Voices from the Margins: Exploring the Lived Experiences of Indigenous Out-of-School Youth in Talaingod

The purpose of this research was to explore the lived experiences of Indigenous out-of-school youth in Talaingod, with particular attention to the challenges they face in accessing education, the coping strategies they adopt, and the meaningful insights they have gained from their struggles. Using a phenomenological research approach, data were gathered through in-depth interviews and focus group discussions involving Indigenous out-of-school youth in the area. Following the analysis of their narratives, five significant themes emerged: (1) overcoming financial and logistical struggles, (2) geographical difficulties in securing access to education, (3) systemic barriers to education, (4) making labor choices out of necessity, and (5) grief over lost educational opportunities. Participants reported that severe economic hardships, geographic isolation, and a lack of essential resources compelled many of them to abandon schooling in favor of strenuous labor just to survive. Despite these harsh conditions, the participants displayed remarkable resilience. They redefined their means of livelihood, drew strength from familial and community support, and demonstrated profound inner fortitude in facing adversity. These lived experiences highlight the pressing need for educational systems that are not only accessible but also inclusive and respectful of Indigenous cultures and realities. Consequently, this study presents valuable insights into the hardships and resilience of Indigenous out-of-school youth in Talaingod. It opens new avenues for promoting equitable access to education and fostering community development. This research is vital as it provides perspectives that can inform policy-making, resource allocation, and the creation of inclusive educational practices tailored to the needs of marginalized communities

Dimensions of Academic Buoyancy Contributing to Mathematical Competency among Freshmen University Students

The study assessed the extent of manifestation of academic buoyancy of students in the course Mathematics in the Modern World. Descriptive-correlational research design was utilized in describing academic buoyancy and mathematical competency. The respondents of this study were a total of 732 composed of 368 college students from public state universities and colleges plus 364 from private colleges in Oriental Mindoro. This study used survey questionnaires as the main tool in data gathering. Descriptive statistics such as weighted mean, standard deviation and a four-point rating scale were employed in treating the data gathered. Regression was used in determining how dimensions of academic buoyancy that predict mathematical competency. Regression analysis revealed that academic buoyancy variables such as commitment, composure, coordination, and confidence were all significant predictors of mathematical competency. Among them, commitment showed the strongest predictive value

Improving the Writing Skills of Grade 10 Students through the Strategic Use of Transitional Devices for Cohesion and Coherence

This study investigated the effectiveness of using transitional devices to enhance the writing skills of Grade 10 students at Kapalong National High School. Specifically, it aimed to determine how a 4-week intervention focusing on explicit instruction and guided practice in transitional devices could improve students’ writing performance. A quantitative descriptive research design was employed, involving 50 purposively selected students who completed pretest and posttest assessments measuring five writing indicators: content, organization, vocabulary, grammar, and mechanics. Results showed a marked improvement in mean scores, from 50.70 (pretest) to 82.50 (posttest), with the most significant gains in grammar and organization. A paired samples t-test confirmed a statistically significant difference, t(49) = 10.92, p < .001. This demonstrates the strong positive effect of the intervention. In addition, thematic analysis of student interviews revealed enhanced cohesion, clearer logical flow, improved paragraph unity, and better readability. Students expressed greater confidence and clarity in organizing their ideas. The study concludes that teaching transitional devices is a practical strategy for improving writing competence and recommends its wider adoption in language instruction at various grade levels

The Relationship of Teachers’ Openness to Diversity on the Intercultural Competence of Elementary Teachers in Asuncion District: A Mixed- methods Study

This study aimed to examine the relationship between elementary school teachers’ openness to diversity and their intercultural competence in the municipality of Asuncion. The researchers used a mixed methods approach. They included 118 public elementary teachers in the quantitative phase through total enumeration and 14 selected participants in the qualitative phase through interviews and focus group discussions. The quantitative results showed very high levels of openness to diversity (M = 4.43) and intercultural skills (M = 4.46). There was a strong positive correlation between these two factors, r(118) = .601, p < .001. The qualitative analysis identified six main themes: Language and Cultural Barriers in the Classroom, Developing Cultural Sensitivity in Teaching, Building Competence Through Collaborative Learning, Promoting Inclusive and Culturally Responsive Teaching, Promoting Inclusive and Culturally Responsive Education, and Advancing Multicultural and Inclusive Education. The combination of both data types revealed strong alignment. This confirmed that teachers who are more open to diversity tend to show higher intercultural skills. The findings emphasize the need for ongoing support and professional development in multicultural and inclusive practices

The Mediating Effect of Cultural Identity between the Relationship of Intercultural Sensitivity and Cultural Competence of Elementary Teachers

This study aims to determine the mediating effect of cultural identity on the relationship between intercultural sensitivity and cultural competence among elementary teachers in the Kapalong West District. It employed a quantitative, non-experimental research design using a descriptive-correlational technique and mediation analysis. Data were collected from 136 elementary teachers through total enumeration, utilizing adapted survey questionnaires. Statistical tools used included mean, Pearson’s r, and Structural Equation Modeling (SEM) with mediation analysis at a 0.05 significance level. Results revealed high levels of intercultural sensitivity, cultural identity, and cultural competence among teachers. Significant relationships were found between intercultural sensitivity and cultural identity, cultural identity and cultural competence, and intercultural sensitivity and cultural competence. Mediation analysis further revealed that cultural identity partially mediates the relationship between intercultural sensitivity and cultural competence. This suggests that teachers with a well-developed cultural identity are more likely to demonstrate greater intercultural sensitivity and cultural competence, enabling them to engage more effectively with students from diverse backgrounds

The Effect of AI Use Motives and Digital Literacy on Classroom Participation of Mathematics Major Teacher Education Students

The purpose of the quantitative study was to determine the impact of AI use motives and digital literacy to the classroom participation of mathematics education students in a local college in Davao del Norte. The study was quantitative research that utilized a descriptive-correlational approach. A sample of 134 randomly selected mathematics education students who were identified using stratified random sampling answered the surveys on the three variables. Standardized questionnaires were administered to assess AI use motives, digital literacy, and classroom participation. The findings revealed that the overall level of AI use motives among students was high (M = 3.75). The level of digital literacy was also high (M = 4.02), with the copyright component rated very high (M = 4.22), while the classroom participation was rated high (M = 4.01) with the understanding teachers component rated very high (M = 4.30), and also the understanding students was rated very high (M = 4.27). Statistical analysis using Pearson r showed a weak but significant positive correlation between AI use motives and classroom participation r (132) = .320, p < .001. Also, the Pearson r between digital literacy and classroom participation showed a weak, positive but significant correlation, r (132) = .514, p < .001. Further analysis through regression revealed that among the domains of digital literacy, there are two indicators that significantly predicted to classroom participation, curation (B = 0.147, p = .010), and creativity (B = 0.107, p <.001). It was revealed that domain of digital literacy such as curation and creativity can significantly predict classroom participation of the respondents. These findings show that improving students' digital literacy, particularly in curation and creativity, could lead to increased classroom participation

An Assessment on the Metacognitive Awareness among Teacher Education Students: A Convergent Parallel Study

This study aimed to assess the level of metacognitive awareness among teacher education students and explore their lived experiences using a mixed-methods approach. A convergent parallel design was employed. A total of 284 students were selected through random sampling for the quantitative phase, while 14 participants were purposively chosen for interviews and focus group discussion. Quantitative data from questionnaire and qualitative data from interviews and focus group discussions in the qualitative phase. Data were collected using a validated questionnaire and semi-structured interview guide. Quantitative findings revealed a high of metacognitive awareness, particularly in problem-solving and support reading strategies. were collected and analyzed. Results indicated a high level of metacognitive awareness, particularly in problem-solving and support reading strategies. Qualitative findings highlighted challenges related to time management, and retention of information. The integration of both data set showed convergence, suggesting that students are aware of metacognitive strategies, they face barriers in applying them effectively. The study underscores the need to enhance instructional practices and provide targeted support to foster metacognitive skill development in teacher education programs

OVERSIGHT OF COMMERCIAL COMPANIES BETWEEN CORPORATE LAW AND TAX LEGISLATION

Objective: This research deals with the study of the control of commercial companies from a dual perspective that combines commercial law and tax legislation, with the aim of analyzing the effectiveness of the legal system in controlling the performance of companies and ensuring their compliance with the legislation in force. Method: The research is based on the legal analytical approach, and is divided into three main chapters: the first chapter deals with the theoretical framework of control, in terms of concept, types, and objectives; the second chapter focuses on legal control under the Companies Law, through incorporation, the role of the commercial register, and the responsibilities of management; while the third chapter deals with tax control, its tools, and its impact on companies, indicating the complementary relationship between the legal and tax systems. Results: The research concluded that it is necessary to develop control tools, strengthen institutional coordination between legal and tax authorities, and impose clear legal obligations on commercial companies, in order to ensure a balance between freedom of investment and the interest of the state in tax collection and regulatory control. Novelty: The importance of control is highlighted in light of the growing economic activities and the multiplicity of forms of companies, which requires accurate and effective control mechanisms capable of ensuring transparency, integrity, and combating financial and administrative corruption

School Heads’ Instructional Supervision and Teaching Competence of Elementary Teachers in Kapalong East District: A Convergent Parallel Study

This study explored the relationship between instructional supervision and teaching competence among educators in selected schools in the Kapalong East District using a mixed-method convergent design. The quantitative phase involved 147 teachers through random sampling, while seven participants were purposively selected for the qualitative phase. The study examined the levels of instructional supervision by school heads, the teaching competence of elementary teachers, their lived experiences, and coping mechanisms related to supervision. School heads demonstrated a high level of supervision, and teachers exhibited high competence, especially where supervision was consistent and targeted. Results revealed a significant positive correlation between instructional supervision and teaching competence, r (145) = .688, p < .001. Qualitative findings yielded five key themes: enhancing supervision practices, advancing teaching effectiveness, addressing supervision challenges, fostering a culture of continuous growth, and supervision as a catalyst for effective, student-centered learning. On the integration of qualitative and quantitative data results were merging-converging. Lastly, the insights from this study hold great value for the field of education, especially for school heads and those involved in teacher training and development. By understanding how instructional supervision influences the teaching competence of elementary teachers, educational leaders can create more responsive programs and policies. These efforts can help better support teachers in their day-to-day classroom challenges and ultimately improve the quality of learning for students in the Kapalong East District

From Confusion to Confidence: A Grounded Theory on how Senior High School Students Develop Self-Regulated Learning through Problem- posing in General Physics

This study aimed to develop a grounded theory that provides explanation on how Senior High School learners learn and grow through problem-posing activities in General Physics 1 and 2. The researcher conducted in-depth interviews with six SHS learners who had been exposed to regular problem-posing tasks (free, semi-structured, and structured). The interviews were analyzed using the constant comparative methods (guided by the Grounded Theory approach), which involves open, axial, and selective coding. Findings reveal that learners initially experienced confusion, self-doubt, and anxiety when asked to create physics problems. Over time, however, they developed strategies such as reviewing lessons, collaborating with peers, and visualizing real-world situations. These actions enabled them to shift from passive learners to confident, self-regulated thinkers. The final theory is “Problem-Posing as a Pathway from Cognitive Struggle to Self-Regulated Learning.” This illustrates how problem construction nurtures reflection, metacognition, creativity, and personal growth. It is concluded that problem-posing helped learners move beyond memorization; it became a meaningful avenue to think more deeply, manage their own learning, and develop confidence in understanding physics concepts. In simple words, as learners struggled, adapted, and reflected, they grew into more self-directed learners. It is then recommended that educators utilize problem-posing not just as an assessment tool but as a regular strategy to support critical thinking, confidence-building, and independent learning