology, qualitative research
Teachers’ Lived Experiences in Implementing Remedial Reading Programs for Struggling Grade 7 Learners: Pedagogical Practices, Challenges, and Perceived Literacy Outcomes in Delfin Albano High School
This qualitative phenomenological study explored teachers’ lived experiences in implementing remedial reading programs for struggling Grade 7 learners at Delfin Albano High School. Specifically, the study examined teachers’ pedagogical practices, instructional challenges, coping strategies, and perceived literacy outcomes in remedial reading instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected teachers involved in remedial reading interventions. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers encountered significant challenges related to learners’ poor reading comprehension, limited vocabulary, weak decoding skills, low reading motivation, and inconsistent learner attendance. Despite these challenges, teachers implemented contextualized reading activities, phonics-based instruction, guided reading, peer-assisted learning, and differentiated literacy strategies to improve learner participation and reading competence. Participants further emphasized the importance of patience, emotional support, learner-centered instruction, and continuous reading practice in sustaining literacy development among struggling readers. Teachers also observed gradual improvements in learners’ confidence, oral reading fluency, vocabulary acquisition, and classroom participation. The findings underscore the importance of responsive and contextualized remedial reading interventions in supporting literacy recovery among struggling adolescent readers. The study highlights the need for strengthened literacy intervention programs, instructional resources, and professional development initiatives related to remedial reading instruction.
remedial reading, literacy intervention, struggling readers, pedagogical practices, reading comprehension, qualitative research, secondary education
Community Participation and Local Governance Practices in Coastal Municipalities: Perspectives from Residents and Local Government Personnel in Divilacan, Isabela
This qualitative phenomenological study explored community participation and local governance practices in the coastal municipality of Divilacan, Isabela from the perspectives of residents and local government personnel. The study examined stakeholders’ experiences regarding citizen participation, governance processes, public service delivery, and community engagement within the local governance system. Data were gathered through semi-structured in-depth interviews with fifteen purposively selected participants composed of community residents and local government personnel. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that community participation was evident through barangay consultations, community-based programs, environmental activities, and collaborative decision-making initiatives. Participants also identified governance challenges related to limited resources, geographic isolation, communication barriers, and inconsistent community involvement. Despite these concerns, local government personnel and residents demonstrated collective commitment through participatory governance practices, community cooperation, and localized problem-solving initiatives. Participants emphasized that transparency, accessibility of local leaders, and active community engagement strengthened public trust and governance effectiveness. The findings underscore the importance of participatory governance, community empowerment, and collaborative leadership in improving local governance practices in coastal municipalities. The study highlights the need for strengthened community participation mechanisms, institutional support systems, and sustainable governance programs responsive to coastal community realities. Keywords: community participation, local governance, coastal municipalities, participatory governance, public service, qualitative research, community engagement Introduction Community participation is widely recognized as an essential component of effective local governance and democratic public administration. In local government settings, citizen participation strengthens transparency, accountability, public trust, and collaborative decision-making processes. Participatory governance enables communities to actively engage in identifying local concerns, shaping development priorities, and contributing to the implementation of programs and policies that directly affect their lives. In coastal municipalities, local governance involves unique administrative and developmental challenges associated with geographic isolation, environmental vulnerability, limited accessibility, and resource management concerns. Coastal communities often depend on strong coordination between local government units and residents in addressing issues related to livelihood, disaster preparedness, environmental protection, and delivery of essential public services. Consequently, community participation becomes crucial in sustaining responsive and inclusive governance practices. Divilacan, Isabela, as a coastal municipality, presents a distinctive governance context characterized by geographically dispersed communities and evolving local development needs. Local government personnel and community residents continuously interact in implementing community programs, governance initiatives, and public service activities. Understanding how stakeholders perceive community participation and governance practices is essential in strengthening local governance systems and improving citizen engagement. Existing studies on local governance commonly focus on policy implementation, administrative effectiveness, and governance indicators using quantitative approaches. However, limited qualitative investigations examine the lived experiences and perspectives of both residents and local government personnel regarding participatory governance practices in coastal municipalities. Exploring these experiences provides deeper insights into the social, relational, and institutional dimensions of local governance. This study explored community participation and local governance practices in Divilacan, Isabela from the perspectives of residents and local government personnel. Specifically, it examined stakeholders’ experiences regarding community involvement, governance processes, collaborative practices, and challenges affecting participatory local governance in the municipality.
Resource Challenged and Adoptive Strategies of Elementary Schools
This study investigated the adaptive instructional strategies employed by public elementary school teachers in resource-challenged settings with limited electricity and no internet access in the Lower Calanasan District during the School Year 2025–2026. It examined the availability of energy resources, identified instructional and learner-related challenges, described adaptive strategies, assessed their effectiveness and sustainability, and determined the relationship between energy availability and strategy use using a descriptive-correlational design. Findings revealed that most schools experience unstable or no electricity and lack internet access, relying mainly on solar energy. Teachers consistently faced instructional disruptions and learner-related challenges. Despite these constraints, adaptive strategies such as the use of low-tech resources, differentiated instruction, and learner engagement activities were always practiced. These strategies were perceived as very effective in enhancing student engagement, participation, and learning outcomes. Teachers also expressed confidence in the sustainability of these practices, although challenges such as workload, limited resources, and professional isolation persisted. No significant relationship was found between energy availability and the type of strategies employed . The study concludes that adaptive instructional strategies are essential and effective in sustaining instruction in resource-constrained environments.
adaptive instructional strategies, resourced challenged schools, low-tech teaching, multigrade instruction, instructional effectiveness, susainability
Lived Experiences of Psychological Stress and Coping Mechanisms Among Healthcare Workers in a Public Hospital Setting: A Qualitative Inquiry at Aurora Memorial Hospital
This qualitative phenomenological study explored the lived experiences of psychological stress and coping mechanisms among healthcare workers in a public hospital setting at Aurora Memorial Hospital. Specifically, the study examined the sources of workplace stress, emotional and psychological experiences, coping strategies, and perceived support systems among healthcare personnel. Data were gathered through semi-structured in-depth interviews with fifteen purposively selected healthcare workers composed of nurses, medical technologists, nursing attendants, and allied healthcare personnel. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that healthcare workers experienced psychological stress associated with heavy workload, emotional exhaustion, staff shortages, exposure to critically ill patients, and workplace pressure in delivering continuous patient care. Participants also described emotional fatigue, anxiety, physical exhaustion, and work-life imbalance as common psychological experiences in hospital settings. Despite these challenges, healthcare workers demonstrated resilience through peer support, spirituality, family support, emotional regulation, and adaptive coping strategies. Participants further emphasized the importance of supportive leadership, mental health support systems, and positive workplace relationships in sustaining emotional well-being and professional functioning. The findings underscore the importance of psychosocial support programs, workplace wellness initiatives, and emotionally supportive organizational practices in promoting healthcare workers’ mental health and occupational resilience.
Psychological stress, coping mechanisms, healthcare workers, occupational stress, public hospital, qualitative research, workplace resilience
Reading Profiles and Comprehension Experiences of Grade 6 Learners in Filipino: Basis for a Contextualized Remedial Reading Program
Reading comprehension remains a significant concern in elementary education, particularly among learners experiencing difficulties in decoding, vocabulary development, fluency, and meaning construction in Filipino reading instruction. This qualitative phenomenological study explored the reading profiles and comprehension experiences of Grade 6 learners in Filipino as basis for the development of a contextualized remedial reading program. The study involved twelve Grade 6 Filipino teachers and selected struggling readers from public elementary schools in the Philippines who were purposively selected based on their involvement in literacy intervention activities. Data were gathered through semi-structured interviews, reading assessment records, classroom observations, and document analysis. Braun and Clarke’s thematic analysis revealed five major themes: (1) Diverse Reading Profiles and Literacy Performance Among Grade 6 Learners; (2) Vocabulary Limitations and Comprehension Difficulties in Filipino Reading; (3) Learners’ Emotional Responses and Reading Anxiety During Comprehension Activities; (4) Instructional Practices and Intervention Strategies in Filipino Reading Instruction; and (5) Need for Contextualized and Learner-Centered Remedial Reading Programs. Findings revealed that learners demonstrated varying reading abilities ranging from frustration to instructional reading levels, with many experiencing difficulties in vocabulary recognition, inferential comprehension, fluency, and critical understanding of Filipino texts. Teachers observed that contextualized and interactive literacy activities positively supported learner engagement and comprehension development. However, limited reading exposure, insufficient instructional materials, learner diversity, and limited parental support affected reading performance and intervention implementation. The study concludes that contextualized and differentiated remedial reading programs are necessary to address learners’ comprehension difficulties and strengthen literacy development in Filipino education. The findings provide implications for literacy instruction, curriculum enhancement, and reading intervention program development in elementary education.
reading comprehension, Filipino reading instruction, remedial reading program, literacy intervention, contextualized instruction, qualitative research, elementary education
Lived Instructional Experiences of TLE Teachers in Teaching Skills-Based Learning Among Grade 8 Learners: Pedagogical Adaptations, Classroom Challenges, and Learner Participation in Public Secondary Schools
This qualitative phenomenological study explored the lived instructional experiences of Technology and Livelihood Education (TLE) teachers in teaching skills-based learning among Grade 8 learners in public secondary schools. Specifically, the study examined teachers’ pedagogical adaptations, classroom challenges, learner participation, and instructional practices associated with skills-based TLE instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected TLE teachers from public secondary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers utilized demonstration-based instruction, hands-on activities, collaborative learning, contextualized tasks, and performance-based approaches to strengthen learners’ practical competencies and classroom engagement. Participants also identified challenges related to limited instructional materials, inadequate tools and equipment, large class sizes, time constraints, and varying learner skill levels. Despite these concerns, TLE teachers demonstrated adaptability and instructional creativity through improvised materials, flexible teaching strategies, peer-assisted learning, and learner-centered classroom activities. Teachers further observed that skills-based instruction improved learner confidence, participation, practical competence, and motivation through experiential learning opportunities. The findings underscore the importance of experiential, learner-centered, and resource-responsive pedagogical practices in strengthening skills-based learning in public secondary school TLE instruction.
Technology and Livelihood Education, skills-based learning, pedagogical adaptations, learner participation, experiential learning, qualitative research, secondary education
Teachers’ Perspectives on the Implementation of the ARAL Summer Program for Grade 3 Learners: Experiences, Challenges and Perceived Educational Outcomes
The Academic Recovery and Accessible Learning (ARAL) Summer Program was introduced as an educational intervention to address learning gaps and strengthen foundational competencies among elementary learners, particularly in literacy and numeracy. This qualitative phenomenological study explored teachers’ perspectives on the implementation of the ARAL Summer Program for Grade 3 learners, focusing on their experiences, challenges encountered, and perceived educational outcomes. The study involved twelve Grade 3 teachers from selected public elementary schools in the Philippines who were purposively selected based on their direct participation in the implementation of the ARAL Summer Program. Data were gathered through semi-structured interviews, classroom observations, and document analysis. Using Braun and Clarke’s thematic analysis, the findings revealed five major themes: (1) Learner-Centered and Remedial Instructional Practices in ARAL Implementation; (2) Improvement of Learners’ Literacy, Numeracy, and Classroom Confidence; (3) Positive Learner Engagement Through Interactive and Supportive Learning Environments; (4) Instructional, Resource, and Attendance Challenges in Program Implementation; and (5) Teacher Adaptability and Professional Commitment in Educational Recovery Programs. Participants perceived the ARAL Summer Program as an important intervention in addressing learning loss and strengthening foundational academic competencies among struggling learners. Teachers observed improvements in learners’ reading fluency, numeracy skills, participation, confidence, and classroom behavior. However, participants also encountered challenges related to limited instructional resources, irregular learner attendance, learner diversity, time constraints, and instructional workload. The study concludes that the ARAL Summer Program significantly contributes to educational recovery and learner support when implemented through responsive, learner-centered, and collaborative instructional practices. The findings provide implications for educational policy, teacher capability-building, and the strengthening of intervention programs in elementary education.
ARAL Summer Program, educational recovery, literacy intervention, numeracy development, learner engagement, elementary education, qualitative research
Teachers’ Experiences and Perceptions on the Influence of Reading and Mathematics Assessment (RMA) Performance on the Academic Achievement of Grade 4 Pupils in a Rural Elementary School Context
This qualitative phenomenological study explored teachers’ experiences and perceptions regarding the influence of Reading and Mathematics Assessment (RMA) performance on the academic achievement of Grade 4 pupils in a rural elementary school context. Specifically, the study examined teachers’ observations on learners’ literacy and numeracy performance, instructional challenges, intervention practices, and perceived relationship between RMA outcomes and classroom academic achievement. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Grade 4 teachers from rural public elementary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that learners’ RMA performance significantly reflected their comprehension skills, numeracy competence, classroom participation, and overall academic readiness. Teachers identified difficulties related to weak reading comprehension, low numeracy skills, limited learner motivation, inconsistent parental support, and resource limitations as major factors affecting learners’ academic performance. Despite these concerns, participants implemented remedial instruction, contextualized learning activities, peer-assisted learning, differentiated teaching strategies, and learner-centered interventions to improve literacy and numeracy competencies. Teachers also observed that learners who demonstrated stronger RMA performance were generally more active, confident, and academically engaged in classroom activities. The findings underscore the importance of responsive intervention programs, continuous assessment practices, and contextualized instructional support in improving learners’ academic achievement in rural elementary schools.
Reading and Mathematics Assessment, academic achievement, literacy development, numeracy skills, rural elementary schools, qualitative research, learner performance
Teachers’ Lived Experiences on Readiness and Attitudes Toward the Integration of Artificial Intelligence in Instructional Delivery in a Public Secondary School Context
This qualitative phenomenological study explored teachers’ lived experiences regarding readiness and attitudes toward the integration of Artificial Intelligence (AI) in instructional delivery within a public secondary school context. Specifically, the study examined teachers’ perceptions of AI integration, instructional readiness, pedagogical experiences, ethical concerns, and adaptive teaching practices related to AI-assisted instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected public secondary school teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers perceived AI as a potentially valuable instructional tool that enhances lesson preparation, learner engagement, instructional efficiency, and access to educational resources. Participants also expressed concerns regarding technological readiness, ethical use, overdependence on AI-generated content, data reliability, and digital competency gaps among teachers and learners. Despite these concerns, teachers demonstrated willingness to adapt through self-directed learning, collaborative professional support, technology exploration, and learner-centered pedagogical adjustments. Participants further emphasized the importance of continuous professional development, institutional support, ethical guidelines, and contextualized AI integration practices in strengthening instructional readiness. The findings underscore the importance of balanced, ethical, and pedagogically responsive AI integration in public secondary school instruction.
artificial intelligence, instructional delivery, teacher readiness, educational technology, teacher attitudes, qualitative research, secondary education
Exploring Grade 6 Learners’ Lived Experiences in Hands-On and Lecture-Based Science Instruction: Behavioral Engagement, Learning Participation and Assessment Experiences
This qualitative phenomenological study explored Grade 6 learners’ lived experiences in hands-on and lecture-based Science instruction, focusing on behavioral engagement, classroom participation, and assessment experiences. Specifically, the study examined learners’ perceptions regarding instructional approaches, participation behaviors, interaction patterns, and experiences during Science-related assessments. Data were gathered through semi-structured in-depth interviews and focus group discussions with fifteen purposively selected Grade 6 learners from a public elementary school. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that learners demonstrated higher behavioral engagement, classroom interaction, and conceptual understanding during hands-on Science activities compared to lecture-based instruction. Participants described hands-on learning experiences as enjoyable, interactive, collaborative, and easier to understand due to active participation and practical application of concepts. In contrast, lecture-based instruction was perceived as useful for content explanation and note-taking but often associated with passive participation, reduced attention, and limited learner interaction. Learners also emphasized that assessment experiences became less stressful and more meaningful when instructional activities involved experimentation, demonstrations, and collaborative tasks. Despite resource limitations and varying learner participation levels, hands-on instruction promoted curiosity, confidence, and active classroom involvement. The findings underscore the importance of experiential and learner-centered Science instruction in strengthening engagement, participation, and assessment performance among elementary learners.
hands-on instruction, lecture-based instruction, Science education, behavioral engagement, learner participation, assessment experiences, qualitative research
Improving Parents' Engagement on School Activities for Revitalized Parent-Teacher Partneship
ABSTRACT This study aimed to assess and revitalize the parent-teacher partnership to enhance school engagement at Anninipan Elementary School. Utilizing a descriptive-correlational research design, data were gathered from parents and teachers through the Parental Engagement Questionnaire (PEQ), School Engagement Checklist (SEC), and semi-structured interviews. The findings revealed that while parents demonstrate high levels of commitment toward their children's education, significant structural and economic barriers—such as financial constraints and rigid work schedules—hinder consistent physical participation in school-based activities. Analysis indicated that "Incentives and Recognition" and "Flexible Scheduling" were viewed as the most effective strategies for improving involvement. Statistical results demonstrated a significant correlation between the strength of the parent-teacher partnership and the level of student school engagement. Based on these findings, a "Revitalization Program" was developed, focusing on community-based partnership initiatives, flexible communication channels, and a robust recognition system for active parents. The study concludes that addressing the socio-economic realities of families through localized, inclusive strategies is essential for fostering a sustainable and impactful educational partnership.
Parent-Teacher Partnership, School Engagement, Educational Management, Parental Involvement, Revitalization Program, Anninipan Elementary School
Teachers’ Experiences in Implementing Reading Intervention Programs for Grade 4 Pupils: Perceived Influence on Reading Comprehension Development in a Rural Elementary School Context
This qualitative phenomenological study explored teachers’ experiences in implementing reading intervention programs for Grade 4 pupils and examined their perceived influence on reading comprehension development within a rural elementary school context. Specifically, the study investigated teachers’ instructional practices, implementation challenges, learner responses, and perceived literacy outcomes associated with reading intervention activities. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary teachers involved in reading intervention programs. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers encountered challenges related to learners’ poor reading comprehension, limited vocabulary, weak fluency, low reading motivation, and inconsistent parental support. Despite these challenges, participants implemented guided reading activities, contextualized reading materials, phonics-based instruction, peer-assisted learning, and differentiated literacy strategies to strengthen reading comprehension and learner engagement. Teachers also emphasized the importance of patience, consistent reading practice, emotional encouragement, and learner-centered instruction in improving literacy development among struggling readers. Participants observed gradual improvements in learners’ oral reading fluency, comprehension skills, vocabulary acquisition, and classroom confidence. The findings underscore the importance of responsive and contextualized reading intervention programs in promoting literacy recovery and reading comprehension development among Grade 4 pupils in rural educational settings.
reading intervention, reading comprehension, literacy development, elementary education, rural schools, remedial reading, qualitative research
Teacher Motivation, Self-Efficacy, and Classroom Challenges in Early Elementary Education: Experiences of Grade 1 Teachers in a Rural Philippine School Context
This qualitative study explored teacher motivation, self-efficacy, and classroom challenges among Grade 1 teachers at San Isidro West Elementary School, San Isidro West, Santa Maria, Isabela. The study aimed to examine the experiences of Grade 1 teachers in managing early elementary classrooms within a rural Philippine school context, focusing on their sources of motivation, perceptions of teaching competence, and challenges encountered in classroom instruction. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving Grade 1 teachers and selected school stakeholders. Thematic analysis revealed four major themes: (1) intrinsic motivation and commitment to learner development, (2) teacher self-efficacy in classroom instruction and learner management, (3) adaptive and learner-centered teaching practices, and (4) classroom and instructional challenges in rural early elementary education. Findings showed that teachers remained highly motivated due to their passion for teaching, commitment to learners, and sense of professional responsibility despite resource limitations and classroom difficulties. Teachers demonstrated confidence in managing classroom instruction, learner behavior, and differentiated learning activities, although they encountered challenges related to large class sizes, limited instructional materials, learner diversity, and parental support. The study concludes that teacher motivation and self-efficacy significantly influence instructional effectiveness and classroom engagement in early elementary education. Strengthening institutional support, professional development opportunities, and resource allocation is recommended to improve teaching experiences and instructional outcomes in rural schools.
teacher motivation, teacher self-efficacy, classroom challenges
Teachers’ Perspectives on the English Macro Skills Competence of Senior High School Students: Basis for a Contextualized Language Intervention Program
This qualitative phenomenological study explored teachers’ perspectives on the English macro skills competence of Senior High School students and examined the instructional implications for a contextualized language intervention program. Specifically, the study investigated teachers’ observations regarding students’ listening, speaking, reading, and writing competencies, the instructional challenges encountered in English language instruction, and the pedagogical strategies employed to improve language proficiency. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Senior High School English teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that students demonstrated difficulties in reading comprehension, oral communication confidence, listening comprehension, and academic writing organization. Teachers also identified limited vocabulary exposure, low language confidence, inconsistent reading habits, and minimal authentic English communication as major factors affecting macro skills competence. Despite these challenges, teachers demonstrated pedagogical adaptability through contextualized instruction, collaborative learning, performance-based activities, multimedia integration, and scaffolded language tasks. Participants emphasized the importance of learner-centered instruction, consistent language exposure, and contextualized communicative activities in strengthening English proficiency. Based on the findings, a Contextualized Language Intervention Program was proposed focusing on literacy enhancement, oral communication development, writing support activities, and differentiated language instruction. The findings underscore the importance of responsive and context-based language interventions in improving macro skills competence among Senior High School learners.
English macro skills, language competence, Senior High School, English instruction, qualitative research, literacy development, language intervention
EFFECTIVENESS OF THE CLAVERIA APPROACH ON THE READING PROFICIENCY OF STRUGGLING GRADE 1 PUPILS
This study examined the effectiveness of the Claveria Approach in improving the reading proficiency of struggling Grade 1 pupils. Specifically, it aimed to determine the level of reading proficiency of the learners before and after the implementation of the intervention, and to identify whether there is a significant improvement in their reading skills. A quasi-experimental research design was utilized in this study. The participants were selected Grade 1 pupils identified as struggling readers from Alem Elementary School. A teacher-made reading assessment tool was used to measure the learners’ reading proficiency in terms of letter recognition, phonemic awareness, word reading, and comprehension. Pre-test and post-test scores were gathered and analyzed using appropriate statistical methods. The Claveria Approach, which focuses on systematic and explicit instruction in phonics, blending, and decoding skills, was implemented over a specified period. Findings revealed that the learners’ reading proficiency significantly improved after the intervention. The results indicated that the Claveria Approach was effective in enhancing the basic reading skills of struggling readers. Based on the findings, it is recommended that teachers adopt the Claveria Approach as an intervention strategy for beginning readers. Further studies may also be conducted to explore its effectiveness in other grade levels and contexts.
Keywords: Claveria Approach, reading proficiency, struggling readers, Grade 1 pupils, intervention
Play-Based Mathematics Instruction and Early Learning Engagement Among Kindergarten Learners in a Rural Philippine Integrated School Context
This qualitative study explored play-based mathematics instruction and early learning engagement among Kindergarten learners at Marannao Integrated School, Marannao, San Mariano, Isabela. The study aimed to examine how play-based instructional practices influence learner participation, motivation, and engagement in early mathematics education within a rural Philippine school setting. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving Kindergarten teachers and selected learners. Thematic analysis revealed four major themes: (1) interactive and play-centered mathematics instruction, (2) active learner participation and engagement through play, (3) contextualized and developmentally appropriate learning experiences, and (4) classroom and instructional challenges in implementing play-based mathematics education. Findings showed that play-based instructional approaches such as games, manipulatives, storytelling, songs, and collaborative activities significantly enhanced learners’ participation, confidence, and interest in mathematics. Learners became more engaged when lessons involved movement, colorful materials, and enjoyable classroom interaction. However, inadequate instructional resources, limited classroom space, and learner attention span challenges affected instructional implementation. The study concludes that play-based mathematics instruction contributes positively to early learning engagement and meaningful mathematics experiences among Kindergarten learners. Strengthening instructional support, teacher training, and classroom resources is recommended to sustain developmentally appropriate and learner-centered mathematics education in rural schools.
play-based learning, mathematics instruction, learner engagement, Kindergarten education, rural education, early childhood education, qualitative study, Philippines.
Instructional Supervision Practices and Teaching Effectiveness of Bacsay Elementary School Teachers
This study determined the relationship between instructional supervision practices and the teaching effectiveness of public elementary school teachers at Bacsay Elementary School in Luna District during the School Year 2025–2026. Specifically, it examined the respondents’ profile, level of instructional supervision practices, level of teaching effectiveness based on Classroom Observation Data (COD) ratings, and the significant relationships among the variables. The study utilized a descriptive–correlational research design involving eight public elementary school teachers through total enumeration. Data were gathered using a validated researcher-made questionnaire and official COD ratings. Statistical tools used included frequency count, percentage, weighted mean, Shapiro–Wilk Test of Normality, and Spearman rho correlation coefficient. The findings revealed that most respondents were female, 39–45 years old, holders of master’s degree, had 16 years and above teaching experience, and were mostly Teacher III. Instructional supervision practices were found to be Extensively Practiced with an overall weighted mean of 4.58. Teaching effectiveness ratings revealed that Teacher I–III and Master Teacher respondents both obtained Outstanding ratings according to their respective career stage expectations. The study further revealed that respondents’ profile variables were not significantly related to instructional supervision practices. Age, sex, highest educational attainment, and length of teaching experience were likewise not significantly related to teaching effectiveness. However, position or designation showed a significant relationship with teaching effectiveness. Moreover, instructional supervision practices and teaching effectiveness were found to have no significant relationship. The study concludes that although instructional supervision was extensively practiced, teaching effectiveness may also be influenced by other professional and instructional factors beyond supervision alone
instructional supervision practices, teaching effectiveness, classroom observation data, public elementary school teachers
Contextualized Filipino Language Instruction and Learner Engagement in Elementary Education: Perspectives from Teachers in a Rural Philippine School
This qualitative study explored contextualized Filipino language instruction and learner engagement in elementary education from the perspectives of teachers at Masipi Elementary School, Masipi East, Cabagan, Isabela. The study aimed to examine how teachers implement contextualized instructional practices in Filipino language education, how learners demonstrate engagement during classroom instruction, and what challenges teachers encounter in delivering meaningful Filipino language learning experiences within a rural Philippine school context. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving elementary teachers and selected learners. Thematic analysis revealed four major themes: (1) localized and culturally responsive Filipino instruction, (2) collaborative and interactive learner engagement, (3) learner-centered and contextualized literacy practices, and (4) instructional and classroom challenges in rural Filipino language education. Findings showed that teachers utilized localized examples, storytelling, community experiences, group activities, and culturally familiar instructional materials to strengthen learners’ participation and comprehension in Filipino language learning. Learners became more engaged when lessons reflected their lived experiences, local culture, and familiar community situations. However, inadequate instructional resources, reading difficulties, learner diversity, and classroom limitations affected instructional implementation. The study concludes that contextualized and culturally responsive Filipino language instruction significantly enhances learner engagement and meaningful learning experiences in elementary education. Strengthening teacher support, instructional materials, and contextualized literacy programs is recommended to improve Filipino language education in rural schools.
contextualized instruction, Filipino language education, learner engagement, elementary education, rural education, culturally responsive teaching, qualitative study, Philippines
Instructional Practices and Learner Engagement in MAPEH Education: Perspectives from Elementary Teachers in a Philippine Rural School Context
This qualitative study explored the instructional practices and learner engagement experiences in MAPEH (Music, Arts, Physical Education, and Health) education from the perspectives of elementary teachers at Masipi Elementary School, Masipi East, Cabagan, Isabela. The study aimed to examine how teachers implement instructional strategies in MAPEH classes, how learners engage in classroom activities, and what challenges teachers encounter in delivering MAPEH instruction within a rural Philippine school setting. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving elementary teachers and selected learners. Thematic analysis revealed four major themes: (1) experiential and performance-based instructional practices, (2) collaborative and participatory learner engagement, (3) contextualized and culturally responsive MAPEH instruction, and (4) challenges in sustaining quality MAPEH education in rural schools. Findings showed that teachers utilized interactive activities, collaborative learning tasks, localized instructional materials, and experiential classroom approaches to strengthen learner engagement and participation. Learners became more motivated and confident when classroom activities were enjoyable, culturally familiar, and performance-oriented. However, limited facilities, insufficient instructional materials, inadequate MAPEH equipment, and large classroom demands affected instructional implementation. The study concludes that learner-centered and contextualized instructional practices significantly contribute to learner engagement and meaningful learning experiences in MAPEH education. Institutional support, resource augmentation, and teacher professional development are recommended to strengthen MAPEH instruction in rural elementary schools.
Learner Engagement and Inquiry-Based Science Instruction in Junior High School: Educational Experiences of Grade 9 Learners in a Philippine Public Secondary School
Abstract This qualitative study explored learner engagement and inquiry-based Science instruction among Grade 9 learners at San Pablo National High School. The study aimed to examine how inquiry-based instructional practices influence learner participation, critical thinking, and classroom engagement in Science education within a Philippine public secondary school context. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving Science teachers and selected Grade 9 learners. Thematic analysis revealed four major themes: (1) inquiry-driven and experiential science learning, (2) collaborative and participatory learner engagement, (3) critical thinking and problem-solving development through inquiry activities, and (4) instructional and classroom challenges in implementing inquiry-based Science education. Findings showed that inquiry-based instructional practices such as experimentation, collaborative investigations, questioning activities, and problem-solving tasks significantly enhanced learners’ participation, curiosity, and engagement in Science classes. Learners became more motivated and confident when classroom instruction encouraged exploration, experimentation, and collaborative learning. However, inadequate laboratory facilities, limited instructional resources, time constraints, and varying learner readiness affected the implementation of inquiry-based instruction. The study concludes that inquiry-based Science instruction contributes positively to learner engagement, critical thinking, and meaningful learning experiences among junior high school learners. Strengthening instructional support, laboratory resources, and teacher professional development is recommended to improve inquiry-based Science education in Philippine public secondary schools.
TEXT TYPE EXPOSURE AND READING COMPREHENSION PERFORMANCE OF GRADE III LEARNERS
This study examined the relationship between text type exposure and reading comprehension among Grade III learners at Cagandungan West Elementary School (SY 2025–2026). Grounded in Schema Theory, it assessed exposure to narrative, informational, and procedural texts via lesson logs, activity sheets, and questionnaires, alongside comprehension via a 25-item test. Using descriptive-correlational design and total enumeration (16 learners), findings showed narrative texts most frequent, procedural least; comprehension was low across types, lowest in procedural. No significant correlation existed between exposure frequency and performance. Results underscore needs for balanced exposure, explicit strategies, and genre-specific instruction to boost elementary literacy.
Comprehension performance; informational texts; narrative texts; procedural texts; reading comprehension; text exposure; text genres; text types