Student Journal of Technology and Educational Research (SJTER)
Student Journal of Technology and Educational Research (SJTER) is a peer-reviewed academic journal dedicated to showcasing the research outputs of student-researchers in Teacher Education programs, Senior High School, Graduate School, and allied fields. The journal serves as an inclusive platform for emerging scholars to share their academic inquiries, innovative ideas, and evidence-based practices that contribute to the advancement of education. The journal serves as an inclusive platform for emerging scholars to share their academic inquiries, innovative ideas, and evidence-based practices that contribute to the advancement of education. SJTER covers a broad range of disciplines, including Language and Literature, Mathematics, Social Studies, Early Childhood Education, Elementary and Higher Education, Technology and Livelihood Education, Physical Education, ICT and other related fields within the spectrum of technology and educational research. The journal aims to feature outstanding student research that reflects emerging trends, foundational principles, innovative pedagogical practices, experimental approaches, methodological rigor, and educational literacy. Through this focus, SJTER empowers student researchers to engage in meaningful academic discourse and develop competencies vital for scholarly and professional growth. Ultimately, SJTER seeks to contribute to the broader academic community by promoting student-led research, developing a culture of inquiry, and supporting the development of future educators, researchers, and leaders in the field of education.
Use of Artificial Intelligence-Powered Learning Tools and Oral English Proficiency of ESL Learners at Isabela State University: Basis in Designing AI-Based Speaking Activities
This study examined ESL learners’ attitudes toward the use of AI-powered learning tools and their relationship with oral English proficiency at Isabela State University-Echague Campus. A descriptive-correlational research design was employed involving first-year to third-year Bachelor of Secondary Education major in English students. Learners’ attitudes toward AI-powered learning tools were measured across cognitive, affective, and behavioral domains using a questionnaire. Oral English proficiency was assessed through an adapted IELTS Speaking Test focusing on fluency and interaction, vocabulary, spoken grammar, content and relevance, and pronunciation, intonation, and stress. Results revealed that learners generally demonstrated positive attitudes toward AI-powered learning tools across all domains. Their oral English proficiency ranged from Good to Adequate, with strengths observed in content and relevance, vocabulary, and pronunciation, while fluency, interaction, and spoken grammar were comparatively weaker. Despite their positive attitudes, the results indicated no significant relationship between learners’ attitudes toward AI tools and their actual oral English proficiency, suggesting that while learners have favorable attitudes towards AI tools, these alone are insufficient to improve oral English proficiency, highlighting the need for guided and task-based integration of AI tools in ESL speaking instruction.
Copyright (c) 2026 Student Journal of Technology and Educational Research (SJTER)
Challenges and Adaptation Strategies of Student-Mothers in Mariano Marcos State University-College of Teacher Education (MMSU-CTE): Implications for Family Relationships and Home Management
This study investigated the challenges and adaptation strategies of student-mothers, particularly enrolled at Mariano Marcos State University – College of Teacher Education (MMSU-CTE). The participants were 15 student-mothers selected through purposive sampling to ensure experience-based insights into their dual roles. Employing a mixed-methods design, data were collected using a researcher-made 4-point Likert-scale questionnaire administered to assess challenges and adaptation strategies, supplemented by semi-structured interviews on needed supports. Analysis of the data included descriptive statistics (means and verbal interpretations), Pearson’s r correlations, and thematic analysis with themes ranked by frequency of occurrence. Key findings indicated pronounced challenges, predominantly encompassing elevated stress and anxiety, physical exhaustion, time management constraints, and financial pressures. Adaptation strategies were routinely implemented, with a focus on flexible study scheduling and prudent financial budgeting. Home management was generally efficacious, with paramount attention to children’s welfare. No significant associations were observed between challenge intensity and adaptation strategies, or between strategies and home management efficacy. This underscores that even highly adaptive student-mothers continue to experience considerable role-related strain. Thematic analysis revealed key priorities, ranked by frequency: ongoing support from family members, more flexible university policies (such as adjustable class schedules or extended deadlines), and government programs for affordable childcare and financial aid. These findings shed light on broader systemic obstacles that student-mothers face daily. The present study likewise calls for targeted solutions, including institutional changes to support persistence in studies, stronger family bonds through reduced parental stress, and smoother household routines to enable student-mothers thrive academically while maintaining stable homes and close-knit relationships.
Determining the Influence of School Heads’ Instructional Leadership on the Professional Performance of Elementary Teachers in the Legislative District 6 of the Division of Isabela
Instructional leadership is widely recognized as a critical factor in promoting teacher effectiveness and improving school outcomes; however, its influence on teachers’ professional performance remains a subject of continuing investigation. This study examined the instructional leadership practices of school heads and their influence on the professional performance of teachers. Specifically, it assessed instructional leadership in terms of defining the school mission, managing instructional programs, and promoting a positive school learning climate, as well as teachers’ professional performance in instructional competence, classroom management, assessment and evaluation practices, professional commitment, and participation in professional development activities. A descriptive-correlational research design was employed, utilizing a validated survey questionnaire administered to teachers. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The findings revealed that teachers generally agreed that their school heads effectively practiced instructional leadership across all dimensions. Among the leadership dimensions, managing instructional programs obtained the highest rating, indicating that school heads actively support and supervise instructional improvement. Similarly, teachers demonstrated high levels of professional performance across all assessed domains, with professional commitment receiving the highest rating. The results suggest that teachers are highly dedicated to their professional responsibilities and continuously engage in activities that enhance their competencies and instructional effectiveness. Despite the favorable assessments of both instructional leadership and teacher performance, regression analysis revealed that instructional leadership practices did not significantly influence teachers’ professional performance (F = 0.40, p = 0.76). The model explained only 1% of the variance in teacher performance (R² = 0.01), indicating a very weak predictive capacity. Furthermore, none of the instructional leadership dimensions emerged as significant predictors of teachers’ professional performance. These findings suggest that teachers’ professional performance may be influenced more strongly by other factors beyond the instructional leadership practices examined in this study. Future research may explore other determinants of teacher performance and investigate possible indirect pathways through which instructional leadership contributes to educational outcomes.
Determining the Teaching Competencies of Kindergarten Teachers in Public Elementary Schools of Maddela, Quirino: Basis for a Proposed Professional Development Enhancement Program
Kindergarten education is fundamental in shaping early learning development; however, the extent of teachers’ competencies and the factors influencing them remain insufficiently examined. This study assessed the teaching competencies and challenges encountered by kindergarten teachers in public elementary schools in Maddela, Quirino, during School Year 2025–2026. The study employed a descriptive-comparative research design involving 33 kindergarten teachers selected through total enumeration. Data were gathered using a validated and reliability-tested researcher-made questionnaire with domains lifted from DepEd’s Teacher Performance and Development Framework. Descriptive and inferential statistics, including frequency, percentage, weighted mean, t-test, and Analysis of Variance (ANOVA), were used to analyze the data. Results revealed that the respondents were predominantly female, married, Teacher II, and bachelor’s degree holders. Findings further showed that kindergarten teachers demonstrated a very high level of competence across all domains, namely content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. Moreover, teaching competencies did not significantly differ when teachers were grouped according to age, sex, position, and educational attainment. However, significant differences were found in assessment and reporting, community linkages and professional engagement, and personal growth and professional development when grouped according to civil status, with single teachers exhibiting higher levels of competence than their married counterparts. In terms of challenges, limited opportunities for professional development related to early childhood education, limited access to ICT tools and technology-based instructional resources, administrative workload, insufficient instructional materials, and inadequate classroom facilities emerged as the most common concerns encountered by the respondents. It is recommended that school administrators and education authorities strengthen regular, school-based professional development programs for kindergarten teachers while simultaneously improving access to ICT resources, instructional materials, and classroom facilities to address the identified challenges and enhance teaching effectiveness.
Challenges in the Development of Instructional Materials Among In-Service Elementary Teachers
The quality of elementary education relies heavily on the availability and effective use of instructional materials. While essential for supporting diverse learning needs, many teachers struggle with their development. This study examined the profile of in-service elementary teachers and the challenges they encounter in developing instructional materials in terms of limited resources, time management, and ICT integration. Using a descriptive-comparative design, findings revealed that most respondents were female, highly experienced, and predominantly master’s degree holders. Results showed that limited resources were not considered a major challenge, although some teachers still resorted to personal funds for instructional needs. Time management was identified as a significant challenge, with teachers reporting difficulties in balancing multiple academic and administrative responsibilities. ICT integration was also found to be a major concern due to limited training, inadequate access to technology, and poor internet connectivity. However, no significant differences were found in all variables when grouped according to sex, years of teaching experience, and educational attainment, indicating that these challenges are experienced uniformly across teacher profiles. The study concludes that the challenges in instructional material development are primarily systemic in nature, highlighting the need for institutional support, professional development, and improved technological infrastructure. Consequently, it is recommended that school administrations strengthen ICT resources, provide adequate funding, and implement workload support. Furthermore, targeted professional development programs should be designed based on educational attainment to enhance instructional material development and overall teaching performance.
Relationship Between Work Environment and Job Performance of Administrative Staff in the Ilagan Northwest District, Division of the City of Ilagan
The effectiveness of administrative performance is strongly influenced by the quality of the work environment; however, its relationship with job performance among school administrative staff remains insufficiently examined. This study examined the relationship between work environment and job performance among Administrative Staff in the Ilagan Northwest District Division of the City of Ilagan. A descriptive-correlational research design was used, involving 127 respondents selected through total enumeration. Data were gathered using a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient (r). Findings revealed that most respondents were mid-career, predominantly female, married, and holders of bachelor’s and master’s degrees. The work environment was generally perceived as positive, particularly in terms of leadership style, work conditions, and work relationships. Job performance was also rated high, indicating strong effectiveness in performing administrative tasks. Results showed that leadership style, compensation, and work conditions significantly correlate with job performance, while other factors had weaker relationships. Despite this, respondents reported challenges such as heavy workload, time pressure, and organizational demands. The study concludes that a positive work environment enhances job performance, with leadership and workplace conditions playing key roles. Improving workload management and compensation systems is recommended to further strengthen administrative efficiency and employee well-being.
Reading Motivation and Literary Learning Views of Junior High School at Ugad High School: A Basis for Designing Affective Focused Reading Instructional Material
This study examined the reading motivation and literary learning views among Junior High School Students at Ugad High School, School Year 2025-2026, as a basis for designing affective-focused reading instructional material. Using a mixed-method, descriptive-correlational design, the researchers administered validated questionnaires and conducted structured interviews with 291 students selected via stratified random sampling. Findings revealed a moderate level of reading motivation, highest in grade-driven and compliance domains, and lowest in challenge and competition. Students held generally positive literary learning views, particularly valuing teacher guidance and e-learning tools. A significant positive relationship was established between reading motivation and literary learning views. Significant differences were also found based on gender and grade level. Based on these results, an affective-focused instructional material was developed to strengthen reading motivation in underdeveloped domains and enhance students’ general views about literature, the lowest domain in literary learning views.
affective-focused instructional material
Determining the Level of Teaching Competencies of Grade 2 And 3 Teachers in Public Elementary Schools in Aguinaldo, Ifugao
Teaching competencies are essential in ensuring effective classroom instruction; however, teachers continue to face various challenges that may affect their performance and professional growth. This study investigated the teaching competencies and challenges encountered by Grade 2 and Grade 3 teachers in the public elementary schools of Aguinaldo, Ifugao, during the School Year 2025–2026. A descriptive-correlational research design was employed, involving all Grade 2 and Grade 3 teachers selected through total enumeration sampling. Data were gathered using a researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient (r). Findings revealed that the respondents were generally experienced and professionally stable teachers who actively participated in professional development activities. The teachers demonstrated high to very high levels of competence in pedagogy, instructional strategies, classroom management, and assessment practices. Despite their strong competencies, they encountered moderate challenges related to diverse learner abilities, limited instructional resources, workload demands, and parental support. Furthermore, a very strong and significant relationship was found between teaching competencies and the challenges encountered, indicating that teachers continuously develop and strengthen their competencies in response to classroom demands. The study concludes that while challenges remain prevalent in the teaching profession, Grade 2 and Grade 3 teachers possess the necessary competencies to effectively address these concerns. The findings highlight the importance of sustained professional development, adequate instructional support, and collaborative school interventions to further enhance teacher effectiveness and improve educational outcomes.
Implementation of the 7E Learning Cycle in Mathematics Instruction in Echague Public Secondary Schools
This study examined the perceived level of implementation of the 7E Learning Cycle in Mathematics instruction among public secondary school teachers in Echague, Isabela. Specifically, it described the profile of the respondents in terms of age, sex, highest educational attainment, years of teaching experience, and relevant trainings and seminars attended. It also examined the perceived level of implementation across the seven phases: Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend, and determined whether overall implementation differed when grouped according to respondents' profiles. A descriptive-comparative research design was utilized, involving 47 Mathematics teachers. Data were gathered using an adapted survey questionnaire and analyzed using frequency, percentage, weighted mean, independent samples t-test, and one-way Analysis of Variance (ANOVA). Findings revealed that the 7E Learning Cycle was perceived as very highly implemented across all phases. Overall scale-level comparisons showed no significant differences when grouped according to age, sex, highest educational attainment, years of teaching experience, and relevant trainings and seminars attended. However, selected item-level indicators showed differences, suggesting that while the overall pattern of implementation was generally consistent, some specific teaching practices may still need focused support. The study concludes that teachers perceived themselves as consistently implementing the 7E Learning Cycle in Mathematics instruction. It is recommended that teachers sustain the use of the model and further strengthen strategies that promote exploration, questioning, higher-order thinking, and student engagement.
Reading Comprehension and Mathematics Word Problem Solving Among College of Education Students of Isabela State University Towards Development of Strategic Program Plan
This study examined the relationship between reading comprehension and the ability to solve mathematical word problems among first-year College of Education (CED) students at Isabela State University–Echague. Specifically, it assessed students’ performance across five reading comprehension dimensions—literal, inferential, critical, creative, and valuing/application—and their problem-solving ability using Newman’s Error Analysis, which includes reading, comprehension, transformation, process skills, and encoding errors. A descriptive-correlational research design was employed involving 76 purposively selected respondents. Data were gathered using a reading comprehension test and a mathematics word-problem solving test, and analyzed using frequency, percentage, mean, standard deviation, Pearson correlation, t-test, and one-way analysis of variance (ANOVA). Findings revealed that students demonstrated proficient to excellent reading comprehension, particularly in the critical dimension (4.21) and valuing/application dimension (4.36), while the creative dimension was only at a developing level (2.93). In contrast, students exhibited poor performance across all stages of mathematical word-problem-solving, with transformation (1.00) and process skills (1.01) identified as the most critical weaknesses. Correlation analysis showed that most relationships between reading dimensions and mathematical performance were weak and not statistically significant, indicating a gap in the transfer of reading skills to mathematical contexts. Significant differences were observed when grouped according to sex, while differences across academic programs were generally not significant, except in the literal dimension. The findings suggest that reading comprehension skills alone may not sufficiently explain students’ mathematical word-problem-solving performance. Consequently, a strategic course plan integrating reading comprehension and mathematical problem-solving strategies was developed to address identified gaps. The study recommends the adoption of integrated literacy–numeracy instruction, differentiated teaching approaches, and explicit training in problem representation and metacognitive strategies to improve students’ academic performance and teaching readiness.
Resilience Towards Mathematics and Adjustments to College among Freshmen Students: A Basis For an Intervention Program
This study examined the relationship between resilience towards mathematics and college adjustment among 187 freshmen students in the Philippines. Employing a quantitative descriptive-correlational design with proportionate stratified random sampling, data were gathered using the revised Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1989; Yaranay et al., 2021) and the Resilience Towards Mathematics Questionnaire (Atahan & Mert Uyangör, 2024). Findings showed high levels of agreement in resilience towards mathematics, particularly in the Value and Growth dimensions. Participants demonstrated favorable academic, social, and institutional adjustment, but experienced moderate personal-emotional adjustment. Significant differences were observed in personal-emotional adjustment by sex, in the Growth dimension across senior high school strands, and in Struggle, Growth, and personal-emotional adjustment across academic programs. All dimensions of resilience towards mathematics were significantly and positively correlated with all dimensions of college adjustment. The results indicate that resilience towards mathematics serves as a protective psychological resource that supports holistic college adjustment during the critical first-year transition. To address identified challenges, particularly in personal-emotional adjustment and tolerance for mathematical struggle. Ultimately, the study proposed the PROJECT M.I.R.A.C.L.E. (Mathematics Intervention for Resilience and Adjustment in College Learning Enhancement), a theory-driven program targeting growth mindset, coping strategies, and emotional regulation.
Teacher Agency of Beginning Private School Teachers in the Current Education
The study investigated the development of teacher agency among beginning teachers from private schools within Imus City, Cavite, Philippines, using a sequential-explanatory-mixed method design. Seventy purposively selected beginning teachers were selected as respondents to survey questions, while six participants were engaged in follow-up interviews. Data gathering used an adopted 24-item validated questionnaire on teacher agency validated through confirmatory factor analysis (CFA) with acceptable fit indices and reliability measures, and a semi-structured interview guide validated through expert review. Ethical standards are upheld through the use of informed consent, confidentiality, and secured institutional ethics approval. The quantitative findings of the study revealed consistently high levels of teacher agency across dimensions of the Ecological Approach to teacher agency. The iterational dimension affecting teacher agency showed a strong influence of the personal and professional histories of beginning teachers in the development of their agency. Similarly, the practical-evaluative dimension showed the significant influence of collaborative school culture, collegial support, and material resources on the teacher agency of beginning teachers. Lastly, the projective dimension showed a strong learner-centered orientation among beginning teachers, with short-term and long-term goals prioritizing learner outcomes over teachers’ personal development. On the other hand, qualitative findings supported quantitative data as beginning teachers described their agency as shaped by family influence, prior learning experiences, and professional training. However, challenges such as limited practicum exposure during the COVID-19 pandemic and contextual constraints required them to practice adaptive strategies. Participants also described supportive peer relationships and the environment in their current workplace as critical enablers of their agency, despite the experience of delay in their pursuit of professional development. The study concludes that teacher agency is a dynamic outcome of the ecology of beginning teachers – their past experiences, present contexts, and future goals, with a prevailing focus on learner-centered teaching practice. The result of the study indicates the need for a structured faculty development program for beginning teachers in support of the development of their teacher agency.
Utilization of Microsoft Teams for Online Communication Among Undergraduate Research Students
Among the many options for a learning management system (LMS), Office 365 is one of the most popular among colleges and universities in the Philippines and abroad. While there are substantial studies conducted on the use of LMS for online communication in general, action research conducted for a specific higher education institution is still needed to produce immediate evidence that is readily applicable to a particular academic milieu. This study aims to generate a substantive grounded theory that can be applied immediately to the research writing courses in St. Jude College of Dasmariñas, Cavite (SJCDC). Twenty-two private conversations in Microsoft Teams (MS Teams) were selected and analyzed using a grounded theory approach. The results revealed that “routes of online communication,” “functions of online communication,” “the role of the research instructor,” and “student feedback” constitute the dynamics of student-instructor online communication in MS Teams, which became the properties of the substantive grounded theory that is the R2F2 model. The model explains the direction of the online communication process, which takes place between the research instructor and the undergraduate research students, and how each route shifts the role of the instructor depending on the specific function of online communication initiated by the student. Therefore, consideration of the multiple aspects presented in the R2F2 model for online communication is necessary to achieve a greater understanding of the dynamics of students-to-instructor online communication in research. As such, continuous use of Microsoft Teams, faculty training emphasis on effective online communication using Office 365, and verificatory studies for other courses besides research are recommended for SJCDC.
Influence of Mathematical Fluency on Mathematics Performance among First-Year Pre-Service Teachers in Isabela State University
This study investigated the mathematical fluency and performance of first-year pre-service teachers in Isabela State University, focusing on conceptual and procedural fluencies and their relationship to performance in Mathematics in the Modern World. A total of 117 respondents, representing various fields of specialization, participated in the study. Findings revealed that respondents generally demonstrated partial proficiency in both conceptual (45.30%) and procedural (55.90%) fluencies, with procedural skills slightly higher than conceptual understanding. Mathematics majors exhibited significantly higher conceptual fluency compared to other specializations, while procedural fluency showed no significant differences across groups. Overall mathematics performance was found to be at a satisfactory level, with the largest proportion of students falling under the “Fairly Satisfactory” category. Correlation and regression analyses indicated that mathematical fluency does not significantly influence mathematics performance, suggesting that other factors may contribute more substantially to students’ achievement in mathematics. It is recommended that instructional strategies not only target procedural skills but also enhance conceptual understanding and application of mathematical knowledge to improve overall performance.
Reading Comprehension as a Predictor of Symbolic Translation Skills in Mathematics in the Modern World
This study investigated the relationship between reading comprehension and symbolic translation skills among 117 students in the BPEd and BTLEd programs. The demographic profile revealed a higher proportion of female participants (72.65%) and a nearly balanced distribution across programs. Performance outcomes indicated low proficiency in both reading comprehension (MPS = 39%) and symbolic translation skills (MPS = 40%). Analyses showed no significant differences in performance based on sex or program. Pearson correlation analysis revealed a moderate positive relationship between reading comprehension and symbolic translation skills. Furthermore, simple linear regression indicated that reading comprehension significantly predicts symbolic translation performance. These findings highlight the foundational role of reading comprehension in supporting mathematical reasoning and symbolic translation. It is recommended that targeted interventions be designed to strengthen students’ reading comprehension to improve their symbolic translation skills.
Mathematics Self-Confidence and Performance among Freshman Teacher Education Students in Isabela State University
This study examined the mathematics performance and self-confidence of first-year Bachelor of Secondary Education (BSE) students across four fields of specialization (Mathematics, Filipino, Social Science, and English) and investigated the relationship between self-confidence and mathematics performance. Using a descriptive-comparative and correlational research design, data were analyzed through frequency distribution, mean, one-way ANOVA, and Pearson’s r correlation. Results revealed that students generally demonstrated a moderate level of mathematics performance, with most obtaining a “Good” rating; however, their overall mathematics self-confidence was found to be low, particularly in indicators related to perceived ability and problem-solving competence. Significant differences were observed in both performance and self-confidence across specializations, with BSE-Mathematics and BSE-Social Science students outperforming and exhibiting higher confidence than their counterparts in language-related programs. Despite low confidence levels, students showed positive affective dispositions toward mathematics, particularly in terms of enjoyment in solving problems. Correlational analysis further indicated a statistically significant positive relationship between mathematics self-confidence and academic performance, with affective factors demonstrating relatively stronger associations. It is recommended that future research may explore longitudinal designs to examine how mathematics self-confidence develops over time and across academic levels, as well as intervention-based studies aimed at strengthening both cognitive competence and affective engagement.
From Training to Teaching: Tracing the Influence of Professional Development on Grade 2 Mathematics Instruction in Tanza 1 District, Division of Cavite
Professional development plays a vital role in enhancing teachers’ instructional competencies; however, its actual influence on classroom practices remains insufficiently examined. This study investigated the relationship between professional development and instructional practices among Grade 2 Mathematics teachers in Tanza 1 District, Division of Cavite. A descriptive-correlational research design was employed, involving 50 teachers selected through total enumeration. Data were gathered using a validated researcher-made questionnaire (Cronbach’s alpha = 0.85) and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation. Findings revealed that teachers’ participation in professional development activities was perceived as very beneficial, while instructional practices were consistently implemented at a very high level. Significant relationships were found between professional development and key teaching competencies, particularly instructional planning, instructional skills, rapport with students, and classroom management. However, no significant relationship was observed between professional development and knowledge of the subject matter. Teachers also encountered very serious challenges in applying professional development learnings, particularly heavy workload, limited resources, and lack of support. The study concludes that professional development enhances pedagogical competencies but has limited influence on subject matter mastery. It is recommended that context-responsive professional development programs and strengthened institutional support be sustained to improve instructional effectiveness and student learning outcomes.
Physical Literacy and its Application in Classroom Instruction Among Junior High School Physical Education Teachers in Cluster 5, Taguig City
Physical literacy has emerged as a key component of quality physical education; however, its effective integration in classroom instruction remains a challenge in many educational contexts. This study aimed to determine the level of physical literacy of Junior High School Physical Education (PE) teachers in Cluster 5, Taguig City and examine its relationship with the application of physical literacy in classroom instruction. A descriptive-correlational research design was employed, involving a total enumeration of 90 PE teachers. Data were collected using a validated researcher-made questionnaire (Cronbach’s alpha = 0.84) and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation. Findings revealed that teachers demonstrated a very high level of physical literacy in terms of motivation and confidence, physical competence and knowledge and understanding. The extent of application of physical literacy in classroom instruction was consistently high across all domains. Furthermore, results showed a significant and strong positive relationship between physical literacy and its application in classroom instruction. However, teachers encountered serious challenges, particularly large class sizes, limited facilities, and time constraints. The study concludes that physical literacy significantly enhances instructional practices in physical education; however, its effective implementation requires both teacher competence and adequate institutional support. These findings provide a basis for developing targeted professional development programs and strengthening policy and resource support for physical education.
Use of Artificial Intelligence in Reading-to-Writing Tasks: Basis in Designing Training Materials for Macro Skills Integration
This study investigated the extent of use of Artificial Intelligence (AI) tools and the performance of Grade 10 students in reading-to-writing integrated assessment tasks at San Isidro National High School during the Academic Year 2025–2026, serving as a basis for designing training materials for macro-skills integration. Findings revealed a negative correlation between students’ reading-to-writing performance and their reliance on AI-generated reviews, AI-powered prompts, and AI suggestions for clarity and coherence, indicating that over-dependence on such tools may hinder deeper cognitive engagement. Despite this, the findings highlight the potential of AI-based tools to support macro-skills integration when applied responsibly. The study underscores the importance of developing training materials that balance technological assistance with authentic literacy practices to enhance outcomes. Recommendations were provided for students, teachers, curriculum developers, school administrators, and future researchers to maximize AI’s pedagogical potential while addressing ethical and instructional challenges. Future studies with larger samples and interrater validation are encouraged to strengthen the reliability and generalizability of results.
Effectiveness of Artificial Intelligence-Supported Academic Writing Tools with Peer Feedback in Enhancing ESL Students’ Written Discourse: Basis in Designing Student-Oriented Training Program
Academic writing remains a critical yet challenging skill for English as a Second Language (ESL) learners, particularly in producing well-organized and content-rich discourse. This study investigated the effectiveness of Artificial Intelligence-supported academic writing tools combined with peer feedback in enhancing the written discourse of third-year English major students at Isabela State University-Echague Campus during Academic Year 2025-2026. Employing a mixed-methods design, the study compared students’ expository essays before and after the intervention using a validated rubric focusing on language, organization, and content, complemented by discourse analysis of writing development. Quantitative results revealed significant improvements across all writing domains after the integration of AI tools and peer feedback, regardless of sex. Qualitative findings further indicated enhanced coherence, linguistic accuracy, and content development. The study highlights the pedagogical value of integrating AI-assisted tools with structured peer feedback and serves as a basis for designing a student-oriented training program to support ethical, collaborative, and effective ESL academic instruction.
Copyright (c) 2025 Student Journal of Technology and Educational Research (SJTER)
The Role of English Film Viewing in the Vocabulary Skills Development and Language Learning Motivation of English Major Students: A Basis in Designing Video-Based Learning Material
This study investigated the role of English film viewing in the vocabulary development and language learning motivation of English major students at Isabela State University–Echague Campus and served as the basis for developing video-based learning material. Using a descriptive-correlational design, data from first- to third-year English majors were collected through validated questionnaires and analyzed using descriptive statistics, ANOVA, and Pearson correlation, with findings strengthened through triangulation. Findings revealed that ESL learners perceive English film viewing as enhancing vocabulary skills—particularly in word relationship and word order—and increasing language learning motivation across integrative and instrumental orientations, attitudes toward English, desire to learn English, and motivational intensity. Significant differences were found by sex in vocabulary development, and by sex and year level in motivation, with a significant positive relationship between the role of English film viewing on ESL learners’ vocabulary skills development and language learning motivation. Given these findings, the study supports the use of video-based learning material integrating film excerpts, contextual vocabulary tasks, and guided grammar activities to promote sustained vocabulary development and language learner motivation.
Effectiveness of Semantic-Focused TikTok Videos as a Learning Resource and Vocabulary Proficiency of Freshman Education Students
This study was conducted to determine the effectiveness of semantic-focused TikTok videos as a learning resource in improving the vocabulary proficiency of first-year Education students enrolled in the Purposive Communication course at Isabela State University–Echague during the Academic Year 2025–2026. A quasi-experimental research design employing a pre-test–post-test approach was used to assess students’ vocabulary proficiency before and after exposure to the intervention. The study focused on four vocabulary domains: word recognition, word usage, meaning inference, and contextual understanding. The findings revealed that the students’ vocabulary proficiency prior to the intervention was generally at the “Passed” to “Below Fair” level, while their post-test performance significantly improved to the “Good” to “Satisfactory” level across all domains. Notably, word recognition and word usage showed the highest level of improvement. Statistical analysis further showed no significant differences in the level of vocabulary improvement when the respondents were grouped according to sex and academic program. Moreover, the implementation of semantic-focused TikTok videos resulted in a statistically significant difference between the pre-test and post-test scores, indicating the effectiveness of the intervention. A significant positive relationship was also found between the students’ pre-test and post-test vocabulary proficiency scores. These results suggest that semantic-focused TikTok videos have strong potential as an engaging and effective supplementary learning resource for vocabulary enhancement in higher education. The study underscores the importance of integrating technology-based instructional materials that align with students’ learning preferences to enhance vocabulary proficiency. Recommendations were provided for teachers, students, school administrators, curriculum planners, and future researchers to maximize the pedagogical benefits of TikTok while addressing instructional and contextual challenges.
The Use of Real-World Application in Technology and Livelihood Education Instruction in Relation to Students’ Performance
This study used the real-world applications in Technology and Livelihood Education (TLE) instruction at Cluster 4, Division of Las Piñas, Philippines. A quantitative descriptive-correlational study was utilized with sixty-one (61) TLE teachers. The results show that most of the young female respondents specializing in Home Economics and Industrial Arts have moderate exposure to professional development. The integration of real-world applications in TLE is hindered by a combination of institutional, logistical, and pedagogical challenges. The most critical barriers, including time constraints, large class sizes, resource limitations, and insufficient training, point to systemic issues that need to be addressed to enhance the effectiveness of TLE instruction. Additionally, challenges related to curriculum design, administrative support, and student preparedness highlight the need for a more holistic approach that considers not only teachers’ competencies but also the broader educational environment. Addressing these challenges may require curriculum adjustments, increased funding, enhanced teacher training, and stronger administrative support to create a more conducive learning environment for real-world applications in TLE.
Technology and Livelihood Education (TLE)
Gender and Development Crime and Violation Information System
This study discusses the development of the "Gender and Development Crime Violence Information System," a tool designed to store, manage, and analyze crime and violence data within a barangay. The technology developed addresses issues in line with domestic violence, child abuse, and hazards within the community that assist the Barangay Captain and Secretary in managing documents and crime reports. The system enables the barangay officials to make informed decisions by evaluating and presenting data in tabular and graphical formats. It includes features such as crime rate analysis per Purok, individual crime reports, and a profile management system for barangay residents. The system was developed using the System Development Life Cycle (SDLC) methodology, incorporating Rapid Application Development (RAD) for efficient iterative development. The developed system received high satisfaction ratings from its respondents, with "Strongly Agree" responses for the system's functionality, usability, and performance, affirming that it meets user requirements. This system was successfully implemented in six (6) Barangays of San Isidro, Isabela, improving the management of crime and violence data, reducing paperwork, and enhancing efficiency within the barangay administration. The study shows that the "Gender and Development Crime and Violation Information System" offers significant improvements over traditional manual recording systems of the barangay, making tasks more organized and secure.
Computer Aided Instructional Material (CAIM) in Learning Common Ailments Remedy
The developed application, titled "Computer Aided Instructional Materials (CAIM) in Learning Common Ailments Remedy," aims to improve students' knowledge of common ailments and their herbal remedies. Many students struggle with identifying appropriate herbal treatments for various conditions. To address this, the researchers created clearer modules that use Android technology to teach common ailments and plant-based remedies. The study's primary goal is to provide an efficient learning tool for the College of Nursing at Isabela State University, Echague Campus, offering students a portable reference for ailments and their remedies. The application features six key functions: an A-Z Common Ailments Dictionary, an A-Z Common Herbal Remedy list with preparation instructions, a Quick Search engine for ailments and herbs, quizzes (Pretest and Post-test), trivia on medical practices, and an "About Us" section with researcher information and references. The system was developed using Rapid Application Development (RAD) methodology and technologies like Java for coding, SQLite for the database, XML for layout and design, and CSS/HTML for display. The application was evaluated for information quality, usability, and portability. Results showed mean ratings of 4.45 for information quality, 4.71 for usability, and 4.575 for portability, all corresponding to "Agree." The overall system rating was 4.5325, indicating that users found the application both useful and easy to use.
Computer Aided Instructional Materials (CAIM)
Pragmatics and Language Registers in Teaching and Learning for Rwandan Secondary Schools
This study explores the role of pragmatics and language registers in teaching and learning Kinyarwanda in Rwandan secondary schools. It is based on the hypothesis that both teachers and students struggle to effectively use formal Kinyarwanda, whether in speech or writing, due to a limited understanding of pragmatic principles, such as context, purpose, and appropriateness of language use. Adopting both cognitive and communicative approaches, the study employs a mixed-methods design, combining data from classroom observations and questionnaires. The findings indicate that integrating pragmatic awareness and language registers significantly enhances teaching effectiveness and student comprehension. However, the lack of teaching materials on these topics remains a key challenge. Teachers and students recommended stronger collaboration between the Rwanda Cultural Heritage Academy (RCHA) and the Ministry of Education to promote the effective use and preservation of formal Kinyarwanda.
Classroom Code-Switching Attitudes among College of Education Students at Isabela State University
Code-switching, the alternation between languages during communication, is a widespread practice in multilingual societies like the Philippines. Its role in academic settings has long been debated, with scholars questioning whether it enhances or hinders students’ performance. However, there remains a gap in understanding how students’ attitudes toward classroom code-switching relate to their scholastic achievement, particularly among teacher education students who are future classroom practitioners. This study assessed the attitudes of College of Education students at Isabela State University–Echague campus toward classroom code-switching and examined its differences in their profile variables. Using a descriptive-survey design, data were collected through a structured questionnaire administered to students across year levels. The responses were analyzed using frequency counts, mean scores, and comparative statistical methods. Subsequently, students generally perceive classroom code-switching as beneficial, aiding comprehension and facilitating classroom interaction. Female students emphasized their role in authentic self-expression, while second-year students associated it more strongly with honesty and emotional openness compared to other groups. Thus, while code-switching may not directly influence academic achievement, it contributes to inclusivity and expression, emphasizing its pedagogical value in higher education.
Proximate Composition and Acceptability of Eggplant (Solanum melongena) Nutri-Chips
This study focused on the development and evaluation of eggplant (Solanum melongena) Nutri-chips using varying proportions of cornstarch, flour, and corn-based Sagip Nutri-Pack. A Completely Randomized Design (CRD) with three treatments was used to assess differences in sensory attributes and nutritional composition. The production process involved standardized preparation, cooking, and sensory evaluation procedures. Forty (40) BTLED students from Isabela State University-Echague Campus participated in the sensory evaluation, rating the products based on appearance, aroma, flavor, texture, and general acceptability using a 9-point Hedonic Scale. Results from ANOVA indicated that there was a significant difference in appearance acceptability (p < 0.01), with Treatment 2 receiving the highest mean score. However, no significant differences were observed among treatments in terms of aroma, flavor, texture, and overall acceptability, although numerical variations in mean scores were noted. Nutritional analysis revealed that all treatments met acceptable ranges for crude protein, crude fiber, crude fat, moisture, and ash content based on standard values. Treatment 3 had the highest fat and moisture content, while Treatment 1 had the highest protein content. Cost analysis further confirmed the economic feasibility of the product. Overall, the study suggests that eggplant Nutri-chips are a nutritionally acceptable and market-viable snack product. Treatment 2 was the most preferred in terms of appearance, but all treatments were deemed generally acceptable. The study recommends further analysis of the product's vitamin, mineral content and shelf life to ensure nutritional value and stability.
The Perceived Impact of TVL-ICT Senior High School Work Immersion Program on Middle-Level Employment Readiness and Tertiary Education Preparation
The purpose of this study was to assess the perceived impact of work immersion in the Technical-Vocational-Livelihood (TVL) Information and Communications Technology (ICT) strand on senior high school students’ work readiness and college readiness in the Philippines. The researchers surveyed Grade 12 TVL-ICT students at Echague National High School. The study revealed that work immersion improves technical skills, including hardware assembly, software installation, and adherence to occupational health and safety practices. It also enhances students’ tool setup, market knowledge, and entrepreneurial competencies. Moreover, it fosters self-improvement, career planning, and the ability to generate business ideas. However, there are still areas for growth and development, particularly in understanding customer value and connecting senior high learning to college programs. Students become more motivated and informed as they go through the work immersion process, helping them make wiser choices regarding their college programs and career paths. The research also uncovered gender differences, with male students demonstrating greater confidence, technical proficiency, and motivation in hands-on training compared to their female counterparts. This highlights the need for more inclusive strategies to enhance female participation and ensure equal learning opportunities. It is recommended to strengthen partnerships between schools and industry, promote innovation-oriented training, implement mentorship programs, and address gender disparities. If these mechanisms are enhanced, work immersion can more effectively equip learners for success in their chosen paths.
Reading Performance Level and Factors Affecting Comprehension Abilities of Junior High School Students: A Basis for Competency-Based Reading Intervention Program
This study determined the reading performance levels and factors affecting reading comprehension among Grade 10 students at Echague National High School during the school year 2024-2025, with the aim of designing a competency-based reading intervention program. Using a convergent mixed-parallel design, the researchers utilized the Phil-IRI, surveys, and structured interviews with 195 students selected through stratified sampling. Data were analyzed using frequency counts, weighted means, and Pearson’s r. The findings revealed that the students' reading performance was at an instructional level, with linguistic knowledge, teacher support, family background, and environmental factors affecting comprehension. However, students' perceptions generally did not appear to influence their reading comprehension. A significant and negative relationship was found between reading performance levels and the effects of stress, anxiety, and reading material difficulty. Based on these results, a reading intervention program was designed to improve reading performance and address stress and anxiety, as well as ensure that reading materials align with students’ interests and abilities.
competency-based reading intervention program