International Journal of Arts, Sciences and Education

Language Proficiency of Grade 7 Students as the Basis for Developing ELMO-BASA

2026-07-28T14:09:07+00:00

The purpose of this study was to assess the language proficiency of students as the basis for developing a teaching module. The study was conducted at Lebak Legislated National High School during the 2025–2026 school year. Specifically, it examined the students’ level of language proficiency in various language topics, the validation of the developed instructional module, and the level of acceptance of the module among teachers and students. The study employed the Research and Development (R&D) research design. Students’ language proficiency was assessed through a diagnostic test, and the results served as the basis for the development of the instructional module. The module was validated by experts based on its content, appropriateness, organization, and format. In addition, the acceptability of the module among teachers and students was evaluated using the mean and standard deviation. The findings revealed that students demonstrated deficiencies in the topic of grammatical cohesion, particularly in the use of anaphora and cataphora. The developed instructional module was found to be highly effective based on the experts’ validation. Likewise, both teachers and students expressed a positive level of acceptance of the instructional module, indicating its effectiveness and quality as a teaching and learning resource. Based on the findings, the use of the developed instructional module is recommended as a supplementary instructional material to enhance students’ language proficiency. Furthermore, future researchers are encouraged to examine the effectiveness of the developed module as a supplementary instructional resource in language instruction.

Balancing the Dual Roles of Teaching and Learning: A Phenomenological Study of Graduate School Students' Learning Practices at Northeastern College, Santiago City, Philippines

2026-07-22T14:21:20+00:00

Graduate education provides professionals with opportunities to deepen their disciplinary knowledge, enhance pedagogical competence, and advance their careers. For teachers pursuing graduate studies, however, balancing the dual roles of educator and learner presents unique challenges that require effective learning practices, self-regulation, and reflective engagement. This qualitative study explored the lived experiences of graduate school students in balancing their responsibilities as classroom teachers while simultaneously fulfilling the academic demands of graduate education at Northeastern College, Santiago City, Philippines. Specifically, it examined the learning practices they employ, the challenges they encounter, the strategies they utilize to sustain academic engagement, and the ways these experiences influence their professional growth. Guided by Knowles' Andragogy Theory, Zimmerman's Self-Regulated Learning Theory, and Schön's Reflective Practice Theory, the study adopted a phenomenological research design. Twelve graduate school students who were actively teaching in basic or higher education institutions were purposively selected to participate in semi-structured interviews. The collected data were analyzed using Braun and Clarke's six-phase thematic analysis. Four major themes emerged: embracing self-directed learning and reflective practice, integrating teaching experiences into graduate learning, navigating competing professional and academic responsibilities through adaptive strategies, and fostering continuous professional and personal growth through lifelong learning. Participants emphasized that their teaching experiences enriched classroom discussions, while graduate education enhanced their instructional practices, critical thinking, research competence, and leadership capabilities. Despite challenges associated with time constraints, workload, and role conflict, participants demonstrated resilience by employing effective learning strategies, collaboration, and self-regulation. The findings underscore the importance of flexible graduate education programs, supportive learning environments, and reflective pedagogical practices in promoting the academic success and professional development of teacher-learners.

Digital Pedagogy and Social-Emotional Learning Integration in Secondary Education: A Mixed-Methods Approach to Teacher Professional Development

2026-05-21T14:01:14+00:00

The convergence of digital pedagogy and social-emotional learning (SEL) represents a critical frontier in contemporary secondary education, yet systematic integration frameworks remain nascent. This mixed-methods study examines how 387 secondary teachers across 24 schools in three countries (Canada, Taiwan, Australia) experienced professional development interventions combining digital literacy and SEL competencies. Through 18 months of quasi-experimental design, pre-post quantitative assessment (TSES-SEL scale, α = 0.87), and 64 purposively sampled semi-structured interviews, we identified four critical integration dimensions: (1) pedagogical fusion the deliberate alignment of technology affordances with emotional intelligence teaching; (2) ecological coherence systemic support structures enabling sustained implementation; (3) professional epistemology teacher reconceptualization of their identity as both technologists and emotional facilitators; and (4) structural barriers institutional constraints including curriculum rigidity and resource scarcity. Findings revealed that teachers who experienced integrated professional development demonstrated 34% greater self-efficacy in digital-SEL integration (t(385) = 7.21, p < 0.001), and their students exhibited 28% improvement in emotional regulation outcomes compared to control cohorts. Qualitative analysis surfaced emergent theoretical constructs around 'digital empathy' the capacity to design technologically-mediated learning experiences that simultaneously cultivate emotional awareness. This study contributes a validated framework for professional development programs and provides actionable recommendations for policy makers, school leaders, and educational technologists seeking to advance holistic youth development in increasingly digital learning environments

Physics Education Technology (Phet) Simulation in Teaching Electromagnetism for Senior High School Students

2026-08-29T04:34:31+00:00

This study aimed to determine the significant learning differences between traditional instruction and PhET simulation-based Instruction in learning Electromagnetism for senior high school students. The physics curriculum in the Philippines includes competencies that promote the use of simulations to teach the concepts. These interactive simulations are designed to capture students' full attention and help them grasp the ideas critically. A thorough evaluation of its efficacy is still lacking. The researcher used quasi-experimental research design to test the cause-and-effect relationship with the use of PhET Simulation in teaching Electromagnetism. A t-test was performed to determine whether there was any significant difference between students taught in traditional instruction and students taught in PhET Simulation-based Instruction. Results revealed that experimental group's mean gain was 5.32 compared to the control group's 3.02, yielding a test statistic of t = -10.32 and a Cohen's d of -2.66 — a very large effect indicating that PhET simulation-based instruction produced substantially greater learning improvement than traditional instruction. This study concluded that PhET Simulation-based Instruction produce a significant impact on the learning of students on the concept of Electromagnetism. Utilizing PhET Simulation Activities can make meaningful difference to the learning of Physics concept specifically Electromagnetism.

Keywords: PhET Simulation-based Instruction, Traditional Instruction, physics learning, quasi-experimental design, teaching physics

Addat-B’tad: Culture-Based Worksheets in Teaching Literature and Students' Learning in Bayang Pinagpala

2026-07-28T08:58:57+00:00

This study developed, validated, and determined the effectiveness of Culture-Based Worksheets in teaching literature among Grade 7 students at Kalamansig National High School. Using a quasi-experimental pretest–posttest control group design, 100 students participated in the study. Data were analyzed using weighted mean, standard deviation, paired samples t-test, and independent samples t-test. The findings revealed that the Culture-Based Worksheets were highly valid and highly acceptable. Students who used the worksheets demonstrated significantly greater improvement in academic learning than those taught through the conventional approach. The study concludes that Culture-Based Worksheets are effective instructional materials for enhancing students' academic learning in literature and are recommended for use in Filipino instruction.

Navigating Work and Graduate Studies A Phenomenological Inquiry into Time Management and Workload Management among Graduate School Students

2026-07-22T14:14:59+00:00

Balancing employment and graduate education has become increasingly challenging as many students pursue advanced degrees while maintaining full-time professional responsibilities. Effective time management and workload management are essential for sustaining academic performance, professional productivity, and personal well-being. This qualitative study explored the lived experiences of working graduate school students in navigating the demands of work and graduate studies at Northeastern College, Santiago City, Philippines. Specifically, it examined how graduate students manage competing responsibilities, cope with academic and workplace demands, overcome challenges, and develop strategies to achieve academic success while maintaining professional commitments. Guided by Schlossberg's Transition Theory and Self-Regulated Learning Theory, the study employed a phenomenological research design. Twelve working graduate students enrolled in various graduate programs were purposively selected as participants. Data were collected through semi-structured interviews and document analysis and analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed four major themes: prioritizing responsibilities through effective time management, adapting workload management strategies across professional and academic roles, utilizing support systems and personal resilience to overcome challenges, and fostering personal and professional growth through reflective learning experiences. Participants emphasized that balancing work and graduate studies requires discipline, flexibility, careful planning, and continuous self-regulation. Despite experiencing role conflicts, time constraints, work-related stress, and academic pressures, participants demonstrated resilience by establishing priorities, seeking social support, and maintaining commitment to their educational goals. The study highlights the importance of institutional support, flexible learning environments, and effective self-management in promoting graduate student success. The findings provide valuable insights for higher education institutions, graduate school administrators, employers, and future researchers in developing policies and programs that support working graduate students.

Voices of Academic Leadership: Lived Experiences of Liberal Arts Faculty Members in Navigating Communication, Collaboration, and Institutional Change in a Thai University

2026-08-30T11:31:09+00:00

Academic leadership in contemporary higher education increasingly depends on effective communication, collaborative relationships, and the capacity of faculty members to navigate continuous institutional change. While leadership is frequently examined from the perspectives of university executives and administrators, comparatively less attention has been given to how faculty members experience leadership processes in their everyday academic environments. This qualitative phenomenological study explores the lived experiences of Liberal Arts faculty members in navigating communication, collaboration, and institutional change within a Thai university. The study is guided by three interconnected concerns: how faculty members experience communication within academic leadership structures, how they negotiate collaboration with colleagues and administrators, and how they make sense of institutional change. Purposive criterion sampling is proposed to identify faculty members with sufficient institutional experience to provide information-rich accounts. Data are generated through semi-structured, in-depth interviews and analyzed through thematic analysis following Braun and Clarke's reflexive approach. The analytical framework focuses on communication as a foundation of trust, collaboration as relational academic work, institutional change as an emotionally and professionally negotiated experience, faculty voice and participation, and adaptive leadership practices. The study contributes to the literature by positioning faculty members not simply as recipients of administrative decisions but as active interpreters and participants in academic leadership. Findings are expected to provide contextually grounded insights for strengthening transparent communication, participatory governance, collegial collaboration, and human-centered approaches to organizational change in Thai higher education.