This study aims to determine the students’ attitudes to community service involvement at a local higher education institution in Olongapo City, Philippines. The study used a descriptive-correlation research design with the online google form as the primary data-gathering tool. One hundred one (101) students voluntarily answered the online survey using a convenience sampling technique. The data gathering occurred in the second semester of the academic year 2021-2022. This study also used an adopted and modified instrument validated by experts and subjected it to a reliability test. As for the data analysis, the data analyst used mean, t-test, and Pearson-r moment of correlation. The result shows that students “highly consider “most of the reasons mentioned in the survey for participating in community services. In addition, the top three interests for students in joining community services were education, safety and security, and conservation. As for the skills, the top three include teaching, typing, and cooking. Inferential statistics show no significant difference in student attitudes when grouped according to gender. However, there was a significant association between the reasons for involvement, interest, and skills beneficial to the student’s community service. The study shared some important implications intended for the promotion of community service involvement of students.

Keywords: Community Service, Students’ Attitude, Student Participation, Community Extension, Local Higher Education Institution.

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The use of information and communication technologies in education can play a crucial role in providing new and innovative forms of support to teachers, students and the learning process more broadly. Teaching and learning in the digital age combine traditional and modern approaches to make education more holistic and dynamic for the students.  The primitive days are slowly heading toward exit doors, as there is now a shift in how teaching and learning take place. Instead of blackboards and chalks or paper and pens you will see, computers, audio-visual machines and other gadgets finding their way into modern classrooms. The teacher- centered system has been transformed into student- centric learning approaches. In this age of digital advancement, education has been provided via web. This shift in pedagogical medium is forcing academic institutions to rethink how they want to deliver their course content.

After the Bangalore Water Supply case, it’s clear that education is indeed an industry, though teachers can’t avail the benefits arising out of the Industrial Dispute Act, 1947, simply because they are not workmen.

This paper touches upon the history and development of the traditional method of education and also studies the origin of the online classes. This paper explores that how technological and digital advancement affect the education and what are the new methods of learning. The authors also tried to focus that how the teachers and students depend on artificial intelligence i.e.  AI. We are also going to throw some light that how does these pandemic effects the education system and challenges faced by the teachers and students. This paper also focuses that how international collaboration effects the education.

Keywords: Education, Traditional Mode, Technology, Digitalization, AI.

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This descriptive-correlational study was concerned to determine the effect of teachers’ positive reinforcement on the student’s classroom behavior and classroom-related work values. The results of the study showed that there was a significant effect that exists between positive reinforcement to students’ classroom behavior and work-related values, with F-value= 14.894, p= .000 on students’ behavior, and p= .000 on work-related values. The study revealed that positive reinforcement has significant effects on students’ classroom behavior and work-related values.

Keywords: Positive Reinforcement, Classroom Behavior, Classroom-Related Work Values, Descriptive-Correlational Study.

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Past reading experience, attitudes towards reading, reading self-efficacy, use of strategy, and reading habits are some of the factors that may influence reading achievement among elementary school pupils. In this study, these factors collectively termed as cognitive and affective reading profile are explored as to their relationship with the pupils’ age, sex, and family economic status. A total of 205 Grade 6 pupils from a school district in Mandaon, Masbate selected using systematic sampling comprised the respondents of the study. Chi-square statistic was used to analyze the data. The findings show that the pupils have a poor reading habits and low self- efficacy, undecided to the value of library, reading difficult texts and of the graphics. Based from the findings of the study, the researcher drew the following conclusions that the low weighted mean obtained on the factor; reading and self-efficacy and reading habits are a contributing factors on the low reading proficiency level of the pupils. Past experiences with reading, attitudes towards reading and reading strategies are also a great contributor to the reading experiences of the pupil. Age and gender do not have a significant relation to reading but they also dictate on what appropriate tasks to be given along reading activity. Family income does affect the readability of the child, but parental involvement can be of great significance to build readership among children. Economic status as something related to cognitive and affective reading profile need to be explored more whether it is really a cause of differences in reading achievement.

Keywords: Reading Profiles, Reading Factors, Reading Instruction, Reading Intervention Program.

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The study aimed to evaluate the utilization of the Seamanship 2 workbook. The study focused on the workbook’s content. Specifically, it highlighted the alignment of its core aspects; like, learning objectives, coherence, concepts and processes and learning activities. The teachers’ teaching performance and delivery of classroom instruction under the course were also covered in the study. Purposive sampling was used to gather responses that involved 127 fourth-class Deck cadets of both the International Maritime Employers Council (IMEC) and International Mariners Management Association of Japan (IMMAJ) Campuses. The academic year covered the second semester of Academic Year 2020-2021. Data were gathered from respondents using a survey questionnaire administered online. Furthermore, data were examined using descriptive statistics, frequency, and percentages. The findings revealed that most of the students asserted that the SEAM 2 workbook’s content was aligned in terms of learning objectives, coherence, concepts and processes and learning activities. Furthermore, students agreed that the teacher was able to teach well and deliver classroom instructions with appropriate teaching techniques and methodologies. With the overall utilization of the materials, students remarked it as “good.” Thus, it was recommended to explore on hybrid teaching or blended learning. It was evident that the online modality of teaching and learning may provide better results for students’ success in education.

Keywords: Content Alignment, Online Modality, Teaching Performance, Classroom Delivery, Hybrid Teaching and Learning.

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English literacy is cited to improve a person’s life and the economy. Yet, Filipino learners are challenged in this subject. According to Tomas et al. (2021), the Philippines was one of the countries that elicited a notable low-performance percentage in the Programme for International Student Assessment (PISA). Researchers aimed at improving this situation by offering a new intervention that would enhance teaching and learning English competencies. This paper determined the effectiveness of the Action-Based Approach (ABA) in teaching the least learned most essential learning competencies in English 2. The researchers utilized a quantitative quasiexperimental combination design. Results of the pre-test revealed that learners from both the control and experimental were behind the standard transmuted grade of 75 in the select Least Learned MELCs in English 2. After the implementation of the Action-Based Approach in teaching, data exhibited a total mean difference of 3.56 (p-value = 0.00; alpha = 0.05) which was statistically different. Action-based teaching was seen as effective since it enhances learning retention and motivation through learners’ active participation. A manual/teachers’ guide for the implementation of the action-based approach in teaching the select MELCs in English 2 is proposed as an output of this study.

Keywords: MELCs, Intervention, Teaching Innovation, Teaching Strategy, English.

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English literacy is cited to improve a person’s life and the economy. Yet, Filipino learners are challenged in this subject. According to Tomas et al. (2021), the Philippines was one of the countries that elicited a notable low-performance percentage in the Programme for International Student Assessment (PISA). Researchers aimed at improving this situation by offering a new intervention that would enhance teaching and learning English competencies. This paper determined the effectiveness of the Action-Based Approach (ABA) in teaching the least learned most essential learning competencies in English 2. The researchers utilized a quantitative quasiexperimental combination design. Results of the pre-test revealed that learners from both the control and experimental were behind the standard transmuted grade of 75 in the select Least Learned MELCs in English 2. After the implementation of the Action-Based Approach in teaching, data exhibited a total mean difference of 3.56 (p-value = 0.00; alpha = 0.05) which was statistically different. Action-based teaching was seen as effective since it enhances learning retention and motivation through learners’ active participation. A manual/teachers’ guide for the implementation of the action-based approach in teaching the select MELCs in English 2 is proposed as an output of this study.

Keywords: MELCs, Intervention, Teaching Innovation, Teaching Strategy, English.

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This study reflects the life experiences of the catholic devoted to the miraculous San Vicente de Ferrer of Vito Church and San Nicolas de Tolentino in Talisay City. The study aimed to describe the experiences of the devoted narratives of faith, devotion, and the belief in healing and thematizing their narratives. Participants were allowed to share their experiences, feelings, emotions, and belief in healing after they experienced the tapak-tapak.

This study employs to determine the life experiences of the devotees of San Vicente Ferrer and San Nicholas de Tolentino after they had experienced the tapak-tapak and how their faith and spiritual belief had been strengthened. The research design of the study is phenomenology. The participants were chosen through an inclusion criterion. Key informants narrated their faith and their belief in healing. Interview and thematic analysis were used in an exploratory narrative inquiry. Verbatim accounts of key informants were held confidentially using the required ethics protocol. Sagay City and Talisay City, being the center of the study on the tradition of tapak- tapak, created the devotee’s” religious landscape of faith. As devotees of the Church of Talisay and Vito in Sagay City, they solidified their faith because of their abundant blessings and healings and the belief that everything will be fine because they went through the patapak. Despite biblical and religious interpretations and contradictions. The worship of the saint would not fade in time. The faith of patapak catapulted the devotees to become better individuals and strengthen their relationship with God. After all, it is not about religion, it is about faith.

Keywords: Roman Catholicism, San Vicente de Ferrer, San Nicolas de Tolentino, Tapak-Tapak, Faith, and Devotion.

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Education across many countries has transformed as consequence of the pandemic commonly regarded as new normal system in education. Amidst this widespread, there’s evidence soaring all around countries of the basic part that leadership plays in directing communities including education sector through the challenges we are encountering. Body of knowledge about leadership outside and within educational communities are well-established but then mainly focus on the administrative or managerial aspects. On the other hand, discoveries on instructional leadership which focusing on both administrative and teaching aspects remains unclear and is not well-explored overseas and locally. This study utilized the grounded theory design to explore the teachers’ leadership style under the new normal system in education. Through thematic technique of qualitative data analysis, the following were the results: instructional leaders perceived challenges, support inputs, and opportunities in the new normal system in education. Whereas the manner of viewing on the new system in education along with their transformational style of leadership promoted to the enhancement of the new normal system in education. Their leadership of being a team-focused, self-aware, charismatic, and highly spiritual had influence on capacity building among learners and teachers. Theory of distance learning administration and transformational style of instructional leadership theory was constructed out of generated themes.

Keywords: New Normal System in Education, Theory of Distance Learning Administration, Transformational Style of Instructional Leadership Theory.

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This study determined the Mathematics teachers’ level of Emotional Quotient and work attitude, and whether they have an effect on the performance of the students in Mathematics through a descriptive correlation design. Sixty-three (63) public secondary school Mathematics teachers from one school in the Division of Pasig took part in the study. To determine the level of Emotional Quotient and work attitude of the respondents, the study used a tool patterned after Helgriegel, et al. (1992). The grades of the students in Mathematics for the 3rd Quarter represented their performance in Mathematics. The data was summarized and analyzed through frequency, percentage, mean, and regression analysis. The results showed that the level of Emotional Intelligence of the Mathematics teachers is high, while their work attitude overall is very good. Specifically, the work attitude in terms of Sense of Efficacy is outstanding, in terms of Sense of Community is very good, and in terms of Sense of Professional Interest is also outstanding. In addition, the students’ performance in Mathematics was found to be good. The Mathematics teachers’ Emotional Quotient and Work Attitude were found to have a significant effect on the students’ performance in Mathematics. An action plan was crafted to ensure that teachers’ EQ and work attitude are sustained for better student performance in Mathematics.

Keywords: Emotional Intelligence, Work Attitude, Academic Performance, Mathematics.

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