British Journal of Teacher Education and Pedagogy
British Journal of Teacher Education and Pedagogy (ISSN: 2755-1482) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development. It publishes original, significant and rigorous contributions to the field of education. British Journal of Teacher Education and Pedagogy is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes qualitative or quantitative empirical studies, funded research projects and review articles, presented as a critical assessment of the material summarised. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Developments
An Integrative Systematic Review of Studies Across Diverse Educational Evaluation Domains
This study conducted an integrative systematic review (ISR) synthesizing the author’s research on educational evaluation published between 1989 and 2023. The corpus comprises sixteen studies spanning multiple evaluation domains, including thesis and graduate program evaluation, peer reviewing, curriculum and textbook evaluation, teacher performance appraisal, learning outcomes and course grade patterns, digital assessment tools, and admission benchmarks. The studies were organized into seven thematic clusters: MA/PhD theses and graduate program evaluation; peer review and publishing quality assurance; assessment, testing, and grade outcomes in language and translation education; instructor qualification evaluation; foreign language curriculum and textbook evaluation; digital assessment tools; and program admission policies and staffing benchmarks in language and translation education. Across clusters, the findings revealed a sustained scholarly effort to diagnose systemic weaknesses in educational evaluation across school, university, and professional contexts. The studies demonstrated inconsistent or unclear evaluation standards; variability in evaluator expertise; structural and administrative constraints that shape instructional and evaluative processes; and the significant influence of assessment policies on student learning, academic integrity, and institutional accountability. These themes recur across graduate research supervision, peer review systems, EFL curriculum design, textbook development, teacher performance evaluation, and course grade distribution, indicating that the challenges identified are structural rather than context specific. The ISR also highlights recurring patterns across the corpus as persistent misalignment between intended standards and actual practice, limited methodological rigor in some evaluation processes, and the far reaching consequences of institutional policies, particularly during periods of disruption such as the COVID 19 pandemic. The studies collectively demonstrate that weaknesses in evaluation practices often stem from systemic issues such as inadequate training, inconsistent regulations, insufficient oversight, and the absence of unified benchmarks across institutions. This ISR provides the first comprehensive synthesis of a 35 year research program on educational evaluation, revealing conceptual coherence and methodological evolution across diverse evaluation domains. By mapping patterns, challenges, and cross domain insights, this ISR offers evidence that can inform future evaluation frameworks, strengthen institutional policies, and guide reforms in curriculum design, teacher appraisal, graduate studies supervision, and assessment practices. The findings highlight the need for unified standards, enhanced evaluator preparation, and system level approaches to improving educational quality across sectors.
Integrative Systematic review (ISR), Al-Jarf research program, educational evaluation, peer reviewing, teacher performance evaluation, curriculum and textbook evaluation, learning outcomes, digital assessment tools, admission benchmarks
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Assessment On Teachers’ Turnover in the Context of Basic Education
This study assessed the factors affecting teacher turnover in selected public schools under the Cebu City Division during the school year 2022–2023 as the basis for developing a teacher retention action plan. Using a descriptive research design, the study gathered data from teacher respondents through a demographic profile checklist and questionnaires focusing on personal, institutional, and psychological factors influencing turnover. Frequency counts, percentages, weighted means, and Chi-Square tests were used to analyze the data. Findings revealed that personal factors moderately affect teacher turnover, with health concerns, travel distance, and workload emerging as the most influential contributors. Institutional factors showed a low level of influence, although issues such as heavy workload, limited training opportunities, and lack of recognition were noted as moderate concerns. Psychological factors had the least influence, reflecting that teachers generally maintain good morale, motivation, and healthy working relationships. The Chi-Square tests showed no significant association between turnover and teachers’ demographic profile indicating that turnover tendencies are not dependent on background characteristics. The study concludes that teacher turnover is primarily driven by personal circumstances rather than institutional or psychological factors. Based on these results, a teacher retention program focusing on health and wellness support, workload management, recognition and motivation, continuous professional development, and travel-related assistance is recommended. Strengthening these areas may help enhance teacher satisfaction, stability, and long-term commitment to the school.
Teacher turnover, personal factors, institutional factors, psychological factors, teacher retention, basic education teachers
Parental Involvement and the Perceived Academic and Psychosocial Readiness of Grade One Learners
This study examined the relationship between parental involvement and the perceived academic and psychosocial readiness of Grade One learners in Tabok Elementary School II, Division of Mandaue City, School Year 2025–2026. Using a descriptive–correlational design guided by the Input–Process–Output (IPO) model, quantitative data were collected from 100 parents selected through convenience sampling. A researcher-made questionnaire measured parental involvement across five dimensions: autonomy-supportive involvement, controlling involvement, structure, responsiveness, and involvement. Parents also rated their child’s academic readiness, while psychosocial development was assessed through a researcher-adapted instrument based on Kadesjö et al. (2017) and psychosocial development theories covering emotional regulation, self-concept and confidence, social interaction, and moral/prosocial behavior. Instruments underwent content validation by three guidance counselors, pilot testing for item clarity, and reliability checking via internal consistency. Results showed parents generally practiced supportive involvement and learners were perceived as ready academically and psychosocially. Correlation tests indicated that only involvement was significantly related to academic readiness, while parental involvement was significantly related to self-concept and confidence in psychosocial development. An action plan is recommended to strengthen home-based learning support and confidence-building practices.
Parental involvement, academic readiness, psychosocial readiness, Grade One learners
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
Three Decades of ESP Innovation: A Review of Research Across Specialized and Underexplored Domains
This study seeks to fill a gap in the English for Specific Purposes (ESP) literature by conducting a systematic review (SR) of the author’s research studies published between 1994 and 2025. This SR synthesizes ten studies that examine the teaching of English for legal, polytechnic, art education, Islamic, and translation for specific purposes, interpreting for tourism purposes and using artificial intelligence to translate common names of chemical compounds. For conceptual clarity, the ten studies were organized into three thematic clusters (i) the ESP course design (5 studies); (ii) interpreting and translation for specific purposes (2 studies); and (iii) Teaching approaches for ESP (3 studies). Across these three clusters, the findings revealed that effective ESP instruction is based on a deep understanding of the learners’ academic and professional needs, the communicative demands of their domain, and the skills and cognitive processes required to process specialized texts and tasks. This SR highlights the importance of integrating language skills with domain knowledge, designing instruction that matches real world communicative practices, and using authentic materials that represent the students’ area of specialization. Additionally, this SR shows that ESP instruction is shaped by technological innovation. Online learning environments, digital resources, and AI assisted tools expand students’ access to specialized content and support the development of reading, vocabulary, translation, and research skills. At the same time, the studies underscore the need for digital literacy and instructional purpose to ensure that technology enhances rather than replaces thoughtful instructional design. Together, the studies in this SR contribute to a more extensive and inclusive understanding of ESP, one that embraces under represented disciplines, integrates multimodal resources, and highlights the connection between language skills and elements, cognitive competencies, and domain knowledge. This SR does not only synthesize a substantial body of research, but it also outlines a path forward for future research, curriculum development, and pedagogical innovation in ESP.
Systematic Review (SR), English for legal purposes, English for polytechnic purposes, English for Islamic purposes, English for art education purposes, interpreting for tourism purposes, ESP course design, ESP teaching strategies, ESP technologies, students’ needs assessment
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
YouTube Videos as a Pedagogical Tool in Teaching Mathematics
In today's changing educational environment, incorporating multimedia materials such as YouTube is becoming increasingly crucial for enhancing learner interaction and understanding. This research examines the effectiveness of using YouTube videos in mathematics teaching for Grade 7 Junior High School students at the University of Cebu, Pardo and Talisay Campus, Bulacao, Cebu City, Philippines. The primary purpose is to determine whether multimedia can enhance learners' understanding and performance in mathematics. Using a quasi-experimental research design, the research involved sixty (60) Grade 7 students, divided equally into control and experimental groups. The researcher used a matched-pairs sampling technique, matching students by gender and second grade period mathematics grades to ensure group comparability. A researcher-made questionnaire was the primary tool for data collection, administered both as a pretest and a posttest. The researcher conducted data analysis using appropriate statistical methods, including frequency and percentage counts, mean, and standard deviation, and t-tests for independent and paired samples, with a significance level of 0.05. Results indicated that both groups performed equally poorly on the pretest, with no difference between them (p = 0.263), suggesting an equivalent baseline. Post-intervention scores indicated significant improvement in both groups (p < 0.001); however, the experimental group, which was instructed and supplemented with YouTube videos, performed better than the control group in the posttest (p = 0.049). These findings indicate that incorporating YouTube videos into mathematics instruction can significantly improve students' learning outcomes. Teachers should incorporate high-quality, relevant multimedia resources into their instructional practices to improve student engagement, retention, and academic achievement in mathematics.
YouTube videos, Mathematics instruction, Math Students, Educational Technology, Quasi-experimental study, Cebu City, Philippines.
Copyright (c) 2026 British Journal of Teacher Education and Pedagogy
The Use of Manipulatives in Teaching Grade 8 Mathematics
Mathematics is often perceived as a difficult subject due to its abstract nature, making it challenging for students to grasp key concepts, especially at the Junior High School level. This study investigated the effectiveness of manipulatives in teaching Grade 8 mathematics to address low academic performance among students. It aimed to determine the students’ performance before and after the use of manipulatives, compare the results with those taught through traditional methods, and assess the significance of the difference between their scores. As an output, the study proposes the integration of manipulative-based instruction to improve conceptual understanding and enhance overall student achievement in mathematics. This employed a quasi-experimental quantitative design and had 60 grade 8 students of the University of Cebu at Pardo and Talisay. The research involved two groups: an experimental group taught with manipulatives and a control group taught using traditional methods. Pretest and posttest scores were analyzed using the mean, paired, and independent t-tests to determine performance differences within and between groups. Findings revealed that while both groups showed improvement from pretest to posttest, the experimental group exhibited significantly higher gains in mathematical achievement. The posttest scores of students who were taught using manipulatives were notably higher compared to those in the control group, affirming the positive impact of hands-on materials in facilitating conceptual understanding. The study recommends integrating manipulatives in regular instruction to foster student engagement, improve comprehension, and support differentiated learning in mathematics classrooms. Additionally, school administrators are encouraged to provide training and sufficient resources to support the effective use of manipulatives in classroom instruction.
Manipulatives, Grade 8 Mathematics, Quasi-experimental, Cebu City, Philippines.
Perceptions of Teachers and Administrators on Assessment, Placement, and Enrollment for Learners with Special Needs
This study examined how selected public schools implement assessment methods, educational placement, and enrollment practices for incoming Grade 7 learners with presumed special needs. Using a quantitative descriptive–correlational design, data were gathered from 24 teachers and 11 school administrators through a 45-item survey covering assessment, placement, and enrollment indicators. Descriptive statistics and the Mann–Whitney U test were employed to analyze perceptions and group differences. Results showed that respondents generally perceived these practices as moderately practiced, with teachers consistently rating implementation higher than administrators. Significant differences were found between the two groups across assessment (p=0.00016), placement (p=0.00512), and enrollment (p=0.00214). Lower ratings were noted in IEP development and access to specialized support services. Profile data further revealed a predominantly female, early-career SPED workforce with active training participation but limited long-term experience. While schools possess essential inclusive facilities, specialized resources remain limited. Findings highlight perceptual gaps between classroom practice and administrative oversight, underscoring the need to strengthen IEP procedures, expand specialist services, and improve coordination to enhance inclusive practices for learners with special needs.their effectiveness.
Inclusive education, special education assessment, educational placement, enrollment practices, individualized education program (IEP),
Inadequate Staffing and Large Class Sizes in Saudi EFL and Translation Programs: An Integrative Analysis of Empirical Studies
Although a plethora of studies investigated the issues of teacher shortage and large class sizes, few studies explicitly connected teacher shortages with large class sizes in higher education language and translation programs, particularly within the Saudi context. This gap is significant because inadequate staffing and large enrolments are not isolated issues, but they form a structural cycle that directly affects instructional quality, student achievement, and faculty workload. To address this gap, this study conducted an integrative analysis of four empirical studies by the author, published between 2004 and 2008, which collectively investigate the issues of inadequate staffing and large class sizes in Saudi EFL and translation programs. These studies provided a unique longitudinal perspective on a persistent problem that continues to shape instructional conditions in the 2020’s. Three studies investigated the staffing of language and translation departments 2004 to 2008 at 7 universities and one study on large student enrolments in the language and translation at King Saud University. The integrative analysis revealed that All studies documented inadequate staffing in language and translation departments, with faculty–student ratios exceeding recommended international benchmarks. Departments were found to rely heavily on part time or temporary instructors, particularly in high demand skills courses. Enrolment data showed large class sizes, especially in General English and core language skills courses, where enrolments frequently exceeded 1,000 students across multiple sections. Specialized translation courses also faced sustained pressure, with median enrolments above 100 students per course. These findings demonstrate that the structural challenges identified in the mid 2000s, began to improve towards 2018 and in the 2020’s largely due to the King Abdullah Scholarship Program. Here, two notable shifts occurred: class sizes declined, mainly due to COVID-related instructional restructuring, and the increasing number of Saudi faculty returning from graduate studies abroad. These developments contributed to gradual improvements in staffing and enrolment conditions. The study gave several recommendations to help create sustainable instructional environments that support effective language and translation pedagogy. Further studies about the current staffing and student enrolment status at language and translation programs at state and private universities in the Saudi context are still open for further investigation in the future.
understaffing, faculty shortage, EFL and translation programs, faculty recruiting, large class sizes, large student enrolments, staffing policies, remote recruiting, remote teaching, recruitment management and planning
Social Media Usage and Its Impact on English Language Skill Development
Social media has become a major communication tool, influencing the global connectivity of individuals. Its nature and pervasiveness have transformed communication, transcending all geographical boundaries. Social media has offered a new opportunity for informal language learning, allowing users to acquire and refine their language skills while actively practicing on these online platforms. This research paper examined the use of social media and its impact on the improvement of English language skills among undergraduate students in Morocco. The methodology conducted is based on a quantitative study, collecting numerical data through an online survey from undergraduate students from two public Moroccan universities. Using standardized metrics to measure usage patterns and frequency, and to explore perceived English skills improvements. The main result of this study reveals that social media takes a large part of daily activity in students’ lives, in addition to the diversity of social media platforms, which offers a real opportunity for informal learning of language, as illustrated in the remarkable improvement of English skills, in particular listening, reading, speaking, and enriching their vocabulary reserve.
Social Media, Informal learning, English Language, Online Communication, Language Evolution.
The Readiness of Practice Teachers in Early Childhood Education Professional Competence at Cebu Technological University-Main Campus
This study examined how prepared practice teachers in Bachelor of Early Childhood Education program felt regarding their professional competence and whether this preparedness differed by respondents’ demographic factors or program affiliation. The research took place at the College of Education, Cebu Technological University–Main Campus a premier public institution in Cebu, using a descriptive-correlational design. The respondents were consisted of sixty-two (62) fourth-year students whom becoming a practice teacher were selected using convenience sampling. The main instrument was a self-assessment questionnaire adapted and anchored on established ECE professional standards, which measured readiness in planning the learning process, implementing the learning process, and evaluating the learning process and student learning and growth. The data were analyzed using frequency, weighted mean, Pearson Product-Moment Correlation Coefficient, simple percentage, standard deviation, and the t-test for independent samples. The results showed that ECE practice teachers rated themselves as Proficient in all areas of competence. Statistical analysis also found that their readiness was consistent, and that demographic factors and program affiliation did not have a significant effect on their professional skills. The Bachelor of Early Childhood Education program prepares graduates well for professional practice, but there are still areas of concerns that could be improved. The main result of this study is a Practice Teacher Competency Plan that provides an evidence-based actionable framework guide to improve the ECE curriculum, teaching methods, and teacher development at the university.their effectiveness.
Early childhood education, practice teaching, teacher readiness, professional competence
Faculty Experience and Professional Development as Determinants of Inclusive Teaching Practices: A Correlational Study of Elementary Teachers in Philippine Public Schools
This research assessed faculty experience and professional development as determinants of inclusive teaching practices. The study employed a descriptive correlational design since it aimed to examine the extent of factors influencing the implementation of inclusive education, the level of inclusive teaching practices among respondents, and the significant correlation between faculty experience and professional development with inclusive education practices. Findings revealed that, with regard to the extent of factors influencing inclusive education, most elementary teachers demonstrated a moderate level of experience in adapting instruction and managing classroom challenges. Their engagement in professional development activities related to inclusive education was also moderate, yet they showed strong participation in school-based INSETs and expressed confidence in applying the knowledge and strategies acquired. Furthermore, teachers were consistent in applying inclusive instructional strategies, particularly differentiated instruction and the use of varied teaching methods, which are essential in meeting the diverse needs of learners. Based on the results, several recommendations are proposed. Schools should focus on the practical application of evidence-based strategies such as differentiated instruction, the integration of assistive technologies, and the use of behavior intervention planning to support diverse learners. It is also vital to ensure access to updated teaching and learning resources. Moreover, regular monitoring and evaluation of professional development programs must be carried out to assess their effectiveness.
Faculty Experience; Professional Development; Inclusive Teaching Practices; Elementary Teachers; Philippine Public Schools
Exploring The Impact of The Home Literacy Environment on Preschoolers’ Literacy and Numeracy Development
This study assessed the influence of the home literacy environment on the literacy and numeracy skills of preschoolers. Utilizing a descriptive-correlational research design, the study explored how five key dimensions of the home environment physical resources, parent literacy habits, child literacy habits, parent-child interaction, and parental beliefs, were associated with learners’ proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, attribute identification, and thinking skills. The respondents included 100 parent-respondents and 2 preschool teachers, selected through purposive sampling. Data were collected using a validated home literacy environment survey and the Department of Education’s LitNum Assessment Tool. Statistical analyses involved frequency counts, weighted means, and Pearson’s correlation coefficient. Results showed that the home literacy environment was rated “excellent” across all dimensions, and most learners achieved advanced proficiency in both literacy and numeracy domains. However, correlation analysis revealed no statistically significant relationship between the home literacy environment and learners’ literacy or numeracy skills, as all computed r-values were negligible and p-values exceeded the 0.05 significance level. Based on these findings, a comprehensive Action Plan was developed to sustain strong home-school collaboration, address specific learning gaps, and promote more skill-focused support for all learners. The study underscored the value of intentional, skill-specific parental engagement in early academic development.
Home Literacy Environment, Early Childhood Education, Literacy Skills, Numeracy Skills, Preschool Learners, Alphabet Knowledge, Phonological Awareness
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
Language Proficiency and Foundational Literacy of Grade One Learners: Basis for A Literacy Skills Enhancement Plan
This study aimed to assess the language and literacy skills of learners. Specifically, it sought to determine the learners’ levels of receptive and expressive language, evaluate their performance in foundational literacy domains such as letter sounds, rhyming words, and letter names, and examine the relationship between language and literacy skills. The study employed a descriptive-correlational research design. Data were gathered using a teacher-administered survey questionnaire adapted from the Department of Education’s Early Childhood Care and Development (ECCD) Checklist and the Comprehensive Rapid Literacy Assessment (CRLA). The statistical tools utilized included weighted mean, standard deviation, frequency count, simple percentage, and Pearson Product-Moment Correlation Coefficient. Findings showed that the learners generally possessed proficient receptive and expressive language skills and strong foundational literacy abilities, although noticeable difficulties remained in phonological awareness, particularly rhyming. The analysis further indicated that language and literacy skills developed independently among the respondents. The study concluded that targeted, structured, and classroom-ready intervention was necessary to strengthen identified gaps. It was recommended that the Literacy Skills Enhancement Plan be fully implemented to reinforce early literacy foundations and support teachers in delivering evidence-based instruction.
Language Skills, Receptive Language, Expressive Language, Literacy Skills
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
The Role of Technology Integration in Enhancing Secondary Mathematics Achievement
This study conducted at a National High School in Minglanilla, Cebu, Philippines during the 2023–2024 school year, examined the role of technology integration in enhancing secondary mathematics achievement among Senior High School students. Utilizing a descriptive method, the research sampled 50 senior high school students and five Mathematics teachers, using instruments adapted from the Department of Education’s Central Office Learning Modules and Mathematics Learning Materials. It assessed technology's applicability across specific mathematics competencies, pre-test and post-test scores, and challenges in teaching Probability and Statistics. Findings showed that technology integration was rated as "Utilized," effectively boosting engagement and motivation, though there was no significant correlation between the extent of technology use and students' academic performance. Most students achieved satisfactory grades, suggesting that while technology supports engagement, it may not directly improve academic outcomes. The study recommends an action plan focused on strategic implementation, teacher development, and collaborative learning to enhance the impact of technology integration on academic performance.
Mathematics Education, technology integration, academic performance, descriptive correlational research design, Philippines
Copyright (c) 2025 British Journal of Teacher Education and Pedagogy
Improving Learning Outcomes of Students through Technology Integration in Special Needs Education Programs
This study aimed to improve the learning outcomes of students with special needs by examining the integration of technology in Special Education (SPED) programs at Lamac Elementary School. It focused on identifying the types of digital tools used by SPED and receiving teachers, evaluating the perceived effectiveness of these tools, and assessing the challenges encountered in their implementation. A descriptive-correlational research design was employed, and data were collected through a researcher-made questionnaire administered to 30 purposively selected teachers. Statistical tools such as frequency counts, weighted mean, standard deviation, and Pearson Product-Moment Correlation were used to analyze the data. Findings revealed that while teachers frequently use basic digital tools such as mobile devices and classroom management apps, there is a notable lack of availability and usage of specialized assistive technologies, particularly for students with speech, mobility, auditory, and cognitive impairments. Additionally, a significant challenge identified was the limited training of SNED teachers in the use of assistive technology. Despite the presence of digitally literate teachers, the effective integration of technology is hindered by inadequate resources, a lack of administrative support, and resistance to change among some educators. The study underscores the importance of sustained investment in digital infrastructure, ongoing professional development, and collaborative efforts among stakeholders to create inclusive, technology-supported learning environments for students with special needs. Based on the findings, an action plan was developed to address the five lowest-rated areas, including improving access to assistive tools and providing targeted teacher training.
Evaluating The Implementation and Impact of the Matatag Curriculum in Early Childhood Education Programs
This study examined the implementation of the MATATAGS curriculum in basic education, focusing on its perceived benefits, impact on student learning and development, and the challenges faced by teacher-respondents. A descriptive- correlational research design was employed to gather both quantitative data and determine relationships between variables. The study involved 45 teacher- respondents selected through total population sampling. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to summarize the responses. Data were collected using a validated researcher-made survey questionnaire, which covered demographic profiles, perceptions on curriculum implementation, perceived benefits, encountered challenges, and the learning process and development of students. Findings revealed that most respondents were female, aged 30–39, with varied years of teaching experience, and the majority were pursuing graduate education. Teachers generally agreed that the curriculum is well-implemented, especially in areas like technology integration, assessment, and lesson clarity. However, challenges such as limited materials, large class sizes, and the need for additional training were identified. The curriculum was perceived to significantly contribute to students’ academic and socio-emotional development. Statistical results showed a strong positive relationship between curriculum implementation and both perceived benefits and learning process and development. These findings highlight the importance of effective curriculum implementation and suggest the need for targeted improvements in teacher support, resource provision, and stakeholder involvement to enhance educational outcomes under the MATATAG curriculum.
MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning
Investigating Creativity and Resiliency amid Networked Learning in Morocco 2050 Educational Project
This study examines the networked learning model within the Morocco 2050 (M2050) educational project and its influence on creativity and resilience among students and teachers across six schools in five Moroccan academies. Encompassing 100 middle and high school participants, the study aims to investigate the experiences, satisfaction, innovation, and resilience cultivated through M2050's networked learning approach. Utilizing quantitative methodology, data were collected via questionnaires to assess the effects on collaboration, creativity, and resilience. Findings indicate a positive impact, emphasizing M2050's role as a pioneering initiative in addressing 21st-century skills and supporting sustainable educational practices. The project cultivates an ecosystem that promotes adaptability and innovation within educational communities. By examining the potential of networked learning within the M2050 initiative, this study elucidates its contribution to enhancing students' learning outcomes, advancing teachers' professionalism, and reimaging the Moroccan educational provision.
The Impact of Growth Mindset and Mathematics Anxiety on Students’ Mathematics Achievement
This research aimed to assess the growth mindset, mathematics anxiety, and mathematics achievement of the Grade 7 students at a national high school in Mandaue City, Philippines. This study sought to determine the significant relationships among these variables as basis for an action plan. The descriptive-correlational method was used and adopted questionnaires were the primary data gathering tools. Results revealed that the level of growth mindset and mathematics anxiety experienced by the respondents is “high” which indicates that students are open to exploring new concepts that will help them maximize their potential; however, they still tend to feel anxious, i.e., taking college entrance exams, experiencing pop quizzes, and when receiving grades. The overall mean of students’ mathematics achievement is 10.88 with a standard deviation of 3.80, which indicates that the respondents performed satisfactorily. The analysis of the relationship between the respondents’ level of growth mindset and mathematics achievement had a very weak positive relationship, indicating that mathematics achievement isn’t directly predicted by growth mindset. Conversely, the analysis of the relationship between the respondents’ level of mathematics anxiety experienced and mathematics achievement manifests an inverse connection, which implies that the respondents’ mathematics anxiety varies according to their mathematics performance. This suggests that exhibiting a high level of growth mindset, yet a high level of mathematics anxiety, still disrupts mathematics performance. The results emphasize the crucial role of lowering mathematics anxiety, which would enable motivation, resilience, and improved mathematics achievement. An action plan for improvement is hereby proposed.
Descriptive-correlational research, growth mindset, mathematics achievement, mathematics anxiety, Philippines
Human Resource Training Programs for Teachers in Enhancing Administrative Efficiency in a Government University in Hunan, China
This study examined human resource training programs for teachers designed to enhance administrative efficiency at a government university in Hunan, China. Using a descriptive-comparative-correlational design, data were collected from 340 purposively selected teachers using a validated researcher-developed questionnaire. Results showed that teachers generally perceived the training programs as effective, particularly in meeting professional needs, improving teaching practices, and benefiting from trainers’ expertise and technology-enhanced delivery. However, they suggested improvements in content organization, schedule flexibility, and post-training support. Administrative efficiency was also rated effective, especially in timely material approvals, open communication, and participatory decision-making. Significant differences were observed in teachers’ assessments based on sex, age, educational attainment, and years of service, with more experienced, male, and highly educated teachers viewing administrative operations more positively than younger, less experienced counterparts. The study recommends designing differentiated HR training programs that take into account teachers’ demographic and professional profiles. Training content should align with individual development plans, while modular and blended formats can address scheduling constraints. Continuous follow-up through coaching, peer collaboration, and feedback mechanisms is essential to sustain learning outcomes. Regular evaluation cycles and onboarding initiatives for new teachers are likewise encouraged to foster engagement, inclusivity, and sustained administrative efficiency.
Human Resource Training; Administrative Efficiency; School Administrators; Teachers’ Professional Development
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
The Influence of Critical Thinking and Computational Skills on the Problem-Solving Skills of Grade 7 Students
This study evaluated the role of critical thinking and computational skills on problem-solving skills of Grade 7 learners at a National High School in Cebu, Philippines, as a basis for an action plan. Utilizing a descriptive-correlational research design, 142 learners and their parents were selected through random sampling, with data analyzed using frequency counts, weighted mean, percentages, and Pearson’s r. Findings revealed that most respondents were 13-year-old female Grade 7 students (60.38%), with 33.02% of mothers having completed high school and 26.89% of fathers having completed high school as well, while 36.32% of families were below the poverty line, earning less than ₱10,957 monthly. Learners demonstrated strong critical thinking skills, very satisfactory computational skills, and satisfactory problem-solving skills. However, correlation analyses indicated negligible relationships between critical thinking and problem-solving skills and between computational and problem-solving skills. Socioeconomic factors, such as parental education and income, were identified as potential influences on skill development. The study concludes with a recommendation to implement the proposed action plan to address identified gaps and support holistic learner development.
computational thinking skills, critical thinking skills, descriptive-correlational design, Philippines, problem-solving skills, teaching Mathematics
Language Skills: Impacting the Oral Reading Proficiency of Grade One Pupils
This study investigated the relationship between language skills specifically receptive and expressive language and the oral reading ability of Grade 1 learners. Employing a quantitative correlational research design, the study aimed to determine the extent to which language proficiency influences oral reading fluency and comprehension in the context of mother-tongue-based multilingual education using Sinugbuanong Binisaya. Data were collected from 30 Grade 1 learners, along with inputs from their teachers and parents, through a Language Skills Assessment Tool measuring receptive and expressive language competencies and an oral reading test assessing fluency, accuracy, and comprehension. Statistical analysis using the Pearson Product-Moment Correlation Coefficient (r) revealed a positive but non-significant correlation between receptive language and oral reading ability and between expressive language and oral reading ability. These results suggest that while language skills contribute to reading development, they alone do not fully explain variations in learners’ oral reading performance. The study concludes that integrating language-rich instruction with structured reading activities, including phonics-based practice, storytelling, and guided oral reading, can enhance learners’ literacy outcomes.
Receptive language, Expressive language, Oral reading ability, Reading fluency, Early literacy, Language development, Sinugbuanong Binisaya
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Enhancing Early Literacy: Strategies For Improving Oral Reading Skills in Grade One Pupils
This study examined the relationship between language skills specifically receptive and expressive language and the oral reading ability of Grade 1 learners. Using a quantitative correlational research design, the study aimed to determine how language proficiency influences learners’ oral reading performance in Sinugbuanong Binisaya, the mother tongue used for instruction. Data were gathered from 30 Grade 1 pupils, along with input from their teachers and parents, using a Language Skills Assessment Questionnaire and an oral reading test. Statistical analysis revealed a strong positive and significant relationship between receptive language and oral reading ability and between expressive language and oral reading ability. The findings indicate that learners with higher receptive and expressive language skills demonstrate greater fluency and comprehension in oral reading. These results align with previous research underscoring the critical role of oral language development in reading acquisition. The study highlights the importance of integrating listening, speaking, and reading activities into early literacy instruction and proposes the development of a Reading Skills Enhancement Plan that incorporates mother tongue-based, culturally relevant strategies to improve early literacy outcomes.
Readiness and Challenges of Regular Teachers in Handling Elementary Learners with Intellectual Disabilities in an Inclusive Environment in the Philippines
Regular teachers face readiness and challenges in dealing with elementary learners on ID, indicating a need for training, resources, and inclusive instruction. Preparedness and challenges in managing learners with IDs within an inclusive setting among regular elementary teachers were the focus of this study, as the outcome informed a strategic action plan. This study employed a descriptive-correlational design, using a three-part, structured, pilot-tested, and researcher-made questionnaire to gather data from 246 public elementary regular teachers teaching in the 12 identified DepEd public elementary schools in Cebu, Philippines. The collected data were statistically treated using frequency, weighted mean, median, standard deviation, rank, Chi-square test of independence, and ANOVA. The study revealed a correlation between preparedness and challenges encountered by public elementary regular teachers in teaching learners with IDs, which indicates a strong correlation between preparedness and reported challenges. Additionally, it revealed a significant difference in the level of readiness among respondents grouped by their length of teaching experience. Moreover, it revealed a significant difference when grouped by field of specialization, suggesting that teachers’ specialization influences the types and extent of challenges they encounter in IE. It was concluded that public elementary regular teachers manifest a moderate readiness to deal with learners with IDs. The researcher suggested that the proposed strategic action plan be implemented and evaluated to enhance the lives of public elementary regular teachers in supporting learners with IDs.
Special Education, inclusive education, intellectual disabilities
Numeracy Skills of Junior High School Students in Mathematics: An Intervention Plan
This research aimed to assess the numeracy skills of the Junior High School students in a National High School in the City of Naga Division, Cebu, Philippines, as a basis for crafting an intervention plan. It utilized a descriptive quantitative correlational research design using DepEd's adapted numeracy skill questionnaire. A total of 142 Grade 7 students were selected to participate in the study. The gathered data were treated using frequency, percentage, mean, standard deviation, Multiple Regression, and the Wilcoxon Signed Rank Test. Results showed that the respondents were dominated by males, aged below 14 years old, had a satisfactory mathematics rating in the 1st quarter, with building and construction as the main occupation of fathers and housewives for mothers, and parents were mostly high school graduates. Moreover, the level of numeracy skills of the respondents in addition and subtraction indicated that they did not meet expectations. Also, it was found that they were weak in solving integers with different signs and strong otherwise. Gender and first-quarter grade in mathematics showed a significant relationship with the level of numeracy skills of the respondents. In addition, there was a significant difference among the numeracy skill levels of the respondents by area. The students’ extremely low numeracy is indicated by not meeting the skills in adding and solving integers. It is recommended that an intervention plan be adapted to help struggling students in mathematics.
descriptive-quantitative research, Junior High School, numeracy skills, teaching Mathematics, Philippines
Language for Specific Purposes in Nursing: Between Exams and Documentation Practice
The linguistic support of nurses with German as a second language represents a central challenge for the German healthcare system. Particularly in the field of nursing documentation—whether in the form of admission interviews, handover reports, or standardized forms—precise language skills are required that go beyond the mere mastery of technical terminology. This paper examines how nursing-related documentation and communication skills can be systematically fostered within vocational German language instruction. Current developments in nursing practice are taken into account, such as the introduction of the Structured Information Collection (SIS) as a standard instrument and the increasing digitalization of documentation. The paper highlights the relevance of language support both in examination formats (such as telc Deutsch B1·B2 Pflege, which still requires continuous-text admission reports) and in everyday nursing practice, where note-based entries predominate. At the center are didactic strategies such as scenario-based learning, CLIL, role plays, and corpus-based tasks, which enable learners to develop linguistic competences that are both practice-oriented and exam-focused. In this way, the paper contributes to the discussion on how subject-specific language support in nursing can be adapted to the interface of training realities, examination requirements, and professional practice.
Special Educational Needs, Digital Literacy Integration, Assistive Technology, Learners with Special Needs
Home Numeracy Experiences and Numeracy Skills of Preschoolers
This study examined the relationship between home numeracy experiences and the numeracy skills of preschoolers. Anchored on a descriptive-correlational research design, the study investigated whether the level of home numeracy engagement categorized into numeracy skills, number books, games, and application were significantly related to children’s mathematical development in the domains of numbers, identifying attributes, and thinking skills. A total of 33 parent- respondents and one preschool teacher participated in the study, selected through total enumeration. Data were collected using two validated instruments: the Home Numeracy Survey Questionnaire, and the Numeracy Skills Checklist, aligned with the DepEd Kindergarten Curriculum Guide. Statistical tools such as frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient were employed for data analysis. Findings revealed that the preschoolers demonstrated consistently high numeracy performance across all domains. However, their exposure to certain components of home numeracy particularly games and real-life application was limited. The correlation test indicated no statistically significant relationship between home numeracy experiences and numeracy skills. In light of these findings, a Numeracy Skills Enhancement Plan was developed. The plan aimed to improve parental engagement, diversify numeracy activities at home, and align household practices with school-based instruction to support holistic early math development.
Home Numeracy Environment (HNE), Early Numeracy Skills, Preschool Mathematics
Enhancing Educational Opportunities: Teaching Practices and the Progress of Learners with Intellectual Disabilities
This study was conducted to assess the educational experiences, availability of resources, development of learners with Intellectual Disabilities (ID), and teachers’ practices in the special needs education settings in Central School in Cebu, Philippines, for the academic year 2024-2025. A descriptive-correlational design was employed, surveying 40 Special Needs Education teachers. The data were analyzed using descriptive and inferential statistics. The findings showed high mean scores on learning experiences, indicating that the learning environment is positive and inclusive of students with intellectual disabilities, providing them with immense support. In all, the resource availability was high; visual aids and teacher training were also available. Assistive technology and adaptive furniture represented significant shortages. The overall educational progress of learners revealed moderate proficiency in cognitive, motor, and language development. The teachers employed many strategies to handle and support ID learners; however, the study found that some of these good practices were moderately practiced. Although quality of education related positively with teacher effectiveness, the weak link between resource availability and developmental outcomes called for more strategic use of available resources. The study concludes that continuous professional development for teachers on evidence-based practices and strategic investments in resources, especially in the areas of assistive technology and adaptive furniture, are core areas to improve learning experiences and development outcomes among students with ID. Thus, a very valued contribution to keep practice currently informed and on areas of further development, the researcher recommends an action plan toward better support of educational opportunities for learners with intellectual disabilities.
descriptive–correlational, educational opportunities, intellectual disabilities, Philippines, teaching practices
Leading with Impact: The Relationship Between School Heads’ Multifactor Leadership Styles and Teachers’ Job Satisfaction in Public Secondary Schools
This study examined the relationship of school heads’ leadership styles on teacher job satisfaction across 19 public secondary schools within the Department of Education (DepEd) Schools Division of Siquijor. Grounded in Bass’s Multifactor Leadership Theory and Herzberg’s Two-Factor Theory, the research explored the effects of transformational, transactional, and passive-avoidant leadership styles on teacher satisfaction. Utilizing a descriptive-correlational research design, data were collected through the Multifactor Leadership Questionnaire (MLQ) and a modified version of the Teacher Job Satisfaction Questionnaire (TJSQ). Statistical analysis revealed that transformational leadership, particularly the Individualized Consideration dimension, exhibited the strongest positive correlation with teacher satisfaction. Transactional leadership, notably Contingent Reward, also showed a positive association, whereas passive-avoidant leadership was linked to lower levels of satisfaction. These findings highlight the critical role of leadership in cultivating supportive and motivating work environments for teachers. The study recommends the strategic development of transformational leadership competencies among school heads to enhance teacher satisfaction and promote overall school effectiveness.
leadership style, teachers’ job satisfaction, DepEd
Digital Literacy Integration for Learners with Special Educational Needs
The academic and social outcomes of students with special educational needs can be enhanced by strengthening their digital skills, enabling them to participate in society more fully and achieve their goals. This research determined the digital literacy integration for learners with educational needs at the College of Education Special Program of a prominent state university in Cebu, Philippines. It utilized descriptive-correlational research design to answer the quantitative data from a statistical sample using the survey questionnaire as its main instrument. Frequency, weighted mean, and Pearson’s r were used to infer the data. Findings revealed a consistently high perceived value: digital applications contribute to a Maximum Extent, and the resulting digital literacy is rated as Highly Beneficial—particularly in accommodating needs and increasing student engagement. Despite this strong positive outlook, technological issues were Often encountered, with the lack of school equipment and student inexperience being the most pressing barriers. The correlation analysis indicated no significant linear relationship between the perceived contribution of applications and the degree of benefits, nor between the benefits and the encountered issues. This suggests that the high perceived value of digital literacy exists independently of implementation challenges and resource availability. The study concludes that digital literacy integration is highly beneficial, but its potential is currently constrained by infrastructural gaps. Future research should focus on mediating factors, resource deficits' impact, and developing standardized assessment frameworks for LSEN digital literacy.
Educating the Colonized Colonizer: Rethinking Francophone Schooling in Canada
This article offers a critical reassessment of francophone education in Canada through postcolonial and settler colonial theory. Francophone communities have long framed themselves as colonized minorities resisting linguistic and cultural assimilation. However, this identity often obscures their simultaneous participation in settler colonial structures, particularly regarding Indigenous lands and histories. Adopting a comparative, critical narrative methodology, the article analyzes curriculum frameworks from multiple Canadian provinces, historical documents such as the Parent Commission (1963–1966), and key texts on decolonization and Indigenous–settler relations. Literary and philosophical perspectives complement this analysis by exploring the affective and ethical dimensions of truth-telling in education. Findings reveal that while francophone education emphasizes cultural survival, it often marginalizes Indigenous perspectives or includes them in superficial ways. Curricula across Canada show persistent tensions between gestures of inclusion and deeper structural silences. Institutional and employment precarity among francophone teachers further complicates the adoption of critical pedagogies, especially when they challenge dominant national narratives. The article proposes a pedagogical ethics of truth built around three dimensions: epistemic accountability, affective engagement, and transformative praxis. It calls for curricula co-created with Indigenous partners, validation of emotional responses to injustice, and learning practices grounded in dialogue and land-based inquiry. Ultimately, the article challenges the limits of multicultural inclusion and the myth of francophone innocence. Truth-telling in education, it argues, must move beyond symbolic gestures to become a foundational commitment—one that embraces discomfort and reimagines historical responsibility as an ongoing and relational process.
Francophone education, decolonization, Parent Commission, settler colonialism, Indigenous reconciliation, postcolonial theory