Latest Publications
Recently published peer-reviewed articles
Integrating Socio-Scientific Issues to Foster Critical Thinking Skills in Science in Sto. Niño (VOLUME 2, ISSUE 17)
In the 21st century, critical thinking is recognized as a fundamental skill in science education, enabling students to analyze evidence, make informed decisions, and engage responsibly with societal issues. This quantitative study employed a descriptive-correlational design to examine the integration of socio-scientific issues in science instruction and its influence on students’ critical thinking skills in Sto. Niño, South Cotabato. The study also aimed to provide a basis for proposing context-sensitive strategies for effective classroom implementation. Findings revealed a high level of integration of socio-scientific issues across all instructional domains, with real-life relevance, classroom discussion strategies, interdisciplinary approaches, and the use of authentic materials strongly evident. Regarding students’ critical thinking skills, the highest proficiency was observed in analyzing scientific arguments, demonstrating strengths in identifying evidence, evaluating reliability, recognizing biases, and assessing argument strength. Problem-solving skills, evaluative thinking, and decision-making reflected good competency but indicated areas for further development. Overall, students exhibited a generally high level of critical thinking skills, with analytical reasoning as the strongest area. Furthermore, socio-scientific factors showed only a weak and non-significant relationship with students’ critical thinking skills, suggesting that instructional practices play a more significant role in developing these skills than socio-scientific conditions. The study concluded that connecting science learning to real-world contexts, encouraging discussions, integrating multiple disciplines, and using authentic resources effectively foster critical thinking. Recommendations included implementing output-oriented instructional strategies and structured interventions to enhance problem-solving, decision-making, and evaluative thinking, thereby promoting meaningful and socially relevant science education. Keywords: instructional strategies, analytical reasoning, educational interventions, student engagement
Beyond the Lab Bench: A Narrative Inquiry into Gen Z Students' Disengagement in Science Experiment Activities in High School Classrooms (VOLUME 2, ISSUE 16)
In an era where scientific innovation drives societal progress, understanding student engagement in science education has become critical. This study employed a qualitative narrative inquiry to explore the underlying narratives of Gen Z students’ disengagement in science experiment activities in high school classrooms in Sto Niño, South Cotabato division, during the school year 2025–2026. Data revealed that disengagement stemmed from multiple intertwined factors, including distractions from smartphones and peers, shyness, low focus, compliance-driven participation, insufficient or outdated laboratory resources, communication and collaboration challenges, and time constraints that limited reflection and deeper engagement. These factors collectively hindered active participation, motivation, and meaningful learning during laboratory activities. The study further revealed that students’ laboratory experiences were shaped by a dynamic interplay of emotions, cognitive strategies, and motivational drivers. Curiosity and anticipatory excitement prior to experiments enhanced engagement and attentiveness, while cognitive preparation, including understanding procedures and recognizing group roles, supported effective task performance. Motivation driven by curiosity, interest in learning, and successful task completion fostered persistence, confidence, and deeper exploration. Conversely, stress, anxiety, fear of mistakes, and confusion acted as emotional barriers, reducing focus and engagement. Moreover, students’ engagement was influenced by both internal and external factors. Internally, interest, curiosity, preparedness, and confidence supported meaningful participation. Externally, teacher guidance, clear instructions, peer support, and well-equipped laboratory environments amplified motivation and learning outcomes. The study also highlighted the broader value of laboratory activities in developing safety awareness, practical skills, career readiness, and intrinsic motivation for discovery, emphasizing experiential learning as a bridge between theory and real-world application. These findings underscore the need for holistic, curiosity-driven, and well-supported laboratory practices that foster both cognitive and motivational growth, preparing students for future academic and professional pursuits. Keywords: Experiential learning, Laboratory pedagogy, Student motivation, Cognitive engagement
Voices of Strength: A Phenomenological Study of Parental Experiences in Raising Children with Special Needs
Raising a child with special needs presents both profound joys and significant challenges for parents and guardians, encompassing emotional, financial, and social dimensions. This phenomenological study explored the lived experiences of parents raising children with special needs in Tacurong City using a phenomenological research design. Data were collected from five parents representing children in Grades 7 to 11 to capture diverse perspectives and provide an authentic understanding of caregiving realities. The findings revealed that parents and guardians encounter multifaceted challenges that affect their emotional well-being, financial stability, and daily routines. They experience emotional stress, psychological adjustments, and practical difficulties arising from medical care, therapy, and balancing work with caregiving responsibilities. Despite these challenges, participants demonstrated resilience, unwavering commitment, and deep love for their children, which serve as motivating factors in their caregiving roles. The study also highlighted the sources of strength that parents rely on to manage caregiving demands, including spiritual faith, family support, personal resilience, and a strong sense of responsibility toward their children. Faith and prayer provided emotional stability, while family members offered practical and emotional assistance, enabling parents to persevere in fulfilling their roles. Furthermore, participants emphasized the need for programs that address the diverse needs of children with special needs and their families. These programs should integrate financial support, inclusive and specialized education, skill and talent development, and community collaboration. Initiatives such as therapy services, specialized classrooms, trained teachers, and skill-development programs in music, arts, and vocational training were identified as crucial for fostering independence, confidence, and social inclusion. The findings underscore the importance of holistic, multi-dimensional support systems that empower both children and their families. Effective interventions extend beyond educational programs to include social, financial, and community-based resources that strengthen family resilience and promote inclusive development. Keywords: resilience, caregiving, inclusion, empowerment
Voices From the Field: Unveiling the Struggles of Technical Vocational Livelihood (TVL) Students in Work Immersion Activities (VOLUME 2, ISSUE 14)
Work immersion programs are a cornerstone of Technical-Vocational-Livelihood (TVL) education, providing learners with practical experiences that bridge classroom learning and industry demands. This study aimed to explore the lived experiences of TVL students during work immersion activities, focusing on the challenges they encounter and the impact on personal and professional development. Specifically, it sought to uncover how these experiences shape students’ confidence, skills, resilience, and career readiness in selected secondary schools in Esperanza, Sultan Kudarat, during the school year 2025–2026. A qualitative research design employing the phenomenological approach was utilized to gather in-depth insights into students’ perceptions and experiences. Data were collected through reflective journals, interviews, and observation, and were analyzed thematically to identify recurring patterns and themes. Findings revealed that TVL students undergo a multifaceted learning process and growth during immersion. They adjusted to workplace routines, managed responsibilities, and applied technical skills in real-world settings, leading to enhanced confidence, self-esteem, and appreciation for their tasks. Students also faced challenges, including unfamiliar environments, skill-related anxiety, workload pressures, and interpersonal conflicts, which tested their resilience and problem-solving abilities. Support from teachers, supervisors, and peers emerged as a critical coping mechanism. Overall, immersion experiences contributed to the development of essential competencies, including communication, social, and technical skills, alongside personal values such as responsibility, adaptability, and perseverance. Moreover, these experiences informed career readiness and self-awareness, preparing students for future professional roles. In conclusion, confronting and navigating immersion struggles plays a pivotal role in fostering holistic development among TVL learners. These findings highlight the importance of structured orientation, mentorship, and reflective practices in maximizing the benefits of work immersion programs. Keywords: TVL students, work immersion, personal and professional development, resilience
Engaging Minds: Inquiry-Based Pedagogical Strategies and Grade 12 Students Attitudes Towards Physical Science (VOLUME 2, ISSUE 13)
Inquiry-based strategies are widely recognized as effective approaches for promoting student engagement, critical thinking, and meaningful learning in science education. However, their consistent application in Senior High School Physical Science classrooms remains a challenge, which may influence learners’ attitudes toward the subject. This quantitative study examined the relationship between teachers’ use of inquiry-based strategies and the attitudes of Grade 12 students toward Physical Science in selected secondary schools in the Division of Tacurong City, Sultan Kudarat, during School Year 2025-2026. The study employed a descriptive-correlational research design to determine both the extent of teachers’ application of inquiry-based strategies and the level of students’ attitudes toward the subject. Seven Physical Science teachers were selected through total enumeration, while fifty Grade 12 students were chosen using simple random sampling to ensure fair representation. Data were gathered through a validated survey questionnaire designed to measure teachers’ instructional practices and students’ attitudes in terms of positive, negative, and neutral responses. The collected data were analyzed using weighted mean to determine the level of application and attitudes, and Pearson’s r correlation to identify relationships between variables. Findings revealed a high level of inquiry-based strategy use and predominantly positive student attitudes, with low negative and minimal neutral responses. A positive, statistically significant relationship was observed between teachers’ practices and students’ attitudes, indicating that inquiry-based strategies contribute to student engagement and positive learning experiences. The study emphasizes the importance of ongoing professional development, strengthened inquiry-driven instruction, and teacher support to improve student attitudes and learning outcomes in Physical Science. Keywords: Inquiry-based strategies, student engagement, student attitudes, teacher’s practices, descriptive-correlational design, Pearson’s r correlation
Lost in Track: Exploring the Challenges Faced by Teachers with Mismatched Handled Subjects (VOLUME 2, ISSUE 12)
This study examined the experiences, challenges, and coping mechanisms of senior high school teachers assigned to teach subjects outside their area of specialization. Utilizing a qualitative phenomenological research design, the study involved fifteen (15) teachers from selected secondary schools in Isulan, Sultan Kudarat during the School Year 2025–2026. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. Findings revealed that teacher–subject mismatch significantly affects instructional quality and teacher well-being. Teachers experienced limited content mastery, reduced teaching confidence, and difficulty delivering clear and effective instruction. The mismatch also led to increased workload, requiring additional time for lesson preparation, research, and content familiarization. Moreover, participants reported experiencing emotional strain, including stress, anxiety, and self-doubt, which negatively impacted their teaching performance and classroom engagement. Despite these challenges, teachers employed various coping strategies such as self-directed learning, collaboration with colleagues, and the use of online resources. However, these strategies were insufficient without adequate institutional support. Participants emphasized the importance of mentoring programs, access to appropriate instructional materials, and continuous professional development. The study concludes that teacher–subject mismatch has significant implications for both teaching effectiveness and student learning outcomes. It recommends aligning teaching assignments with teachers’ specialization and strengthening institutional support systems to enhance instructional quality and promote improved educational outcomes. Keywords: teacher–subject mismatch, out-of-field teaching, senior high school, phenomenology, teacher well-being, student engagement
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