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Papers by WJEHR Journal

This study examines the implementation of Outcomes-Based Education (OBE) and its relationship wit... more This study examines the implementation of Outcomes-Based Education (OBE) and its relationship with instructors’ teaching performance at Cordova Public College. Employing a quantitative descriptive-correlational research design, the study evaluated the status of OBE implementation across key dimensions: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning processes, and outcome assessment. Instructors’ performance was assessed in terms of commitment, subject knowledge, independent learning promotion, and management of learning. Data were gathered using survey questionnaires and analyzed using Spearman correlation. The results revealed that OBE implementation was rated as Extremely High (EH), reflecting effective alignment of outcomes, comprehensive assessments, and well-structured curricula. Instructors’ performance was consistently rated as Outstanding (O), showcasing their professionalism, subject mastery, and ability to foster student-centered learning. A strong positive correlation (r = 0.814, p < 0.05) was found between OBE implementation and instructor performance, indicating a significant relationship. These findings highlight the critical role of effective OBE practices in enhancing teaching quality and provide a foundation for further improvements in institutional practices.

This study explored the challenges and preparedness levels of public and private school teachers ... more This study explored the challenges and preparedness levels of public and private school teachers in implementing inclusive education for students with special needs in Cebu City, Talisay City, and Cordova. Utilizing a descriptive-correlational design, the study examined the relationship between the challenges teachers face and their preparedness across four key areas: self-efficacy, self-help, social, and academic skills. Data was gathered through researcher-constructed survey questionnaires, with results analyzed statistically. Findings revealed that teachers face significant challenges in addressing the diverse needs of special education students, particularly in accessing resources, creating individualized learning plans, and managing behavioral issues. Teachers were rated as "prepared" at a basic level in addressing self-help, social, and academic skills, but "somewhat prepared" in fostering self-efficacy. Notably, there was no significant correlation between challenges and preparedness, indicating a disconnect between training and the practical realities of inclusive classrooms. The study underscores the need for targeted professional development, enhanced resource allocation, and stronger parental and institutional support to bridge this gap. These findings aim to guide the development of intervention programs to better equip teachers for inclusive education.

This study explores the experiences of J1 visa teachers working in U.S. schools, particularly tho... more This study explores the experiences of J1 visa teachers working in U.S. schools, particularly those instructing special needs students. Through a phenomenological design, it examines the unique challenges and benefits encountered by these educators, including cultural adaptation, classroom management, and professional development. In-depth interviews revealed that while J1 teachers contribute significant cultural and educational diversity, they face obstacles related to language barriers, differing student behaviors, and limited support from school administrations. The study highlights the resilience and adaptability of J1 educators, who manage these challenges through resourcefulness and strong commitment. Findings suggest that enhanced orientation, mentoring, and ongoing support systems could improve the teaching experiences of J1 educators, enabling them to make more impactful contributions within U.S. classrooms and to bring valuable insights back to their home countries. The research underscores the mutual benefits of cultural exchange programs like the J1 visa, as well as the need for targeted improvements to support international teachers’ success.

This study investigates the relationship between teachers' proficiency and their use of instructi... more This study investigates the relationship between teachers' proficiency and their use of instructional materials for special education learners in inclusive settings. Utilizing a descriptivecorrelational design, the study surveyed teachers on their knowledge of special education laws, expertise in individualized education programs (IEPs), understanding of diverse learning needs, and application of evidence-based strategies. Results indicate moderate proficiency among teachers, with higher ratings for general beliefs in inclusive practices but lower familiarity with specialized tools, such as adaptive technology and augmentative communication systems. The findings reveal a strong positive correlation (r = 0.8414) between teachers' proficiency and their use of instructional materials, suggesting that increased skill levels lead to more effective resource utilization in supporting special needs learners. This research underscores the need for targeted professional development to enhance teachers' confidence and capability in using instructional resources effectively, which can foster more accessible, inclusive learning environments and improve educational outcomes for students with disabilities.

This study explores teachers' perceptions of inclusive education and examines their relationship ... more This study explores teachers' perceptions of inclusive education and examines their relationship with collaboration efforts and strategies to improve inclusion in Philippine schools. Utilizing a descriptive correlational research design, the study surveyed 30 teachers across four elementary schools in the Bohol Division, focusing on their views on inclusive practices, collaboration, and resource adequacy. Findings indicate that teachers generally perceive inclusive education positively, particularly regarding the benefits and rights of students with special needs in mainstream classrooms. However, challenges were noted in collaborative efforts and the sufficiency of resources, with role ambiguity and limited support identified as barriers. Correlational analysis revealed no significant relationships between teachers' perceptions and both collaboration efforts and strategies, suggesting that systemic and institutional factors may play a more critical role in shaping inclusive practices. These findings highlight the need for clearer role definitions, enhanced support systems, and professional development to optimize inclusive education outcomes and foster a more supportive environment for all learners.

This study examined the relationship between gadget addiction and reading development in Grade On... more This study examined the relationship between gadget addiction and reading development in Grade One learners, utilizing a descriptive quantitative research approach. Data were collected from parents to analyze learners' gadget usage habits and their reading proficiency. Initial findings indicated a significant negative correlation between higher levels of gadget addiction and lower reading skills, particularly in reading fluency and comprehension. While the correlation was not extremely strong, it was evident that excessive gadget uses hindered reading development. The participants displayed moderate levels of gadget addiction, which adversely affected their literacy abilities. This underscores the necessity for parents, educators, and policymakers to monitor and regulate children's screen time. The study recommends interventions aimed at reducing screen usage and promoting balanced literacy activities as essential components of educational strategies to enhance reading skills. Furthermore, it concludes that additional research is needed to better understand this dynamic and to develop targeted interventions. Addressing gadget addiction early may be crucial in fostering improved reading outcomes among young learners, ensuring a healthy balance between digital engagement and literacy development.

This study examines the effectiveness of the Marungko Approach in enhancing literacy skills among... more This study examines the effectiveness of the Marungko Approach in enhancing literacy skills among elementary students. Pre-and post-intervention assessments were conducted across five key literacy indicators: identifying letter names, letter sounds, initial sounds, reading familiar words, and reading oral passages. The results revealed a significant shift in student performance, with a notable increase in the number of students achieving "Very Good" and "Excellent" classifications after implementing the Marungko Approach. Statistical analysis confirmed the significance of these improvements, with p-values consistently below the 0.05 alpha level, indicating that the null hypothesis was rejected across all measured aspects. The findings suggest that the Marungko Approach effectively addresses the literacy needs of struggling readers, fostering essential skills necessary for reading development. This study underscores the critical role of structured and evidence-based instructional strategies in early literacy education, providing valuable insights for educators seeking to improve reading proficiency in young learners. Ultimately, the Marungko Approach emerges as a promising intervention for enhancing literacy outcomes in early childhood settings.

This study explores the relationship between teachers' perceptions of inclusive education and the... more This study explores the relationship between teachers' perceptions of inclusive education and their collaboration efforts, as well as their support for strategies to enhance inclusive practices in a Philippine high school setting. Employing a descriptive correlational design, the research surveyed 36 senior high school teachers, focusing on perceptions, collaboration, and support strategies related to inclusivity. Findings indicate a weak yet significant positive correlation between teachers' perceptions and their collaboration efforts, suggesting that positive attitudes toward inclusive education slightly encourage cooperative practices. However, the relationship between perceptions and support for improvement strategies was insignificant, implying that external factors, such as institutional support and resources, may more heavily influence teachers' endorsement of enhancement efforts. These results underscore the importance of both fostering positive perceptions and strengthening institutional frameworks to effectively support inclusive education initiatives.

This study investigates the influence of the home literacy environment (HLE), with a focus on par... more This study investigates the influence of the home literacy environment (HLE), with a focus on parent-child interaction, on the early reading proficiency of learners. The findings demonstrate a significant relationship between active parental involvement and the development of essential literacy skills, such as syllable identification and familiar word reading. This aligns with existing research, emphasizing the critical role of shared reading practices in fostering children's literacy success. While factors such as the physical environment and parental beliefs showed no significant impact, the study highlights the importance of encouraging parents to actively engage in literacy activities with their children. These findings suggest that fostering a supportive home literacy environment can significantly improve children's reading abilities and lay a strong foundation for their long-term academic success.

This study explored the challenges encountered by teachers in special education and inclusive set... more This study explored the challenges encountered by teachers in special education and inclusive settings. Using a quantitative research design, it assessed the relationship between teachers' challenges such as meeting individual learners' needs, handling administrative work, and collaborating with colleagues and students' academic performance. The results revealed no statistically significant relationship between these challenges and students' performance in English and Mathematics. However, the findings highlighted the need for targeted professional development, especially in differentiated instruction and collaborative practices, as well as enhanced administrative support to alleviate teachers' burdens. While these challenges did not directly affect academic outcomes, addressing them could improve teaching efficacy and overall classroom dynamics. The study underscores the importance of collaboration among stakeholders and the provision of adequate resources to foster a more effective inclusive education system.

This study examines the effectiveness of play-based learning in enhancing the numeracy skills of ... more This study examines the effectiveness of play-based learning in enhancing the numeracy skills of kindergarten learners, specifically focusing on number recognition and counting. A quantitative research design was employed, utilizing descriptive and correlational methods to assess the perceptions of parents and teachers, as well as the relationship between play and numeracy development. The findings reveal that both parents and teachers view play-based learning as highly effectiv. Furthermore, significant but weak positive correlations were found between the effectiveness of play and numeracy skills (r = 0.399 for number recognition and r = 0.405 for counting). While play-based learning is beneficial, the study suggests the need for complementary instructional methods to optimize its impact. These results underscore the importance of integrating play-based strategies into early childhood education to foster numeracy skills and promote a positive attitude toward mathematics. The study provides valuable insights for educators and parents in improving early numeracy instruction.

This study investigated the relationship between parental presence and the behavior of Grade 3 le... more This study investigated the relationship between parental presence and the behavior of Grade 3 learners using a descriptive-correlational design. Data were collected from 24 parents and one teacher through adapted survey questionnaires. Descriptive statistics were used to profile the learners, while Pearson's correlation coefficient was applied to examine the relationship between parental involvement and learner behavior. The results revealed a significant moderate positive correlation (r = 0.616, p = 0.001), indicating that increased parental presence is associated with more positive behavioral outcomes among learners. Specifically, higher parental involvement correlated with better cooperation, attentiveness, and respect for teachers and peers. However, the moderate strength of the relationship suggests that other factors, such as peer influence and school environment, also play a role in shaping behavior. These findings underscore the importance of school-family partnerships in supporting both academic and behavioral development in learners, while also calling for a more holistic approach to student support.

This study examined the relationship between parental presence and the behavior of Grade 3 learne... more This study examined the relationship between parental presence and the behavior of Grade 3 learners using a descriptive-correlational design. A total of 38 parents and one teacher participated in the study, with data collected through adapted survey questionnaires. Descriptive statistics were used to detail the demographic profiles of the learners, while Pearson's correlation coefficient assessed the relationship between parental presence and learner behavior. The findings revealed no significant relationship between parental involvement and learner behavior, with a negligible negative correlation (r =-0.007, p = 0.966). Despite high levels of parental engagement, including assistance with schoolwork and attendance at school meetings, this involvement did not significantly influence learners' behavior. The results suggest that other factors, such as socioeconomic conditions and school-level influences, may play a more prominent role in shaping learner behavior. These findings point to the need for further research into the quality of parental involvement and other contextual factors affecting student behavior.

This study assessed the influence of parental presence on the behavior of Grade 3 learners, utili... more This study assessed the influence of parental presence on the behavior of Grade 3 learners, utilizing a descriptive-correlational research design. The study examined the relationship between parental involvement in school activities and the learners' behavior, with data collected from 38 parents and one teacher through survey questionnaires. Descriptive statistics were used to summarize the learners' profiles, while Pearson's correlation coefficient was employed to explore the relationship between parental presence and learner behavior. The findings revealed a significant moderate positive correlation (r = 0.500, p = 0.001), indicating that higher parental involvement is associated with better behavioral outcomes. This study reinforces existing literature that highlights the crucial role of parental presence in shaping learners' behavior and academic performance. The results suggest that schools should actively promote parental engagement to enhance student behavior and create a more supportive learning environment, ultimately benefiting both behavioral and academic development.

This study explores the readiness, utilization, and effectiveness of supplementary aids and servi... more This study explores the readiness, utilization, and effectiveness of supplementary aids and services (SAS) in teaching students with disabilities (SWDs). A quantitative research design was employed, collecting data from 86 randomly selected teachers through a structured questionnaire. Results indicate that teachers exhibit a moderate level of readiness ("Somewhat Ready") in terms of basic knowledge, resources, and training related to SAS. Despite this, the utilization of SAS in classrooms remains low, with many teachers not fully integrating these tools into lesson planning and delivery. A weak positive correlation (r = 0.499) between readiness and effectiveness suggests that while teacher readiness influences SAS outcomes, other factors, such as resource availability and administrative support, also play a critical role. The study underscores the need for enhanced professional development and better access to resources to maximize the impact of SAS on student outcomes.

This study explored classroom management challenges and adjustment strategies of primary school t... more This study explored classroom management challenges and adjustment strategies of primary school teachers at Mactan Elementary School in Lapu-Lapu City, Philippines. A descriptive correlational research design was used with 30 teachers as respondents. Data were collected through a modified checklist-questionnaire assessing perceived challenges and adjustment schemes on a 5-point Likert scale. Results revealed that teachers faced moderate challenges, particularly in managing student behavior, but demonstrated very high levels of adjustment strategies, such as involving students in rule-setting and using positive reinforcement. The Pearson correlation analysis showed a negligible and non-significant relationship between the challenges encountered and the adjustments made, indicating that teachers consistently apply effective management strategies regardless of the challenges faced. These findings underscore the importance of providing ongoing support and training to help teachers address classroom management challenges, particularly in handling student behavior, while maintaining effective teaching practices.

This study explored teachers' perceptions of inclusive education and their correlation with colla... more This study explored teachers' perceptions of inclusive education and their correlation with collaboration efforts and strategies for improvement in selected schools. Using a descriptive correlational research design, data were gathered from teachers through a structured questionnaire. The findings revealed generally positive perceptions of inclusive education, with a moderate positive correlation between these perceptions and both collaboration efforts and strategies for improvement. Teachers showed strong support for collaboration between special needs and mainstream educators, but challenges such as resource limitations and unclear roles were noted. Additionally, while teachers recognized the importance of strategies to improve inclusive education, concerns about inadequate training and support persisted. The study emphasizes the need for enhanced professional development, better resource allocation, and clearer communication of roles and responsibilities to improve the implementation of inclusive practices. These insights offer valuable guidance for policymakers and educators aiming to strengthen inclusive education in schools.

This study analyzed the mathematics competency of K-3 students and the extent to which teachers u... more This study analyzed the mathematics competency of K-3 students and the extent to which teachers utilized various teaching methods. Data on student performance in Numbers and Operations, Operations and Algebraic Thinking, Measurement and Data, and Geometry revealed that many students performed below grade level, particularly in Measurement and Data and Geometry. The study also examined the extent of utilization of identified teaching methods, showing that traditional, explicit instructional strategies were more commonly used, while game-based and exploratory methods were less frequently applied. Correlation analysis indicated a significant positive relationship between the frequency of strategy utilization by teachers and the math skills performance of students. The findings suggest that consistent use of diverse and student-centered teaching strategies can improve student outcomes, particularly in early elementary mathematics education, highlighting the need for teachers to incorporate a broader range of effective teaching techniques.

This study aimed to examine the relationship between socialemotional development and academic per... more This study aimed to examine the relationship between socialemotional development and academic performance among primary grade learners at Talisay City Central Elementary School for the school year 2023-2024. The study assessed five socio-emotional constructs: emotional awareness and expression, self-regulation, social skills, relationships with adults, and pro-social behavior. Academic performance in English, Mathematics, and Araling Panlipunan (AP) was evaluated. Results revealed a significant relationship between social skills and academic performance in English and AP, while no significant relationships were found between other socioemotional constructs and academic outcomes across the three subjects. The findings underscore the complex interaction between socio-emotional competencies and academic achievement, suggesting the need for targeted interventions that promote balanced socio-emotional and academic development in early childhood education. The study offers insights for educators and policymakers in enhancing holistic learning approaches.