COMMUNITY-BASED SUPPORT ACTIVITIES OF ALTERNATIVE LEARNING SYSTEM (ALS) IMPLEMENTERS

| Published: June 05, 2026

Abstract: This research assessed the extent of implementation of community-based support activities of ALS implementers in the districts of Ilocos Sur division during the School Year 2019-2020. The researcher used the descriptive research design and utilized the ALS implementers as respondents. A questionnaire was used to gather the data. Frequency, percentage, mean and Pearson Product Moment Coefficient Correlation(Pearson r) were used to treat the data. It was found out that the profile of the respondents vary; that the extent of implementation of community-based support activities of ALS along advocacy, communication, social mobilization, and community support was high; that the extent of implementation of community-based support activities along considered dimensions was highly implemented; there was no significant relationship between the profile and the extent of implementation of community-based support activities. It is recommended that the respondents should continue their continuing professional education (CPE), establish linkages with the external and internal stakeholders; that they should sustain if not make it very highly implemented the extent of implementation of community-based support activities along advocacy, communication, social mobilization and community support.

Keywords: Extent of implementation of community-based support activities, advocacy, communication, social mobilization, community support

Sample Research

Christine Lourrine Tablatin | Published: June 05, 2026

RESEARCH COMPETENCIES OF SENIOR HIGH SCHOOL TEACHERS OF SDO-ILOCOS SUR: A BASIS FOR RESEARCH UPGRADING PROGRAM

| Published: June 05, 2026

Abstract: Teachers play an important role in making sure that education serves its purpose. In such case, teachers as members of the academe are expected to conduct researches to transcend learning into scientific, evidence-based, and factual. Hence, this study determined the research competencies of Senior High School teachers in the Schools Division of Ilocos Sur for the School Year 2019-2020. Specifically, this research determined the demographic profile of respondents, the level of research competencies of the respondents, and the significant relationship between the profile of the respondents and their level of research competencies. The research design used was the descriptive-correlational research. Findings showed that majority of the respondents are young, mostly females and married teachers. They have obtained Masteral degree units but with less than 5 years average teaching experiences, mostly have not attended any trainings or seminars in research and that majority have not conducted research studies; respondents possess the competency to conduct research studies given their high level of research competencies; and the position and number of seminars/trainings related to research is related to the level of competency among senior high school teachers. A research upgrading program was formulated to enhance the research competencies of senior high school teachers of the Schools Division of Ilocos Sur.

Keywords: Research Competency, Senior High School Teachers, Research Upgrading Program

DEVELOPMENT OF ILOKO LEARNING PACKAGE IN BEGINNING READING: ITS EFFECT ON THE READING PERFORMANCE OF GRADE I LEARNERS

| Published: June 05, 2026

Abstract: The researcher of the study aimed to develop a Development of Iloko Learning Package in beginning reading for Grade 1 learners after assessing the level of reading performance of Grade 1 learners of Tagudin District, extent of utilization on the different techniques and strategies, level of adequacy of reading materials. The descriptive-developmental research design was used in the study. Twenty-five (25) Grade 1 teachers answered the level of reading performance of Grade 1 learners and teaching strategies and adequacy of reading materials. Two ( 2 ) school heads and three ( 3 ) experienced teachers evaluated the Development of Iloko learning package. Questionnaires were adapted and frequency count, and mean order were used to treat the data.\r\n As to findings, the reading performance of beginning reading was satisfactory and the adequacy of instructional materials was highly adequate. There were six weaknesses along reading performance level in teaching reading. These weaknesses were used as a bases in the development of the Iloko learning package. The output was very highly acceptable according to the evaluators.\r\n The following are the conclusions: 1) The teachers favorably reached the objectives in teaching reading among Grade 1 learners; 2) The extent of utilization of different techniques and strategies is above the standard; 3) Instructional materials in the district are sufficient but other instructional materials are wanting. 4) The developed Iloko Learning Package is very highly acceptable according to the experts.\r\n From the findings and conclusions, the following are offered: 1) teachers are encouraged to continue to favorably attain the objective of teaching reading; 2) Grade 1 learners are encouraged to improve their level of reading performance; 3) Teachers and administrators are encouraged to purchase or provide other supplementary reading materials to hone the reading skills of learners; 4) The developed ILP may be proposed to the District Supervisor to improve its use in the Grade 1 classes of the district; 5) and it is likewise recommended that there should be more activities to be developed for the learners to master their least competencies and that the material should be re-evaluated after three years to gauge its effectiveness.

Keywords: Iloko Learning Package, communication competence, level of validity

HUMAN IMMUNODEFICIENCY VIRUS (HIV) SCHOOL-BASED INITIATIVE: BASIS FOR ADVOCACY CAMPAIGN AND POLICY RECOMMENDATION

| Published: June 05, 2026

Abstract: This study aimed to analyze the human immunodeficiency virus school-based initiatives which served as a basis for advocacy campaign and policy recommendation. Specifically, it aimed to determine the profile of the respondents and the extent of implementation of the school-based HIV initiatives along advocacy, information dissemination and awareness, education and training, confidentiality; roles and responsibilities; integration of comprehensive sexuality education in the curriculum and instruction; and monitoring. It also aimed to identify the significant relationship between the personal profiles of the respondents to the extent of implementation of Human Immunodeficiency Virus School-Based Initiative. This study employed the descriptive-correlation approach using a questionnaire in gathering the data. Findings showed that most of the respondents are students and the distribution across higher age ranges is diverse, program implementers are qualified, however they lack trainings and seminars related to HIV. The extent of implementation of the school-based HIV initiatives were moderately implemented along advocacy, information dissemination and awareness, confidentiality, roles and responsibilities, integration of comprehensive sexuality education, curriculum and instruction and monitoring, however, along education and training, it was seldom implemented. Results also revealed that there is moderately low positive correlation between the age, and educational attainment, and length of service to the extent of implementation of HIV school-based initiatives, however, there is moderately high positive correlation as to sex, seminars and trainings. A policy recommendation and advocacy campaign were formulated as outputs of the study.

Keywords: School-based HIV initiatives, Policy Recommendation, HIV Advocacy Campaign

INFORMATION AND COMMUNICATIONS TECHNOLOGY SKILLS OF SCHOOL PAPER ADVISERS

| Published: June 05, 2026

Abstract: Campus Journalism helps in the improvement of good communication and continuous education and cultural development.As society becomes more modern and complex campus journalism encompasses. \r\nThis study dealt with the crafting of an Action Plan the Information and Communications Technology skills of School Paper advisers of Tagudin District.\r\nThe respondents of this study were the 30 school school paper advisers of Tagudin District. Total enumeration of the respondents were considered. The data gathering tool was in a form of a questionnaire which was based on the objectives of the study. The findings of the study manifested that the profile of the school paper advisers is within the expected range of professional qualification standards. The school paper advisers level of information and communication technology skills manifested average performing expected outputs relevant to journalism tasks. The profile of the respondents shows no significance to their ICT skills. Therefore, an Action Plan for Information and Communications Technology Skills for School Paper Advisers was developed. Thus, acceptability of the development plan was also established.

Keywords: action plan, information and communications technology skills, school paper advisers, campus journalism, journalists.

DEVELOPMENT OF ILOKO ORTHOGRAPHIC INSTRUCTIONAL MATERIAL IN MOTHER TONGUE BASED-MULTILINGUAL EDUCATION (MTB-MLE) FOR GRADE 2 LEARNERS

| Published: June 05, 2026

Abstract: The world is in the” knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Pupils in this age must be prepared to compete in a global economy, understand and operate complex communication and information system, and apply higher level thinking skills to make decisions and solve problem.\r\nThis study dealt with the development of Iloko Orthographic Instructional Material for Grade 2 learners in Tagudin District.\r\nThe respondents of the study were the 21 Grade 2 teachers and the 490 Grade 2 learners enrolled for the school year 2019-2020 for their performance for the Achievement Test raw score in Mother Tongue Based-Multilingual Education (MTB-MLE) subject. To validate the Iloko orthographic instructional materials, five (5) District MTB-MLE Coordinator in the Schools Division of Ilocos Sur who made thorough analysis to assure its effective implementation. \r\nThe conclusions were: 1. The performance of Grade 2 learners in MTB-MLE based from the Achievement Test Result is satisfactory. 2. The level of adequacy of instructional materials in MTB-MLE from Grade 2 learners is highly adequate. 3. There are strengths needed to be maintained and weaknesses to be improved. 4. They preferred Iloko orthographic instructional materials to improve the performance of Grade 2 learners in MTB-MLE. 5. The validity of the developed Iloko orthographic instructional material is very highly acceptable.\r\nThe following recommendations are hereby offered effective literacy instruction in Grade 2 classrooms happen if Grade2 teachers will explore many reading materials to help learners develop literacy skills. Teachers should provide developmentally appropriate books in teaching and learning process. The developed Iloko orthographic instructional materials are strongly recommended for use. More Iloko orthographic instructional materials will be developed particularly in the public schools. It should be subjected to a more in-depth validation and tried out to Grade 2 pupils. The Department of Education should conduct more seminars for teachers to enhance their skills in preparing Iloko orthographic instructional materials.

Keywords: Iloko orthographic instructional materials, Level of performance, Level of Adequacy, Extent of Utilization of Teaching Methodologies and Approaches, Level of Acceptability.

INFORMATION AND COMMUNICATIONS TECHNOLOGY INTEGRATION IN TEACHING MATHEMATICS IN SECONDARY SCHOOLS

| Published: June 05, 2026

Abstract: This study aimed to study Information and Communications Technology Integration in \r\nTeaching Mathematics in Secondary Schools of the First District of Schools Division of Ilocos \r\nSur for the School Year 2018 – 2019. \r\nThe challenges in integrating ICT in teaching Mathematics was measured along \r\nconfidence, usage in school and at home, and opinion on the advantages and disadvantages \r\nand how it affects the teaching process. \r\nThis study looked into the influence of the demographic profile of the respondents such \r\nas: age, educational attainment, number of relevant seminars/training attended; teaching – \r\nrelated factors such as: subject(s) area teaching, number of years in teaching, average \r\nnumber of students per class, number of teaching hours per day, and number of years in using \r\ncomputers and/or the internet at school and at home; and the ICT integration in teaching \r\npractice in terms of how ICT is being integrated at school, ICT accessibility, and how \r\nProfessional Development is undertaken at school on their level of ICT integration in teaching \r\nMathematics. \r\nLikewise, it sought to determine their level of confidence, ICT usage in school and at \r\nhome, and opinion on the advantages and disadvantages and how it affects the teaching \r\nprocess as influence on their level ICT integration in teaching Mathematics. \r\nThis study involved 71 mathematics teachers in the First District of Schools Division of \r\nIlocos Sur for the School Year 2018 – 2019. \r\nThe descriptive-correlational design was used in this study. A questionnaire was used \r\nto gather data on the profile, the levels of confidence, ICT usage in school and at home, and \r\nopinion on the advantages and disadvantages and how it affects the teaching process of the \r\nrespondents. \r\nData were analyzed using frequency and percentage, mean and linear correlation \r\nanalysis through SPSS. \r\nThe following findings were arrived at by the researcher: \r\n3 \r\nMore than a half of the respondents belong to a combined age grouped of 20 – 40, \r\nand the remaining respondents with a combined age grouped 41 and above. Only 13 or 18.3% \r\nhave finished post graduate studies, while a considerable number of 20 or 28.2% of the \r\nrespondents have not attended any ICT relevant training. \r\nMajority of the respondents are teaching other subjects aside from Mathematics, have \r\nmore than 40 as number of students per class and teaching 6 hours per day. There is a \r\nconsiderable number of 30 or 42.3% respondents who are in the teaching profession for less \r\nthan five years while 28 (39.5%) of them teaching for more than 10 years. Moreover, majority \r\n(39 or 54.9%) of the respondents are using computers and / or the internet at school and at \r\nhome for more than 4 years while 22 or 45.1% of them are using computers and /or internet \r\nat school and at home for at most 3 years. \r\nICT is being taught as a separate subject by the majority of the respondents and \r\nintegrate ICT in their teaching as their personal choice and not because of curriculum \r\nrequirement. They use computers in preparing their lesson plans and in teaching their \r\nMathematics and they allow their students to use their personally owned devises for learning. \r\nAll of the respondents have computer laboratory in their respective schools with \r\ndesktop computers and laptops. Almost half of them have internet access while the rest \r\nwithout internet access. In addition, there is no interactive board present and no mobile phone \r\nor digital camera or camcorder provided by the school of the respondents. It there is any it is \r\nthe teacher’s personal gadgets. \r\nMajority of the respondents have attended introductory courses on internet use and \r\ngeneral application like basic word-process, spreadsheets, presentations, and courses on the \r\npedagogical use of ICT in teaching and learning. But they have not undertaken advanced \r\ncourses on applications like advanced word-processing, complex relational databases, virtual \r\nlearning environment; advanced courses on internet use like creating websites/homepage, \r\nvideo conferencing; equipment-specific training; subject-specific training on learning \r\n4 \r\napplications like tutorials, simulations; and multimedia like using digital video, audio \r\nequipment, and others. \r\nThe respondents have a “Low” (????̅ = 2.59) level of using computer and/or internet in \r\nclass and also “Low” levels of ICT usage at school and at home with mean ratings (????= 2.60) \r\nand (????= 2.45) respectively, in spite of a “High” (????̅ = 4.11) level of confidence in integrating ICT \r\nin teaching Mathematics, a “High” (????= 4.16) level of opinion on the effect of using ICT in the \r\nteaching process and with a “Moderate” \r\n(????= 3.32) level of opinion on advantages and \r\ndisadvantages of using ICT in the teaching process. \r\nThe level of confidence in integrating ICT in teaching Mathematics is significantly \r\ninfluenced by the demographic profile of the respondents as a whole but when taken singly, \r\nage and educational attainment have significant influence on the level of confidence in \r\nintegrating ICT in teaching Mathematics. \r\nThe level of ICT usage in teaching process at school and at home is significantly \r\ninfluenced by the demographic profile of the respondents as a whole but when taken singly, \r\nonly the variable age has significant influence on the level of ICT usage in teaching process \r\nat school and at home. \r\nThe level of opinion in integrating ICT in teaching Mathematics is not significantly \r\ninfluenced by the demographic profile of the respondents as a whole. But when taken singly, \r\nthe variable age has significant influence on the level of opinion in integrating ICT in teaching \r\nMathematics. \r\nThe level of confidence in integrating ICT in teaching Mathematics is significantly \r\ninfluenced by the teaching-related profile of the respondents as a whole but when taken singly, \r\nthe variables number of years in teaching and number of years using ICT have significant \r\ninfluence on the level of confidence in integrating ICT in teaching Mathematics. \r\nThe level of ICT usage at school and at home is significantly influenced by the \r\nteaching-related profile of the respondents as a whole but when taken singly, only the variable \r\n5 \r\nnumber of years in teaching has significant influence on the level of ICT usage at school and \r\nat home. \r\nThe level of respondents’ opinion in integrating ICT in teaching mathematics is not \r\nsignificantly influenced by their teaching - related profile as a whole. But when taken singly, \r\nthe variables number of years in teaching and number of teaching hours per day have \r\nsignificant influence on the level of respondents’ opinion. \r\nWith the conclusions drawn, the following recommendations are forwarded: \r\n(1) \r\nTeachers are encourage to push through their Graduate studies and send them to \r\nseminars/training on ICT integration in teaching and other advance courses on applications, \r\ninternet use, and learning application course on multi-media. There must be a provision of \r\ninteractive board, PC tablet/mobile phone if possible and ensure internet accessibility for \r\nteachers to use. (2) Teachers are encourage to use the computers present in their schools \r\nand integrate ICT in their teaching more often even if they are not being observed by their \r\nadministrators and use online teaching or learning media forms like EDMODO and mobile \r\nphone with their students to offset class suspensions due to unavoidable circumstances. \r\nAdministrators shall identify ICT experts in their school to give assistance on the “know-how” \r\nconcerns of other teachers who are having difficulty in dealing with computers in order to \r\ncompliment the “High” confidence of teachers in using computers in teaching. (3) \r\nMathematics teachers shall teach only Mathematics subjects if possible, and lessen their \r\nnumber of teaching hours per day so that they have enough time to prepare their lessons with \r\nthe use of ICT. \r\nIn addition, encouragement shall be given for the younger teachers for them to be \r\ninspired to perform better in the teaching profession. \r\nLastly, similar study is recommended to be conducted with secondary schools \r\nMathematics teachers of Schools Division of Ilocos Sur as well as Mathematics teachers in \r\nthe Elementary as the respondents.

Keywords:

IMPLEMENTATION OF MOTHER TONGUE-BASED-MULTILINGUAL EDUCATION: A TRIANGULATION

| Published: June 05, 2026

Abstract: Language is considered as one of the most vital factors that affects the education of every learner. In fact, Mother Tongue as a vernacular provides learning experiences for quality education. \r\nThis study dealt with the crafting of a development program for Mother Tongue-Based Multilingual Education (MTB-MLE) Teachers of Tagudin District.\r\nThe respondents of this study were the 21 school administrators and 84 Kindergarten to Grade 3 MTB-MLE teachers of Tagudin District. Total enumeration of the respondents were considered. The data gathering tool was in a form of a questionnaire which was based on the objectives of the study. The findings of the study manifested that the profile of the school administrators and teachers can be \r\ndetermined. The school profile can be likewise established. The status of implementation of MTB-MLE in Tagudin District is quite good.There were four (4) constraints along adequacy of instructional materials, six (6) along teachers’ preparedness and four (4) along learners’ preparedness. The profile of school administrators/teachers, profile of the schools and the status of implementation of MTB-MLE is significantly correlated. Therefore, a training program for the MTB-MLE teachers was developed. Thus, acceptability of the development program was also established.

Keywords: training program, mother tongue-based multilingual education, level of adequacy of instructional materials, teachers’ preparedness, learners’ preparedness

NO PAIN, NO GAIN: UNRAVELLING THE STORIES OF SENIOR HIGH SCHOOL TEACHERS

| Published: June 05, 2026

Abstract: Senior High School curriculum in various parts of the world is offered to prepare students for work or a university life. This basic research explored and describe the difficulties experienced by senior high school teachers of the School Division of Ilocos Sur in the implementation of the senior high school program. It involved all senior high school teachers who are assigned in the 64 public secondary schools of the Schools Division of Ilocos Sur for school year 2019-2020. Purposive sampling is the best method for a qualitative research because it identifies a key informant who possess the needed data to answer the interview questions. The inclusion criteria include the following: (1) senior high school teachers of the Schools Division of Ilocos Sur, (2) have at least one-year experience, (3) male or female, (4) very much willing to participate as a respondent of the study. The researcher will an interview guide in order to gather the difficulties experienced by the senior high school teachers and the major themes that will emerged from the conduct of the study. Significant findings revealed that there are difficulties experienced by senior high school teachers in the implementation of the senior high school curriculum. Finally, these difficulties and experiences are categorized into three themes namely: (1) teacher-related factors, (2) curriculum-related factors, (3) strategizing and innovative Ideas. It is strongly recommended for school heads to consider provided a comprehensive professional development for all senior high school teachers.

Keywords: SHS Curriculum, SHS Teachers, Phenomenology, Themes, Teaching