The Narratives of Elementary Tutors: A Qualitative Inquiry

This qualitative phenomenological study explored the lived experiences of elementary tutors, focusing on the challenges they encountered and the strategies they used to support student learning. Data were collected through in-depth interviews (IDIs) and focus group discussions (FGDs) with fourteen graduates from Kapalong College of Agriculture, Sciences, and Technology (KCAST). The findings identified five main themes: referral-based tutoring, gaining teaching experience, managing student behavior, engaging students with interactive methods, and seeing student progress and growth. To handle their challenges, tutors used various strategies. These included offering rewards, building patience, using multimedia and peer support, organizing their schedules, and practicing self-care. Tutors also stressed the importance of adjusting teaching methods to meet different learning needs, developing essential tutoring skills, and using personalized strategies to enhance student learning. Many felt a strong sense of satisfaction from seeing student progress and were motivated to continue teaching earnestly. This study highlights the need for institutional recognition, focused training, and support systems to empower elementary tutors. The insights gained may help education leaders and policymakers improve tutoring programs and promote fair learning in elementary education

The Travails of Science- Math Quizzers: A Phenomenology

The purpose of this phenomenological study was to explore and understand the lived experiences of elementary students who participated in sci-math quizzes, focusing on the challenges they faced during preparation and competition. This study employed qualitative methodologies such as interviews, discussions, and observations of participants to gather in-depth information on the students’ experiences. The findings provided valuable resources for educators and coaches seeking to better support sci-math quizzers, contributing to a broader understanding of the unique challenges they faced. The respondents of the study were elementary Sci-Math quizzers who participated in in-depth interview and focus group discussion. Based on the results, it was gathered that the participants experienced the following; external pressure and forced expectations, facing time constraints in studying and preparation, undergoing rigorous training through daily practice and review, feeling anxious prior to the competition, finding relief after the competition, and getting life lessons and memories from others. The participants coped with these challenges by creating steady and purposeful study routine, integrating structured time management and prioritization, seeking divine providence and guidance, finding encouragement and guidance from coaches, and tapping into family support for strength and perseverance. Insights that emerged from the responses included; enhancing enthusiasm and mastery in science and math, strengthening competence and self-assurance through science and math, acquisition of new knowledge and learning strategies, exerting consistent effort through review and perseverance, and guiding and motivating future quizzers. This study highlights the importance of academic competitions in shaping students’ educational development and personal growth

Determining the Influence of Collaborative Learning on Critical Thinking of Students through a Mixed- method Investigation

This research intended to investigate the influence of collaborative learning (CL) on critical thinking (CT) among Elementary Education students exploring its status, influential domains, student’s experiences and insights using a mixed-method convergent-parallel approach. This study employed a mixed method approach, combining quantitative and qualitative data through a convergent parallel design to gain a comprehensive understanding of the research problem. The research design also included descriptive correlational and phenomenological elements, allowing for the examination of relationships between variables and the exploration of lived experiences. Quantitative results exhibit a very high level of student’s attitudes towards collaborative learning and a high level of critical thinking. It also found that there is a significant relationship between the two variables which are the collaborative learning and critical thinking which was substantiated by the result while qualitative data found that collaborative learning is effective in enhancing critical thinking and problem-solving fostering a positive learning environment and promoting intellectual growth. Data triangulation confirmed its positive influence on critical thinking, fostering intellectual growth and problem-solving. The study concluded that collaborative learning has a significant influence on critical thinking among Elementary Education students, supported by both quantitative and qualitative findings that revealed a strong relationship between the two variables

Unveiling Motivational Factors Among Obese Teenagers for Active Engagement in Physical Activities: A Phenomenological Study

Teenage Obesity is a primary global health concern with far-reaching consequences for people's bodies, brains, and cultures. This study recognizes the importance of understanding the motivational factors that can promote physical activity among this demographic, ultimately contributing to improved health outcomes. This study employs interviews, and potentially focus groups to gather insights directly from obese teenagers. By employing qualitative data to delve into individual experiences, the study aims to comprehensively identify motivational factors such as self-perception, social influences, personal goals, family support, and psychological considerations. The findings from this research endeavor have the potential to inform healthcare professionals, educators, and policymakers about effective strategies to encourage obese teenagers to embrace physical activity as part of their lifestyle. By understanding and addressing motivational factors that influence exercise behaviors, tailored interventions can be developed to empower obese teenagers to overcome barriers and cultivate a positive attitude towards physical activity. By fostering a deeper understanding of the motivations that drive behavior, stakeholders can collaborate to design interventions that resonate with the unique needs and aspirations of this demographic, thus fostering healthier lifestyles and overall well-being

A Mixed- methods Study on the Attitudes of Freshmen Students toward Mathematics

This study sought to determine the attitude of freshmen students toward mathematics at Kapalong College of Agriculture, Sciences, and Technology (KCAST), focusing on four key dimensions: anxiety, motivation/enjoyment, confidence, and importance/value. This study employed a mixed-methods design, specifically the convergent parallel approach, which concurrently collected and analyzed both qualitative and quantitative data. Descriptive design was used for the quantitative phase, while a phenomenological approach guided the qualitative phase. According to Creswell (2003), this method allows for a more comprehensive understanding by comparing and integrating findings from both data sets. Findings revealed that students generally had a moderate attitude toward mathematics. Influencing factors included math anxiety, self-confidence, motivation, and the perceived importance of the subject. The thematic analysis of qualitative data revealed three primary themes: psychological and cognitive challenges in math performance, the use of digital and independent strategies in learning math, and the impact of math perceptions on students’ career choices. Integration of both data sets showed that qualitative insights supported the quantitative patterns, indicating consistency across findings. It can be inferred that students’ attitudes toward mathematics are influenced by both internal factors (such as anxiety, confidence, and motivation) and external factors (including perceived value and learning strategies). The merging of qualitative and quantitative results provides a comprehensive understanding of the moderate attitude observed, suggesting the need for targeted interventions to improve students’ experiences and perceptions in learning mathematics

A Case Study on Career Pathing of the Elementary Teachers in Davao Del Norte

The study aims to explore how elementary teachers navigate the challenges they encounter in their career pathing and to identify the factors that influence their professional growth and advancement. The study made use of a qualitative case study design involving three elementary teachers who were selected based on their relevance to the research topic. Data were collected through in-depth interviews and analyzed using thematic analysis and cross case analysis to identify patterns and common themes. The study revealed that elementary teachers face challenges such as finding encouragement, empowering leadership potential for professional growth, seeking support from mentors and peers, pursuing professional development and growth. Despite these obstacles, teacher used to cope strategies, including sustaining drive through lifelong growth, drawing guidance from mentors and peers, maintaining work-life balance, having strong support system. The study also emphasized the critical role of establishing strong communication with stakeholders, building strong mentorship and support systems, pursuing professional development. The study highlights the complex realities faced by the teachers in their career journey. It shows the need for school and policymakers to provide structured support, mentorship opportunities, and accessible professional development programs to help teachers overcome the barriers and achieve career growth

Isang Diskursong Pagsusuri sa Pagpapakita ng mga Lalaki at Babaeng Tauhan sa Teleseryeng Maria Clara at Ibarra

Ang pag-aaral na ito ay nakatuon sa pagsusuri ng representasyon ng kasarian sa teleseryeng Maria Clara at Ibarra. Nilalayon nitong tukuyin ang proseso ng paglalarawan ng kasarian at ang anyo ng pagkiling sa pagitan ng lalaki at babae sa kuwento. Upang maisakatuparan ito, ginamit ang Eight-Factor Model nina Amerian at Esmaeel (2014) upang suriin ang representasyon ng kasarian, at ang Five-Gender Biases Model nina Amini at Birjandi (2012) upang matukoy ang mga anyo ng pagkiling sa kasarian. Isinagawa ang pananaliksik gamit ang kwalitatibong pagsusuri ng nilalaman, kung saan pinag-aralan ang mga karakter batay sa kanilang katangian, papel sa kuwento, at bokasyon. Ang mga lalaking karakter ay kadalasang inilalarawan bilang matapang, makapangyarihan, at may mataas na katayuan sa lipunan, samantalang ang mga babaeng karakter ay madalas ipinapakita bilang mahina, nakadepende, at nangangailangan ng proteksyon. Napansin din na ang mga lalaking tauhan ay mas binibigyang pansin at may mas aktibong papel sa daloy ng naratibo kumpara sa mga babaeng tauhan. Sa kabuuan, ipinakikita ng pag-aaral na ang teleseryeng Maria Clara at Ibarra ay nagtataglay ng tradisyunal na pananaw sa kasarian, na maaaring magpatibay ng gender stereotypes sa mga manonood

Probing the Intricacies of Language Maintenance of Indigenous Students in Higher Education: A Multiple Case Study

This study probes the experiences of indigenous students in their language maintenance while communicating with other people within a local college in Kapalong, focusing on the challenges they encountered, how they handled every challenge, and the insights they can share from the challenges they have experienced. Utilizing a qualitative multiple case study approach, data were collected through in-depth interviews with six indigenous college students studying in a local college. The findings reveal that these indigenous students struggle by experiencing pessimistic feelings during class discussions, dealing with negativity from people, and considering socializing with multicultural people as a struggle. Despite these adversities, they remained committed to their mother tongue while learning other languages through communicating with different kinds of people, giving high regard to the community's established norms, and using the language in meaningful ways. The study highlights the necessity for educational institutions to provide more support most especially financial assistance, seminars, and multicultural organizations wherein each student who is a member of a particular tribal community should be given equal rights within the institution so they can continue their studies in upholding their language while fostering harmonious relationships with other people inside the institution. These insights benefit not just the indigenous college students but society in general since they will build a deeper appreciation and respect towards every person, regardless of their language and cultural background

Experiences of English Teachers Handling Mainstreamed Students in Secondary Schools in Davao Del Norte: A Multiple Case Study

The purpose of this research was to identify the lived experiences of English teachers dealing with mainstreamed students in secondary schools in Davao del Norte, Philippines, and how they cope. While there have been reforms in inclusive education, local studies specifically about English teachers in this area are few. Covering this gap in research, the study investigates how teachers manage the requirements of inclusive teaching and catering to diverse learners in regular classrooms. Using a qualitative multiple case study approach, the research recruited three purposively chosen participants—a newbie, a master, and an expert teacher—stages of professional practice. In-depth interviewing, thematic coding, and cross-case analysis were employed to enact the richness of instructional approaches, challenges, and reflective thoughts in inclusive education environments. The results demonstrated that educating mainstreamed students entails ongoing instructional accommodations, differentiated instruction, and high teacher self-efficacy. It involved the use of coping strategies, including remedial instruction, flexible delivery of lessons, multimodal learning supports, and collaborative planning. The research underscored the pivotal importance of administrative support, peer support, and continuous professional development in enhancing inclusive practices. Theoretical integration pinpointed how Bandura's teacher self-efficacy, Vygotsky's social constructivism, and Mezirow's transformative learning theory influenced teachers' resilience and instructional decisions. In spite of its limited sample size, the research offers insightful information on grassroots realities of inclusive English teaching in a Philippine setting. It suggests specific interventions like systematic training on Universal Design for Learning (UDL), co-teaching frameworks, and sustainable resource provisioning to enhance inclusive classroom implementation. Future studies must embrace mixed-methods approaches to incorporate the voice of the student and evaluate the large-scale effect of teacher strategies on learning outcomes

From Reflection to Action: A Mixed- method Investigation on the Reflective Practices of Elementary Teachers

The study aimed to investigate the reflective teaching practices of elementary educators in the Kapalong West District, focusing on their experiences and the factors influencing their reflection. Additionally, it sought to determine the level of reflective teaching practices and how these impact their instructional strategies and professional growth. This study employed a mixed-method design utilizing a convergent parallel approach. The participants consisted of elementary teachers from various schools in the district. A total of 136 teachers were selected through convenience sampling for the quantitative phase, while seven participated in focus group discussions and another seven were purposively chosen for in-depth interviews. The quantitative results revealed that the level of reflective teaching practices among educators was very high. Meanwhile, the qualitative findings revealed several themes such as challenges in reflection due to overwhelming workloads and time constraints, student performance as a catalyst for teacher reflection, and the blending of structured and flexible reflection in teaching. Findings from the quantitative and qualitative analyses converged, reinforcing the significance of reflection in improving teaching effectiveness. Recommendations for strengthening reflective practices are included for further guidance