International Journal of Education, Literacies and Curriculum Studies
type: channel
description: 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
publisher: Mindura Research
language: en
publication name: International Journal of Education, Literacies and Curriculum Studies
issn: 3116-2991
items: Science Teachers' Lived Experiences in Implementing Contextualized Instruction Among Grade 9 Learners in a Geographically Isolated Secondary School Setting: The Case of Palanan National High School
items: Teachers’ Preparedness and Instructional Experiences in the Implementation of Inclusive Education in Public Secondary Schools
items: Assessing Teachers' Practices and Compliance in The School Reading Program: Basis For Capability- Building Intervention
items: Teachers’ Experiences in Supporting Foundational Learning: A Qualitative Study of Grade 2 Instruction at Balliao Integrated Public School
items: Lived Instructional Experiences of Araling Panlipunan Teachers in Teaching Grade 10 Learners: Pedagogical Practices, Classroom Challenges, and Learner Engagement in Public Secondary Schools
items: https://ijelcs.minduraresearch.com/journal/article/view/135
items: Contextualized Teaching Practices and Learner Engagement in Rural Elementary Schools: Evidence from Andabuen Elementary School Main, Philippines
items: STAKEHOLDERS’ ASSESSMENT ON THE IMPLEMENTATION OF ACADEMIC RECOVERY AND ACCESSIBLE LEARNING PROGRAM (ARAL): BASIS FOR A PROPOSED ACTION PLAN
items: Teachers’ Perspectives on English Language Instruction and Literacy Development in Public Elementary Schools in the City of Ilagan, Isabela
items: Teachers’ Experiences in Implementing Gamified Reading Interventions: Perceived Influence on Reading Fluency and Learner Engagement Among Junior High School Students
items: Electoral Attitudes, Electoral Decision-Making, and Voting Experiences During the 2025 Philippine National and Local Elections: A Qualitative Inquiry
items: Exploring the Digital Literacy Practices of Mathematics Teachers and Their Perceived Influence on the Academic Performance of Grade 8 Learners: A Qualitative Inquiry
items: https://ijelcs.minduraresearch.com/journal/article/view/129
items: 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
items: Teachers’ Perspectives on Instructional Challenges in Mathematics Education in Public Elementary Schools: Insights from Ilagan South District
items: Exploring Teachers' Lived Experiences, Instructional Challenges, and Innovative Pedagogical Practices in Filipino Education in Public Elementary Schools of the City Of Ilagan, Isabela
items: Teachers’ Lived Experiences in Utilizing Digital Storytelling in English Instruction: Perceived Influence on Grade 5 Pupils’ Reading Comprehension and Vocabulary Development
items: 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
items: Community Participation and Local Governance Practices in Coastal Municipalities: Perspectives from Residents and Local Government Personnel in Divilacan, Isabela
items: Resource Challenged and Adoptive Strategies of Elementary Schools
items: Exploring the Pedagogical Influence of the Multiple Intelligence Learner Enhancers (MILE) Program on Lower Elementary Learners: A Qualitative Inquiry
items: Lived Experiences of Psychological Stress and Coping Mechanisms Among Healthcare Workers in a Public Hospital Setting: A Qualitative Inquiry at Aurora Memorial Hospital
items: Reading Profiles and Comprehension Experiences of Grade 6 Learners in Filipino: Basis for a Contextualized Remedial Reading Program
items: https://ijelcs.minduraresearch.com/journal/article/view/116
items: Teachers’ Perspectives on the Implementation of the ARAL Summer Program for Grade 3 Learners: Experiences, Challenges and Perceived Educational Outcomes
items: 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
items: Teachers’ Lived Experiences on Readiness and Attitudes Toward the Integration of Artificial Intelligence in Instructional Delivery in a Public Secondary School Context
items: Teachers’ Experiences in Integrating Motivational Software Applications in Mathematics Instruction: Perspectives Anchored on Keller’s ARCS Model of Motivation
items: Improving Parents' Engagement on School Activities for Revitalized Parent-Teacher Partneship
items: Teachers’ Experiences in Implementing Reading Intervention Programs for Grade 4 Pupils: Perceived Influence on Reading Comprehension Development in a Rural Elementary School Context

Science Teachers' Lived Experiences in Implementing Contextualized Instruction Among Grade 9 Learners in a Geographically Isolated Secondary School Setting: The Case of Palanan National High School
type: item
description: This qualitative phenomenological study explored Science teachers’ lived experiences in implementing contextualized instruction among Grade 9 learners in a geographically isolated secondary school setting at Palanan National High School. Specifically, the study examined teachers’ contextualized pedagogical practices, instructional challenges, learner participation, and perceived influence of contextualized instruction on Science learning experiences. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Grade 9 Science teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers utilized localized examples, indigenous knowledge, environmental experiences, community-based applications, and real-life situations to make Science concepts more understandable and meaningful for learners. Participants observed that contextualized instruction improved learner engagement, participation, comprehension, and classroom interaction by connecting lessons to familiar community experiences. However, teachers also encountered challenges related to limited instructional resources, geographical isolation, inadequate laboratory facilities, and difficulties in accessing updated instructional materials. Despite these challenges, participants demonstrated instructional adaptability, creativity, and resourcefulness in contextualizing Science instruction using available local resources and experiential learning activities. Teachers further emphasized the importance of culturally responsive teaching, learner-centered instruction, and community-based learning in strengthening Science education within geographically isolated school settings. The findings underscore the importance of contextualized and localized pedagogical practices in promoting meaningful Science learning among secondary learners in geographically isolated communities.
subject: Articles
  topic: section
subject: contextualized instruction, Science education, geographically isolated schools, localized teaching, learner engagement, qualitative research, secondary education
  topic: keywords
creator: GERALD LOPEZ
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-07-22
publication date: 2026-07-22
starting page: 231
ending page: 239
doi: 10.64358/85de8244

Teachers’ Preparedness and Instructional Experiences in the Implementation of Inclusive Education in Public Secondary Schools
type: item
description: This qualitative phenomenological study explored teachers’ preparedness and instructional experiences in the implementation of inclusive education in public secondary schools. Specifically, the study examined teachers’ readiness in handling diverse learners, instructional challenges encountered in inclusive classrooms, and pedagogical practices utilized to support inclusive learning environments. Data were gathered through semi-structured in-depth interviews with twelve purposively selected secondary school teachers from public schools implementing inclusive education. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that teachers demonstrated varying levels of preparedness in inclusive education, particularly in differentiated instruction, classroom management, learner assessment, and handling learners with diverse educational needs. Participants also identified challenges related to limited training, insufficient instructional resources, large class sizes, and inadequate institutional support. Despite these concerns, teachers demonstrated instructional adaptability through differentiated teaching, peer-assisted learning, collaborative classroom practices, contextualized instruction, and emotional support strategies. Participants emphasized the importance of professional development, inclusive pedagogical training, and collaborative stakeholder support in strengthening inclusive education practices. The findings underscore the importance of responsive instructional approaches and institutional support systems in promoting effective inclusive education implementation in public secondary schools.
subject: Articles
  topic: section
subject: inclusive education
  topic: keywords
creator: PRECY AROGAR
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 221
ending page: 230
doi: 10.64358/tppyd855

Assessing Teachers' Practices and Compliance in The School Reading Program: Basis For Capability- Building Intervention
type: item
description: School reading programs remain essential in addressing learners’ literacy development and improving academic performance in basic education. However, the successful implementation of these programs largely depends on teachers’ instructional practices, intervention strategies, and institutional support mechanisms. This qualitative phenomenological study explored teachers’ practices and implementation experiences in school reading programs and developed a capability-building intervention framework grounded on the challenges and enabling practices identified by participants. Twelve public elementary school teachers involved in school-based reading programs were purposively selected from selected schools in the Philippines. Data were gathered through semi-structured interviews, classroom observations, and document analysis. Braun and Clarke’s thematic analysis revealed five major themes: (1) Contextualized and Learner-Centered Reading Instructional Practices; (2) Intervention Strategies for Struggling and Non-Reader Learners; (3) Collaborative Support and Stakeholder Participation in Reading Programs; (4) Instructional and Resource Challenges in Reading Program Implementation; and (5) Professional Development Needs and Instructional Capacity Enhancement. Findings showed that teachers utilized differentiated instruction, remedial reading sessions, peer-assisted learning, and localized reading materials to support learners’ literacy development. However, challenges such as insufficient instructional materials, limited parental support, learner diversity, and inadequate teacher training affected program implementation. The study concludes that sustainable school reading programs require strengthened teacher capability-building initiatives, institutional support systems, and collaborative stakeholder engagement. The proposed capability-building intervention framework emphasizes professional development, resource enhancement, monitoring systems, and contextualized literacy i…
subject: Articles
  topic: section
subject: Reading Programs
  topic: keywords
creator: RUMAR LOPEZ
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 211
ending page: 220
doi: 10.64358/aby76z68

Teachers’ Experiences in Supporting Foundational Learning: A Qualitative Study of Grade 2 Instruction at Balliao Integrated Public School
type: item
description: Foundational learning in the early grades is critical for learners’ long-term academic success, particularly in literacy and numeracy. In public elementary schools, teachers play a central role in ensuring that foundational skills are developed despite challenges related to learner diversity, curriculum demands, and limited resources. This qualitative study explored the experiences of Grade 2 teachers in supporting foundational learning at Balliao Integrated Public School. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed four major themes: explicit and routine-based instruction as a foundation for learning, adaptive teaching strategies for diverse learner needs, the role of assessment-informed instruction, and the emotional and professional demands of early-grade teaching. Findings indicate that while teachers demonstrate strong commitment and adaptive expertise in supporting early learners, sustained foundational instruction requires stronger institutional support, protected instructional time, and ongoing professional development. The study contributes to a deeper understanding of teachers’ lived experiences in early-grade instruction and highlights implications for practice, policy, and future research in foundational education.
subject: Articles
  topic: section
subject: foundational learning, Grade 2 instruction, early literacy and numeracy, teacher experiences, qualitative study
  topic: keywords
creator: Christian Jay Topinio
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-07-19
publication date: 2026-07-19
doi: 10.64358/vzfwk360

Lived Instructional Experiences of Araling Panlipunan Teachers in Teaching Grade 10 Learners: Pedagogical Practices, Classroom Challenges, and Learner Engagement in Public Secondary Schools
type: item
description: Abstract This qualitative study explored the lived instructional experiences of Araling Panlipunan teachers in teaching Grade 10 learners at Cabagan Riverside National High School. Specifically, the study examined teachers’ pedagogical practices, classroom challenges, and learner engagement experiences in Araling Panlipunan instruction. Using a qualitative phenomenological research design, the study involved purposively selected Grade 10 Araling Panlipunan teachers from the said public secondary school. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers utilized contextualized and learner-centered pedagogical approaches such as collaborative discussions, inquiry-based activities, debates, role-playing, multimedia-assisted instruction, and community-related learning tasks. Participants perceived that these strategies enhanced learners’ critical thinking, participation, and social awareness. However, teachers encountered instructional challenges related to limited instructional resources, overcrowded classrooms, varying learner motivation, reading comprehension difficulties, and insufficient time for in-depth classroom discussions. Despite these challenges, participants demonstrated adaptability and commitment in sustaining learner engagement through flexible and creative teaching approaches. The study highlights the importance of strengthening instructional support systems, improving access to educational resources, and enhancing professional development opportunities for Araling Panlipunan teachers in public secondary schools.
subject: Articles
  topic: section
subject: Araling Panlipunan, pedagogical practices, learner engagement, classroom challenges, qualitative inquiry, public secondary schools
  topic: keywords
creator: JAMILLE DAYAG
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 240
ending page: 248
doi: 10.64358/mcaapy18

https://ijelcs.minduraresearch.com/journal/article/view/135
type: item
title: Lived Experiences of Administrative Officer II Personnel in utilizing Information Technology for Daily Administrative Functions:efficiency, Challenges and Workplace Adaptations In Public Elementary Schools
description: This qualitative phenomenological study explored the lived experiences of Administrative Officer II personnel in utilizing information technology for daily administrative functions in public elementary schools. Specifically, the study examined the perceived efficiency of information technology utilization, workplace challenges encountered, and adaptive practices employed in managing administrative tasks through digital systems. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Administrative Officer II personnel from public elementary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that information technology significantly improved administrative efficiency through faster document processing, digital communication, data management, and report preparation. Participants also identified challenges related to unstable internet connectivity, system errors, limited technological resources, data security concerns, and varying digital competencies. Despite these challenges, Administrative Officer II personnel demonstrated workplace adaptability through self-directed learning, peer collaboration, troubleshooting practices, and flexible administrative strategies. Participants further emphasized the importance of continuous technological training, institutional support, and accessible digital infrastructure in improving workplace productivity and administrative performance. The findings underscore the significance of information technology integration in strengthening administrative efficiency and operational effectiveness in public elementary schools.
subject: Articles
  topic: section
subject: information technology, administrative functions,workplace efficiency, public Elementary Schools, Administrative personnel, Qualitative research, digital adaptation
  topic: keywords
creator: EMMA MARQUEZ
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 204
ending page: 210
doi: 10.64358/j4n55y82

Contextualized Teaching Practices and Learner Engagement in Rural Elementary Schools: Evidence from Andabuen Elementary School Main, Philippines
type: item
description: Contextualized teaching has emerged as an important pedagogical approach in addressing the diverse learning needs of learners, particularly in rural educational settings where community realities, local culture, and environmental contexts significantly influence the teaching-learning process. This study explored the contextualized teaching practices employed by teachers and examined their influence on learner engagement among elementary learners at Andabuen Elementary School Main, Philippines. Utilizing a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, focus group discussions, and document analysis involving teachers, learners, and school administrators. Findings revealed that teachers integrated contextualization through localized examples, community-based learning activities, indigenous knowledge incorporation, contextualized instructional materials, and experiential learning strategies. These practices enhanced learner participation, motivation, classroom interaction, and academic engagement. The study further found that contextualized instruction strengthened learners’ understanding of lessons by connecting academic concepts with their daily experiences and community environment. Despite challenges related to limited instructional resources and contextual material development, teachers demonstrated innovation and adaptability in designing meaningful learning experiences. The findings underscore the significance of contextualized teaching in promoting learner engagement and improving educational relevance in rural elementary schools.
subject: Articles
  topic: section
subject: Contextualized
  topic: keywords
creator: CLEOFE SALAMANCA
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 184
ending page: 195
doi: 10.64358/xvc0v073

STAKEHOLDERS’ ASSESSMENT ON THE IMPLEMENTATION OF ACADEMIC RECOVERY AND ACCESSIBLE LEARNING PROGRAM (ARAL): BASIS FOR A PROPOSED ACTION PLAN
type: item
description: 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.
subject: Articles
  topic: section
subject: ARAL Program, assessment reading proficiency, literacy intervention, multi-grade schools, implementation, stakeholder,
  topic: keywords
creator: Jefferson Patay
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 80
ending page: 94
doi: 10.64358/8mgxt731

Teachers’ Perspectives on English Language Instruction and Literacy Development in Public Elementary Schools in the City of Ilagan, Isabela
type: item
description: This qualitative phenomenological study explored teachers’ perspectives on English language instruction and literacy development in public elementary schools in the City of Ilagan, Isabela. The study examined teachers’ instructional experiences, literacy-related challenges, learner responses, and pedagogical practices utilized in promoting English literacy skills among elementary learners. Data were gathered through semi-structured in-depth interviews with twelve purposively selected English teachers from public elementary schools. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that teachers encountered challenges related to learners’ limited vocabulary, reading comprehension difficulties, low oral communication skills, and minimal exposure to English outside the classroom. Participants also described difficulties in sustaining learner engagement and developing literacy skills among struggling readers. Despite these challenges, teachers demonstrated pedagogical adaptability through contextualized instruction, phonics-based strategies, reading interventions, collaborative learning activities, multimedia integration, and differentiated instruction. Teachers further emphasized the importance of patience, consistent reading practice, and learner-centered approaches in strengthening literacy development. The findings underscore the importance of responsive and contextualized pedagogical practices in improving English language instruction and literacy acquisition in elementary education. The study highlights the need for strengthened literacy intervention programs, instructional resource enhancement, and continuous professional development initiatives for English teachers.
subject: Articles
  topic: section
subject: English language instruction, literacy development
  topic: keywords
subject: instructional challenges
  topic: keywords
creator: Clarisse Castro
creator: Alma Gonzales
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 196
ending page: 203
doi: 10.64358/zmhq3n63

Teachers’ Experiences in Implementing Gamified Reading Interventions: Perceived Influence on Reading Fluency and Learner Engagement Among Junior High School Students
type: item
description: 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…
subject: Articles
  topic: section
subject: gamified reading interventions, reading fluency, learner engagement, literacy instruction, gamification, qualitative research, junior high school education
  topic: keywords
creator: SHEILA UGADDAN
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 78
ending page: 84
doi: 10.64358/abdk8a84

Electoral Attitudes, Electoral Decision-Making, and Voting Experiences During the 2025 Philippine National and Local Elections: A Qualitative Inquiry
type: item
description: 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.
subject: Articles
  topic: section
subject: electoral attitudes, voting behavior, political participation, candidate integrity, family influence, political trust, social media, voter education, democratic participation, local politics
  topic: keywords
creator: ERIKA JANE PAY-ONG
creator: ALMA GONZALES
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 62
ending page: 65
doi: 10.64358/g4b1xv17

Exploring the Digital Literacy Practices of Mathematics Teachers and Their Perceived Influence on the Academic Performance of Grade 8 Learners: A Qualitative Inquiry
type: item
description: 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.
subject: Articles
  topic: section
subject: digital literacy
  topic: keywords
creator: Ryan Salaguinto
creator: Alma Gonzales
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 66
ending page: 71
doi: 10.64358/8pqekm41

https://ijelcs.minduraresearch.com/journal/article/view/129
type: item
title: 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
description: 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.
subject: Articles
  topic: section
subject: occupational stress, teaching challenges, coping strategies
  topic: keywords
creator: IRENE GALUTERA
creator: ALMA GONZALES
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 264
ending page: 268
doi: 10.64358/nm5vbp70

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
type: item
description: 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.
subject: Articles
  topic: section
subject: : English-medium instruction, pedagogical challenges, instructional effectiveness, elementary education, qualitative research, learner-centered pedagogy
  topic: keywords
creator: GLENDA CORPUZ
creator: ALMA GONZALES
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 95
ending page: 100
doi: 10.64358/ccgxvs49

Teachers’ Perspectives on Instructional Challenges in Mathematics Education in Public Elementary Schools: Insights from Ilagan South District
type: item
description: 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.
subject: Articles
  topic: section
subject: Mathematics education, instructional challenges, pedagogical practices,
  topic: keywords
creator: Ruby Mae Peralta
creator: Alma Gonzales
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 72
ending page: 77
doi: 10.64358/w6ez3p97

Exploring Teachers' Lived Experiences, Instructional Challenges, and Innovative Pedagogical Practices in Filipino Education in Public Elementary Schools of the City Of Ilagan, Isabela
type: item
description: 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.
subject: Articles
  topic: section
subject: Filipino education, pedagogical practices, instructional challenges
  topic: keywords
creator: JENIELYN VELASCO
creator: ALMA GONZALES
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 92
ending page: 98
doi: 10.64358/762ety39

Teachers’ Lived Experiences in Utilizing Digital Storytelling in English Instruction: Perceived Influence on Grade 5 Pupils’ Reading Comprehension and Vocabulary Development
type: item
description: 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.
subject: Articles
  topic: section
subject: digital storytelling, English instruction, reading comprehension, vocabulary development, literacy instruction, educational technology, qualitative research
  topic: keywords
creator: Kylie Licyayo
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 85
ending page: 91
doi: 10.64358/mt3wr832

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
type: item
description: 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.
subject: Articles
  topic: section
subject: remedial reading, literacy intervention, struggling readers, pedagogical practices, reading comprehension, qualitative research, secondary education
  topic: keywords
creator: Liezel Layugan
creator: ALMA GONZALES
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 142
ending page: 145
doi: 10.64358/kk94gv31

Community Participation and Local Governance Practices in Coastal Municipalities: Perspectives from Residents and Local Government Personnel in Divilacan, Isabela
type: item
description: 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 recogni…
subject: Articles
  topic: section
subject: Coomunity Participation
  topic: keywords
subject: Local Government Practices
  topic: keywords
subject: Coastal Municipalities
  topic: keywords
subject: Government Personnel
  topic: keywords
creator: KAECY VALERINE CARINO
creator: ALBERTO GONZALES
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 115
ending page: 120
doi: 10.64358/mgg18h07

Resource Challenged and Adoptive Strategies of Elementary Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: adaptive instructional strategies, resourced challenged schools, low-tech teaching, multigrade instruction, instructional effectiveness, susainability
  topic: keywords
creator: MARIBETH BINUNAG
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 99
ending page: 106
doi: 10.64358/hz0yn235

Exploring the Pedagogical Influence of the Multiple Intelligence Learner Enhancers (MILE) Program on Lower Elementary Learners: A Qualitative Inquiry
type: item
description: This qualitative phenomenological study explored the pedagogical influence of the Multiple Intelligence Learner Enhancers (MILE) Program on lower elementary learners. Specifically, the study examined teachers’ and learners’ experiences regarding learner engagement, instructional practices, participation patterns, and perceived developmental outcomes associated with the implementation of the MILE Program. Data were gathered through semi-structured in-depth interviews and classroom observations involving twelve purposively selected lower elementary teachers implementing the program. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that the MILE Program strengthened learner participation, classroom interaction, creativity, confidence, and motivation through varied and learner-centered activities aligned with multiple intelligences. Teachers observed that music-based, visual, kinesthetic, interpersonal, and collaborative activities improved learners’ engagement and classroom responsiveness. Participants also identified challenges related to time management, preparation of differentiated activities, classroom management, and limited instructional resources. Despite these concerns, teachers demonstrated adaptability and instructional creativity in implementing intelligence-based and contextualized learning experiences. The findings underscore the importance of learner-centered, differentiated, and multiple-intelligence-based pedagogical approaches in promoting holistic development and meaningful learning among lower elementary learners.
subject: Articles
  topic: section
subject: Multiple Intelligence Learner Enhancers, differentiated instruction, multiple intelligences, learner engagement, elementary education, qualitative research, learner-centered instruction
  topic: keywords
creator: HIEDI Balagasay
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 175
ending page: 183
doi: 10.64358/cczsey24

Lived Experiences of Psychological Stress and Coping Mechanisms Among Healthcare Workers in a Public Hospital Setting: A Qualitative Inquiry at Aurora Memorial Hospital
type: item
description: 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.
subject: Articles
  topic: section
subject: Psychological stress, coping mechanisms, healthcare workers, occupational stress, public hospital, qualitative research, workplace resilience
  topic: keywords
creator: Shirley Anne San Miguel-Chavez
creator: Alberto Gonzales
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 269
ending page: 273
doi: 10.64358/ty0j5877

Reading Profiles and Comprehension Experiences of Grade 6 Learners in Filipino: Basis for a Contextualized Remedial Reading Program
type: item
description: 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’ …
subject: Articles
  topic: section
subject: reading comprehension, Filipino reading instruction, remedial reading program, literacy intervention, contextualized instruction, qualitative research, elementary education
  topic: keywords
creator: Lorena Ramos
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 121
ending page: 128
doi: 10.64358/fcrc9n46

https://ijelcs.minduraresearch.com/journal/article/view/116
type: item
title: 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
description: 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.
subject: Articles
  topic: section
subject: Technology and Livelihood Education, skills-based learning, pedagogical adaptations, learner participation, experiential learning, qualitative research, secondary education
  topic: keywords
creator: RIVENA PALOGAN
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 107
ending page: 114
doi: 10.64358/hqbr4085

Teachers’ Perspectives on the Implementation of the ARAL Summer Program for Grade 3 Learners: Experiences, Challenges and Perceived Educational Outcomes
type: item
description: 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 i…
subject: Articles
  topic: section
subject: ARAL Summer Program, educational recovery, literacy intervention, numeracy development, learner engagement, elementary education, qualitative research
  topic: keywords
creator: ANGELIE SIDDAYAO
creator: Alma Gonzales
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 39
ending page: 44
doi: 10.64358/1xmm5h92

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
type: item
description: 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.
subject: Articles
  topic: section
subject: Reading and Mathematics Assessment, academic achievement, literacy development, numeracy skills, rural elementary schools, qualitative research, learner performance
  topic: keywords
creator: Cathyrine Allapitan
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 49
ending page: 56
doi: 10.64358/xz1ej816

Teachers’ Lived Experiences on Readiness and Attitudes Toward the Integration of Artificial Intelligence in Instructional Delivery in a Public Secondary School Context
type: item
description: 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.
subject: Articles
  topic: section
subject: artificial intelligence, instructional delivery, teacher readiness, educational technology, teacher attitudes, qualitative research, secondary education
  topic: keywords
creator: Jinky Baui
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 22
ending page: 29
doi: 10.64358/sfztrk26

Teachers’ Experiences in Integrating Motivational Software Applications in Mathematics Instruction: Perspectives Anchored on Keller’s ARCS Model of Motivation
type: item
description: The integration of motivational software applications in Mathematics instruction has increasingly become an important pedagogical strategy for improving learner engagement, participation, and academic motivation in contemporary classrooms. This qualitative phenomenological study explored teachers’ experiences in integrating motivational software applications in Mathematics instruction through the lens of Keller’s ARCS Model of Motivation, focusing on Attention, Relevance, Confidence, and Satisfaction. The study involved twelve Mathematics teachers from selected public secondary schools in the Philippines who were purposively selected based on their experience in utilizing digital motivational applications in classroom instruction. Data were gathered through semi-structured interviews, classroom observations, and document analysis. Using Braun and Clarke’s thematic analysis, findings revealed four major themes: (1) Capturing Learners’ Attention Through Interactive and Gamified Learning Experiences; (2) Establishing Relevance Through Contextualized and Technology-Enhanced Mathematical Tasks; (3) Building Learners’ Confidence Through Immediate Feedback and Self-Paced Learning Opportunities; and (4) Enhancing Learning Satisfaction Through Achievement Recognition and Engaging Digital Experiences. Teachers perceived motivational software applications as effective tools in sustaining learner engagement, reducing mathematics anxiety, and promoting active participation. However, challenges related to technological infrastructure, internet connectivity, learner accessibility, and teacher training were also identified. The study concludes that motivational software applications significantly support learner motivation when pedagogically integrated with meaningful and contextualized instructional approaches. The findings contribute to the growing discourse on technology-enhanced Mathematics education and provide implications for teacher professional development and digital inst…
subject: Articles
  topic: section
subject: teacher motivation, teacher self-efficacy, classroom challenges
  topic: keywords
creator: EMMANUEL QUILANG
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 158
ending page: 162
doi: 10.64358/xeqbdh24

Improving Parents' Engagement on School Activities for Revitalized Parent-Teacher Partneship
type: item
description: 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.
subject: Articles
  topic: section
subject: Parent-Teacher Partnership, School Engagement, Educational Management, Parental Involvement, Revitalization Program, Anninipan Elementary School
  topic: keywords
creator: HERBERT WINSTON UBAY
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 51
ending page: 64
doi: 10.64358/tz1t7d65

Teachers’ Experiences in Implementing Reading Intervention Programs for Grade 4 Pupils: Perceived Influence on Reading Comprehension Development in a Rural Elementary School Context
type: item
description: 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.
subject: Articles
  topic: section
subject: reading intervention, reading comprehension, literacy development, elementary education, rural schools, remedial reading, qualitative research
  topic: keywords
creator: Precious Duludul
creator: Alma Gonzales
rights: Copyright (c) 2026 International Journal of Education, Literacies and Curriculum Studies
date: 2026-06-05
publication date: 2026-06-05
starting page: 57
ending page: 61
doi: 10.64358/vj5mvm37