{ "journal": { "name": "ERF Interdisciplinary Research and Development", "issn": "3028-2586", "issnOnline": "3155-6876", "license": "CC BY 4.0", "licenseName": "Creative Commons Attribution 4.0 International", "licenseUrl": "https://creativecommons.org/licenses/by/4.0/", "url": "https://erfresearch.com/", "publisher": "ERF Interdisciplinary Research and Development", "founder": "Dr. Edwin R. Ferrer, CEO / Founding President", "frequency": "quarterly", "circulation": "national, entire Philippines", "office": "Brgy. Bued, Calasiao, Pangasinan, 2418, Philippines", "email": "erfresearchanddevelopment@gmail.com", "mobile": "09275274972", "peerReview": "blind peer review; double-blind from Volume 2", "source": "All values are taken from the front matter of the published issues." }, "issues": [ { "volume": 1, "issue": 1, "period": "January - March 2025", "articles": 29, "pages": 191, "secondFile": false, "sourceFile": "ERF INTERDISCIPLINARY RESEARCH AND DEVELOPMENT CULTURE.pdf", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf" }, { "volume": 1, "issue": 3, "period": "July - September 2025", "articles": 33, "pages": 201, "secondFile": false, "sourceFile": "ERF Final2.pdf", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf" }, { "volume": 1, "issue": 3, "period": "July - September 2025", "articles": 32, "pages": 195, "secondFile": true, "sourceFile": "ERF INTERDISCIPLINARY RESEARCH AND DEVELOPMENT CULTURE issue 3.pdf", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025-second-file.pdf" }, { "volume": 1, "issue": 6, "period": "October - December 2025", "articles": 36, "pages": 284, "secondFile": false, "sourceFile": "6th Pub ERF R&D.pdf", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf" }, { "volume": 2, "issue": 1, "period": "January - March 2026", "articles": 28, "pages": 207, "secondFile": false, "sourceFile": "ERF Vol 2 I 1.pdf", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf" } ], "articles": [ { "title": "Analyzing the Structure of the Body Text of Office Correspondence in Selected HEIs in Dagupan City", "authors": "Fernie V. Bucang, Melissa G. Del Prado, Caridad Oli-Abuan, Jasmin Kathy B. Verzola", "degree": "", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 6, "lastPage": 13, "keywords": "Office Correspondences, Higher Education Institutions, Communication Structure, Professional Writing, Speech Act Theory", "abstract": "Effective office correspondences are essential for maintaining professionalism, clarity, and organizational efficiency within private higher education institutions (HEIs). This study investigates the generic structure of internal office correspondences in selected private HEIs in Dagupan City, focusing on the inclusion and functional roles of five key elements: Salutation, Backgrounder, Purpose Statement, Anticipatory Phrase, and Gratitude. Employing a qualitative research design with data saturation, 100 c orrespondences were analyzed to determine the frequency and categorization of these components. Findings revealed that the Backgrounder and Purpose Statement are obligatory elements, present in all correspondences and essential for establishing context and intent. Meanwhile, Salutation, Anticipatory Phrase, and Gratitude are optional, serving to enhance tone, relational dynamics, and engagement when included. These findings align with theoretical perspectives such as Speech Act Theory, emphasizing the dual roles of communicative acts in conveying information and fostering relationships. Practical recommendations include the development of standardized templates and a training program for teachers and staff to refine correspondence practices. This research highlights the importance of effective communication in HEIs and provides actionable insights for improving internal correspondence standards.", "url": "https://erfresearch.com/articles/v1n1-01-analyzing-the-structure-of-the-body-text-of-o.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=6" }, { "title": "Post-Pandemic Leadership Style Practices of School Administrators and the Well-Being of School Personnel in Aura Education System Schools", "authors": "Arturo P. CaseƱas, Jr, Marilyn S. Aquino", "degree": "", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 14, "lastPage": 24, "keywords": "school leadership styles, personnel well-being, transformational leadership, instructional leadership, Radical Human Leadership, post-pandemic education", "abstract": "This study investigated the relationship between the leadership styles of school administrators and the well-being of teaching and non-teaching personnel within the Aura education system. Employing a descriptive-correlational design, the research examined the extent of leadership style practices and their influence on personnel well-being across cognitive, subjective, physical, and so cial dimensions. Data were collected from 53 school administrators and 170 teaching and non-teaching personnel using purposive total population sampling. The findings revealed that most leadership styles, including Radical Human Leadership, were fully practiced, except for autocratic leadership, which was not practiced. The overall well - being of personnel was rated as excellent across all dimensions. Howeve r, statistical analysis indicated significant positive relationships only between transformational and instructional leadership styles and personnel well-being. In contrast, Radical Human Leadership exhibited an insignificant inverse relationship with pers onnel well-being. These results emphasized the need to reassess emerging leadership styles in the context of their practical efficacy and impact on staff well-being. The study concluded with recommendations for integrating transformational and instructional leadership principles into school management practices to enhance personnel well- being. The findings contribute to the understanding of leadership's role in post-pandemic educational settings and provide insights for future policy development and leadership training programs.", "url": "https://erfresearch.com/articles/v1n1-02-post-pandemic-leadership-style-practices-of-s.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=14" }, { "title": "Challenges In Research Advising Among Professors of The School of Professional Studies, Universidad De Dagupan", "authors": "Debbie C. Gan, Oliver F. Gutierrez, Candra E. Penoliar, Ranilyn E. Penoliar", "degree": "", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 25, "lastPage": 34, "keywords": "research advising, student preparedness, time constraints, institutional support, faculty challenges, seminar-workshop", "abstract": "This study explored the challenges faced by faculty members in research advising at Universidad de Dagupan's School of Professional Studies. Employing descriptive survey design, the study included the 68 professors of the School of Professional Studies, Un iversidad de Dagupan - 31 of whom are females, and 27 are males. In terms of career stage, 16 are in their early career, 31 are in their mid-career, and 21 are in their late career. Results revealed that student preparedness (WM = 4.21) was the most signif icant challenge, followed by time constraints (WM = 3.3) and institutional support issues (WM = 3.42). No significant differences based on career stage [F(2)=.34, p=.109] sex [t(67)=1.52, p=.15] were found. In response, a two- day seminar-workshop was implemented to improve both students' research skills and faculty's advising strategies, addressing the identified challenges.", "url": "https://erfresearch.com/articles/v1n1-03-challenges-in-research-advising-among-profess.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=25" }, { "title": "Implementation Of Disaster Risk Reduction and Management Programs In Dagupan City Schools Division", "authors": "Willy U. Guieb, Debbie C. Gan", "degree": "", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 35, "lastPage": 48, "keywords": "Disaster Risk Reduction and Management (DRRM), school heads, implementation, disaster preparedness, stakeholder involvement, school resilience, Dagupan City, professional profiles, sanitation and water access, capacity-building programs", "abstract": "This study evaluated the implementation of Disaster Risk Reduction and Management (DRRM) programs in schools under the Dagupan City Schools Division, with a focus on the roles of school heads. Utilizing a descriptive quantitative research design, data were collected from 45 school heads and analyzed using Pearson correlation, weighted mean, and standard deviation. The findings revealed that the level of implementation of DRRM programs was generally high, particularly in disaster preparedness and stakeholder involvement. However, significant gaps were identified in the provision of sanitation facilities and water access. The study also found significant correlations between school heads' professional profiles, specifically tenure and hours of DRRM-related training, and their perceptions of DRRM implementation. The results underscore the critical influence of experience and targeted training in fostering effective DRRM practices. While the schools demonstrated strong organizational structures and active engagement of stakeholders, the inadequacies in basic facili ties highlight areas requiring urgent attention. The study recommends enhanced resource allocation for sanitation and water infrastructure, alongside continuous capacity-building programs for school heads. These measures aim to strengthen the overall resil ience of schools and ensure a safer learning environment, particularly in disaster-prone regions such as Dagupan City. This research contributes to understanding how leadership and resources interplay in disaster risk reduction in education.", "url": "https://erfresearch.com/articles/v1n1-04-implementation-of-disaster-risk-reduction-and.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=35" }, { "title": "Prospects For the Implementation of Gamification in the Teaching of Mathematics In Pangasinan II", "authors": "Honeylee Faith P. Laroya, Jimmy A. Laroya", "degree": "", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 49, "lastPage": 57, "keywords": "Gamification, Mathematics Instruction, Teacher Perception, Readiness, Higher-Order Thinking Skills (HOTS), Educational Technology, Descriptive Survey, Teacher Competence, Student Engagement, Administrative Support, Schools Division Office of Pangasinan II", "abstract": "This study aimed to assess the perceptions of mathematics teachers in the Schools Division Office of Pangasinan II regarding the potential of gamification to positively affect mathematics instruction and the readiness of schools to standardize its use in the teaching - learning process. A descriptive survey design was employed, with 187 mathematics teachers from elementary, high school, and senior high school levels selected through random sampling with proportional allocation. A validated survey tool was used to gather data, an d responses were analyzed using descriptive statistics, specifically the mean and standard deviation, to determine the teachers' perceptions on various aspects of gamification. The findings indicated that teachers perceived gamification as having a very hi gh potential to positively influence mathematics instruction, with particularly strong impacts on student engagement, motivation, and skills acquisition. The potential effect on higher-order thinking skills (HOTS) was also considered high, although slightl y lower compared to other areas. Regarding the readiness of schools to standardize gamification, high readiness levels were observed in teacher competence, student engagement, and inclusivity. However, the study revealed lower levels of readiness concernin g administrative support. Based on these findings, the study recommends the proposal of a training design for a seminar focused on the standardization of gamification in mathematics instruction, aimed at enhancing teacher readiness and institutional support.", "url": "https://erfresearch.com/articles/v1n1-05-prospects-for-the-implementation-of-gamificat.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=49" }, { "title": "Influence On-The-Job Training on Marketing Professionals' Skill Development And Job Satisfaction", "authors": "Ana May A. Pagaling", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 58, "lastPage": 62, "keywords": "On-the-Job Training, Marketing Professionals, Skill Development, Job Satisfaction", "abstract": "This study examined the efficacy of On-the-Job Training programs in cultivating marketing professionals' skills and their impact on job satisfaction. Specifically, it explored the perceived effectiveness of OJT programs, organizational factors contributing to their success, strategies for successful implementation, and their role in skill development. The research utilized a descriptive approach, employing questionnaires and a Five-Point Likert scale to gather data. Frequency and percentage analyses identified key organizational factors and strategies facilitating effective OJT in marketing management. The findings led to several recommendations: Regularly update OJT programs to align with current marketing trends, technologies, and organizational needs; integrate new trends and technologies into the training curriculum; provide personalized learning pat hs catering to individual goals and skill levels; create a supportive environment fostering creativity, experimentation, and risk-taking without fear of failure; actively involve marketing professionals in planning and refining OJT programs; and continuous ly evaluate training effectiveness using participant feedback, performance metrics, and business outcomes. These strategies aim to enhance OJT's role in skill development and job satisfaction among marketing professionals.", "url": "https://erfresearch.com/articles/v1n1-06-influence-on-the-job-training-on-marketing-pr.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=58" }, { "title": "Proposed Five-Year Development Plan in MAPEH to Grade Seven Teachers", "authors": "Ana Patricia C. Dupagan", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 63, "lastPage": 68, "keywords": "MAPEH, Curriculum Development, Interdisciplinary Learning, Professional Development, Technology Integration", "abstract": "This study outlined a comprehensive five-year development plan for teaching Music, Arts, Physical Education, and Health to Grade Seven learners in SDO 1 Pangasinan. The plan aimed to address current challenges, enhance teachers' pedagogical skills, content knowledge, and technology integration, while promoting interdisciplinary approaches for holistic learner development. Utilizing a descriptive research methodology, the study systematically documented the state of MAPEH education and the projected positive impacts of the proposed plan. A five - point Likert scale was used to assess the challenges and effects on teaching practices, while frequency and percentage analyses examined the plan's interdisciplinary contributions and long- term sustainability implications. The key findings emphasized the necessity for continuous professional development tailored to MAPEH educators and curriculum updates to ensure relevance and student engagement. The study recommended investing in technological resources, implementing robust feedback mechanisms, and fostering experiential learning opportunities. Integrating project - based learning and equipping classrooms with appropriate tools were highlighted as vital steps for advancing MAPEH education. Additionally, promoting MAPEH's value within the school and community was deemed essential for its sustained growth. These measures aim to ensure the effectiveness, adaptability, and long-term impact of MAPEH education.", "url": "https://erfresearch.com/articles/v1n1-07-proposed-five-year-development-plan-in-mapeh.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=63" }, { "title": "Capacity Building of Administrative Officer II in Elementary Education Cluster Two In SDO Tarlac Province", "authors": "Celia T. Nieves", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 69, "lastPage": 74, "keywords": "Administrative Officer II, Capacity Building, Elementary Education, Cluster Two, SDO Tarlac", "abstract": "This study investigates the skills, competencies, and professional development needs of Administrative Officer II personnel in Elementary Education Cluster 2 of Schools Division Office Tarlac, focusing on enhancing their administrative capacity and operational efficiency. Using a descriptive research design, the study exp lores the availability and utilization of training resources, identifies barriers hindering the implementation of capacity-building programs, and proposes targeted initiatives to address identified gaps. Data collection involved surveys and interviews with 200 respondents, analyzed using statistical and quantitative methods to understand administrative challenges and opportunities comprehensively. The findings reveal that AO II personnel possess foundational administrative skills but require further training in leadership development, financial management, and technology integration. Additionally, the study highlights gaps in resource accessibility and utilization, which significantly hinder capacity-building efforts. Organizational barriers, such as limited funding, resistance to change, and misaligned training programs, were identified as critical constraints. These findings underscore the need for tailored capacity-building programs designed to meet the specific needs of AO II personnel, fostering their professional growth and enabling them to contribute effectively to educational leadership and operational excellence. The proposed capacity-building initiatives aim to address these multifaceted needs through structured training programs, stakeholder collaboration, and strategic resource allocation. By enhancing the competencies of AO II personnel, the study envisions imp roved educational management and administration in SDO Tarlac, ultimately benefiting students, educators, and the broader educational community. This research provides a foundation for future studies on administrative capacity development in educational settings.", "url": "https://erfresearch.com/articles/v1n1-08-capacity-building-of-administrative-officer-i.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=69" }, { "title": "Creativity And Innovative Leadership Competencies Among Public Schools Principals in Moncada South District", "authors": "Dexter James Smith M. Primero", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 75, "lastPage": 80, "keywords": "Creativity, Innovative Leadership, School Principals, Professional Development, Educational Leadership", "abstract": "This study explored the creativity and innovative leadership competencies among public school principals in Moncada South District. It examined their profiles in terms of educational background and work experience, their level of creativity and innovative leadership competencies, factors contributing to these skills, challenges faced in fostering creativity, and the relationship between their profiles and competencies. The study also proposed development programs to enhance these competencies. Descriptive research was employed to systematically describe the existing characteristics and competencies of the school principals. Frequency and percentage were used to analyze their profiles and the factors influencing their development. A five-point Likert scale assessed their current level of creativity and innovative leadership and the challenges they face. Pearson r determined the relationship between their profiles and leadership competencies. The findings highlight the importance of tailored professional development programs that address the specific needs of principals based on their experience and background. Schools are encouraged to foster a culture that values creativity and innovation, su pported by grants for innovative projects. Principals should pilot low-risk initiatives to demonstrate the impact of creative ideas. Measurable objectives for development programs are essential to track their effectiveness in enhancing leadership competencies. These recommendations aim to strengthen the creative and innovative leadership capacities of school principals, empowering them to lead their schools effectively in a dynamic educational environment.", "url": "https://erfresearch.com/articles/v1n1-09-creativity-and-innovative-leadership-competen.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=75" }, { "title": "Proposed Training Program in Enhancing the Administrative Skills of Employees on Zambales Capitol", "authors": "Edwin V. Cabasan", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 81, "lastPage": 85, "keywords": "administrative skills, training program, provincial government, capacity building", "abstract": "This study aimed to propose training program to enhance the administrative skills of the employee in Provincial Government of Zambales. Specifically, it sought to answer the existing administrative skills among employees within Zambales Capitol, specific gaps or deficiencies in administrative skills identified by employees and officials within PGZ, and challenges faced by PGZ in enhancing administrative skills. This study used a descriptive method of research. Five-point Likert Scale, frequency and percentage were used in the study. Based on the conclusions, the following recommendations are forwarded: develop a targeted communication skills training program that includes verbal and written communication techniques; establish a continuous professional development program that encourages employees to refine and update their communication skills consistently; develop and implement comprehensive technology training programs tailored to the specific needs and roles within PGZ; organize regular workshops and seminars on technological advancements and their application in administrative tasks; implement a technology mentoring program where proficient employees or externa l mentors guide others in enhancing their technological skills; engage employees, leaders, and other stakeholders in the assessment process to gain diverse perspectives and insights; and design a multi-faceted training strategy that addresses the diverse administrative skills needed within the organization.", "url": "https://erfresearch.com/articles/v1n1-10-proposed-training-program-in-enhancing-the-ad.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=81" }, { "title": "Professional Development Plan for Administrative Officer II in Human Resource Management Officer", "authors": "Emmanuel B. Dapon", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 86, "lastPage": 91, "keywords": "Professional Development, Administrative Officer II, Human Resource Management, Training Needs, Continuous Learning", "abstract": "This study examined the professional development plan for Administrative Officer II (AO II) personnel in Human Resource Management (HRM), Cluster 2, in SDO-Tarlac Province. It explored their current skills and competencies, identified specific professional development needs, assessed the availability and utilization of training resources, and analyzed barriers hindering the successful implementation of the plan. A descriptive research design was employed, utilizing frequency and percentage analysis to deter mine skills and training needs, and a five - point Likert scale to evaluate constraints. Findings revealed the need for targeted mentorship programs, specialized training in digital HR tools, and strategic planning workshops. Recommendations included establishing an integrated learning management system that combines e-learning and hands-on tr aining, fostering partnerships with educational institutions and private entities for cost-effective training, and securing grants for public sector professional development. Additionally, a continuous feedback mechanism was suggested to ensure the trainin g remains relevant and adapts to emerging trends and participant needs. The study underscores the importance of structured and adaptive professional development initiatives to enhance the skills and competencies of AO II personnel in HRM, ensuring their contributions align with organizational goals and evolving demands in the education sector.", "url": "https://erfresearch.com/articles/v1n1-11-professional-development-plan-for-administrat.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=86" }, { "title": "21st Century Skills of Public Secondary Junior High School MAPEH Teachers In Pangasinan Division II: Basis for A Proposed Enhancement Program", "authors": "Johanna P. Cabanayan", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 92, "lastPage": 96, "keywords": "21st Century Skills, MAPEH teachers, New Normal, Professional Development", "abstract": "This study assessed the 21st Century Skills of public junior high school teachers in Pangasinan Division II during the 2020-2021 academic year using a descriptive survey research design. Data from 223 teachers were analyzed using descriptive and inferential statistics, including ANOVA and correlation analyses. The investigation examined te achers' demographic profiles, perceptions of 21st-century skills, severity of challenges encountered, differences in perceptions across profiles, and relationships between challenges and perceptions. The validated questionnaires demonstrated high reliability. Findings indicated that most MAPEH teachers were senior, held MA/MS units, and had exemplary performance ratings for three consecutive years. Teachers rated their 21st-century skills as high in curriculum innovation, media literacy, and life skills, while challenges related to applying these skills in the new normal context were moderately serious. A significant difference in perceptions was observed across age groups, and a positive correlation existed between challenges and perceptions of 21st-century skills in school, teacher, and community-related concerns. To address these challenges, it is recommended that ongoing professional development initiatives focus on curriculum innovation, resource development, and communication strategies tailored to the pandemic context. Training and workshops designed to meet te achers' assessed needs should be implemented as municipal-based programs to enhance teaching and learning in the new normal.", "url": "https://erfresearch.com/articles/v1n1-12-21st-century-skills-of-public-secondary-junio.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=92" }, { "title": "Job Satisfaction of School's Administrative Assistants and Administrative Officers In SDO Urdaneta City", "authors": "Maria Josefina B. Publico", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 97, "lastPage": 102, "keywords": "Job satisfaction, administrative staff, professional development, educational administration", "abstract": "This study investigated the job satisfaction of School Administrative Assistants and Administrative Officers in SDO Urdaneta City. It sought to assess their satisfaction levels, identify factors influencing their contentment, explore challenges and sources of dissatisfaction, examine available professional development opport unities, and propose a developmental program to bolster workplace morale and productivity. This study employed a descriptive research approach, utilizing surveys, questionnaires, and interviews to gather data on the perceptions, experiences, and satisfaction levels of administrative staff. This methodology effectively captured key factors influencing job satisfaction, such as workload, work environment, recognition, and professional growth. A five-point Likert scale was used to measure satisfaction levels and identify challenges, while frequency and percentage analyses determined contributing factors and training opportunities. The findings from this study resulted in actionable recommendations, including prioritizing strategies to manage workloads, reviewing compensation packages to align with staff contributions, enhancing work-life balance, and fostering interpersonal relationships. Additionally, educational institutions should develop policies that improve career advancement pathways and expand professional development programs, incorporating initiatives focused on stress management and well-being, to support both the technica l skills and overall well-being of administrative staff. These recommendations aim to boost job satisfaction and enhance overall productivity within the educational system of Urdaneta City.", "url": "https://erfresearch.com/articles/v1n1-13-job-satisfaction-of-school-s-administrative-a.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=97" }, { "title": "Agricultural Education on Food Security in Region I", "authors": "Kevin Y. Bugaon", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 103, "lastPage": 107, "keywords": "Agricultural education, Food security, Curriculum development, Technology, Innovation, Region I", "abstract": "This study examined the role of agricultural education in ensuring food security within Region I. It specifically addressed the current state of agricultural education in enhancing knowledge and skills, its function in promoting diversification and innovation, policymakers' perceptions of its impact on food security, and challenges in aligning curricula with the evolving needs of the agricultural sector. The study employed a descriptive research methodology, utilizing surveys, interviews, and document reviews to gather quantitative and qualitative data from farmers, educators, and policymakers. Data analysis involved frequency and percentage calculations t o evaluate the contributions of agricultural education, as well as a five-point Likert scale to identify challenges in curriculum alignment for food security. Key recommendations include developing partnerships with local farms and businesses to provide real-world training opportunities, expanding online platforms to improve accessibility of agricultural education in remote areas, and updating programs to incorp orate training on advanced agricultural technologies such as precision farming and biotechnology. Additionally, the establishment of an innovation ecosystem to encourage technological experimentation and the creation of a committee to regularly update curricula were proposed. To support these initiatives, sufficient funding should be allocated for educational infrastructure, including classrooms, laboratories, and digital learning tools. Investments in technology and research facilities are essential to modernize agricultural e ducation and make it more inclusive, ensuring it meets the evolving needs of the sector and contributes to long-term food security.", "url": "https://erfresearch.com/articles/v1n1-14-agricultural-education-on-food-security-in-re.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=103" }, { "title": "Implementation Of Sustainable Livelihood Programs in Rural Communities in Lubao, Pampanga", "authors": "Lucrecia M. Cruz", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 108, "lastPage": 114, "keywords": "sustainable livelihood program, rural community, economic empowerment, Lubao, Pampanga", "abstract": "This study aimed to implement a sustainable livelihood program for rural communities. Specifically, the study answered the challenges faced by rural communities in accessing and sustaining livelihood program in Lubao, Pampanga, sustainable and inclusive livelihood program that addresses the specific needs and constraints of rural communities, and effectiveness of the proposed livelihood program on the economic empowerment and overall well-being of rural communities. This study used a descriptive method of research. Five-point Likert Scale, frequency and percentage were used in the study. Based on the conclusions, the following recommendations are forwarded: Develop skills training programs specifically designed for solo parents, considering their unique needs and circumstances; Offer financial literacy programs to equip solo parents with essential financial management skills like budgeting, saving, and investing; Conduct a comprehensive needs assessment to understand solo parents' specific challenges, skills gaps, and aspirations; Design a program that takes a holistic approach to address the multifaceted needs of solo parents; Conduct a thorough evaluation of the livelihood program to assess its effectiveness in promoting economic empowerment and the overall well-being of solo parents; and Implement a long-term monitoring system to track the progress and outcomes of solo parents participating in the livelihood program.", "url": "https://erfresearch.com/articles/v1n1-15-implementation-of-sustainable-livelihood-prog.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=108" }, { "title": "Strengthening Government and Stakeholders' Engagement in The Fisheries Livelihood Programs in Region I", "authors": "Maribel D. Malenab", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 115, "lastPage": 119, "keywords": "Fisheries livelihood programs, stakeholder engagement, government-stakeholder partnership, socio-economic impacts, Region I, Philippines", "abstract": "This study examined the engagement between government and stakeholders in fisheries livelihood programs in Region I, focusing on the level of collaboration, effectiveness of government-led initiatives, challenges in partnerships, and stakeholders' perceptions of socio - economic impacts. Using a descriptive research design, the study provided a systematic analysis of factors influencing program effectiveness and stakeholder interactions without manipulating the environment. A five-point Likert scale assessed engagement levels, program effectiveness, and collaboration challenges, while frequency and percentage analysis gauged stakeholders' perceptions of the socio-economic impacts of fisheries programs on local communities. Key recommendations include strengthening partnerships between government and stakeholders, intensifying stakeholder involvement in program planning and implementation, and establishing robust monitoring and evaluation mechanisms. A participatory governanc e model should be adopted, emphasizing transparent communication, resource allocation, and adaptive governance. Strategies should prioritize environmental sustainability, integrate local knowledge, and foster inclusive, multi-stakeholder dialogue platforms. Additionally, capacity-building initiatives, policy coherence, and equitable resource distribution are essential for creating well - coordinated and responsive programs that meet the evolving needs of local communities.", "url": "https://erfresearch.com/articles/v1n1-16-strengthening-government-and-stakeholders-eng.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=115" }, { "title": "Implementation of the Barangay Drug Clearing Program on War Against Illegal Drugs in Region I", "authors": "Mary Jean B. Botes", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 120, "lastPage": 124, "keywords": "Barangay Drug Clearing Program, illegal drugs, public safety, community engagement, program implementation, Region I", "abstract": "This study examined the implementation of the Barangay Drug Clearing Program in Region I, focusing on its existing practices, effectiveness in reducing illicit drug activities, impact on local security, and challenges faced during execution. Utilizing a descriptive research design, the study gathered both quantitative and qualitative data to provide a comprehensive ana lysis. Quantitative data included statistics on drug-related arrests, rehabilitations, and community participation, while qualitative insights were obtained through interviews, focus groups, and observations involving law enforcement, local officials, comm unity members, and individuals affected by substance abuse. The current BDCP implementation and its influence on local security were assessed through frequency and percentage analyses, while a five-point Likert scale evaluated program effectiveness and encountered challenges. Key recommendations aim to strengthen the program's impact. These include increasing funding and resources to bolster law enforcement operations, enhancing the integration of components like demand and supply reduction, community mobilization, rehabilitati on, and the role of Barangay Anti-Drug Abuse Councils. Developing accessible rehabilitation services addressing physical, psychological, and social needs is crucial. Partnerships with national agencies such as PDEA and PNP should be reinforced to maximize resources and expertise. Additionally, active barangay resident participation in anti-drug efforts, such as community watch groups and local prevention initiatives, should be encouraged to foster a collective approach in combating illegal drugs.", "url": "https://erfresearch.com/articles/v1n1-17-implementation-of-the-barangay-drug-clearing.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=120" }, { "title": "Understanding The Illegal Drug Chain in Region I", "authors": "Rechie Q. Camacho", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 125, "lastPage": 130, "keywords": "drug trafficking, illegal drug chain, community-based interventions, rural development, supply reduction, demand reduction", "abstract": "This study investigated community-based interventions to disrupt the illegal drug supply chain in Region I. It focused on identifying key aspects of the illicit drug production-to-consumption continuum, stakeholder perspectives on its structure and dynamics, and socioeconomic factors sustaining the local drug trade. The research adopted a descriptive approach, involving data collection on drug cultivation, distribution networks, consumer behavior, and law enforcement responses. Frequency and percentage analyses were used to interpret the findings. Recommendations include implementing rural development programs to provide economic alternatives to drug cultivation, investing in advanced surveillance technologies, and enhancing law enforcement's capacity to combat drug smuggling. Law enforcement should leverage technology-driven strategies to counter evolving drug trafficking tactics. Policymakers are urged to create balanced drug policies integrating enforcement with harm reduction, treatment, and prevention measures. Strengthening education infrastruc ture in drug trade - vulnerable areas is essential, ensuring accessible, safe, and well-resourced schools. Relevant curriculum and educational programs should align with the local context and economy. Community resilience programs and economic empowerment in itiatives targeting at-risk individuals and families must be developed to prevent involvement in the drug trade.", "url": "https://erfresearch.com/articles/v1n1-18-understanding-the-illegal-drug-chain-in-regio.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=125" }, { "title": "Nurse Staffing Levels on Patient Outcomes in Medical Wards", "authors": "Relyn C. Mendoza", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 131, "lastPage": 136, "keywords": "nurse staffing levels, patient outcomes, medical wards, healthcare organizations, patient satisfaction", "abstract": "This study aimed to determine the nurse staffing levels on patient outcomes in medical wards of President Ramon Magsaysay Memorial Hospital in Iba, Zambales. Specifically, it sought to determine the economic impact of nurse staffing levels on healthcare organizations, challenges and barriers do healthcare professionals face in achieving and maintaining optimal nurse staffing levels in medical wards, level of pa tients' satisfaction of the nurse staffing in medical wards in President Ramon Magsaysay Memorial Hospital, and proposed policies and regulations in nurse staffing decisions in medical wards. This study used a descriptive method of research. Five-point Likert Scale, frequency and percentage were used in the study. Based on the conclusions, the following recommendations are forwarded: implement and enhance comprehensive infection prevention prog rams that include strict adherence to evidence-based practices, regular training of healthcare personnel, and continuous monitoring of infection rates; invest in technology solutions for real-time monitoring and surveillance of infection rates, design and implement flexible staffing models that adapt to varying patient volumes, acuity levels, and peak times; explore and invest in technology solutions that facilitate efficient staffing management; continue to prioritize and maintain optimal nurse staffing levels in medical wards; foster a patient-centered care approach by emphasizing communication, empathy, and responsiveness.", "url": "https://erfresearch.com/articles/v1n1-19-nurse-staffing-levels-on-patient-outcomes-in.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=131" }, { "title": "Job-Related Stress and Its Impact on The Work Efficiency of Senior High School Teachers In SDO I Pangasinan", "authors": "Reyna Realyn S. Bautista", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 137, "lastPage": 141, "keywords": "Job-Related Stress, Work Efficiency, Senior High School Teachers, SDO I Pangasinan", "abstract": "This study examined job-related stress and its impact on the work efficiency of Senior High School teachers in SDO I Pangasinan using a descriptive research design. The respondents were mostly young, female, had master's degrees, and significant teaching experience. Results showed that teachers experienced moderate stress in personal aspects (mean: 3.32) and high stress in professional aspects (m= 3.66), highlighting the demanding nature of their duties. To manage stress, teachers employed strategies like pairing and outdoor activities, demonstrating varied coping mechanisms. Despite these challenges, school heads rated teachers' performance as highly competent and very satisfactory. However, statistical analysis (ANOVA) revealed significant differences between teachers' profiles and both their stress levels and work efficiency, rejecting the null hypotheses. The study recommends school heads provide reasonable expectations, recognize teachers' efforts, and offer guidance and constructive feedback. Administrators should address teachers' developmental needs to reduce stress, while the broader community is encou raged to offer moral, economic, and lawful support to educators.", "url": "https://erfresearch.com/articles/v1n1-20-job-related-stress-and-its-impact-on-the-work.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=137" }, { "title": "Nurse-Led Health Education Programs in Improving Patient Compliance", "authors": "Roselyn M. Cea", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 142, "lastPage": 147, "keywords": "nurse-led health education, patient compliance, health literacy, communication, cultural competence", "abstract": "This study assessed the efficacy of nurse-led health education programs in improving patient compliance at Quirino Memorial Medical Center's General Ward in Quezon City. It explored the components of successful programs, barriers faced by patients in following health recommendations, strategies for tailoring education to diverse needs, and challenges nurses encounter in delivering effective education. Using a descriptive research approach, the study systematically examined the current state of nurse-led health education and its impact on patient compliance. Recommendations include prioritizing patient-centered strategies in designing health education programs and providing nurses with comprehensive training to enhance communication skills for clear, empathetic, and culturally sensitive interactions. Targeted health literacy initiatives should be implemented to improve patient understanding, while organizational constraints can be addres sed through capacity-building initiatives and increased resource allocation. Ongoing cultural competence training is essential for nurses to better understand and address diverse patient backgrounds. Collaboration with technology developers is also advised to create user-friendly, patient-centric health platforms. Lastly, training programs for nurses should focus on communication, pedagogical skills, and strategies to meet varied patient needs, ensuring effective delivery of health education despite challenges like time constraints and limited materials.", "url": "https://erfresearch.com/articles/v1n1-21-nurse-led-health-education-programs-in-improv.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=142" }, { "title": "Enhancement Of Emotional Leadership Effectiveness at Bangko Sentral Ng Pilipinas", "authors": "Simeon F. Labrador", "degree": "Doctor of Philosophy", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 148, "lastPage": 153, "keywords": "Emotional Leadership, Emotional Intelligence, Leadership Effectiveness, Organizational Culture", "abstract": "This research aimed to enhance emotional leadership capabilities to improve leadership effectiveness within Bangko Sentral ng Pilipinas. Specifically, it investigated factors contributing to effective emotional leadership, critical emotional intelligence competencies for leaders, employee job satisfaction levels related to emotional leadership, barriers to implementing emotional leadership practices, and strategies for fostering a culture of emotional leadership. Using a descriptive research methodology, the study systematically examined emotional leadership at BSP. Frequency and percentage analysis identified key factors, while a five-point Likert scale assessed employee satisfaction and challenges in implementing emotional leadership practices. The study recommended promoting open dialogue, shared decision-making, and teamwork to enhance transparency and collaboration. It was suggested that BSP integrate emotional intelligence into leadership development programs, establish policies recognizing emotional intelligence in performance evaluations, and create mentoring systems to guide leaders in emotional intelligence growth. Comprehensive training programs focusing on empathy and communication skills were also proposed, alongside recognition systems for leaders excelling in emotional intelligence. Additionally, the study emphasized the need to shift the organizational culture to value emotional intelligence as highly as technical skills. Overall, the findings underscored the critical role of emotional leadership in driving organizational excellence and employee well-being at Bangko Sentral ng Pilipinas.", "url": "https://erfresearch.com/articles/v1n1-22-enhancement-of-emotional-leadership-effective.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=148" }, { "title": "Implementation Of Inquiry-Based Learning in Grade Five Mathematics Learners in Santa Ignacia South District", "authors": "Anna Rose C. Mercado", "degree": "Master of Arts in Education", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 154, "lastPage": 158, "keywords": "Inquiry-based Learning, Mathematics, Grade Five, Critical Thinking, Problem - Solving, Learning Styles", "abstract": "This study evaluated the implementation of inquiry-based learning for Grade Five mathematics learners in Santa Ignacia South District, SDO Tarlac Province. It examined the impact of IBL on students' understanding of mathematical concepts compared to traditional teaching approaches, its role in fost ering critical thinking and problem-solving abilities, and the responses of students with diverse learning styles and multiple intelligences. Additionally, the study identified challenges encountered by teachers and proposed strategies to address these needs. The research employed a descriptive and quantitative design, documenting the methods, activities, and resources utilized in IBL and capturing the experiences of teachers and students. A Five-Point Likert Scale assessed the impact of IBL on student understanding and the challenges faced by teachers, while frequency and percentage analyses determined how IBL supports critical thinking and accommodates various learning styles. Key recommendations include incorporating IBL into the Grade Five mathematics curriculum to enhance understanding, engagement, and problem-solving skills. Santa Ignacia South District should integrate diverse instructional strategies to support a range of learning styles, particularly musical intelligence, and invest in professional development for teachers. Additional resources, materials, and strategies to manage large class sizes and address time constraints are essential for effective IBL implementation.", "url": "https://erfresearch.com/articles/v1n1-23-implementation-of-inquiry-based-learning-in-g.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=154" }, { "title": "Impact Of Technology on School Administration and Operations in Burgos District", "authors": "Charmian A. Licuben", "degree": "Master of Arts in Education", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 159, "lastPage": 164, "keywords": "school administration, technology integration, digital transformation, remote learning, rural education", "abstract": "This study investigated the impact of technology integration on school administration and operations within the Burgos District, aiming to identify both the advantages and challenges associated with digital transformation in educational settings. Specifically, it explored the technological tools most utilized in school operations, evaluated how technology has enhanced communication among administrators, teachers, students, and parents, and examined key barriers to its successful implementation. Utilizing a descriptive research approach, data were collected from school administrators and teachers through surveys, interviews, and document analysis. The findings highlighted that technology significantly improves communication, streamlines administrative tasks, and supports data-driven decision-making. However, limited funding, inadequate infrastructure, and insufficient training hindered the effective deployment of digital tools. Learning M anagement Systems, Student Information Systems, and cloud-based administrative software were identified as highly beneficial for enhancing efficiency and fostering collaboration within the school community. Despite these challenges, stakeholders perceive technology as essential for modernizing operations and enhancing educational quality. This study recommends targeted support from policymakers, including increased funding for technological infrastructure and training for school staff to optimize the use of digital tools. By addressing these areas, the Burgos District can fully leverage technology's potential to improve school administration and create an environment that supports both staff and student success. This research offers insights into how rural schools can adapt and thrive through digital innovation.", "url": "https://erfresearch.com/articles/v1n1-24-impact-of-technology-on-school-administration.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=159" }, { "title": "Self-Paced Module for Grade Seven Science Cum Worksheets", "authors": "LOUELA S. CASTRO", "degree": "Master of Arts in Education", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 165, "lastPage": 169, "keywords": "self-paced module, science education, instructional materials, teacher readiness, learning outcomes", "abstract": "This study developed and utilized self-paced modules for teaching Science Seven at Calasiao Comprehensive National High School during SY 2023-2024. It examined the Science teachers' perceptions of the availability and adequacy of instructional materials, teacher readiness for self-paced teaching, differences in pre-test and post-test results, and the acceptability of the self-paced modules. The descriptive-developmental research method was employed, gathering data through surveys and checklists. A Five-Point Likert Scale evaluated the availability and adequacy of materials, teacher readiness, and module acceptability. Key findings led to the following recommendations: prioritize acquiring additional laboratory equipment and multimedia resources to improve the quality and adequacy of science instruction; provide professional development to enhance teacher preparedness fo r integrating self-paced modules and addressing diverse student needs; expand the use of self-paced modules in the Science Seven curriculum to improve learning outcomes; and present the self-paced modules to the Schools Division Superintendent of SDO I Pangasinan for evaluation and potential adoption across the division.", "url": "https://erfresearch.com/articles/v1n1-25-self-paced-module-for-grade-seven-science-cum.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=165" }, { "title": "Implementation Of School Improvement Plan (Sip) On the School Performance: Basis For Enhancement Program", "authors": "Marian C. Alipio", "degree": "Master of Arts in Education", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 170, "lastPage": 175, "keywords": "school improvement plan, academic performance, stakeholder perceptions, teacher professional development, implementation challenges", "abstract": "This study evaluated the implementation of the School Improvement Plan (SIP) and its impact on school performance at Talang Elementary School, Guagua District. It focused on the SIP's effects on students' academic performance, the relationship between teacher professional development and student outcomes, stakeholder perceptions of SIP effectiveness, and challenges and opportunities in its implementation. A descriptive research design was used to examine the SIP's processes and outcomes, identifying patterns and trends to inform future improvements. A five-point Likert scale assessed the SIP's impact on academic performance, stakeholder perceptions, and imp lementation challenges. Frequency and percentage analyses evaluated the link between teacher professional development and student outcomes. Key findings suggest that SIP implementation positively impacts academic performance but faces challenges such as teacher workload and resistance to change. Recommendations include refining the SIP with targeted teacher training and enhanced parental involvement to improve academic outcomes. Expanding professional development activities and community engagement is also advised to boost the plan's effectiveness. Strategies should address specific student concerns and optimize stakeholder awareness to enhance the SIP's overall impact.", "url": "https://erfresearch.com/articles/v1n1-26-implementation-of-school-improvement-plan-sip.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=170" }, { "title": "Incorporation Of Technology-Based Learning Tools in Teaching Filipino Grammar To Secondary Schools", "authors": "Milo M. Mamaril", "degree": "Master of Arts in Education", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 176, "lastPage": 180, "keywords": "Technology-Based Learning, Filipino Grammar, Secondary Education, Technological Pedagogical Content Knowledge, SDO Zambales", "abstract": "This study aimed to incorporate Technology-Based Learning Tools in Teaching Filipino Grammar to Secondary School Students in SDO Zambales. Specifically, it explored Filipino teachers' perceptions and attitudes toward technology use, challenges in integrating technology into grammar instruction, available resources and infrastructure, and professional development opportunities for enhancing technological pedagogical content knowledge (TPACK). A descriptive research approach was employed to examine the current state of technology integration in teaching Filipino grammar within secondary schools in SDO Zambales. This method enabled systematic data collection and analysis, providing insights into existing conditions, practices, and perceptions. Based on the findings, the following recommendations are proposed: Schools should leverage teachers' positive attitudes by ensuring access to user-friendly technological tools and creating a repository of educational apps and digital resources for grammar instruction. Comprehensive professional development programs tailored to address challenges in technology integration should be developed. These include specialized training sessions on using technology tools for grammar teaching and ongoing opportunities for integrating software applications effectively. Additionally, regular audits of hardware and software resources should be conducted to ensure readiness and adequacy for technology-enhanced instruction.", "url": "https://erfresearch.com/articles/v1n1-27-incorporation-of-technology-based-learning-to.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=176" }, { "title": "Implementation Of Health Education Programs in Enhancing Grade Five Learners' Well-Being", "authors": "OLIVIA MAE G. BONILLA", "degree": "Master of Arts in Education", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 181, "lastPage": 186, "keywords": "health education, well-being, learning environment, primary school, grade 5 learners", "abstract": "This study aimed to evaluate the impact of health education programs on the physical, emotional, and mental well-being of Grade 5 learners at Isabelilo Delos Reyes Elementary School within the context of SDO Manila. It examined the effectiveness of existin g health initiatives, identified prevalent health concerns, and analyzed the perceptions of teachers, parents, and students regarding these programs. Furthermore, it explored the challenges educators and administrators face in implementing health education programs and proposed improvements to enhance health literacy and promote sustainable healthy habits among learners. Using a descriptive research design, the study gathered data through survey questionnaires distributed to Grade 5 learners, teachers, and parents. The findings revealed that while current health education programs have positively influenced learners' physi cal health, emotional resilience, and mental well-being, several challenges-such as limited resources, inadequate teacher training, and low student engagement-hindered their full effectiveness. Additionally, prevalent health issues, including poor nutritio n, hygiene concerns, and mental health struggles, were identified as critical areas that need further attention. The study concluded that comprehensive improvements to health education programs are necessary, including better integration of health topics across subjects, innovative teaching methods, and increased collaboration with external health professionals. By a ddressing these challenges and enhancing program delivery, the well-being of Grade 5 learners can be significantly improved, leading to healthier behaviors and a more supportive learning environment. Recommendations include expanding teacher training, enga ging parents more actively, and incorporating technology-driven health education initiatives. The involvement of external health professionals can greatly enhance the effectiveness of these programs.", "url": "https://erfresearch.com/articles/v1n1-28-implementation-of-health-education-programs-i.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=181" }, { "title": "Effect Of Functional Literacy Assessment Tool in Teaching Filipino to Grade Five Learners", "authors": "Rica V. Castro", "degree": "Master of Arts in Education", "volume": 1, "issue": 1, "period": "January - March 2025", "firstPage": 187, "lastPage": 191, "keywords": "Functional Literacy Assessment Tool, Filipino language instruction, Grade Five learners", "abstract": "Effective language instruction is crucial for Grade V learners in the Philippines. To enhance the quality of teaching Filipino, educators must assess the utility of tools like the Functional Literacy Assessment Tool. This study assessed the impact of using the Functional Literacy Assessment Tool in Filipino language instruction for Grade 5 learners at Luciente 1st Elementary School in Bolinao, Philippines. The research explored the relationship between students' proficiency in Filipino literacy, their profi les, and their perceptions of the assessment tool. Employing a descriptive-correlational design with total population sampling and a meticulously reviewed questionnaire, the study revealed a balanced age and gender distribution among Grade Five learners. N otably, positive student perceptions of the assessment tool indicated its potential in Filipino teaching. While the study didn't find significant correlations between age, gender, parental education, language spoken at home, and proficiency, a subtle link emerged between proficiency and teaching perception. Recommendations emphasize considering various proficiency-affecting factors and further investigation into more effective teaching strategies.", "url": "https://erfresearch.com/articles/v1n1-29-effect-of-functional-literacy-assessment-tool.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no1-2025.pdf#page=187" }, { "title": "The Relationship Between Physical Activity and Obesity Rates among Junior High School Students", "authors": "Alvin G. Salome", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 6, "lastPage": 10, "keywords": "Physical Activity, Obesity, BMI, Adolescents, Barriers To Exercise, Junior High School Students", "abstract": "This study investigated the relationship between physical activity levels and obesity rates among junior high school students in selected schools in Pangasinan, Ilocos Region, Philippines. Specifically, it examined students' physical activity levels, obesi ty prevalence, the correlation between these variables, perceived barriers to physical activity, and proposed intervention measures. Employing a purely quantitative approach, the study involved 600 respondents selected through stratified random sampling to ensure representation across Grades 7 to 10. Data were collected using a self-administered survey questionnaire and body mass index (BMI) measurements and were analyzed using descriptive statistics and Pearson's correlation coefficient. Results revealed that most students (41.7%) exhibited moderate physical activity levels, followed by those with low activity levels (38.3%) and high activity levels (20.0%). BMI classifications indicated that 38.3% of students were overweight or obese, 46.7% were of normal weight, and 15.0% were underweight. A strong negative correlation ( -0.62, p < 0.05) was observed between physical activity and obesity, indicating that higher physical activity levels were associated with lower obesity prevalence. Reporte d barriers to physical activity included lack of time, lack of motivation, limited facilities, and social or peer pressure. Based on these findings, proposed interventions included school-based sports programs, an improved physical education curriculum, community-based fitness events, and awareness campaigns. Overall, the study underscores the urgent need for targeted school and community interventions to address insufficient physical activity and high obesity prevalence among adolescents. The findings provide evidence-based insights for educators, health pract itioners, and policymakers in promoting healthier lifestyles.", "url": "https://erfresearch.com/articles/v1n3-01-the-relationship-between-physical-activity-an.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=6" }, { "title": "Enhancing Latte Art Skills among Maxima Technical and Skills Training Institute Incorporated Students using Step-by-Step Visual Modules", "authors": "Ma. Andrea J. Barcenas", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 11, "lastPage": 15, "keywords": "Latte Art, Visual Modules, TVET, TESDA, Barista Training, Confidence, Accuracy", "abstract": "This study aimed to enhance the latte art skills of students at Maxima Technical and Skills Training Institute Incorporated through the implementation of step-by-step visual modules. Anchored in the goal of advancing technical-vocational education and trai ning (TVET), the research sought to assess students' latte art skills before and after the intervention, determine the significant difference in their performance, and evaluate the impact of visual modules on their confidence and accuracy. Employing a quas i-experimental design with a single-group pre-test and post-test approach, 40 students enrolled in the Latte Art Skills Training Program participated in the study. Quantitative data were gathered through performance rubrics and a Likert-scale survey questionnaire. Findings demonstrated a significant improvement in students' latte art skills following the use of the visual modules, as evidenced by increased mean scores across criteria including design symmetry, clarity and contrast, steaming technique, pouring contro l, and overall output. Statistical analysis using a paired t-test confirmed a significant difference in performance between pre- and post-intervention assessments. Additionally, results indicated that students experienced enhanced confidence and accuracy in creating latte art designs after engaging with visual learning materials. The study concluded that the integration of step-by-step visual modules constitutes an effective pedagogical approach to improving both skill performance and learner confidence in barista-related competencies. This innovation supports TESDA's mandate for i nclusive and quality-assured training and may serve as a model for elevating instructional delivery within the food and beverage services sector of TVET institutions.", "url": "https://erfresearch.com/articles/v1n3-02-enhancing-latte-art-skills-among-maxima-techn.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=11" }, { "title": "Improving Knife Skills and Food Plating Techniques through Practical Workshops in Food and Beverage Services", "authors": "Angelica R. Austria", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 16, "lastPage": 20, "keywords": "Knife Skills, Food Plating Techniques, Practical Workshops, Competency-Based Education, Food And Beverage Services, Technical-Vocational Education, Experiential Learning, Student Confidence", "abstract": "This study examined the effectiveness of practical workshops in enhancing knife skills and food plating techniques among Food and Beverage Services (FBS) students at Maxima Technical and Skills Training Institute Incorporated. Employing a quasi-experimental single-group pretest- posttest design, the research evaluated students' skill levels before and after participation in the workshops. Data were collected through performance assessments scored on a 20 -point scale and a Likert-scale survey measuring studen ts' confidence and perceived proficiency. Initial findings indicated that students demonstrated moderate competency in knife handling and food plating techniques. However, following the intervention, significant improvements were observed in both skill are as, as evidenced by paired t-test results revealing statistically significant differences in performance pre - and post-workshop. Furthermore, the workshops positively influenced students' confidence, enhancing their perceived readiness to undertake real-world culinary tasks. These findings underscore the value of integrating competency-based, experiential learning approaches within technical-vocational education to effectively bridge the gap between theory and practice. The study recommends the continued im plementation and expansion of hands-on training modules in FBS curricula to ensure that students develop job-ready skills aligned with industry standards. This research contributes to the growing body of evidence supporting the essential role of practical workshops in fostering both technical proficiency and self-efficacy among TVET learners, thereby improving their future employability in the hospitality sector.", "url": "https://erfresearch.com/articles/v1n3-03-improving-knife-skills-and-food-plating-techn.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=16" }, { "title": "Enhancing Cookery Skills of Grade 10 Learners through Demonstration Method in Calasiao Comprehensive National High School", "authors": "Beverly M. Villanueva", "degree": "Master of Arts in Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 21, "lastPage": 25, "keywords": "Demonstration Method, Cookery Skills, Technology And Livelihood Education, Grade 10 Learners, Quasi-Experimental Design, Competency-Based", "abstract": "This study examined the effectiveness of the demonstration method in enhancing the cookery skills of Grade 10 learners at Calasiao Comprehensive National High School. Employing a quasi-experimental one-group pretest-posttest design, the research involved t hirty-five (35) students enrolled in the Technology and Livelihood Education (TLE) -Cookery class during the School Year 2024-2025. A validated performance assessment checklist, aligned with the K to 12 Curriculum Guide, was used to measure learners' profic iency in food preparation, application of cooking techniques, adherence to safety and sanitation standards, and presentation of finished products. Baseline data from the pretest revealed a mean score of 72.46 (SD = 5.18), indicating moderate mastery of bas ic cookery skills. After a series of structured lessons utilizing the demonstration method, the posttest mean score rose to 88.37 (SD = 4.62), reflecting a significant improvement of 15.91 points. Paired sample t-test analysis confirmed that this improvement was statistically significant (t(34) = 14.27, p < 0.001). Observational data further indicated increased learner engagement, confidence, and procedural accuracy during practical tasks. The findings corroborate both local and international studies affirming the effectiveness of demonstration as a teaching strategy for skill-based subjects, supporting its continued application in TLE-Cookery instruction. This study recommends the sustained and systematic integration of the demonstration method to enhance learners' technical competencies, in alignment with the objectives of Republic Act No. 10533 and DepEd's competency-based learning framework.", "url": "https://erfresearch.com/articles/v1n3-04-enhancing-cookery-skills-of-grade-10-learners.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=21" }, { "title": "Assessig the Competency Level of Grade Eleven Students in Table Setting and Napkin Folding Techniques", "authors": "Carla Mae R. Jubilado", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 26, "lastPage": 31, "keywords": "Food and Beverage Services, Table Setting, Napkin Folding, Competency Assessment, TVL Strand, Senior High School, Instructional Strategies, Experiential Learning", "abstract": "This study aimed to assess the competency level of Grade 11 students in performing table setting and napkin folding techniques under the Food and Beverage Services (FBS) strand of the Technical-Vocational-Livelihood (TVL) track at Alos National High School. The research employed a descriptive quantitative method, utilizing a researcher-made survey questionnaire administered to 40 Grade 11 FBS students. The study focused on identifying the students' mastery level in specific skills and determining their challenges during performance tasks. Qualitative data were also gathered through interviews and classroom observations to support the findings. Results revealed that while many students exhibited moderate to competent levels in basic table setting and napkin folding techniques, there were still gaps in mastery, particularly in following precise procedures and demonstrating confidence during practical assessments. The findings also indicated that students struggle with limited access to resources and hands-on practice opportunities. Teachers noted that translating this knowledge into actual performance remained challenging despite the students' theoretical understanding. The study concluded that to enhance student preparedness, instructional strategies must be strengthened, experiential learning integrated, and competencies aligned with industry standards. A set of proposed instructional interventions, such as skill-based workshops, peer mentoring, and performance-based assessments, was recommended. The study also emphasized the importance of incorporating multiple teaching approaches grounded in relevant learning theories.", "url": "https://erfresearch.com/articles/v1n3-05-assessig-the-competency-level-of-grade-eleven.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=26" }, { "title": "Enhancement of Academic Achievement of Grade Seven Learners in Filipino Through Digital Resources", "authors": "Dawn Eunice G. Corpuz", "degree": "Master in Education Major in Filipino", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 32, "lastPage": 38, "keywords": "Digital Resources, Academic Achievement, Filipino Language, Grade 7 Learners, Language Instruction, Educational Technology, Descriptive Research, Pretest - Posttest, Language Proficiency, Burgos District", "abstract": "This study investigated the effectiveness of digital resources in enhancing the academic achievement of Grade 7 learners in Filipino within the Burgos District. Anchored on the descriptive research design, the study sought to identify effective digital too ls that support Filipino language acquisition, determine the challenges and opportunities in their integration, and assess the impact of digital resource use through a comparison of pretest and posttest results. A combination of quantitative and qualitative data was gathered using survey questionnaires, language proficiency tests, and focus group discussions. Statistical tools such as frequency, percentage, weighted mean, and paired sample t-test were employed in data analysis. Findings revealed that various digital resources-including interactive applications, multimedia presentations, and online collaborative platforms-significantly contributed to improved learner engagement and Filipino language skills development. Despite challenges such as limited access to devices and insufficient teacher training, the integration of digital tools was found to offer substantial opportunities for enhancing classroom instruction. Notably, the results of the paired sample t-test indicated a sta tistically significant improvement in students' Filipino proficiency following the use of digital resources. The study concluded that digital tools are effective in improving language acquisition among Grade 7 learners when properly implemented and supported. Based on these findings, it is recommended that schools adopt technology-integrated approaches in Filipino instruction and provide adequate training and support for educators. The study contributes to the growing body of research advocating for the use of digital innovations in language education to meet the evolving needs of 21st-century learners.", "url": "https://erfresearch.com/articles/v1n3-06-enhancement-of-academic-achievement-of-grade.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=32" }, { "title": "Enhancing Product Quality in Bread and Pastry Production through Structured Peer Assessment and Feedback", "authors": "Diosa Andrelli J. Barcenas", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 39, "lastPage": 44, "keywords": "Structured Peer Assessment, Feedback, Product Quality, Bread and Pastry Production, Technical-Vocational Education, Learner Motivation, Quasi - Experimental Design", "abstract": "This study evaluated the effectiveness of structured peer assessment and feedback in enhancing the product quality of Bread and Pastry Production among students at Maxima Technical and Skills Training Institute, Inc. Employing a quasi-experimental single-group design, the research involved 40 student-respondents. It assessed the level of product quality before and after the intervention, determined significant differences in performance, and explored its effect on learners' motivation and confidence. Data w as gathered through product quality evaluations based on standardized criteria, analyzed using paired t-test for quantitative results, and thematic analysis for qualitative feedback. Findings revealed that prior to the intervention, students exhibited mode rate product quality, which significantly improved after the implementation of structured peer assessment and feedback, as confirmed by statistical analysis. Qualitative results further indicate positive impacts on learners' motivation and confidence, high lighting enhanced self-reflection, collaborative learning, and skill development. These outcomes suggest that integrating structured peer assessment and feedback as a learner-centered strategy in Bread and Pastry Production can effectively strengthen technical competencies and foster positive affective outcomes. The study recommends the adoption of such assessment approaches in technical - vocational education to better prepare students for employment and entrepreneurship in the food production industry.", "url": "https://erfresearch.com/articles/v1n3-07-enhancing-product-quality-in-bread-and-pastry.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=39" }, { "title": "Impact of Alternative Learning System (ALS) Academic Bridging Project of SDO Dagupan City: Basis for Policy Recommendations", "authors": "Edwin R. Ferrer, EdD", "degree": "", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 45, "lastPage": 51, "keywords": "Alternative Learning System, Academic Bridging Project, ALS 2.0, Digital Citizenship, Educational Intervention, Policy Recommendations, DepEd Dagupan City", "abstract": "This study explored the impact of the ALS Academic Bridging Project implemented by the Schools Division Office (SDO) of Dagupan City during the School Year 2024 -2025, focusing on the academic performance of 50 Junior High School learners enrolled in the Alternative Learning System (ALS). The project aimed to strengthen learner competencies in four key subject areas: English, Mathematics, Science, and Digital Citizenship. A mixed-methods research design was employed, utilizing pretest-posttest assessments to quantitatively measure academic gains and semi-structured interviews, classroom observations, and document analysis for qualitative insights. Results revealed significant improvements in learners' academic performance across all subject areas, with statistical analysis showing a notable increase in posttest scores. Qualitative data supported these findings, highlighting increased learner engagement, improved confidence, and greater familiarity with academic routines and digital tools. The study's findings are consistent with related research emphasizing the value of contextualized instruction, digital literacy, and learner-focused interventions in ALS. These results underscore the effectiveness of academic bridging programs in preparing ALS learners for reintegration into the formal education system or transition to employment. Based on the findings, the study recommends the institutionalization of the bridging program, continuous professional development for ALS facilitators, provision of digital access, and the development of a monitoring and evaluation framework. The research contributes to the growing discourse on inclusive and equitable education, supporting policy reforms aligned with DepEd Orders and Republic Act No. 11510 (ALS Act of 2020) for future studies on administrative capacity development in educational settings.", "url": "https://erfresearch.com/articles/v1n3-08-impact-of-alternative-learning-system-als-aca.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=45" }, { "title": "Investigating the Impact of Teacher Training and Professional Development Programs in Enhancing Music Teaching Skills and Overcoming Challenges", "authors": "Fernando V. Hipolito, Jr", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 52, "lastPage": 57, "keywords": "MAPEH Teachers, Teacher Training, Professional Development, Music Education, Instructional Challenges, Teaching Competencies", "abstract": "This study investigated the impact of teacher training and professional development programs in enhancing music teaching skills and overcoming instructional challenges among MAPEH teachers. Specifically, it aimed to describe the profile of the teacher-respondents, determine the challenges they face in teaching music, assess the severity of these challenges, and explore the relationship between teacher profile and the identified problems. A descriptive survey research design was employed, utilizing a researc her-made questionnaire validated by experts and pilot-tested among selected respondents. The survey instrument consisted of four parts: personal profile, teaching profile, training needs, and problems encountered. Open-ended responses were also gathered to capture unstructured insights. A total of 110 MAPEH teachers were purposively selected as respondents. Quantitative data were analyzed using frequency counts, percentages, and weighted means. Findings revealed that the teaching force is composed mainly of young, female, and married teachers who, despite their limited years of experience, are tasked with teaching all MAPEH components but often prefer not to teach music. The teachers identified several critical training needs, particularly in music and other specialized skills. Furthermore, key instructional challenges-such as limited access to resources, technology, student engagement, and mental health concerns-were found to impact their teaching effectiveness significantly. Based on these findings, a plan of action was propose d to address the professional development needs and improve instructional delivery in MAPEH. The study underscores the necessity of targeted training and stakeholder support to uplift the competencies and conditions of MAPEH teachers.", "url": "https://erfresearch.com/articles/v1n3-09-investigating-the-impact-of-teacher-training.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=52" }, { "title": "Burnout and Aggression Level of Public Secondary School Teachers in Malasiqui II-A District", "authors": "Ingrid L. Noriega", "degree": "Master of Arts in Education Major in Educational Administration", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 58, "lastPage": 64, "keywords": "Burnout, Aggression, Public Secondary School Teachers, Quantitative-Descriptive- Correlational, Malasiqui II-A District", "abstract": "This study aimed to determine the burnout and aggression levels of public secondary school teachers in the Malasiqui II-A District during the School Year 2024-2025, and to propose a plan of action to address these concerns. Employing a quantitative-descriptive correlational research design, the study profiled teachers in terms of highest educational attainment, length of teaching experience, and number of mental health-related trainings attended in the past five years. Data were gathered from 113 randomly s elected teachers using a structured survey questionnaire. The statistical tools utilized included frequency count, percentage, weighted mean, and the Chi-Square Test of Independence. Findings revealed that the typical public secondary school teacher in the district does not hold a postgraduate degree, has been teaching for more than 10 years, and has attended no more than three relevant trainings. Results further indicate that teachers have a moderate level of burnout in all dimensions-emotional exhaustion, depersonalization, and lack of personal achievement-as well as a moderate level of aggression across physical, verbal, anger, and hostility dimensions. Significant relationships were found between burnout level and the profile variables, as well as between burnout and aggression levels. In light of these findings, a comprehensive plan of action was proposed to reduce burnout and aggression among teachers. This intervention emphasizes professional development, mental health awareness, and stress management strategies. The study concludes t hat addressing burnout and aggression requires a holistic, proactive approach to ensure teacher well-being and sustain effective educational delivery.", "url": "https://erfresearch.com/articles/v1n3-10-burnout-and-aggression-level-of-public-second.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=58" }, { "title": "Performance-Based Learning and MAPEH Skill Acquisition in Senior High School Students", "authors": "Jan Troy DC. Eugenio", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 65, "lastPage": 69, "keywords": "Performance-Based Learning, MAPEH, Skill Acquisition, Senior High School, Correlation", "abstract": "This quantitative study examined the relationship between performance-based learning (PBL) and MAPEH skill acquisition among Senior High School students. Specifically, it sought to determine the level of students' performance in MAPEH, assess their skill a cquisition, analyze the correlation between performance and skill acquisition, identify the PBL strategies employed by teachers, and develop an action plan for improvement. Data were gathered from selected Grade 11 and 12 students using standardized tests, performance-based assessments, academic records, and teacher surveys. Descriptive statistics summarized performance and skill acquisition levels, while Pearson's correlation coefficient measured the relationship between the two variables. Findings revealed that students attained a satisfactory level of MAPEH performance, with a mean score of 82.5, and exhibited high levels of skill acquisition across all four components - Music, Arts, Physical Education, and Health-with Physical Education obtaining the highest mean score. Moreover, results showed a strong positive correlation (r = 0.78, p < 0.001) between students' performance and skill acquisition, indicating that higher academic achievement is closely associated with greater proficiency in p ractical skills. Teachers reported frequent use of practical demonstrations and collaborative projects as predominant PBL strategies, aligning with MAPEH's interactive nature. Based on the findings, a comprehensive action plan was proposed, emphasizing teacher professional development, integrated curriculum design, increased use of portfolio assessments, provision of resources for collaborative learning, and implementation of re gular performance - based evaluations. These results underscore the critical role of PBL in enhancing both academic performance and practical skill acquisition in MAPEH education.", "url": "https://erfresearch.com/articles/v1n3-11-performance-based-learning-and-mapeh-skill-ac.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=65" }, { "title": "Extent of Mastery of 21st Century Teaching Skills of Public Elementary School Teachers in Malasiqui II District", "authors": "Jean N. Tamayo", "degree": "Master of Arts in Education Major in Educational Administration", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 70, "lastPage": 75, "keywords": "21stā€Century Teaching Skills, Teacher Mastery, Self ā€Efficacy, Malasiqui II District, Inā€Service Training Program", "abstract": "This study determined the extent of mastery of 21st ā€century teaching skills among public elementary school teachers in Malasiqui II District during School Year 2024 -2025. Employing a quantitative-descriptive correlational research design, the study described the teachers' profile in terms of age, sex, civil status, highest educational attainment, length of teaching experience, number of relevant trainings attended, and self ā€efficacy level in teaching. It also assessed the extent of mastery of 21st ā€century teaching skills as perceived by both teachers and their school heads, examined differences in these perceptions, and explored the relationship between teachers' profile variables and their mastery level. Furthermore, the developmental method was utilized to propose an in ā€service training program to enhance such skills. The respondents included 186 randomly selected teachers and all 27 school heads in the district. Data were gathered using validated survey questionnaires and analyzed through frequency counts, percentages, weighted means, tā€test, and chiā€square test of independence. Results revealed that the typical teacher was 30 -49 years old, female, married, without a postgraduate degree, had more than 10 years of teaching experience, had attended few relevant trainings, and had high selfā€efficacy. Teachers rated their mastery of 21st ā€century skills as \"great extent,\" while school heads rated it as \"moderate extent,\" with perceptions differing significantly. Educational attainment, teaching experience, training attended, and self ā€efficacy were significantly related to mastery. Based on these findings, an inā€service training program was proposed to strengthen the mastery of 21stā€century teaching skills in the district.", "url": "https://erfresearch.com/articles/v1n3-12-extent-of-mastery-of-21st-century-teaching-sk.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=70" }, { "title": "Empowering Solo Parents through Commuity-Based Livelihood Skills Training In Cawayan Bogtong, Malasiqui, Pangasinan", "authors": "Jherza A. Mendoza", "degree": "Master in Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 76, "lastPage": 82, "keywords": "Solo Parents, Community-Based Training, Livelihood Skills, Empowerment, Mixed- Methods, Rural Development", "abstract": "This study examined the role of livelihood skills training in empowering solo parents in Cawayan Bogtong, Malasiqui, Pangasinan. Employing a mixed-methods research design, it gathered both quantitative and qualitative data to assess changes in livelihood-related knowledge and skills, employment status, income levels, and the personal experiences of solo parents after completing the training. Data were collected through survey questionnaires, interviews, and focus group discussions involving selected solo pa rent participants. The analysis utilized descriptive statistics, paired sample t-tests, and chi-square tests for quantitative data, while thematic analysis was employed for qualitative findings. Results indicated that the training significantly enhanced participants' competencies in various livelihood activities, including product-making, marketing, budgeting, and small business management. Statistical analyses revealed a substantial increase in e mployment rates and income levels following program completion. Thematic insights further emphasized participants' lived experiences, highlighting gains in self-confidence, a renewed sense of purpose, and strengthened community ties. However, challenges su ch as financial constraints, caregiving - related time limitations, and inadequate access to startup capital and essential tools hindered the full application of learned skills. The findings underscore the need for sustained support systems, inclusive and flexible training designs, and evidence-based program implementation. The study concludes that community-based livelihood training serves as a transformative intervention for sol o parents, fostering both economic stability and social empowerment. These insights provide valuable guidance for policymakers, barangay leaders, and development planners in designing responsive livelihood programs for marginalized populations.", "url": "https://erfresearch.com/articles/v1n3-13-empowering-solo-parents-through-commuity-base.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=76" }, { "title": "Effectiveness of Lab-Based Learning in Developing Knife Skills among First-year Culinary Students", "authors": "Josephine M. Dullas", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 83, "lastPage": 88, "keywords": "Lab-based learning, knife skills, culinary education, first-year students, skill development, kitchen laboratory", "abstract": "This study aimed to assess the effectiveness of lab-based learning in developing knife skills among first-year Culinary Arts students at President Ramon Magsaysay Memorial State University. Knife skills are fundamental in culinary education, as they signif icantly impact the quality, safety, and efficiency of food preparation. The research utilized a quasi-experimental design, employing pre-test and post-test assessments to measure students' proficiency in key knife skills, including proper grip, cutting techniques, speed, and safety practices. A performance- based rubric was used to evaluate student progress, while a perception survey explored learners' views on the impact of laboratory sessions on their skill development. Results showed a significant improvement in the students' knife-handling skills after engaging in structured, lab - based activities. Students demonstrated enhanced accuracy, confidence, and speed, as well as greater adherence to safety protocols. Furthermore, most participants expressed positive perceptions of lab-based learning, emphasizing the value of hands-on experience, immediate feedback, and real-world kitchen simulation. Challenges noted included time constraints and limited access to kitch en tools for individual practice. The findings suggest that lab-based learning is an effective pedagogical approach in culinary education, particularly in skill acquisition for beginners. This study recommends integrating more intensive lab sessions into t he curriculum to reinforce core technical competencies and calls for additional resources to support individualized training. These insights can guide educators and curriculum developers in improving instructional strategies to better prepare students for professional culinary practice.", "url": "https://erfresearch.com/articles/v1n3-14-effectiveness-of-lab-based-learning-in-develo.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=83" }, { "title": "The Impact of Participation in Recreational Activities on Academic Achievement among Senior High School Students", "authors": "Junree Mae B. Corpuz", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 89, "lastPage": 93, "keywords": "Recreational Activities, Academic Achievement, Senior High School, GPA, Standardized Test Scores, Correlation, Comparative Study", "abstract": "This study investigated the relationship between participation in recreational activities and academic achievement among senior high school students within a defined geographical area. Employing a quantitative, cross-sectional, correlational, and comparati ve research design, the study sought to determine the level of student engagement in various recreational domains, assess their academic performance through Grade Point Average (GPA) and standardized test scores, and examine the association between these v ariables. Data were gathered from a representative sample using a standardized self-report questionnaire to capture the frequency, duration, intensity, and perceived enjoyment of recreational activities, complemented by official school records for objective academic performance measures. Findings revealed a moderate overall level of participation, with social activities registering the highest engagement. Academic performance, as reflected by GPAs, was generally commendable, although standardized test scores indicated areas for improvement. Moreover, a statistically significant difference in academic achievement was observed between students who engaged in recreational activities and those who did not, with the former demonstrating superior outcomes. Pearson's correlation analysis further i ndicated a positive association between recreational activity participation and academic performance, suggesting that higher engagement is linked to better academic results. In conclusion, the study underscores the importance of integrating recreational activities into the holistic development of students, as such engagement not only promotes well-being but also enhances academic success. Accordingly, it recommends the implementation of diverse and accessible recreational programs, integration of activity-based learning, and further longitudinal research to explore causal relationships.", "url": "https://erfresearch.com/articles/v1n3-15-the-impact-of-participation-in-recreational-a.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=89" }, { "title": "Addressing the Preparedness and Pedagogical Competence of Physical Education Graduates of Pampanga as MAPEH Instructors", "authors": "Kaye A. Nicdao", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 94, "lastPage": 99, "keywords": "MAPEH Instruction, Physical Education Graduates, Teacher Competence, Training Needs, Instructional Challenges, Pampanga", "abstract": "This study examined the competence of Physical Education graduates in Pampanga who are currently serving as MAPEH (Music, Arts, Physical Education, and Health) instructors, with particular focus on their preparedness, pedagogical training needs, and the ch allenges they encounter in teaching the subject. A descriptive survey research design was employed, utilizing a researcher-made questionnaire that covered the respondents' personal and professional profiles, training needs, and problems encountered. A tota l of 110 purposively selected MAPEH instructors participated in the study. Findings revealed that the teaching force was predominantly female, young, and married, with most having less than five years of teaching experience. Despite their limited experience, the instructors were expected to teach all components of MAPEH, although many expressed discomforts in handling Music. The results also indicated that instructors identified several critical areas where further training was urgently needed, such as playing musical instruments, using technology in art instruction, coaching spor ts, teaching various dances, and life-saving skills. Furthermore, respondents cited significant challenges, including inadequate access to teaching materials, lack of facilities and technology, low student engagement, and mental health concerns. These challenges were found to have implications for the instructors' overall teaching performance. Based on the findings, several recommendations were proposed, including encouraging graduate studies, providing specialized training, contextualizing teaching materials, and building strong stakeholder linkages. Addressing these concerns is vital to enhancing the effectiveness of MAPEH instruction in the region.", "url": "https://erfresearch.com/articles/v1n3-16-addressing-the-preparedness-and-pedagogical-c.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=94" }, { "title": "Assessment of the Efficiency of Technical Support Services at USATV in Dagupan City", "authors": "Keith Ysrael P. Solis", "degree": "Master of Arts in Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 100, "lastPage": 105, "keywords": "Technical Support Efficiency, USATV, Response Time, Customer Satisfaction, Service Quality, Dagupan City", "abstract": "This study evaluated the effectiveness of technical support services provided by USATV in Dagupan City, a local internet and cable service provider recognized for offering fiber connections and expanding its coverage in Northern Luzon. The research aimed t o evaluate average response times and resolution durations, understand customer perceptions of service quality, identify common challenges faced during service interactions, and propose best practices to enhance technical support operations. Using a descriptive research design, the study employed both quantitative and qualitative methods, including surveys and thematic analysis. A structured questionnaire measured customer satisfaction, response efficiency, and service quality, while unstructured interviews uncovered deeper issues and suggestions from users and support personnel. Findings revealed that USATV's technical support performance showed moderate efficiency, with varying response and resolution times across service cases. Customers expressed mixed satisfaction levels, citing communication delays, recurring technical issues, and limited follow-up. Thematic analysis identified key challenges, including slow troubleshooting, insufficient technician training, and inconsistent service protocols. Based on the findings, the study recommends implementing a formal ticketing system, conducting regular staff training and upskilling, improving communication procedures, and incorporating quality management practices, such as ISO 9001 frameworks. The results of this study provide valuable insights for USATV management and other regional ISPs seeking to improve their delivery service. Furthermore, the proposed best practices may serve as a basis for operational reforms, customer retention strategies, and the design of more responsive and effective technical support systems in the local telecommunications sector.", "url": "https://erfresearch.com/articles/v1n3-17-assessment-of-the-efficiency-of-technical-sup.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=100" }, { "title": "Evaluation of Controlled Learning in Grade 11 Students in Health Optimizing Physical Education of Castor Z. Concepcion Memorial National High School", "authors": "Kesteryl P. Ducut", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 106, "lastPage": 111, "keywords": "Inclusive Education, Physical Education, Student Engagement, Teaching Strategies, Observational Study", "abstract": "This study examined individual, contextual, and environmental aspects influencing student engagement in Health Optimizing Physical Education (HOPE) within mainstream secondary education, with a focus on inclusive teaching strategies. Utilizing a multiple-groups time series design, structured observations were conducted using the Child Observation in Physical Education (COPE) and Teacher Observation in Physical Education (TOPE) instruments. A total of 94 students aged 14 -15 years participated, including 23 s tudents with diagnosed disabilities, 44 high-grade classmates (A-C), and 27 low-grade classmates (D-F), along with 21 PE teachers. Participants were observed individually in 3 -second intervals throughout lessons, with actions, interactions, and contextual factors recorded and coded into structured variables. Findings revealed that students with disabilities were more frequently in communicative proximity to teachers, particularly in high-level teaching conditions characterized by explicit learning outcomes, vibrant verbal and non-verbal communication, and inte gration of syllabus - relevant content. High-level teaching provided more instructional time, whole-group activities, and individualized feedback, resulting in greater engagement and more efficient lesson use compared to low-level teaching. Students in high-level teaching spent 78% of lesson time in instruction or skill practice (versus 65% in low-level) and demonstrated higher on-task behavior. Activities such as obstacle runs and circuit training, when enhanced with targeted aims and differentiated challenges, further increased engagement. In conclusion, high-level teaching in HOPE fosters inclusion, enhances participation for students with disabilities, and maximizes learning opportunities. These results underscore the importance of deliberate instructional strategies, teacher proximity, an d effective lesson structuring in promoting equitable and engaging PE environments.", "url": "https://erfresearch.com/articles/v1n3-18-evaluation-of-controlled-learning-in-grade-11.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=106" }, { "title": "Interactive Instructional Materials in Teaching Grade Nine Information and Communication Technology", "authors": "Kimberly Ann C. Hortaleza", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 112, "lastPage": 117, "keywords": "Interactive Instructional Material, Information and Communication Technology, Grade", "abstract": "This study developed an interactive instructional material for teaching Information and Communication Technology (ICT) to Grade 9 learners. Employing a descriptive-developmental research design, the study utilized survey questionnaires and checklists to as sess the current instructional context at Bued National High School. The developmental phase focused on the creation of the interactive instructional material, which was then implemented in classroom instruction. A five-point Likert scale was employed to d etermine the level of acceptability of the developed material as evaluated by ICT teachers. Additionally, a t-test was used to determine the significant difference between the pre-test and post-test performance of Grade 9 learners after using the material. Results revealed that the interactive instructional material was rated as highly acceptable by ICT teachers in terms of content, usability, and effectiveness. Furthermore, statistical analysis indicated a significant improvement in learners' performance fo llowing the use of the material. The findings underscore the potential of interactive instructional materials in enhancing the teaching and learning process in ICT. It is therefore recommended that further studies be conducted to explore the use of such ma terials in other grade levels and subject areas to maximize their educational benefits.", "url": "https://erfresearch.com/articles/v1n3-19-interactive-instructional-materials-in-teachi.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=112" }, { "title": "Level of Political Awareness among Senior High School Students in Naguilian National High School", "authors": "Lanilyne C. Estepa", "degree": "Master in Education Major in Social Studies", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 118, "lastPage": 123, "keywords": "Political Awareness, Civic Engagement, Senior High School Students, Media Literacy, Civic Education, Youth Participation, Naguilian National High School", "abstract": "This study aimed to assess the level of political awareness among Senior High School students at Naguilian National High School during the academic year 2024 -2025. Political awareness is an essential component of civic engagement, and understanding its ext ent among youth is critical in promoting active and informed participation in democratic processes. Utilizing a descriptive research design, the study employed both quantitative and qualitative approaches, including surveys and interviews, to gather data o n students' knowledge of political issues, sources of political information, influencing factors, and barriers to political involvement. A five - point Likert scale was used to determine levels of awareness and perceived obstacles, while frequency and percen tage distributions analyzed sources and influential factors. The findings revealed that while students exhibited a generally high understanding of political structures and processes, their engagement in current political discourse and awareness of events n eeded improvement. Social media emerged as the primary source of political information, followed by family discussions and peer influence. However, barriers such as insufficient civic education, the complexity of political topics, and limited access to cre dible information were identified as hindrances to active participation. Based on these results, the study recommends the integration of interactive political activities in the curriculum, enhanced media literacy programs, and strengthened civic education to foster greater political engagement among students. These findings provide valuable insights for educators and policymakers seeking to cultivate politically aware and participative youth.", "url": "https://erfresearch.com/articles/v1n3-20-level-of-political-awareness-among-senior-hig.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=118" }, { "title": "Interactive Recipe Cards as an Instructional Tool in Teaching Cookery to Grade Eleven Learners", "authors": "Mariel S. Santillan", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 124, "lastPage": 128, "keywords": "Interactive recipe cards, Cookery instruction, Grade 11 learners, TVL track, instructional tool, learner performance, educational technology", "abstract": "This study explored the effectiveness of interactive recipe cards as an instructional tool in teaching Cookery to Grade 11 learners at Ignacio Villamor High School. Anchored on the Constructivist Learning Theory, Experiential Learning Theory, and other relevant frameworks, the research aimed to determine the level of learners' performance in Cookery before and after using interactive recipe cards, the significant difference in their performance, perceptions of learners toward the instructional tool, and the challenges encountered during its implementation. A quasi- experimental design, particularly the one-group pretest-posttest approach, was employed. The participants comprised 50 Grade 11 students from the Technical-Vocational-Livelihood (TVL) strand. Resea rch instruments included a researcher-made pretest and posttest to assess performance levels and a survey questionnaire to capture perceptions and challenges. Findings revealed a marked improvement in students' performance after the intervention, with a statistically significant difference observed between pretest and posttest scores using a dependent t-test. Most learners had positive perceptions, noting that the interactive recipe cards enhanced engagement, comprehension, and retention of cooking procedures. Despite minor challenges such as digital access limitations and navigation issues, learners preferred the interactive format over traditional recipe handou ts. The study concluded that interactive recipe cards are a valuable instructional innovation that can improve student outcomes in practical - based subjects like Cookery. It is recommended that such tools be integrated into TVL programs to support 21st-century skills development and learner-centered pedagogy.", "url": "https://erfresearch.com/articles/v1n3-21-interactive-recipe-cards-as-an-instructional.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=124" }, { "title": "Developing Oral Communication Skills through Interactive Strategies among Grade Two Learners in District 7, SDO Baguio City", "authors": "Marisel P. Soliman", "degree": "Master of Arts in Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 129, "lastPage": 134, "keywords": "Oral Communication, Interactive Strategies, Grade Two Learners, K To 12 Curriculum, Teaching Challenges", "abstract": "This study aimed to investigate the development of oral communication skills among Grade Two learners in District 7, SDO Baguio City, focusing on the use of interactive strategies. Oral communication is a fundamental skill in early education, playing a cru cial role in the academic, social, and emotional development of young learners. With the integration of the K to 12 curriculum, the study sought to explore the current level of oral communication skills, the interactive strategies currently employed by tea chers, the effectiveness of these strategies, and the challenges faced in implementing them. The research utilized descriptive-quantitative design, collecting data from 60 learners and 10 teachers through surveys, observation, and assessment tools. Statistical tools, including frequency and percentage, and dependent t-tests, were used for data analysis. Findings revealed that while Grade Two learners exhibited varying levels of oral communication proficiency, there was a noticeable improvement when interactive strategies such as storytelling, role-playing, and group discussions were employed. However, challenges such as large class sizes, limited resources, and time constraints were identified as barriers to the effective implementation of these strategies. The study emphasizes the importance of fostering interactive learning environments to enhance oral communication skills, and it proposes recommendations for improving teacher training and classroom support to address the challenges. These findings contribute to enhancing educational practices and promoting effective teaching methods that can benefit early education across the region.", "url": "https://erfresearch.com/articles/v1n3-22-developing-oral-communication-skills-through.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=129" }, { "title": "Improving Recipe Development and Menu Planning Skills of Cookery Students in Maxima Technical and Skills Training Institute Incorporated", "authors": "Mark Lendel O. Malit", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 135, "lastPage": 140, "keywords": "Recipe Development, Menu Planning, Cookery Students, Technical-Vocational Education, Instructional Intervention, Quasi-Experimental Design, Culinary Skills", "abstract": "This study aimed to improve the recipe development and menu planning skills of Cookery NC II students at Maxima Technical and Skills Training Institute Incorporated through targeted instructional interventions. Employing a quasi-experimental research design, specifically a single- group pretest-posttest approach, the study assessed the students' competencies before and after the intervention. A researcher-made 20-item questionnaire measured skills across five key areas: recipe conceptualization, ingredient s election and measurement, food costing and budgeting, nutritional balance, menu variety, and menu presentation and organization. Data were analyzed using mean, standard deviation, and paired t-tests. Results indicated that students demonstrated a \"Developing\" level of skills before the intervention, with a mean score of 2.60 (SD = 0.52). Following the intervention, the mean score increased significantly to 4.58 (SD = 0.72), categorized as \"Advanced.\" The computed t-value showed a statistically significant difference in performance (p < 0.05), confirming the effectiveness of the intervention. Additionally, students reported both challenges and benefits during the application of their learned skills, such as difficulty in time management and budgeting, but also noted increased confidence, creativity, and preparedness for industry practice. The f indings suggest that well - structured instructional programs significantly enhance technical skills essential for culinary education. The study concludes with recommendations to integrate similar project-based learning activities in other technical-vocational courses to promote skill mastery and industry readiness.", "url": "https://erfresearch.com/articles/v1n3-23-improving-recipe-development-and-menu-plannin.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=135" }, { "title": "Strengthening Filipino Composition Skills of First-Year College Students through A Process-Based Approach", "authors": "May Ann V. Barreto", "degree": "Master of Arts in Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 141, "lastPage": 145, "keywords": "Filipino composition, process-based approach, writing proficiency, first-year college students, peer feedback", "abstract": "Difficulties in organizing ideas, applying grammar, and selecting appropriate vocabulary highlight the need to strengthen Filipino composition skills among first-year college students. This study examined the effectiveness of a process-based approach in improving Filipino composition skills at the Philippine College of Science and Technology during academic year 2024-2025. A quasi-experimental pretest-posttest control group design was employed among purposively selected students enrolled in Filipino courses. The experimental group received instruction involving prewriting, drafting, revising, editing, and peer feedback, while the control group received conventional instruction. A researcher-developed composition test, validated by language experts and assessed using a scoring rubric, measured content, organization, grammar, vocabulary, and mechanics. Observational checklists and reflective journals supplemented the assessment. Data were analyzed using means, standard deviations, paired-sample t-tests, and independent-sample t-tests at the .05 significance level. Reported pretest means were comparable for the experimental and control groups, at 72.15 and 71.84, respectively. Following the intervention, the experimental group obtained a posttest mean of 85.36, representing a 13.21-point increase, whereas the control group achieved 76.42, representing a 4.58-point increase. The reported difference between posttest scores was statistically significant (t = 4.872, p < .05). Improvements occurred across all five composition components, including organization, content development, grammatical accuracy, vocabulary, and mechanics. These findings suggest that structured writing stages and repeated feedback can support stronger Filipino compositions. The study recommends integrating process-based writing activities into tertiary Filipino instruction, supported by opportunities for guided practice, revision, and assessment, while further research should examine their effectiveness across institutional contexts and populations.", "url": "https://erfresearch.com/articles/v1n3-24-strengthening-filipino-composition-skills-of.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=141" }, { "title": "Enhancing Food Preparation Skills through Project-Based Learning in Cookery For Grade 12 Students at Alos National High School", "authors": "Rachris R. Sindayen", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 146, "lastPage": 151, "keywords": "Project-Based Learning, food preparation skills, Grade 12 students, Cookery, Technical-Vocational Livelihood (TVL), skill improvement, student perceptions, hands-on learning, quasi-experimental design, K -12 curriculum, TESDA NC II standards", "abstract": "This study aimed to assess the effectiveness of Project-Based Learning (PBL) in enhancing the food preparation skills of Grade 12 students at Alos National High School. With the growing emphasis on hands-on learning in the Technical-Vocational Livelihood (TVL), strand, the study sought to explore how PBL could address the gap between theoretical knowledge and practical application in Cookery. A quasi-experimental design with a pretest-posttest approach was employed to evaluate the improvement in students' f ood preparation skills before and after implementing PBL activities. The study also examined students' perceptions regarding the effectiveness of PBL in promoting engagement, skill development, and overall learning in Cookery. The results showed a significant improvement in the students' food preparation skills, with post-test scores surpassing pre-test results. Students also expressed positive perceptions about the PBL approach, noting increased motivation, collaboration, and real-world application of skills. These findings suggest that PBL can be an effective pedagogical tool in teaching Cookery, aligning with the objectives of the K-12 curriculum and TESDA NC II standards. Based on these results, the study recommends the integ ration of PBL into the curriculum to enhance skill acquisition, student engagement, and competency-based learning. The study contributes valuable insights into the role of innovative teaching strategies in vocational education and encourages further research on PBL in other TLE subjects.", "url": "https://erfresearch.com/articles/v1n3-25-enhancing-food-preparation-skills-through-pro.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=146" }, { "title": "Exploring the Use of the Sandwich Approach in Developing Reading Comprehension and Reading Skills of Grade Four Learners", "authors": "Raiza Mae F. Zamora", "degree": "Doctor of Philosophy Major in Educational Management", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 152, "lastPage": 158, "keywords": "Sandwich Approach, reading comprehension, instructional strategy, Grade Four learners, reading skills, learner engagement", "abstract": "This study explored the effectiveness of the Sandwich Approach as an instructional technique in enhancing the reading comprehension and reading skills of Grade Four learners at Camaley Central School in Binmaley II District, SDO I Pangasinan. The research employed a descriptive qualitative design to gather in-depth insights into learner experiences, instructional practices, and perceptions related to reading instruction. The study aimed to identify the specific reading comprehension difficulties encountered by learners, the most challenging reading skills to develop, the application of the Sandwich Approach, and the learners' engagement and responses during lessons. It also examined both learners' and teachers' perceptions of the said instructional technique. Data were collected through survey questionnaires, classroom observations, and teacher and learner interviews. Frequency, percentage, and thematic analysis were used to analyze the data. Findings revealed that learners commonly struggled with identifying m ain ideas, making inferences, and understanding vocabulary. Among the reading skills, summarizing and drawing conclusions were found most challenging. The Sandwich Approach-structured into pre-reading, while-reading, and post-reading phases-was effectively implemented in reading classes, leading to higher levels of learner engagement and participation. Both learners and teachers expressed positive perceptions of the approach, noting its clarity, structure, and ability to improve reading comprehension. The study concludes that the Sandwich Approach is a valuable instructional strategy in teaching reading to elementary learners. It is recommended that teachers integrate this method consistently to support the development of essential reading skills and en hance overall learner performance.", "url": "https://erfresearch.com/articles/v1n3-26-exploring-the-use-of-the-sandwich-approach-in.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=152" }, { "title": "Enhancing Practical Skills in Beauty Care Services through Modular Hands-On Activities of Maxima Technical Skills Training Institute of Maxima Technical and Skills Training Institute Incorporated", "authors": "Raul H. Arenas", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 159, "lastPage": 164, "keywords": "Modular Instruction, Hands-On Activities, Beauty Care Services, Technical - Vocational Education, Skill Enhancement, Experiential Learning, Competency - Based Training", "abstract": "This study aimed to determine the effectiveness of modular, hands-on activities in enhancing students' practical skills in Beauty Care Services at Maxima Technical and Skills Training Institute, Inc. The research employed a quasi-experimental one-group pre-test and post- test design involving 40 student respondents enrolled in the beauty care course. The study assessed students' performance levels before and after implementing modular, hands-on activities and examined their perceptions of the instructional approach. Data were gathered using performance checklists, survey questionnaires, and open-ended interview questions. Results showed a significant improvement in students' performance scores in the post-test compared to the pre-test, indicating that modular, hands-on activities contributed positively to skill acquisition. Thematic analysis of students' perceptions revealed increased confidence, better skill application, enhanced engagement, and appreciation of flexible and learner-centered instruction. Findi ngs suggest that practical, modular-based instruction is effective in technical-vocational education, particularly in skill-driven fields like beauty care. The study also highlighted a gap in traditional methods that may not provide adequate hands-on experiences. Conclusions drawn supported the integration of experiential and modular approaches in teaching, and other technical-vocational institutions were recommended to adopt similar methods to address the skills gap among trainees. The study contributes to the body of knowledge advocating for innovative, learner - focused instruction that aligns with current workforce demands in local and international beauty care sectors.", "url": "https://erfresearch.com/articles/v1n3-27-enhancing-practical-skills-in-beauty-care-ser.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=159" }, { "title": "The Impact of Physical Education Participation on Physical Fitness and Academic Performance of Junior High School Students", "authors": "Rubiel S. Paculguin", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 165, "lastPage": 170, "keywords": "Inclusive Education, Physical Education, Student Engagement, Teaching Strategies, Observational Study", "abstract": "This study examined individual, contextual, and environmental aspects influencing student engagement in Health Optimizing Physical Education (HOPE) within mainstream secondary education, with a focus on inclusive teaching strategies. Utilizing a multiple-groups time series design, structured observations were conducted using the Child Observation in Physical Education (COPE) and Teacher Observation in Physical Education (TOPE) instruments. A total of 94 students aged 14 -15 years participated, including 23 s tudents with diagnosed disabilities, 44 high-grade classmates (A-C), and 27 low-grade classmates (D-F), along with 21 PE teachers. Participants were observed individually in 3 -second intervals throughout lessons, with actions, interactions, and contextual factors recorded and coded into structured variables. Findings revealed that students with disabilities were more frequently in communicative proximity to teachers, particularly in high-level teaching conditions characterized by explicit learning outcomes, vibrant verbal and non-verbal communication, and inte gration of syllabus - relevant content. High-level teaching provided more instructional time, whole-group activities, and individualized feedback, resulting in greater engagement and more efficient lesson use compared to low-level teaching. Students in high-level teaching spent 78% of lesson time in instruction or skill practice (versus 65% in low-level) and demonstrated higher on-task behavior. Activities such as obstacle runs and circuit training, when enhanced with targeted aims and differentiated challenges, further increased engagement. In conclusion, high-level teaching in HOPE fosters inclusion, enhances participation for students with disabilities, and maximizes learning opportunities. These results underscore the importance of deliberate instructional strategies, teacher proximity, an d effective lesson structuring in promoting equitable and engaging PE environments.", "url": "https://erfresearch.com/articles/v1n3-28-the-impact-of-physical-education-participatio.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=165" }, { "title": "Instructional Material Development in Common Grammatical Errors among Grade Six Learners in District 7, SDO Baguio City", "authors": "Sheryl A. Corpuz", "degree": "Master of Arts in Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 171, "lastPage": 176, "keywords": "Grammar Instruction, Instructional Material Development, Common Grammatical Errors, Grade Six Learners, Contextualized Materials, English Proficiency, DepEd Curriculum, Educational Intervention, District 7 SDO Baguio City", "abstract": "This study aimed to develop contextualized instructional materials to address the common grammatical errors of Grade Six learners in District 7, Schools Division of Baguio City. Grounded in theories such as the Behaviorist Theory, Constructivist Learning Theory, Sociocultural Theory, Cognitive Load Theory, Krashen's Input Hypothesis, Error Analysis Theory, and Multiple Intelligences Theory, the research employed a descriptive-developmental design to identify learners' grammar difficulties, evaluate existing instructional materials, and assess the effectiveness and acceptability of the developed materials. A mixed-method approach was utilized, with data gathered through a survey questionnaire, pretest-posttest, and evaluation tools. The results revealed that learners' most common grammatical errors involved subject - verb agreement, verb tenses, and prepositions. Existing instructional materials were found to be limited in addressing learners' needs, particularly in terms of contextuali zation and engagement. The developed instructional materials showed a statistically significant improvement in the grammar performance of the learners, as indicated by the paired t-test results. Moreover, the level of acceptability of the materials among t he learners was found to be high, with favorable ratings regarding clarity, content, layout, and effectiveness. However, some barriers to implementation were noted, such as time constraints and lack of teacher training. The study concludes that the instructional materials developed are effective and acceptable for improving grammar skills. It recommends that these materials be adopted in other schools and further enhanced through teacher capacity-building and continued re search. The findings contribute to localized curriculum development supporting DepEd's quality and inclusive education goals.", "url": "https://erfresearch.com/articles/v1n3-29-instructional-material-development-in-common.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=171" }, { "title": "Innovating Beverage Preparation Techniques in Bartending through Contemporary Trends", "authors": "Valerie Jean E. Mall", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 177, "lastPage": 182, "keywords": "Bartending, Beverage Preparation Trends, Technical-Vocational Education, Creativity, TESDA, Hospitality Training, Curriculum Innovation", "abstract": "This study explored the integration of contemporary beverage preparation trends into the bartending curriculum at Maxima Technical and Skills Training Institute, Inc., with the aim of enhancing students' creativity and technical competencies. Using a descriptive research design, data were gathered from 30 respondents comprising bartending students and instructors through a structured questionnaire. The study focused on identifying current industry trends, evaluating their impact on students' skill development, determining challenges faced during integration, and assessing the perceived effectiveness of these innovations in training. Findings revealed that contemporary trends such as molecular mixology, sustainable cocktail practices, and alcohol-free craft b everages were recognized as essential in aligning training with modern hospitality standards. These trends contributed significantly to improving students' technical skills, creativity, and industry readiness. However, the study also found that challenges such as limited access to updated tools, lack of instructor training, and traditional curriculum constraints hindered full adaptation. Despite these challenges, both students and instructors perceived the integration of trends as highly beneficial to the q uality and relevance of the training. The study concludes that there is a need for continuous curriculum development, capacity-building initiatives for trainers, and investment in modern bartending resources. These actions will support TESDA's vision of industry-responsive and innovative technical-vocational education. The findings may serve as a basis for institutional reforms and policy updates that promote excellence in bartending training across the Philippines.", "url": "https://erfresearch.com/articles/v1n3-30-innovating-beverage-preparation-techniques-in.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=177" }, { "title": "Implementation of Blended Learning Modality in the First Congressional District", "authors": "Victor B. Naron, Jr. and Jammalyn B. Naron", "degree": "", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 183, "lastPage": 189, "keywords": "Blended Learning Modality, Implementation Level, Challenges, Curriculum And Instruction, Technology-Aided Learning, Manpower Training, Public Elementary Teachers", "abstract": "This study determined the level of implementation and challenges encountered in the blended learning modality among public elementary school teachers in the First Congressional District of the Schools Division Office I, Pangasinan, during the new normal of education. Employing a descriptive-correlational research design, data were gathered from 330 teachers selected through Slovin's formula from a population of 1,919. A researcher-prepared survey questionnaire and interview guide served as the primary instr uments for data collection. Descriptive statistics, weighted mean, frequency counts, percentages, and Pearson's correlation coefficient were used for data analysis. Findings revealed that the blended learning modality was highly implemented in the areas of curriculum and instruction (overall mean = 3.76) and materials and resources (overall mean = 3.77), sufficiently implemented in technology-aided learning platforms (overall mean = 2.77), and poorly implemented in manpower training (overall mean = 2.49). The most common challenges identified were poor internet connectivity (91.21%), limited access to ICT devices at home (82.12%), and inadequate supply of materials fro m the Department of Education (79.70%). Correlation analysis indicated a significant relationship between respondents' age and the implementation of curriculum and instruction (p = 0.005). In contrast, no significant relationships were found between other profile variables and the level of implementation across all dimensions. The study underscores the need for improved ICT infrastructure, targeted manpower training, and broader access to resources to enhance the effectiveness of blended learning in public elementary schools.", "url": "https://erfresearch.com/articles/v1n3-31-implementation-of-blended-learning-modality-i.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=183" }, { "title": "Mastering Effective Cleaning and Maintenance Techniques among Housekeeping Students in Maxima Technical and Skills Training Institute Incorporated", "authors": "Villamor C. Eristingcol, Jr", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 190, "lastPage": 195, "keywords": "Housekeeping, Technical-Vocational Education, TESDA, Cleaning Techniques, Hands-On Training, Maintenance Skills, Competency-Based Training, Hospitality Industry", "abstract": "This study aimed to assess the level of mastery among students regarding essential housekeeping skills, evaluate the effectiveness of current teaching methods, identify common challenges faced, and determine the impact of hands-on training in improving proficiency. Using a descriptive research design, data were gathered from 40 housekeeping students through a structured survey questionnaire. The findings revealed that while most students demonstrated competency in basic housekeeping tasks such as bed making, sanitation, and equipment usage, some areas-particularly linen handling and floor maintenance-remained challenging. The study also showed that traditional teaching methods, though aligned with TESDA guidelines, were less effective in ensuring consistent skill acquisition without practical application. Furthermore, students identified several challenges, including limited practice opportunities and a lack of confidence, which hindered their ability to master techniques effectively. Hands-on training was found to significantly enhance students' understanding, confidence, and performance, highlighting the importance of experiential learning in technical-vocational education. As a result, the study recommends strengthening practical training components, integrating TESDA assessment tools, and enhancing the curriculum to better align with industry needs. The findings may serve as a basis for program improvement, not only within Maxima Technical and Skills Training Institute Inc. but also in other TESDA-accredited institutions offering the Housekeeping NC II program.", "url": "https://erfresearch.com/articles/v1n3-32-mastering-effective-cleaning-and-maintenance.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=190" }, { "title": "Job Satisfaction and Morale of Teachers of Selected Private Schools in the Municipality of Malasiqui, Pangasinan", "authors": "Jee Anne DV. Manangan", "degree": "Master of Arts in Education", "volume": 1, "issue": 3, "period": "July - September 2025", "firstPage": 196, "lastPage": 201, "keywords": "Job Satisfaction, Teacher Morale, Private Schools, Elementary Teachers, Malasiqui Pangasinan", "abstract": "This study assessed the job satisfaction and morale of elementary teachers in selected private schools in the Municipality of Malasiqui, Pangasinan, during the School Year 2024-2025. Employing a quantitative-descriptive-correlational research design, it aimed to determine the profile of the respondents in terms of highest educational attainment, length of teaching experience, and related trainings attended, as well as their levels of job satisfaction and morale. Furthermore, it examined the significant relationships between the profile variables and job satisfaction, and between job satisfaction and morale. A developmental method was also utilized to formulate a plan of action to enhance teachers' job satisfaction and morale. The respondents were 56 elementary teachers from selected private schools in Malasiqui. Data were gathered through a structured survey questionnaire and analyzed using frequency count, percentage, weighted mean, and chi-square test of independence. Findings revealed that most of the teachers were bachelor's degree holders, had been teaching for six to fifteen years, and had not attended related training in the past five years. Results further indicated that the teachers were somewhat satisfied with their jobs and perceived themselves as having a moderate level of morale. Significant relationships were found between job satisfaction and the teachers' educational attainment, teaching experience, and number of trainings attended. Likewise, an important relation ship was established between job satisfaction and morale. Based on these findings, a plan of action was proposed to improve the job satisfaction and morale of elementary teachers in the selected private schools.", "url": "https://erfresearch.com/articles/v1n3-33-job-satisfaction-and-morale-of-teachers-of-se.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no3-2025.pdf#page=196" }, { "title": "Utilizing Comic-Designed Lessons (CDL) To Enhanced Reading Comprehension Of Grade 3 Learners In Filipino", "authors": "Milanie P. Agbuya", "degree": "Master of Arts in Education Major in School Administration", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 6, "lastPage": 11, "keywords": "Comic-Designed Lessons, Reading Comprehension, Grade 3 Learners, Filipino, Phil-IRI, Action Research, Pretest-Posttest", "abstract": "This study investigated the effectiveness of Comic-Designed Lessons (CDL) in enhancing the reading comprehension of Grade 3 learners in Filipino at Tampac Integrated School, Aguilar, Pangasinan. The study was conducted in response to recurring reading difficulties among primary pupils and aimed to: (1) determine learners' reading comprehension levels before CDL implementation, (2) assess their levels after the intervention, and (3) establish whether the improvement was statistically significant. A one-group pretest-posttest quasi-experimental design was employed. Twenty-three (23) Grade 3 learners were purposively selected to participate. Reading comprehension was measured using Phil-IRI-based passages and questions assessing literal, inferential, and critical understanding. Results from the pretest showed that only 26.09% of pupils performed at the Independent level, 43.48% at the Instructional level, and 30.43% at the Frustration level, indicating that most learners required additional reading support. After 20 days of CDL integration in Filipino classes, posttest results revealed substantial gains: 78.26% of learners reached the Independent level, 21.74% remained at the Instructional level, and no learners were classified at the Frustration level. The mean score increased from 3.00 (SD = 0.85) to 4.09 (SD = 0.72). A paired t-test produced t = āˆ’8.74 and p = 1.32 Ɨ 10āˆ’8, confirming that the improvement was statistically significant and leading to the rejection of the null hypothesis. The study concludes that CDL is an effective and engaging tool for improving Filipino reading comprehension. It recommends sustained CDL use, teacher capability building, and continuous monitoring to support learners who still need guidance.", "url": "https://erfresearch.com/articles/v1n6-01-utilizing-comic-designed-lessons-cdl-to-enhan.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=6" }, { "title": "Enhancing Musicality and Ensemble Performance: A Study on Rondalla Training Techniques", "authors": "James B. Alcantara", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 12, "lastPage": 19, "keywords": "Rondalla, Training Techniques, Musicality, Ensemble Performance, Quasi-Experimental Design, Student Perception, READ Program", "abstract": "This study determined the effectiveness of newly developed rondalla training techniques in enhancing the musicality and ensemble performance of student musicians in Pangasinan. A quantitative, quasi-experimental, non-equivalent control-group design was employed because random assignment was not feasible. The participants were 300 purposively selected rondalla students from three secondary schools and two tertiary institutions during Academic Year 2024-2025, equally divided into an experimental group that received the new training techniques and a control group that continued traditional training. The intervention was implemented over one academic semester. Data were collected through three validated instruments: the Musicality Evaluation Rubric (rhythm, tone quality, expression), the Ensemble Performance Rating Scale (synchronization, blend/balance, cohesion), and a 20-item Perception Questionnaire measuring engagement with the new techniques. Descriptive statistics (mean and standard deviation) summarized performance and perception levels, and an independent-samples t-test examined group differences at the 0.05 level of significance. Results revealed that the experimental group achieved a very high level of musicality after the intervention (M = 4.48, SD = 0.40), indicating notable improvement in rhythm, tone, and expression. Ensemble performance of the experimental group was likewise very high (M = 4.56) compared with the control group's high rating (M = 4.05). The t-test showed a statistically significant difference between groups (p < 0.05), confirming the effectiveness of the new training techniques in strengthening ensemble outcomes. Students also reported very high positive perceptions of the intervention (M = 4.54), reflecting strong engagement, motivation, and perceived benefits. Based on these findings, the study proposes the Rondalla Enhancement and Development (READ) Program to guide music teachers in integrating effective training strategies to improve musicality and ensemble performance.", "url": "https://erfresearch.com/articles/v1n6-02-enhancing-musicality-and-ensemble-performance.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=12" }, { "title": "Instructional and Administrative Leadership of School Heads in Dasol District", "authors": "Donna M. Alqueza", "degree": "Master of Arts in Education", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 20, "lastPage": 27, "keywords": "Instructional Leadership, Administrative Leadership, School Heads, Dasol District, Professional Development, Resource Management", "abstract": "This study assessed the instructional and administrative leadership practices of public-school heads in Dasol District, Pangasinan, during the 2024-2025 school year. Anchored on systems, instructional, distributed, servant, and situational leadership theories, it examined how school heads perform their dual roles in curriculum implementation and supervision, teacher professional development, classroom observation and feedback, resource management, personnel management, and school-community partnership. Using a descriptive-correlational design, the study involved all twenty (20) school heads in the district through a researcher-developed, validated, and reliability-tested survey questionnaire. Data were treated using frequency, percentage, mean, standard deviation, Pearson-r correlation, and t-test. Results revealed a very high level of instructional and administrative leadership practices across all domains, indicating that school heads consistently ensured curriculum fidelity, supported teachers' continuous professional growth, monitored classroom instruction, managed resources efficiently, and sustained strong stakeholder collaboration. No significant differences in leadership practices were found across sex and educational attainment; however, seminars attended showed a significant positive relationship with leadership practices, underscoring the importance of continuous professional development. Despite their high level of competence, school heads reported challenges in balancing instructional and administrative responsibilities, particularly in managing time and workload. The study concludes that while leadership practices in Dasol District are commendable, policy support, targeted training, and workload management strategies are necessary to strengthen further school heads' capacity to sustain instructional excellence and effective school management. The findings provide empirical evidence to inform the Department of Education and local stakeholders in designing context-responsive leadership development programs for rural districts similar to Dasol.", "url": "https://erfresearch.com/articles/v1n6-03-instructional-and-administrative-leadership-o.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=20" }, { "title": "Leadership Practices and Managerial Competence of School Heads in San Fabian: Basis for a Capacity-Building Program", "authors": "Reymundo D. Alvarez", "degree": "Master of Arts in Education", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 28, "lastPage": 36, "keywords": "School Leadership, Managerial Competence, Leadership Practices, School Heads, Capacity-Building Program", "abstract": "This study evaluated the leadership practices and managerial competence of public school heads in San Fabian, Pangasinan. It examined the relationship between these two constructs as a basis for a localized capacity-building program. A quantitative descriptive-correlational design was employed using total population sampling. Data were gathered through a structured questionnaire aligned with standards-based leadership expectations and analyzed using descriptive statistics, Pearson's product-moment correlation, independent samples t-test, and one-way ANOVA at a 0.05 level of significance. Results indicated that school heads demonstrated high leadership practices (overall mean = 4.29), with the strongest indicators in resource management, accountability and transparency, and vision and direction-setting. Managerial competence was rated very high (overall mean = 4.33), particularly in school planning, administrative transparency, and financial management. Pearson correlation analysis revealed a strong and statistically significant positive relationship between leadership practices and managerial competence (r =.752, p <.001), indicating that higher leadership practice scores were associated with higher levels of managerial competence. Comparative analyses further showed that leadership practices did not differ significantly by sex or educational attainment, whereas managerial competence varied significantly by years of service as a school head. The findings suggest that strengthening school leadership should be approached as an integrated development of both leadership and managerial competencies, with differentiated support for less experienced school heads. A standards-aligned capacity-building program emphasizing instructional support, shared decision-making, delegation, and monitoring and evaluation is recommended.", "url": "https://erfresearch.com/articles/v1n6-04-leadership-practices-and-managerial-competenc.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=28" }, { "title": "Faith in Motion: The Relevance of Religious Festival Dances to Kapampangan Youth", "authors": "Rene G. Amaro, Jr", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 37, "lastPage": 44, "keywords": "Kapampangan Youth; Religious Festival Dances; Cultural Heritage; Perception and Appreciation; Engagement; Exposure; MAPEH; Pampanga", "abstract": "This study investigated the relevance of religious festival dances to Kapampangan youth in Pampanga, Philippines, focusing on their level of knowledge of historical and cultural relevance, positive perception and appreciation, engagement, and frequency of exposure. A quantitative, descriptive-comparative design was employed involving 200 Kapampangan youth aged 15-24 years from selected cities and municipalities in Pampanga. Data were gathered using a researcher-developed, expert-validated survey questionnaire with a five-point Likert scale. They were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and an independent-samples t-test at the 0.05 level of significance. Findings indicated that respondents demonstrated a high level of knowledge regarding religious festival dances (overall M = 4.21, SD = 0.47) and a very high level of positive perception and appreciation (overall M = 4.33, SD = 0.39). Engagement among youth actively exposed through school programs was moderate (overall M = 3.87, SD = 0.58), while overall frequency of exposure to religious festival dances was also moderate (overall M = 3.76, SD = 0.64). The t-test results revealed a statistically significant difference in engagement between youth exposed to religious festival dances through school programs and those not exposed (t = 3.41, p = 0.001), indicating that structured educational exposure is associated with higher engagement. The results underscore the importance of institutional and community mechanisms for cultural transmission and suggest the need to strengthen school-based initiatives to sustain youth participation in religious festival dances. Proposed interventions include integrating festival dance modules in MAPEH, conducting inter-school cultural exhibitions, and implementing community-based cultural immersion programs.", "url": "https://erfresearch.com/articles/v1n6-05-faith-in-motion-the-relevance-of-religious-fe.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=37" }, { "title": "Impact of Physical Education to Teachers' Practices on Learners' Physical Activity", "authors": "Jimar M. Benitez", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 45, "lastPage": 52, "keywords": "Physical Education; Teacher Practices; Physical Activity; Junior High School; Descriptive-Correlational Study", "abstract": "Physical Education (PE) plays a crucial role in promoting physical activity, health, and lifelong fitness behaviors among adolescents. This study examined the relationship between Physical Education teachers' instructional practices and junior high school learners' physical activity levels in selected public secondary schools in Aguilar District, Division of Pangasinan II. Employing a quantitative descriptive-correlational research design, the study involved 20 PE teachers and 80 junior high school learners selected through purposive sampling. Data were collected using a researcher-developed, validated questionnaire that measured teachers' practices and learners' physical activity levels, complemented by items that identified challenges encountered by teachers and proposed intervention measures. Descriptive statistics were used to determine the extent of teachers' practices and learners' physical activity. At the same time, Pearson's product-moment correlation coefficient tested the relationship between the two variables at a 0.05 level of significance. Results revealed that PE teachers' practices were manifested to a very high extent, while learners' physical activity levels were high. A statistically significant and strong positive relationship was found between teachers' practices and learners' physical activity, indicating that effective instructional strategies, motivation techniques, and classroom management contribute substantially to increased learner engagement in physical activity. Despite these positive findings, teachers reported very high levels of challenge, particularly related to inadequate facilities, limited equipment, and insufficient time allocated to PE classes. Proposed intervention measures, including professional development and improved facilities, were strongly supported. The study concludes that PE teachers' practices are a critical determinant of learners' physical activity. Strengthening institutional support and addressing structural challenges are essential to maximize the impact of Physical Education programs.", "url": "https://erfresearch.com/articles/v1n6-06-impact-of-physical-education-to-teachers-prac.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=45" }, { "title": "Community-Based Support Model for Strengthening the Feeding Outreach Program of Urbiztondo Integrated School", "authors": "Richelle C. Calangian", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 53, "lastPage": 61, "keywords": "School Feeding Program; Community-Based Support Model; Stakeholder Participation; Program Sustainability; Action Research; Nutrition Intervention", "abstract": "School feeding programs are widely recognized as effective interventions for addressing malnutrition and supporting learner participation; however, their long-term success depends on consistent implementation, stakeholder engagement, and sustainable community support. This action research study developed a community-based support model to strengthen the Feeding Outreach Program of Urbiztondo Integrated School. Specifically, the study assessed the program's implementation status, identified challenges encountered, and determined stakeholder needs as inputs for designing an institutionalized support framework. A descriptive-evaluative approach was employed, using a structured survey questionnaire, stakeholder consultations, and document review to gather quantitative and qualitative data from key school and community stakeholders. Quantitative findings indicated that the feeding program was generally functional in planning, implementation, and monitoring, reflecting established internal school procedures. However, stakeholder participation and sustainability were rated lower, suggesting that program continuity was vulnerable to limitations in external support. The significant challenges identified included limited funds, delayed or insufficient food supplies, inadequate facilities, and inconsistent volunteer participation, which collectively disrupted feeding schedules and increased workload among implementers. Stakeholders emphasized the need for a stable food supply, organized community involvement, improved facilities, and stronger coordination mechanisms. Based on these findings, a community-based support model was developed to formalize stakeholder roles, enhance resource mobilization, strengthen monitoring and evaluation systems, and promote shared responsibility for program sustainability. The study concludes that strengthening feeding outreach programs requires not only effective school implementation but also structured community partnerships to ensure continuity and sustained learner support.", "url": "https://erfresearch.com/articles/v1n6-07-community-based-support-model-for-strengtheni.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=53" }, { "title": "Enhancing Student Engagement through Game-Based Activities in Face-to-Face Physical Education Classes", "authors": "Judy Ann G. David", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 62, "lastPage": 71, "keywords": "Game-Based Learning; Physical Education; Learner Engagement; Student Enjoyment; Participation; Gamification", "abstract": "Learner engagement is a critical factor in the effectiveness of Physical Education (PE) instruction, particularly in face-to-face settings where sustaining students' interest and participation remains a persistent challenge. This study examined the effects of game-based activities on learner engagement, enjoyment, and participation in face-to-face PE classes. Using a quantitative, descriptive-comparative research design, data were collected from 250 junior high school students enrolled at a public secondary school during the 2024-2025 academic year. A researcher-developed, validated questionnaire measured learner engagement across three dimensions-active participation, attentiveness, and enthusiasm-as well as self-reported enjoyment and participation levels under game-based and non-game-based instructional conditions. Descriptive statistics were used to determine mean engagement and enjoyment levels, while inferential statistics (t-tests and ANOVA) were applied to identify significant differences between instructional approaches. Results indicated that learners exposed to game-based activities demonstrated very high levels of overall engagement, with active participation obtaining the highest mean score, followed by attentiveness and enthusiasm. Self-reported enjoyment was also rated very high in game-based PE classes. Comparative analyses revealed statistically significant differences in both enjoyment and participation levels, favoring game-based activities over non-game-based approaches. These findings suggest that integrating structured game elements into face-to-face PE instruction enhances not only learners' affective responses but also their behavioral involvement. Grounded in Self-Determination Theory, the study highlights the pedagogical value of game-based learning in supporting autonomy, competence, and relatedness among learners. The results provide empirical evidence that game-based activities are an effective instructional strategy for improving engagement, enjoyment, and participation in traditional physical education contexts.", "url": "https://erfresearch.com/articles/v1n6-08-enhancing-student-engagement-through-game-bas.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=62" }, { "title": "Effects of Traditional vs Gamified Instruction on Student Learning and Motivation in MAPEH", "authors": "Ace Jordan R. De Jesus", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 72, "lastPage": 80, "keywords": "Gamified Instruction; Traditional Instruction; Academic Performance; Motivation; MAPEH; Self-Determination Theory", "abstract": "This study examined the effects of traditional instruction and gamified instruction on students' academic performance and motivation in Music, Arts, Physical Education, and Health (MAPEH). Grounded in Self-Determination Theory, the research investigated whether integrating game design elements into classroom instruction could enhance learners' motivation and learning outcomes compared to conventional teacher-centered approaches. A quantitative, quasi-experimental design was employed involving two non-equivalent groups of high school learners. One group received traditional MAPEH instruction, while the other received gamified instructional strategies that incorporated points, challenges, feedback, and rewards aligned with curricular objectives. Data were collected using a standardized MAPEH achievement test to measure academic performance and a validated motivation questionnaire assessing autonomy, competence, and relatedness. Independent-samples t-tests were conducted to determine significant differences between instructional groups. Results indicated that learners exposed to gamified instruction achieved significantly higher academic performance and reported significantly higher motivation levels than those who received traditional instruction. In addition, descriptive analyses of learner and teacher perception surveys revealed generally positive attitudes toward gamified instruction, highlighting increased engagement, enjoyment, and perceived instructional effectiveness. The findings suggest that gamified instruction can serve as an effective pedagogical approach for enhancing both cognitive and motivational outcomes in MAPEH education. By supporting learners' psychological needs and promoting active engagement, gamification offers a viable alternative to traditional instructional methods. The study contributes empirical evidence to the growing literature on educational gamification. It provides practical implications for educators and curriculum developers seeking to implement learner-centered instructional strategies in interdisciplinary subjects.", "url": "https://erfresearch.com/articles/v1n6-09-effects-of-traditional-vs-gamified-instructio.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=72" }, { "title": "Impact of Sports Injuries on the Psychological Wellbeing of Collegiate Athletes", "authors": "Marjon Pardillo De Vera", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 81, "lastPage": 86, "keywords": "Sports Injuries; Psychological Well-Being; Collegiate Athletes; Anxiety; Depression; Mood States; Acute Injuries; Overuse Injuries; Dagupan City; Philippines", "abstract": "Sports injuries are common in collegiate sports and may extend beyond physical harm to affect athletes' mental health. This study investigated the impact of sports injuries on the psychological well-being of varsity athletes at a selected university in Dagupan City, Philippines. A quantitative cross-sectional descriptive-comparative design was employed. Two hundred collegiate athletes completed a structured self-report questionnaire assessing demographic characteristics, injury history, and psychological well-being indicators, including anxiety, depressive symptoms, mood states, perceived stress, and self-esteem. Descriptive statistics summarized injury prevalence and well-being levels, while inferential tests examined relationships and group differences. Findings revealed a high prevalence of injury: 63% (126 of 200) reported at least one sports-related injury during their collegiate athletic career. Injured athletes demonstrated significantly poorer psychological well-being than non-injured athletes, showing higher levels of anxiety, depressive symptoms, negative mood states, and perceived stress, alongside lower self-esteem. In addition, injury burden was negatively associated with psychological well-being: as the number and perceived severity of injuries increased, distress indicators rose, and self-esteem declined. Injury classification also mattered. Athletes with acute injuries experienced greater anxiety, negative mood, and stress than those with overuse injuries, although depressive symptoms did not significantly differ between these groups. Overall, the results indicate that sports injuries pose a substantial risk to the psychological well-being of collegiate athletes and support the integration of mental health screening and tailored psychological interventions within injury prevention and rehabilitation programs.", "url": "https://erfresearch.com/articles/v1n6-10-impact-of-sports-injuries-on-the-psychologica.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=81" }, { "title": "Improving English Reading Accuracy of Grade 3 Learners through the Implementation of Echo Reading Technique", "authors": "Jessa U. Dela Cruz", "degree": "Master of Arts in Education Major in School Administration", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 87, "lastPage": 93, "keywords": "Echo Reading Technique; Reading Accuracy; Word Recognition; Oral Reading Fluency; Grade 3 Learners; Phil-IRI", "abstract": "This study examined the effectiveness of the Echo Reading Technique in improving English reading accuracy among Grade 3 learners at Bocacliw Elementary School, Aguilar District, Pangasinan I, during School Year 2024-2025. Twenty-five pupils with low word-recognition performance participated in a 20-day intervention. Echo Reading was implemented through teacher-modeled oral reading, followed by learners' immediate repetition of the same lines in short, meaningful phrases, with guided pacing and corrective feedback. The approach aimed to strengthen word recognition, reduce miscues, and build reading confidence through repeated, scaffolded oral practice. A single-group pretest-posttest quasi-experimental design was employed. Reading accuracy was assessed using Phil-IRI-aligned oral reading passages, with performance grouped into frustration, instructional, and independent levels and summarized through mean word-recognition scores. Results indicated notable descriptive gains. At pretest, 48% of learners were classified as frustrated, 36% as instructional, and 16% as independent. After the intervention, frustration decreased to 4% among readers, instructional readers decreased to 8%, and independent readers increased to 88%. Mean scores improved from 44.80 (SD = 2.94) to 48.52 (SD = 1.14). However, the paired t-test showed no statistically significant difference between pre- and post-scores (t = 0.79, p = 0.436). Despite the non-significant inferential result, the pronounced shift in reading levels suggests Echo Reading is a practical scaffolding strategy for enhancing accuracy and confidence among beginning English readers. Sustained classroom use and further studies with larger samples and comparison groups are recommended.", "url": "https://erfresearch.com/articles/v1n6-11-improving-english-reading-accuracy-of-grade-3.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=87" }, { "title": "Te achers ' Te chnology-Integrated Pedagogical Strategies in MAPEH Performance Ta s k s o f Learners", "authors": "Neil Jasper B. Ducut", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 94, "lastPage": 100, "keywords": "Technology Integration, Pedagogical Strategies, MAPEH, Performance Tasks, Learner Motivation, Learner Engagement, Secondary Education", "abstract": "This study investigated teachers' technology-integrated pedagogical strategies in MAPEH performance tasks and their relationships with learners' performance, motivation, and engagement in selected secondary schools within an identified district. A quantitative descriptive-correlational and comparative design was employed. Data were gathered from MAPEH teachers and junior high school learners using a researcher-made Likert-scale survey on technology integration, validated motivation and engagement scales adapted to the MAPEH context, classroom observation checklists, and DepEd-aligned performance-task rubrics. Descriptive statistics (mean and standard deviation) determined the extent of technology integration and the level of learner performance, while Pearson's r tested relationships among variables. Independent-samples t-tests examined differences in motivation and engagement between learners exposed to technology-integrated strategies and those taught through traditional approaches. Findings revealed a great extent of technology integration among teachers, particularly through multimedia presentations, video demonstrations, interactive applications, and online learning platforms used for task modeling, practice, and feedback. Learners' performance in MAPEH tasks was rated very satisfactory to outstanding, with relatively stronger outcomes in Physical Education and Arts-related activities. Correlation analysis showed a significant positive relationship between the extent of technology integration and learners' performance, indicating that greater use of digital pedagogy was associated with better performance on task outcomes. Technology integration also strongly influenced learners' motivation and engagement. Comparative results further indicated significant differences favoring the technology-integrated group, which reported higher motivation and engagement than the traditional-method group. The study concludes that purposeful technology integration enhances both performance-based competencies and affective learning outcomes in MAPEH. An evidence-based action plan is recommended to sustain and expand digital pedagogy through continuous teacher training, strengthened ICT support, and technology-embedded task design.", "url": "https://erfresearch.com/articles/v1n6-12-te-achers-te-chnology-integrated-pedagogical.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=94" }, { "title": "Leadership and Management Capability of School Heads in Malasiqui I District", "authors": "Teresita V. Ermino", "degree": "Doctor of Education Major in Educational Management", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 101, "lastPage": 107, "keywords": "School Heads, Leadership Capability, Management Capability, School-Based Management, Descriptive-Correlational Study, Malasiqui I District", "abstract": "This study examined the perceived leadership and management capabilities of public elementary school heads in Malasiqui I District, Schools Division Office I Pangasinan, Philippines. Responding to the need to strengthen school-based management and instructional leadership, the research employed a quantitative descriptive-correlational design. All school heads in the district participated through total population purposive sampling. Data were collected using a researcher-developed Likert-scale questionnaire validated by experts, and were analyzed using frequency counts, percentages, weighted means, and Pearson product-moment correlation. Results revealed that school heads were perceived as Very Highly Capable in leadership (overall weighted mean = 4.51) and Highly Capable in management (overall weighted mean = 4.35). Leadership indicators consistently registered at the upper end of the scale, reflecting strong competencies in setting direction, leading instruction, nurturing a positive school culture, and developing personnel. Management capability, while also rated high, showed comparatively lower mean scores on indicators related to communication systems, resource mobilization and allocation, and collaborative decision-making processes. Correlation analysis indicated a strong, significant positive relationship between perceived leadership and management capabilities (r = 0.78, p <.01), suggesting that higher leadership competence is associated with stronger management practice. The findings imply that leadership and management competencies are mutually reinforcing within the district context. Targeted professional development focusing on strategic communication, resource stewardship, and partnership-building is recommended to sustain high performance and address remaining capability gaps. Future studies may incorporate multi-rater assessments and school outcome measures to validate and extend these results across broader settings.", "url": "https://erfresearch.com/articles/v1n6-13-leadership-and-management-capability-of-schoo.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=101" }, { "title": "Leveraging Social Media Platforms for Performance-Based Assessment In Physical Education", "authors": "Joem B. Fernandez", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 108, "lastPage": 113, "keywords": "Social Media Platforms, Performance-Based Assessment, Physical Education, Assessment Reliability, Perceived Effectiveness, Digital Privacy Concerns", "abstract": "This study examined the effectiveness, reliability of assessment, and digital privacy concerns associated with using social media platforms for the performance-based evaluation in Physical Education (PE). A pure quantitative, descriptive-comparative design was employed. Data were gathered from 500 respondents (400 students and 100 teachers) selected through stratified random sampling from secondary schools and higher education institutions that used Facebook, YouTube, and TikTok for PE performance tasks. A researcher-made Likert-scale questionnaire, validated by experts in PE, educational technology, and research, measured perceived effectiveness, assessment reliability, and privacy concerns; pilot testing yielded a Cronbach's alpha above 0.80. Descriptive statistics (mean, standard deviation, percentage) and independent-samples t-tests at the 0.05 level of significance were used. Findings showed high perceived effectiveness of social media-based performance assessment among students (M = 4.21) and teachers (M = 4.09), with no significant difference between groups, indicating shared acceptance of social media as an assessment support tool. Reliability results revealed that social media-based evaluation (M = 4.13) was significantly more reliable than traditional in-person assessment (M = 3.86; p < 0.05), suggesting that recorded submissions and rubric-guided review increase consistency and objectivity in scoring. Despite these advantages, respondents reported high levels of digital privacy concerns (overall M = 4.00), with teachers expressing slightly greater concern, highlighting risks of data exposure and content misuse. Based on the results, practical guidelines were proposed emphasizing ethical use, informed consent, controlled access, and institutional policy support to maximize benefits while safeguarding learner privacy.", "url": "https://erfresearch.com/articles/v1n6-14-leveraging-social-media-platforms-for-perform.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=108" }, { "title": "Proposed Livelihood Program for Parole and Probation Clients of Dagupan City", "authors": "Brigette Jessica B. Flores", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 114, "lastPage": 122, "keywords": "Parole; Probation; Livelihood Program; Reintegration; Employment Referral; Skills Training; Dagupan City", "abstract": "Livelihood stability is a critical factor in reintegration for individuals under community-based corrections. Yet, parole and probation clients often face persistent employment insecurity, limited market-aligned skills, and stigma-related barriers that undermine their capacity to sustain lawful income. This study assessed the livelihood conditions of parole and probation clients in Dagupan City. It developed a locally grounded livelihood program framework based on identified needs, barriers, and feasible livelihood tracks. Using a descriptive-developmental mixed-methods design, quantitative data were gathered through a structured survey administered to 30 parole and probation clients (n = 30). In contrast, qualitative inputs from purposively selected stakeholders were used to validate and contextualize the results. Descriptive statistics (frequency, percentage, and weighted mean) were applied to summarize respondent profiles, determine priority livelihood supports, and identify the most experienced livelihood barriers. Thematic analysis was used to integrate stakeholder insights and strengthen program relevance. Results showed that respondents were within productive age groups, predominantly male, and generally characterized by limited educational attainment and dependence on informal or unstable income sources. The most highly needed livelihood supports were job placement and employment referral, market-aligned skills training, and access to start-up capital. Major barriers included a lack of capital, limited availability of stable jobs, and stigma or discrimination associated with criminal justice involvement. Feasibility assessment indicated that construction/trades upgrading, retail and service work, and driving/delivery services were the most viable livelihood tracks for the target population. Based on these findings, the study proposes a structured livelihood program framework that integrates employability services, skills upgrading, enterprise support, and enabling mechanisms to strengthen reintegration outcomes and improve livelihood security among parole and probation clients.", "url": "https://erfresearch.com/articles/v1n6-15-proposed-livelihood-program-for-parole-and-pr.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=114" }, { "title": "The Role of Physical Education in Developing Social Skills among High School Learners", "authors": "Jona G. Ganaden", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 123, "lastPage": 129, "keywords": "Physical Education; Social Skills; Teamwork; Communication; Conflict Resolution; Cooperative Play; Structured Activities; Unstructured Recreation; High School Learners", "abstract": "This quantitative descriptive-comparative study examined the role of Physical Education (PE) in developing social skills among high school learners in the Metro Public High School District of Dagupan City. The study aimed to (1) determine the mean level of learners' self-reported social skills development in teamwork, communication, and conflict resolution, and (2) assess whether positive social interactions differed between structured PE activities and unstructured recreational activities. A total of 600 Grade 9-12 learners were selected through systematic random sampling. Data were gathered using a validated Self-Report Social Skills Development Survey (Cronbach's Ī± = 0.89) and a Systematic Observational Checklist that measured cooperative play and verbal encouragement during two comparable 15-minute activity conditions. Descriptive statistics summarized mean levels and observed frequencies, while a paired-samples t-test tested differences at Ī± = 0.05. Results indicated an overall High level of self-reported social skills development (xĢ„ = 4.01), with teamwork rated Very High (xĢ„ = 4.38), suggesting strong perceived collaborative competence fostered in PE. Observations revealed that positive social interactions occurred more frequently during structured physical activities (xĢ„ = 8.67) than during unstructured recreational activities (xĢ„ = 4.52). The paired-samples t-test showed a statistically significant difference between conditions (p <.001), leading to rejection of the null hypothesis. These findings confirm that intentional structure and pedagogical design in PE, rather than physical activity alone, significantly strengthen observable positive social behaviors. The study recommends integrating cooperative learning tasks, explicit conflict-resolution routines, and reflective debriefing to maximize PE's contribution to learners' social and emotional development.", "url": "https://erfresearch.com/articles/v1n6-16-the-role-of-physical-education-in-developing.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=123" }, { "title": "Livelihood Skills Training as a Predictor of Job Readiness among ALS Learners in SDO Urdaneta City: Inputs for an Enhanced Learning Plan", "authors": "Cristita L. Go", "degree": "Master in Education Major in Technology and Livelihood Education", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 130, "lastPage": 139, "keywords": "Alternative Learning System (ALS); Livelihood Skills Training; Job Readiness; Employability; Regression Analysis", "abstract": "This study examined the level of livelihood skills training and job readiness among Alternative Learning System (ALS) learners in SDO Urdaneta City. It determined whether livelihood skills training significantly predicts job readiness. Using a quantitative, descriptive-correlational design, data were collected from ALS learners through a validated structured questionnaire measuring livelihood skills training dimensions (instructional support, practice opportunities, and availability of tools/materials) and job readiness indicators (work values and habits, technical competence, employability skills, and job-seeking confidence). Descriptive statistics, Pearson correlation, and linear regression analyses were applied. Results indicated that ALS learners reported high levels of livelihood skills training (WM = 3.86, SD = 0.69) and job readiness (WM = 3.74, SD = 0.70). Among livelihood training indicators, relevance and trainer support obtained high ratings, while tools/materials availability received only a moderate rating. In job readiness, work values and habits were rated highest, whereas job-seeking/livelihood confidence was moderate, indicating a transition gap between training and employment engagement. Correlation analysis revealed a strong positive relationship between livelihood skills training and job readiness (r = 0.68, p <.001). Regression findings further showed that livelihood skills training significantly predicted job readiness (Ī² = 0.68, p <.001), explaining 46% of the variance in readiness outcomes (R2 = 0.46). These findings highlight the importance of strengthening ALS livelihood training delivery, particularly in ensuring resource sufficiency and support for employability transitions, to improve learners' readiness for sustainable employment and livelihood participation.", "url": "https://erfresearch.com/articles/v1n6-17-livelihood-skills-training-as-a-predictor-of.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=130" }, { "title": "Promoting Lifelong Physical Activity Engagement through School-Based Physical Education Program", "authors": "Annaliza R. Habon", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 140, "lastPage": 145, "keywords": "Physical Education; Lifelong Physical Activity; Student Engagement; Physical Fitness; Participation Consistency; High School Students", "abstract": "This study assessed the effectiveness of school-based physical education (PE) programs in promoting lifelong physical activity engagement among secondary school students. A quantitative descriptive-comparative design was employed. Data were gathered from 50 high school students enrolled in PE classes at Lyceum-Northwestern University, Dagupan City. A researcher-made questionnaire measured self-reported physical activity engagement, participation patterns, and physical interest, while standardized school-based physical fitness tests provided objective indicators of endurance, strength, flexibility, and agility. Students were grouped as consistent or irregular PE participants to examine differences in engagement and fitness performance. Results showed a high level of participation in PE classes, particularly in regular attendance, teamwork, and interest during lessons. Engagement in physical activities outside regular school hours was slightly lower, indicating the need for continued encouragement beyond structured classes. Overall physical activity engagement remained high, reflecting frequent involvement, awareness of health benefits, and willingness to sustain an active lifestyle after PE completion. Consistent participants obtained significantly higher scores than irregular participants across all fitness components. A strong positive relationship was also found between physical activity engagement and physical fitness levels, suggesting that students who are more active and motivated tend to achieve better fitness outcomes. The findings underscore the essential role of school-based PE in shaping active, health-conscious lifestyles and in building foundations for lifelong physical activity habits. An enhancement program is proposed emphasizing varied, enjoyable, inclusive, and lifestyle-oriented activities, supported by strengthened teacher strategies and expanded co-curricular opportunities to sustain student engagement beyond school.", "url": "https://erfresearch.com/articles/v1n6-18-promoting-lifelong-physical-activity-engageme.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=140" }, { "title": "Impact of Nutrition and Health Status on Classroom Performance of Physical Education Teachers in Public Schools", "authors": "Emmanuel B. Idos", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 146, "lastPage": 152, "keywords": "Nutritional Status, Health Status, Body Mass Index, Dietary Habits, Energy Level, Absenteeism, Classroom Performance, Physical Education Teachers", "abstract": "This study examined how nutritional status and health status influence the classroom performance of Physical Education (PE) teachers at Mapandan National High School. Using a quantitative correlational design, all PE teachers in the school (N = 25) were included through total population sampling. Nutritional status was described through body mass index (BMI) and dietary habits, while health status was assessed through self-reported energy levels and absenteeism. Classroom performance was obtained from teachers' official performance ratings and related indicators of lesson preparation, instructional delivery, and classroom management. Descriptive statistics (frequency, percentage, and weighted mean) summarized the variables, while Pearson product-moment correlation tested relationships at the 0.05 level of significance. Results showed that most teachers had normal BMI, with smaller proportions classified as underweight, overweight, or obese. Dietary habits and overall health status were rated high, indicating generally favorable nutrition practices, strong energy and endurance, and low absenteeism. Classroom performance was likewise high (overall M ā‰ˆ 4.37). Correlation analysis revealed a significant moderate positive relationship between nutritional status and classroom performance (r = 0.52, p = 0.03) and a significant strong positive relationship between health status and classroom performance (r = 0.68, p < 0.01). These findings suggest that PE teachers who maintain healthier nutritional profiles and better health conditions tend to demonstrate higher classroom effectiveness. Based on the results, a wellness program emphasizing nutrition education, regular physical activity, stress management, and periodic health monitoring is proposed to sustain and further improve PE teachers' well-being and teaching performance.", "url": "https://erfresearch.com/articles/v1n6-19-impact-of-nutrition-and-health-status-on-clas.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=146" }, { "title": "Structured Physical Activity and Its Influence on the Academic Achievement of Grade Seven Special Program in Sports Learners", "authors": "Nelson Jeff P. Magpali", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 153, "lastPage": 158, "keywords": "Structured Physical Activity, Special Program In Sports, Academic Achievement, Grade 7 Learners, Quasi-Experimental Design, Exercise Intensity", "abstract": "This study examined the effect of Structured Physical Activity (SPA) implemented through the Special Program in Sports (SPS) on the academic achievement of Grade 7 learners. Using a quasi-experimental pretest-posttest design, 121 SPS students from selected public secondary schools participated in an SPA regimen characterized by monitored duration, intensity, and perceived exertion. Academic performance in Mathematics, Science, and English was measured through teacher-made achievement tests administered before and after the intervention. Descriptive statistics summarized SPA exposure, paired-samples t-tests examined changes in academic scores, and Pearson r explored relationships between SPA indicators and achievement gains. Results showed consistent posttest improvements across subjects, with mean increases of about five points per area. The pretest-posttest difference was statistically significant (t = 4.32, p <.0001), indicating that SPA contributed to higher academic achievement. Learners engaged in SPA for an average of 7.2 hours per week at moderate-to-vigorous levels (mean Borg RPE = 3.8). Both SPA duration (r = 0.38, p =.004) and intensity (r = 0.42, p =.001) were positively associated with academic gains. Findings support Social Cognitive Theory and Cognitive Load Theory by suggesting that appropriately dosed physical activity enhances attention, self-efficacy, and classroom learning. The study recommends sustaining SPA within SPS while ensuring balanced academic schedules and monitoring training intensity to maximize scholastic benefits. These results highlight SPA as a school-based strategy for improving learner outcomes. Coaches and teachers may use guidelines on time allotment, progressive overload, and study-training balance to protect well-being and safely prevent academic trade-offs.", "url": "https://erfresearch.com/articles/v1n6-20-structured-physical-activity-and-its-influenc.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=153" }, { "title": "Instructional Leadership Practices of School Heads in the Municipality of Calasiao: Basis for a Management Enhancement Plan", "authors": "Ma. Myla B. Maningding", "degree": "Doctor of Education Major in Educational Management", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 159, "lastPage": 169, "keywords": "Instructional Leadership; School Heads; Instructional Program Management; School Mission; Learning Climate; Professional Development; Management Enhancement Plan", "abstract": "This study examined the instructional leadership practices of public elementary school heads to inform the development of a management enhancement plan. Using a quantitative descriptive-comparative design, data were gathered through a structured survey questionnaire aligned with key instructional leadership domains: defining the school mission, managing the instructional program, and promoting a positive school learning climate. A census approach (complete enumeration) was employed to include all eligible public elementary school heads in the locale. Descriptive statistics were used to determine respondent profiles and the level of instructional leadership practices across domains. An inferential analysis using the independent-samples t-test was conducted to determine whether instructional leadership practices differed significantly across groups defined by selected profile variables. Findings revealed that school heads demonstrated generally high to very high levels of instructional leadership practice across domains. Defining the school mission and promoting a positive school learning climate emerged as the strongest domains, indicating consistent emphasis on goal setting, shared vision, and supportive teaching-learning conditions. The instructional program, while still rated high, received the lowest comparative rating, suggesting a priority area for improvement in instructional supervision, curriculum coordination, and monitoring learner performance. Differences in instructional leadership practices were not statistically significant across age, sex, educational attainment, and length of service. However, instructional leadership practices differed significantly by training exposure, indicating that participation in professional development is associated with stronger leadership practices. These results support the development of targeted leadership capacity-building interventions, with emphasis on strengthening instructional program management.", "url": "https://erfresearch.com/articles/v1n6-21-instructional-leadership-practices-of-school.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=159" }, { "title": "Integration of Social Media Platforms as Supplementary Tools in Teaching MAPEH In Senior High School", "authors": "Keneth M. Manuel", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 170, "lastPage": 177, "keywords": "Social Media, MAPEH, Senior High School, Learner Engagement, Supplementary Instruction, Academic Performance, Blended Learning", "abstract": "This descriptive-comparative study examined the utilization of social media platforms as supplementary tools in teaching MAPEH among Senior High School teachers and students. It determined the frequency of use of Facebook Groups, YouTube, TikTok, and TeacherPH; evaluated perceived effectiveness for instruction and learner engagement; compared perceptions of teachers and students; and analyzed differences in academic performance between learners exposed and not exposed to social media-supported lessons. Guided by constructivism, blended learning, and the Technology Acceptance Model, the study used researcher-made questionnaires and achievement records. Weighted means, percentages, and independent-samples t-tests were employed at the 0.05 level of significance. Results showed that Facebook Groups and YouTube were the most frequently used platforms for posting learning materials, demonstrations, and guidance on performance tasks. In contrast, TikTok was used moderately for short skill videos and motivation. TeacherPH was least used due to its limited student interactivity and more text-based resources. Both groups rated social media as highly effective in supporting participation, collaboration, and interest in MAPEH activities; however, students reported significantly higher effectiveness ratings than teachers. Academic performance of exposed students was slightly higher than that of non-exposed peers, with clearer gains on performance tasks than on written assessments. Findings suggest that social media can enhance MAPEH learning when integrated with clear objectives, safe-use policies, and teacher facilitation. Based on the results, a contextualized program for structured social media integration in MAPEH is proposed to maximize engagement while minimizing distraction and access inequities. Regular monitoring and digital citizenship training are recommended for sustained classroom use.", "url": "https://erfresearch.com/articles/v1n6-22-integration-of-social-media-platforms-as-supp.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=170" }, { "title": "Effectiveness of Activity-Based Learning Stations in Developing Learners' Skills in Agriculture and Fishery Arts", "authors": "Gizelle P. Marzo", "degree": "", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 178, "lastPage": 185, "keywords": "Activity-Based Learning Stations; Station-Based Instruction; Agriculture And Fishery Arts; AFA Skills; Grade 7 Learners; Quasi-Experimental Design; Active Learning", "abstract": "This study examined the effectiveness of Activity-Based Learning Stations in improving Grade 7 learners' skills in Agriculture and Fishery Arts (AFA) at Ballay National High School. A quasi-experimental one-group pretest-posttest design was employed involving 40 Grade 7 learners who participated in station-based learning activities designed to strengthen competency in crop production and fishery-related tasks. Learners' skill levels were measured using a performance-based assessment administered before and after the intervention, while a learner challenge checklist was used to document difficulties encountered during implementation. Results showed a marked improvement in learners' overall skill performance following the intervention. The pretest yielded an overall mean score of 2.54, interpreted as Low Skill, while the posttest yielded a mean score of 3.79, interpreted as High Skill. A paired-samples t-test confirmed that the difference between pretest and posttest performance was statistically significant, t(39) = 14.37, p ā‰ˆ 0.001, indicating that Activity-Based Learning Stations contributed to meaningful gains in AFA skills. Learners reported several implementation challenges, with the most common concerns being insufficient time per station, difficulty using tools and equipment, and confusion with task instructions. Overall, the findings suggest that Activity-Based Learning Stations are an effective instructional approach for improving learners' competency in performance-based AFA tasks. However, results also highlight the importance of careful station planning, adequate time allotment, and clear task guidance to maximize learner engagement and performance. The study provides practical evidence supporting the integration of structured station-based learning strategies into AFA instruction and similar skills-based learning areas.", "url": "https://erfresearch.com/articles/v1n6-23-effectiveness-of-activity-based-learning-stat.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=178" }, { "title": "Comparing Academic Achievement: Learners Participating in Competitive Sports Versus Non-Participating Learners", "authors": "Michelle C. Peralta", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 186, "lastPage": 192, "keywords": "Student-Athletes, Non-Athletes, Academic Achievement, GPA, Time Management, Competitive Sports, Secondary Education", "abstract": "This study examined differences in academic achievement and time management skills between student-athletes and non-athletes in public secondary schools in Dagupan City. A descriptive-comparative quantitative design was used. Three hundred fifty Grade 10 to Grade 12 learners were selected through stratified random sampling and classified according to participation in competitive school sports. Academic achievement was determined using official general point averages (GPA) from the school registrar. At the same time, time management was assessed using a validated Likert-type survey that covered planning, prioritizing, scheduling, and self-monitoring. Descriptive statistics and independent-samples t-tests at Ī± = 0.05 were applied. Results showed that non-athletes posted a slightly higher mean GPA (M = 89.25) than student-athletes (M = 87.50), but the difference was not statistically significant (p = 0.063). In contrast, student-athletes demonstrated significantly stronger time management skills (M = 4.52) than non-athletes (M = 3.85), with a highly significant difference (p < 0.001). These findings indicate that engagement in competitive sports does not impair academic performance and may support the development of disciplined routines and efficient use of study time. Based on these outcomes, an Academic-Athletic Balance Initiative is proposed to enhance time management among all learners, especially non-athletes. The program includes peer mentoring, time-management workshops, training in digital or paper planning tools, and recognition for exemplary academic-co-curricular balance. The study underscores the importance of structured school support for holistic learner success. Future studies may explore other variables such as motivation, parental support, and training load using longitudinal designs to clarify causal pathways across diverse school settings.", "url": "https://erfresearch.com/articles/v1n6-24-comparing-academic-achievement-learners-parti.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=186" }, { "title": "Effects of Physical Activities on the Academic Performance of College Students", "authors": "Melisa E. Navalta", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 193, "lastPage": 199, "keywords": "Physical Activity, Academic Performance, GPA, College Students, Wellness Program, Correlational Study", "abstract": "This study examined the effects of physical activity on the academic performance of college students at Lyceum-Northwestern University in Dagupan City. Anchored in the Cognitive Activation Theory of Stress, Self-Determination Theory, and Multiple Intelligences Theory, it tested the assumption that regular movement supports learning by improving stress regulation, motivation, and cognitive functioning. A quantitative correlational design was employed. One hundred college students answered a structured questionnaire that measured their weekly physical activity frequency and level (inactive, moderately active, active, and highly active). Academic performance was determined using self-reported grade point average (GPA) and academic achievement scores. Descriptive statistics summarized activity patterns and performance levels, while Pearson correlation assessed the relationship between physical activity and academic outcomes. Findings showed that most respondents were moderately active (40%), while 25% were inactive, 25% active, and 10% highly active. Academic performance increased with activity level. Inactive students posted a satisfactory GPA (M = 2.25), moderately active students a good GPA (M = 2.00), active students a very good GPA (M = 1.75), and highly active students an excellent GPA (M = 1.50). Active students likewise obtained higher academic achievement (M = 1.82, very good) than inactive peers (M = 2.25, satisfactory). Overall, physical activity frequency showed a strong, statistically significant positive relationship with academic performance (r = 0.68, p <.05). The results indicate that consistent engagement in physical activities is associated with better scholastic outcomes among college students. The study recommends strengthening campus wellness and fitness programs, integrating accessible physical activity into student life, and encouraging healthier routines to support long-term well-being and academic success.", "url": "https://erfresearch.com/articles/v1n6-25-effects-of-physical-activities-on-the-academi.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=193" }, { "title": "Grade 7 Learners' Perception and Motivation in MAPEH: A Basis for Enhanced Instructional Strategies", "authors": "Julie Ann M. Oliveras", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 200, "lastPage": 205, "keywords": "MAPEH, Learner Perception, Learner Motivation, Instructional Strategies, Grade 7, Descriptive-Correlational Study", "abstract": "This study examined Grade 7 learners' perception and motivation in Music, Arts, Physical Education, and Health (MAPEH) and determined how teachers' instructional strategies relate to these variables. Grounded in Self-Determination Theory, Expectancy-Value Theory, Constructivist Learning Theory, and Keller's ARCS model, the research employed a descriptive-correlational design. Researcher-made Likert-type questionnaires were administered to Grade 7 students and MAPEH teachers in a public junior high school during School Year 2024-2025. Data were analyzed using frequency counts, weighted means, standard deviations, and Pearson product-moment correlation. Results revealed that learners' perception of MAPEH was high across the dimensions of value, enjoyment, and relevance, indicating that students generally see the subject as meaningful, engaging, and connected to real-life experiences. Motivation levels were likewise high, with teacher encouragement emerging as the strongest motivating factor. Reported instructional strategies-such as multimedia integration, demonstrations, collaborative activities, and performance-based tasks-were frequently utilized in classes. Correlation analysis showed significant positive relationships between perception and motivation, and between instructional strategies and both learner perception and motivation. These findings suggest that when students perceive MAPEH as valuable and enjoyable, their motivation increases, and that engaging, student-centered teaching approaches further strengthen both outcomes. An action plan was developed focusing on real-life contextualization, technology-supported and gamified activities, collaborative performance tasks, teacher professional development, and inclusive learning environments. The study recommends sustained use and enhancement of motivating strategies to improve learner engagement and achievement in MAPEH, thereby promoting continuous classroom improvement.", "url": "https://erfresearch.com/articles/v1n6-26-grade-7-learners-perception-and-motivation-in.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=200" }, { "title": "Development of Carissa Carandas Jam and Juice", "authors": "Marjorie C. Ortiz", "degree": "Master of Arts in Education Major in Technology and Home Economics", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 206, "lastPage": 214, "keywords": "Carissa carandas, Jam, Juice, Sensory Acceptability, Microbiological Analysis", "abstract": "The study focused on the Development of Carissa Carandas Jam and Juice and evaluating their sensory acceptability and financial viability. The overall sensory attributes of Carissa carandas jam and juice such as appearance, aroma, taste and texture received a favorable acceptability with a descriptive value of like very much in all treatments. Findings of the study revealed a no significant difference in all the sensory attributes of both Carissa carandas jam and juice indicating consistent consumer satisfaction. Treatment 2(1500 grams of Carissa carandas), turned out as the best formulation for Carissa carandas jam while Treatment 3 (650 grams Carissa carandas) turned out as the best formulation for Carissa carandas juice. The microbiological test results of Carissa carandas jam such as aerobic plate count, mold count and yeast count were found within the allowable limits set by the FDA. The microbiological test results of Carissa carandas juice such as aerobic plate count, total coliform and Escherichia coli count, total mold and yeast count were also found within the allowable limits set by the FDA. The Carissa carandas jam and juice production reveals the viability of both products. Recommendations include utilization of Carissa carandas jam and juice aside from the treatment currently employed, conduct of the same study in other location, standardization process of Carissa carandas jam and juice, proper hygiene of the production site to sustain zero microbial qualities, adopt the development Carissa carandas jam and juice as a source of income, utilize the learning material developed for instruction and further reference, conduct of nutritional analysis, farmers to venture into planting Carissa carandas and development of new food products aside from jam and juice.", "url": "https://erfresearch.com/articles/v1n6-27-development-of-carissa-carandas-jam-and-juice.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=206" }, { "title": "Utilization of Online Learning Platforms and Teaching Effectiveness in Araling Panlipunan 10: Basis for an Enhancement Program", "authors": "Arlyn L. Pancho", "degree": "Master of Arts in Education", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 215, "lastPage": 222, "keywords": "Online Learning Platforms; ICT Utilization; Teaching Effectiveness; Araling Panlipunan 10; Digital Pedagogy; Secondary Education", "abstract": "This study examined the utilization of online learning platforms in teaching Araling Panlipunan 10 and determined its relationship with teaching effectiveness in a public secondary school context. Using a quantitative descriptive-correlational design, data were collected from Araling Panlipunan 10 teachers and Grade 10 learners using a researcher-developed questionnaire that assessed ICT utilization across four domains: lesson delivery, assessment and feedback, learner engagement, and communication/collaboration. Descriptive statistics were used to assess utilization and teaching effectiveness, and Pearson product-moment correlation was used to test the association between platform utilization and teaching effectiveness. Results revealed that online learning platforms were highly utilized overall (M = 3.69), with lesson delivery registering the highest utilization (M = 3.91), followed by assessment and feedback (M = 3.73). Communication and collaboration showed high utilization (M = 3.61), although peer interaction and peer feedback practices were comparatively weaker. Teaching effectiveness was rated highly effective overall (M = 3.69). Correlation analysis indicated a moderate positive and statistically significant relationship between platform utilization and teaching effectiveness (r = 0.62, p < 0.05), suggesting that greater utilization is associated with improved instructional effectiveness. Despite these positive outcomes, key challenges persisted, particularly unstable internet connectivity, limited student access to devices, and insufficient training on advanced platform features. The findings underscore the instructional value of online learning platforms in AP10 while highlighting the need for targeted interventions in infrastructure support, teacher capacity building, and engagement-focused digital pedagogy.", "url": "https://erfresearch.com/articles/v1n6-28-utilization-of-online-learning-platforms-and.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=215" }, { "title": "Challenges of Balancing Academic and Sports Coaching Responsibilities among Music, Arts, Physical Education, and Health Teachers", "authors": "Dhezerie Anne P. Posadas", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 223, "lastPage": 230, "keywords": "MAPEH Teachers; Teacher-Coach Dual Role; Workload; Time Management; Work-Life Balance; Role Conflict", "abstract": "MAPEH teachers in public secondary schools frequently assume dual responsibilities as classroom instructors and school sports coaches, creating competing professional demands that may intensify workload pressures and disrupt work-life balance. This study examined the challenges experienced by MAPEH teacher-coaches and compared their work-life balance outcomes with those of non-coaching MAPEH teachers. Using a quantitative, descriptive-comparative, and correlational design, data were collected from 500 MAPEH teachers using a structured survey questionnaire. Descriptive statistics were applied to identify the most salient challenge domains, while Pearson correlation was used to examine the relationship between weekly teaching hours and coaching hours. An independent-samples t-test was used to determine whether work-life balance differed significantly between the dual-role and non-coaching groups. Results indicated that workload (M = 4.08) and time management (M = 4.05) were the most prominent challenges among teacher-coaches, while perceived school support was comparatively lower (M = 3.02). Teacher-coaches reported comparable time commitments for teaching (22.58 hours/week) and coaching (21.23 hours/week). Correlation analysis showed no significant relationship between teaching and coaching hours (r = +0.117, p = 0.215), suggesting that coaching duties function as an additive workload rather than displacing instructional time. Work-life balance outcomes differed significantly between groups, with teacher-coaches reporting substantially poorer balance than non-coaching teachers (t = āˆ’19.14, p < 0.001). The findings demonstrate that the teacher-coach dual-role arrangement is associated with role overload and boundary erosion, highlighting the need for workload credit systems, scheduling protections, and institutional support mechanisms to sustain teacher well-being and instructional quality in MAPEH.", "url": "https://erfresearch.com/articles/v1n6-29-challenges-of-balancing-academic-and-sports-c.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=223" }, { "title": "Enhancing Holistic Development: The Effects of MAPEH Integration on Junior High School Learners", "authors": "Genelyn A. Quijano", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 231, "lastPage": 237, "keywords": "MAPEH Integration; Holistic Development; Junior High School Learners; Interdisciplinary Instruction; Performance-Based Learning; Cognitive-Affective-Psychomotor Domains", "abstract": "This study investigated the effects of integrating Music, Arts, Physical Education, and Health (MAPEH) on the holistic development of junior high school learners. Anchored on holistic education theory, Gardner's Multiple Intelligences, and Bloom's learning domains, the study posited that interdisciplinary and performance-based MAPEH experiences enhance cognitive, affective, and psychomotor competencies and translate into broader academic, socio-emotional, physical, and creative growth. A quasi-experimental one-group pretest-posttest design was employed among selected junior high school learners in Mangaldan National High School. Learners participated in integrated MAPEH lessons and activities that connected concepts and skills across the four components. Data were gathered using a validated Holistic Development Assessment Tool and analyzed through descriptive statistics and tests of significant mean differences at the.05 level. Results revealed significant improvements across all learning domains. Cognitive mean scores increased from 75.20 to 85.40, affective scores from 73.80 to 84.10, and psychomotor scores from 72.50 to 86.25. Holistic outcome indicators likewise rose, with academic development improving from 76.10 to 84.50, socio-emotional development from 74.30 to 85.20, physical development from 71.80 to 86.40, and creative development from 70.25 to 87.15; the largest gains were observed in creative and physical areas. These findings indicate that integrated MAPEH is an effective avenue for whole-child development in junior high school. The study recommends sustained interdisciplinary planning, teacher capacity-building, adequate resource support, and community partnerships to strengthen and institutionalize MAPEH integration.", "url": "https://erfresearch.com/articles/v1n6-30-enhancing-holistic-development-the-effects-of.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=231" }, { "title": "Integrating Digital Storytelling (DST) to Improve Language Skills of Grade Seven Learners in Filipino", "authors": "Venus Calderon RaƱen", "degree": "Master of Arts in Education Major in School Administration", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 238, "lastPage": 244, "keywords": "Digital Storytelling, Filipino Language Skills, Grade 7 Learners, Multimedia Instruction, Pretest-Posttest Design", "abstract": "This study examined the effectiveness of integrating Digital Storytelling (DST) in improving the Filipino language skills of Grade 7 learners. The study was implemented at Mapita Integrated School, Aguilar District, Schools Division Office I Pangasinan, with 20 purposively selected students who initially demonstrated intermediate primarily proficiency. Using a quasi-experimental one-group pretest-posttest design, the learners first completed a teacher-made Filipino language proficiency test aligned with the Most Essential Learning Competencies. They then received lessons where DST materials-multimedia stories combining text, images, audio, and video-were systematically embedded into classroom instruction. After the intervention period, the same test was administered as a posttest. Descriptive statistics and a paired-samples t-test were used to determine changes in proficiency. Results showed substantial gains after DST integration. The pretest mean score of 14.9 (SD = 2.73) increased to a posttest mean of 23.6 (SD = 1.88). Learner distribution shifted positively: advanced-level students increased from 5% to 15%, while beginner-level students decreased from 10% to 5%, indicating improved overall mastery and more consistent performance. The paired-samples t-test revealed a statistically significant difference between pretest and posttest scores (t = 17.71, p < 0.0001), leading to the rejection of the null hypothesis. The findings suggest that DST, grounded in constructivist and multimedia learning principles, is an effective strategy for developing listening, speaking, reading, and writing skills in Filipino. The study recommends sustained DST use, targeted teacher training in DST design, and further research with larger samples and extended implementation to examine retention and scalability.", "url": "https://erfresearch.com/articles/v1n6-31-integrating-digital-storytelling-dst-to-impro.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=238" }, { "title": "Integration of Digital Learning Tools in Teaching Grade Seven Araling Panlipunan", "authors": "Ma. Rose D. Samarita", "degree": "Master of Arts in Education", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 245, "lastPage": 252, "keywords": "Digital Learning Tools; Technology Integration; Araling Panlipunan; Grade 7; Descriptive-Correlational; Teacher Capacity-Building; Secondary Education", "abstract": "This study examined the extent to which digital learning tools are integrated in teaching Grade 7 Araling Panlipunan (AP) at Calasiao Comprehensive National High School (CCNHS) and determined whether teacher-related factors are associated with integration levels. Using a descriptive-correlational design, the study involved total enumeration of all Grade 7 AP teachers (n = 18). Data were collected through a researcher-developed survey questionnaire and complemented by semi-structured interviews to capture both quantifiable patterns of technology use and contextual explanations for observed practices. Quantitative data were analyzed using frequency and percentage distributions, weighted mean, and Spearman's rank-order correlation, while qualitative responses were subjected to thematic analysis. Results indicated a generally moderate-to-high level of integration with digital learning tools, with stronger integration in lesson delivery and content presentation than in domains requiring sustained learner interaction, enrichment, and remediation. Teachers reported using commonly accessible tools such as multimedia presentations, online learning resources, and digital assessment platforms, reflecting practical instructional needs and available resources. Correlational findings further suggested that integration levels varied across respondents and tended to increase with greater exposure to capacity-building activities and relevant training. Interview data supported these results by identifying recurring enabling factors (e.g., availability of ready-made digital materials and perceived usefulness for engagement) and persistent constraints (e.g., unstable internet connectivity, limited learner devices, and time demands in designing interactive digital tasks). The study concludes that while digital learning tools are increasingly embedded in Grade 7 AP instruction at CCNHS, deep and equitable integration remains constrained by infrastructure and implementation conditions. Findings informed the development of a context-responsive Digital Learning Integration Action Plan to strengthen consistency, instructional alignment, and sustainability of technology-supported AP teaching.", "url": "https://erfresearch.com/articles/v1n6-32-integration-of-digital-learning-tools-in-teac.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=245" }, { "title": "Implementation of Inclusive Physical Education in Public Schools: A Teacher Perceptions and Challenges", "authors": "Glen Brian N. Santos", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 253, "lastPage": 259, "keywords": "Inclusive Physical Education, Teachers' Perceptions, Implementation Challenges, Feasibility, Theory Of Planned Behavior, Philippine Public Schools", "abstract": "This study examined the implementation of Inclusive Physical Education (IPE) in Philippine public schools, focusing on teachers' perceptions, challenges, and perceived effectiveness. Anchored on Ajzen's Theory of Planned Behavior, it employed a quantitative descriptive-correlational design. A validated, researcher-developed questionnaire was administered to public school physical education teachers. The survey measured perceived benefits and feasibility of IPE, and the severity of challenges in resource availability, specialized training, class management, and administrative support. Results showed that teachers strongly recognized the benefits of IPE for learners with and without disabilities, especially in promoting participation, social interaction, and equitable learning experiences. Feasibility was rated moderate, indicating uncertainty about schools' readiness to sustain inclusive practices. Challenges were perceived as moderate to high, with inadequate adaptive equipment and facilities and limited professional development emerging as the most severe barriers, followed by difficulties coordinating diverse learners in large classes and inconsistent administrative backing. Perceived effectiveness of IPE implementation was moderate and was positively associated with perceived benefits and feasibility, but negatively associated with challenge severity. The findings suggest that positive teacher attitudes must be matched by concrete supports for IPE to succeed. The study recommends sustained capacity-building for PE teachers, dedicated budgeting and procurement of adaptive resources, stronger leadership and monitoring at the school and division levels, and policy reforms to address class size and support services. Future studies may include classroom observations and learner outcomes to triangulate survey results. These results provide an empirical basis for DepEd and school heads to design context-responsive programs that sustainably expand inclusive participation nationwide.", "url": "https://erfresearch.com/articles/v1n6-33-implementation-of-inclusive-physical-educatio.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=253" }, { "title": "Improving Learners' Competency in Planting Seeds through Step-by-Step Demonstration Videos in Agriculture Lessons", "authors": "Cherryan V. Sapon", "degree": "", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 260, "lastPage": 265, "keywords": "Seed Planting, Demonstration Videos, Learner Competency, Agriculture Education, Procedural Skills, Grade 4, EPP, Video-Based Instruction", "abstract": "This study investigated the effectiveness of step-by-step demonstration videos in improving Grade 4 learners' competency in planting seeds during Agriculture lessons under Edukasyong Pantahanan at Pangkabuhayan (EPP). A quasi-experimental one-group pretest-posttest design was implemented at Balayang Elementary School, Victoria, Tarlac, involving Grade 4 learners who completed performance-based assessments before and after exposure to the video intervention. Learners' competency was measured using a teacher-made rubric that evaluated key seed-planting indicators, including seed selection, soil preparation, planting depth and covering, spacing, watering, safety practices, and adherence to the correct sequence of procedures. Pretest results showed that learners were moderately competent overall (M = 2.23), with the weakest performance observed in spacing and correct planting depth. After the step-by-step demonstration videos were integrated into instruction and followed by guided practice, learners' competency improved to a competent level (M = 3.16). A paired-samples t-test confirmed that the performance improvement was statistically significant (t = 11.96, p = 0.001), indicating that the video-based approach had a meaningful positive effect on learners' seed-planting skills. Qualitative findings further revealed that learners encountered challenges such as the fast-paced nature of videos, unfamiliar technical terms, poor audio-visual quality, limited device access, distractions during viewing, and the need for teacher clarification during application. Overall, the study suggests that step-by-step demonstration videos can strengthen procedural agricultural competencies among young learners, particularly when supported by teacher guidance and opportunities for hands-on practice.", "url": "https://erfresearch.com/articles/v1n6-34-improving-learners-competency-in-planting-see.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=260" }, { "title": "Exploring The Challenges and Opportunities in Implementing Technology-Based Training In Technical Education and Skills Development Authority", "authors": "Abundio B. Luzadas, Jr", "degree": "Doctor of Philosophy", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 266, "lastPage": 275, "keywords": "TESDA; technology-based training; TVET; blended learning; Diffusion of Innovations; flexible learning; digital transformation", "abstract": "Technology-based training has become a critical strategy for modernizing Technical and Vocational Education and Training (TVET) systems in response to Industry 4.0 and shifting workforce demands. In the Philippines, the Technical Education and Skills Development Authority (TESDA) has advanced flexible learning policies and online initiatives to widen access and sustain training delivery. However, institutional implementation remains uneven, particularly in provincial Technology Institutions (TTIs). This study explored the challenges and opportunities in implementing technology-based training in selected TESDA TTIs in Pangasinan, Philippines, using a qualitative descriptive case study design anchored on Rogers' Diffusion of Innovations Theory. Data were generated through semi-structured interviews and focus group discussions with administrators, trainers, and trainees, supplemented by document review, and analyzed using thematic analysis. Findings indicate that TTIs primarily employ blended learning arrangements, with face-to-face sessions reserved for hands-on competencies and online platforms used for theory instruction, assessment, and coordination. Stakeholders reported notable advantages, including improved access to learning resources, enhanced instructional efficiency, better monitoring, and strengthened workplace-relevant digital skills. Nevertheless, implementation was constrained by ICT infrastructure deficits, unstable internet connectivity, limited devices, gaps in digital competencies, increased trainer workload, and pronounced equity issues among trainees. Participants also identified opportunities to strengthen technology integration through systematic capacity building, improved infrastructure investments, expanded use of virtual simulations, and the development of sustainability strategies aligned with TESDA's modernization priorities. The study concludes that while technology-based training demonstrates clear value for expanding access and improving training relevance, its sustainability requires coordinated institutional support, equity-oriented interventions, and policy-driven investment to enable deeper diffusion across TTIs.", "url": "https://erfresearch.com/articles/v1n6-35-exploring-the-challenges-and-opportunities-in.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=266" }, { "title": "Artificial Intelligence Versus Human Crafted Personalized Training Program In Men's Volleyball Team", "authors": "Donna Bell B. Peralta", "degree": "Master of Arts in Education Major in MAPEH", "volume": 1, "issue": 6, "period": "October - December 2025", "firstPage": 276, "lastPage": 284, "keywords": "Artificial Intelligence; Personalized Training; Men's Volleyball; Vertical Jump; Serve Speed; Injury Prevention; Athlete Performance; Training Load", "abstract": "Artificial intelligence (AI) is increasingly being explored as a tool for improving athletic performance and reducing injury risk through data-driven personalization. In volleyball, where jumping ability and serve speed are essential to competitive success, individualized training programs may offer substantial advantages. This study compared the effectiveness of an AI-generated personalized training program with a human-crafted personalized training program among male volleyball players in Dagupan City, Ilocos Region, Philippines. Using a quantitative quasi-experimental design, approximately 300 participants were assigned to either the AI-based training group or the coach-designed training group. Performance outcomes were measured using objective field instruments: vertical jump height was assessed through a Vertec device and serve speed was recorded using a radar gun. Training exposure was tracked through training logs, while injury occurrence was documented using injury records and calculated per 1000 athlete-hours. Team performance was evaluated using win percentage before and after the intervention period. Results showed that the AI-generated training program produced significantly greater improvements in performance and safety outcomes. The AI group recorded higher average gains in vertical jump height (4.6 cm) compared with the human-crafted group (3.2 cm). Serve speed also improved more in the AI group (3.2 km/h) than in the human-crafted group (1.9 km/h), despite similar total training hours. Injury rates were lower in the AI group (0.056 per 1000 athlete-hours) compared with the control group (0.090), indicating better injury risk management. In addition, teams using AI-based training demonstrated greater improvement in win percentage than those using human-designed programs. Overall, the findings suggest that AI-generated personalized training can enhance volleyball performance, reduce injury occurrence, and contribute to improved competitive outcomes when applied in real training environments.", "url": "https://erfresearch.com/articles/v1n6-36-artificial-intelligence-versus-human-crafted.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol1-no6-2025.pdf#page=276" }, { "title": "Influence of Learning Musical Instruments on the Academic and Cognitive Performance of Learners", "authors": "Johnny Ray S. Belgica", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 6, "lastPage": 12, "keywords": "Musical Instrument Learning, Academic Performance, Cognitive Performance, Memory, Concentration, Abstract Reasoning, Secondary Learners", "abstract": "Academic performance and cognitive development remain central concerns in secondary education, prompting growing interest in enrichment programs that may strengthen learners' intellectual outcomes beyond conventional classroom instruction. This study examined the influence of learning musical instruments on the academic and cognitive performance of learners at Dagupan City National High School during the Academic Year 2025-2026. Specifically, it compared the academic performance of learners who actively learn and play musical instruments with those who do not, determined the duration and frequency of musical instrument practice, examined the relationship between musical practice and academic performance, and assessed cognitive skills in terms of memory, concentration, and abstract reasoning after participation in a structured musical instrument learning program. The study employed a quantitative descriptive-comparative and correlational research design involving 150 learner-respondents. Data were gathered through researcher-developed questionnaires, cognitive assessment tools, and official academic records. Results revealed that learners who actively learn and play musical instruments achieved a higher mean academic performance (M = 88.45, SD = 3.62) than those who do not (M = 83.12, SD = 4.15), with the difference statistically significant (t = 4.87, p = 0.000). Learners also reported moderate practice duration (5.6 hours per week) and frequent practice sessions (4.2 per week). Moreover, practice duration (r = 0.61, p = 0.000) and frequency (r = 0.58, p = 0.001) were significantly and positively correlated with academic performance. Cognitive skill scores were likewise high in memory, concentration, and abstract reasoning. The findings support the development of an enhanced musical instrument program to improve learners' academic and cognitive performance.", "url": "https://erfresearch.com/articles/v2n1-01-influence-of-learning-musical-instruments-on.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=6" }, { "title": "Integrative Approaches in Teaching Music, Arts, Physical Education, and Health on Student Engagement and Holistic Development In Junior High School", "authors": "Alyssa D. Caranto", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 13, "lastPage": 19, "keywords": "Integrative Approaches, MAPEH Instruction, Student Engagement, Holistic Development, Academic Performance, Junior High School", "abstract": "Holistic education in junior high school requires instructional approaches that connect cognitive, physical, emotional, social, artistic, and health-related learning experiences. This study investigated the effects of integrative approaches in teaching Music, Arts, Physical Education, and Health on student engagement, holistic development, and academic performance among junior high school learners in Pangasinan I Schools Division during School Year 2025-2026. Specifically, it determined the perceived effectiveness of integrative approaches as rated by teachers and students, compared the holistic development scores of students exposed and not exposed to integrative MAPEH instruction, examined the extent of integrative approach implementation, assessed academic performance in core subjects, tested the relationship between integration and academic performance, and proposed pedagogical guidelines for improved MAPEH instruction. The study employed a quantitative descriptive-comparative and correlational research design involving 150 junior high school students and 10 MAPEH teachers. Data were gathered using structured survey questionnaires and official academic records, and analyzed using means and standard deviations, independent-samples t-tests, and Pearson correlations. Findings revealed that both teachers and students perceived integrative approaches as highly effective. Students exposed to integrative MAPEH instruction obtained higher holistic development scores than those taught through non-integrative approaches, and the difference was statistically significant. Teachers reported a moderately high extent of integrative implementation. Students exposed to integrative instruction also showed higher academic performance, and the extent of integration was positively correlated with academic achievement. The study concluded that integrative MAPEH instruction enhances engagement, holistic development, and academic performance.", "url": "https://erfresearch.com/articles/v2n1-02-integrative-approaches-in-teaching-music-arts.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=13" }, { "title": "The Impact of Music and Arts Education in Junior High School Learners' Creativity and Academic Performance", "authors": "Chrislyn P. Carrera", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 20, "lastPage": 26, "keywords": "Music and Arts education, creativity, academic performance, junior high school learners, arts participation, correlational study", "abstract": "Music and Arts education remains an essential component of holistic learning as schools seek to develop learners who are creative, expressive, academically competent, and prepared for the demands of the twenty-first century. This study determined the impact of Music and Arts education on the creativity and academic performance of junior high school learners in selected public and private secondary schools in Dagupan City during the academic year 2024-2025. Specifically, it examined learners' levels of participation in Music and Arts education, their creativity levels, their academic performance, the relationships among participation, creativity, and academic performance, and the impact of Music and Arts education as a basis for an action plan. The study employed a quantitative correlational research design involving 500 junior high school learners. Data were gathered using a researcher-made participation questionnaire, a standardized creativity assessment tool measuring fluency, flexibility, originality, and elaboration, and official school records for Grade Point Average in core subjects. Descriptive statistics, Pearson correlation coefficient, and simple linear regression were used to analyze the data. Results showed that most learners had moderate to low participation in Music and Arts education, moderate creativity levels, and generally satisfactory academic performance. Significant positive relationships were found between participation and creativity, participation and academic performance, and creativity and academic performance. Regression results further indicated that Music and Arts participation significantly predicted creativity and academic performance, with a stronger impact on creativity. The study concluded that Music and Arts education contribute meaningfully to learners' creative development and academic achievement.", "url": "https://erfresearch.com/articles/v2n1-03-the-impact-of-music-and-arts-education-in-jun.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=20" }, { "title": "Impact of Combative Sports Training on Physical Fitness and Motor Skills of Senior High School", "authors": "John Derick R. Denzo", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 27, "lastPage": 33, "keywords": "Combative Sports Training, Physical Fitness, Motor Skills, Confidence, Discipline, Senior High School Learners, Quasi-Experimental Study", "abstract": "Senior high school learners increasingly need structured physical activity programs that can address declining fitness levels while also strengthening complex motor skills and positive behavioral attributes. This study examined the impact of structured combative sports training on the physical fitness, motor skills, confidence, and discipline of senior high school learners. Specifically, it determined the mean scores of selected physical fitness components in terms of muscular strength, cardiovascular endurance, and flexibility; assessed motor skills proficiency in balance, agility, coordination, and reaction time; tested the correlation between fitness and motor skill scores; and compared learners' confidence and discipline scores before and after participation in the training program. The study employed a quantitative quasi-experimental one-group pretest-posttest design involving 300 purposively selected senior high school learners from Dagupan City National High School during the first semester of School Year 2025-2026. Data were gathered using standardized physical fitness tests, motor skills proficiency tests, and self-report psychological inventories. Results revealed statistically significant improvements in all physical fitness components after the intervention, particularly in muscular strength, cardiovascular endurance, and flexibility. Significant gains were likewise recorded in balance, agility, coordination, and reaction time, confirming the positive influence of combative sports on motor proficiency. Moreover, a strong positive correlation was found between post-test fitness and motor skill scores (r = 0.685, p <.001), indicating that improvements in physical capacity were closely associated with gains in motor competence. Confidence and discipline scores also increased significantly after training. The findings support the development of an action plan integrating combative sports into senior high school physical education to enhance learners' physical, motor, and psychosocial development.", "url": "https://erfresearch.com/articles/v2n1-04-impact-of-combative-sports-training-on-physic.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=27" }, { "title": "Faith, Grace, and Motion: Analyzing The Movements of Karakol Dance In Cavite", "authors": "Liezel M. Fernando", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 34, "lastPage": 40, "keywords": "Karakol Dance, Dance Literature, Cultural Preservation, Community Participation, Cultural Identity, Indigenous Dance", "abstract": "Indigenous dances in Cavite continue to serve as living expressions of faith, cultural identity, and communal memory, yet many remain insufficiently documented for systematic preservation and instruction. This study investigated the process of analyzing the movements and developing enhanced dance literature for the Karakol dance in Cavite. Specifically, it determined the dancers' level of proficiency in executing choreographed movements, the frequency of community participation and engagement in documentation and preservation, the perceived level of cultural identity and pride, the duration of involvement in terms of hours of practice and sessions attended, and the respondents' knowledge of the historical and cultural significance of the dance. The study employed a quantitative descriptive-correlational research design involving sixty dancers, cultural practitioners, and community members who participated in Karakol-related workshops, rehearsals, performances, and documentation activities. Data were gathered through a structured survey questionnaire and dance proficiency evaluation rubric, then analyzed using descriptive statistical measures. Findings revealed that respondents demonstrated high proficiency in performing the dance, frequent participation in documentation and preservation activities, high cultural identity and pride, moderate to high duration of involvement, and high knowledge of the dance's historical and cultural significance. These results indicated that sustained community participation contributed to the effective transmission of movement knowledge and strengthened appreciation of heritage. Based on the findings, the study proposed an enhanced Karakol dance literature comprising movement descriptions, choreographic structures, cultural annotations, historical background, and instructional guides. The study concluded that systematic documentation can support the preservation, promotion, and intergenerational transmission of the Karakol dance.", "url": "https://erfresearch.com/articles/v2n1-05-faith-grace-and-motion-analyzing-the-movement.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=34" }, { "title": "The Benefits of Outdoor Physical Activity on Stress Reduction And Well-Being", "authors": "Charmaine Angel D. Garcia", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 41, "lastPage": 46, "keywords": "Outdoor Physical Activity, Stress Reduction, Well-Being, Green Exercise, Physical Health, Mental Health", "abstract": "Stress has become a common concern in modern life, making accessible and sustainable activities for improving well-being increasingly important. This study examined the benefits of outdoor physical activity for stress reduction and well-being among individuals who regularly engage in outdoor activities. Specifically, it examined the perceived benefits of outdoor physical activity for stress reduction, assessed its effects on participants' well-being, identified challenges to regular participation, and proposed innovative strategies to improve engagement and outcomes. The study employed a quantitative descriptive-correlational research design involving 300 respondents selected through purposive sampling. Participants included individuals who had engaged in outdoor physical activities such as walking, running, cycling, hiking, or outdoor fitness programs for at least three months. Data were gathered using a structured survey questionnaire that measured perceived benefits, well-being effects, challenges, and suggested strategies. Findings revealed that respondents perceived outdoor physical activity as highly beneficial, particularly in physiological, social, emotional, and psychological dimensions. The effects on well-being were also highly evident, with physiological and social benefits receiving the highest ratings. Outdoor physical activity contributed to improved fitness, emotional relief, stress management, mindfulness, social connection, and overall quality of life. However, respondents also encountered moderate challenges, including physical strain, limited access to outdoor spaces, unfavorable weather, limited time, and safety concerns. The study concluded that outdoor physical activity is an effective way to reduce stress and enhance well-being. It recommended community-based programs, improved green spaces, outdoor wellness initiatives, and inclusive strategies to encourage sustained participation.", "url": "https://erfresearch.com/articles/v2n1-06-the-benefits-of-outdoor-physical-activity-on.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=41" }, { "title": "Plant-Powered Athletes: A Comparative Study Of Nutritional Intake And Physical Output Performance", "authors": "Angelo R. Gonzalo", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 47, "lastPage": 54, "keywords": "Plant-Powered Athletes, Nutritional Intake, Physical Output Performance, Endurance, Strength, Micronutrient Adequacy", "abstract": "The increasing adoption of plant-based diets among competitive athletes has intensified interest in whether such dietary patterns can sustain high-level performance without compromising nutritional adequacy. This study compared the nutritional intake and physical performance of 300 competitive athletes in Metro Manila, divided equally into plant-powered and omnivorous groups. Using a comparative, quantitative, cross-sectional design, data were collected through 7-day food records, 24-hour dietary recalls, food frequency questionnaires, and standardized performance assessments of endurance, strength, and speed. Descriptive statistics, independent-samples t-tests, and Pearson correlation were applied at the 0.05 level of significance. Findings showed significant differences in dietary intake between groups. Plant-powered athletes consumed a higher proportion of carbohydrates, whereas omnivorous athletes consumed a higher proportion of protein and had markedly higher intakes of vitamin B12 and omega-3 fatty acids. Iron intake was slightly higher among plant-powered athletes. Despite these nutritional differences, no statistically significant differences were found in VO2max, squat 1-repetition maximum ratio, or 100-meter sprint time, indicating comparable endurance, strength, and speed outcomes across dietary patterns. Correlation analysis further revealed that higher carbohydrate intake was positively associated with VO2max, protein intake with strength, and omega-3 intake with time-to-exhaustion, while vitamin B12 showed a significant negative correlation with sprint time. The study concludes that a well-planned plant-based diet can support athletic performance comparable to that of an omnivorous diet, provided that key micronutrient gaps are addressed through careful dietary planning and appropriate supplementation.", "url": "https://erfresearch.com/articles/v2n1-07-plant-powered-athletes-a-comparative-study-of.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=47" }, { "title": "Impact of Digital Tools Integration on Learning Outcomes In Physical Education", "authors": "Erwin R. Ico", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 55, "lastPage": 61, "keywords": "Digital Tools, Physical Education, Learning Outcomes, Physical Fitness, Skill Acquisition, Knowledge Retention, Quasi-Experimental Study", "abstract": "The growing integration of technology in education has transformed teaching and learning processes, including the delivery of Physical Education in contemporary schools. This study investigated the impact of digital tools integration on the learning outcomes of junior high school students in Physical Education. Specifically, it examined the effects of digital tool use on physical fitness, skill acquisition, and knowledge retention. It compared the outcomes of students exposed to digital-enhanced instruction with those taught through traditional methods. The study employed a quantitative quasi-experimental pre-test/post-test control-group design with an experimental and a control group. Standardized assessments were used to measure physical fitness through the FITNESSGRAM, skill acquisition through performance-based assessments, and knowledge retention through teacher-made pre- and post-tests. Findings revealed that students exposed to digital tools demonstrated significantly greater improvement across all measured outcomes than those who received traditional instruction. The experimental group obtained higher post-test mean scores in cardiovascular endurance (M = 51.5, SD = 7.8), muscular strength (M = 42.3, SD = 6.5), skill acquisition (M = 82.7, SD = 7.3), and knowledge retention (M = 78.9, SD = 8.5). Moreover, significant positive correlations were found between the frequency of digital tool usage and improvements in fitness (r = 0.62, p <.001), skill acquisition (r = 0.55, p <.001), and knowledge retention (r = 0.48, p <.001). The study concluded that integrating digital tools in Physical Education significantly enhances student learning outcomes and supports more engaging, data-driven, and effective instruction.", "url": "https://erfresearch.com/articles/v2n1-08-impact-of-digital-tools-integration-on-learni.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=55" }, { "title": "Occupational Stressors and Coping Mechanisms Among Teachers of Music, Arts, Physical Education, and Health In Secondary Schools", "authors": "Angeli Grace A. Macaraeg", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 62, "lastPage": 70, "keywords": "Occupational Stressors, Coping Mechanisms, MAPEH Teachers, Work Balance, Job Satisfaction, Secondary Schools", "abstract": "The teaching profession has become increasingly demanding, exposing educators to multiple occupational stressors that may affect their coping capacity and overall well-being. This study examined the occupational stressors and coping mechanisms among Music, Arts, Physical Education, and Health (MAPEH) teachers in secondary schools during the School Year 2025-2026. Specifically, it determined the perceived severity of occupational stressors in terms of workload, student discipline, and administrative demands; assessed the frequency of coping mechanisms in terms of problem-focused, emotion-focused, and social-support strategies; examined the relationship between occupational stressors and coping mechanisms; and compared the well-being outcomes of teachers who frequently used adaptive coping mechanisms and those who used less adaptive strategies. The study employed a quantitative descriptive-correlational design involving 40 MAPEH teachers from Dagupan City National High School and Moncada National High School. Data were gathered through a structured survey questionnaire and analyzed using mean, standard deviation, Pearson's correlation coefficient, and an independent samples t-test. Results showed that occupational stressors were generally high, with administrative demands and workload emerging as the most severe sources of stress. MAPEH teachers frequently used coping mechanisms, with problem-focused coping as the most common strategy. A significant moderate positive correlation was found between occupational stressors and coping mechanisms. Moreover, teachers who frequently used adaptive coping mechanisms demonstrated significantly higher levels of work balance and job satisfaction than those who used less adaptive strategies. The findings underscore the importance of institutional support programs that reduce occupational stress and strengthen adaptive coping among MAPEH teachers.", "url": "https://erfresearch.com/articles/v2n1-09-occupational-stressors-and-coping-mechanisms.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=62" }, { "title": "The Effectiveness of Differentiated Instruction on Enhancing MAPEH Performance Among Learners With Diverse Learning Styles", "authors": "Mayvelyn S. Reyes", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 71, "lastPage": 77, "keywords": "Differentiated Instruction, MAPEH Performance, Diverse Learning Styles, Scaffolding, Flexible Grouping, Multimedia Integration", "abstract": "Differentiated instruction has become increasingly relevant in MAPEH classrooms where learners demonstrate varied readiness levels, interests, abilities, and learning styles. This study determined the effectiveness of differentiated instruction in enhancing the MAPEH performance of junior high school learners with diverse learning styles. Specifically, it compared the average MAPEH final grades of learners who received differentiated instruction and those who received traditional instruction, determined the significant difference between the two groups, identified the differentiated teaching strategies used by MAPEH teachers, examined the relationship between learners' MAPEH test scores and differentiated teaching strategies, and proposed an action plan to address learners' needs. The study employed a quantitative quasi-experimental design with a non-equivalent pretest-posttest control group. Data were gathered from learners exposed to differentiated and traditional instruction through academic records, standardized MAPEH assessments, and structured teacher surveys. Descriptive statistics, an independent-samples t-test, and Pearson's correlation were used to analyze the data. Findings revealed that learners who received differentiated instruction obtained a higher mean MAPEH grade than those who received traditional instruction. The difference between the two groups was statistically significant, indicating that differentiated instruction produced better academic outcomes. The most commonly used differentiated strategies were scaffolding, flexible grouping, and multimedia integration. The correlation results further showed positive, significant relationships between differentiated strategies and learners' MAPEH test scores, with scaffolding showing the strongest association. The study concluded that differentiated instruction is an effective approach for improving MAPEH performance and recommended an action plan focused on teacher training, curriculum flexibility, technology integration, continuous monitoring, and sustained instructional support.", "url": "https://erfresearch.com/articles/v2n1-10-the-effectiveness-of-differentiated-instructi.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=71" }, { "title": "Occupational Stressors, Burnout And Coping Mechanism Among Music, Arts, Physical Education, And Health Teachers In Secondary Schools", "authors": "Mary Shenna N. Ceralde 79", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 78, "lastPage": 84, "keywords": "Occupational Stressors, Burnout, Coping Mechanisms, MAPEH Teachers, Teacher Well-Being, Intervention Plan", "abstract": "Music, Arts, Physical Education, and Health teachers in secondary schools continue to encounter demanding instructional, behavioral, and administrative conditions that may heighten occupational stress and contribute to burnout. This study examined the occupational stressors, burnout levels, and coping mechanisms of MAPEH teachers at Mangaldan National High School during the 2025-2026 academic year. Specifically, it determined the extent of perceived occupational stressors in terms of workload, student discipline, and administrative demands; assessed burnout in terms of emotional, physical, and mental exhaustion; identified coping mechanisms categorized as problem-focused, emotion-focused, and social support; and tested the relationships between stressors, coping mechanisms, and burnout. The study employed a quantitative, descriptive-correlational design and used a total enumeration of 30 MAPEH teachers. Data were gathered through a structured Likert-scale survey questionnaire and analyzed using descriptive statistics and Pearson's correlation coefficient. Findings revealed that MAPEH teachers experienced high occupational stress, with workload as the most prominent stressor. Burnout was also high, particularly in emotional and mental exhaustion, indicating that sustained work demands affected teachers' well-being. The respondents frequently used coping mechanisms, with problem-focused coping as the most utilized strategy. Correlational results showed a significant positive relationship between occupational stressors and burnout, while coping mechanisms had a significant negative relationship with burnout. Based on the findings, the study proposed a teacher-focused intervention plan to reduce stress, strengthen coping resources, and promote teacher well-being. The results underscore the need for institutional support, balanced workload distribution, wellness programs, and peer-based assistance for sustainable MAPEH teaching practice settings.", "url": "https://erfresearch.com/articles/v2n1-11-occupational-stressors-burnout-and-coping-mec.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=78" }, { "title": "Impact of Recreational Physical Activities on the Wellness And Academic Performance Of Senior High School Learners", "authors": "Ma. Cecilia A. Maurillo", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 85, "lastPage": 91, "keywords": "Recreational Physical Activities, Wellness, Academic Performance, Senior High School Learners, Active Lifestyle, Holistic Development", "abstract": "Senior High School learners increasingly experience academic demands, sedentary habits, and wellness concerns that may affect their physical, psychological, social, and academic development. This study investigated the influence of recreational physical activities on the wellness and academic performance of Senior High School learners. Specifically, it compared the self-reported wellness and academic achievement scores of learners who regularly engaged in recreational physical activities with those who did not, determined significant differences between the two groups, and examined the relationship between recreational activity participation and academic performance. A quantitative comparative-correlational research design was employed. Data were gathered through a researcher-developed recreational physical activity checklist, a standardized wellness questionnaire covering physical, psychological, and social wellness, and official academic achievement records. Descriptive statistics, an independent-samples t-test, and a Pearson product-moment correlation were used to analyze the data. Findings showed that active learners obtained higher wellness scores in physical, psychological, and social domains than non-active learners. Results also revealed a significant difference in the two groups' wellness scores. In terms of academic achievement, learners who regularly participated in recreational physical activities recorded higher scores than their inactive counterparts, with the difference statistically significant. Moreover, participation in recreational physical activities showed a positive and significant correlation with academic performance. These findings suggest that recreational physical activities contribute to learners' holistic wellness and academic success. Based on the results, school-based programs such as wellness breaks, after-school recreational clubs, peer-led group activities, and active lifestyle campaigns are recommended to promote learner well-being and academic performance.", "url": "https://erfresearch.com/articles/v2n1-12-impact-of-recreational-physical-activities-on.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=85" }, { "title": "Project Rebound: A Remedial Support Program For Low Performing Learners In MAPEH", "authors": "Michael A. Rodriguez", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 92, "lastPage": 98, "keywords": "Project Rebound, Remedial Support Program, Low-Performing Learners, MAPEH, Academic Performance, Learner Engagement", "abstract": "Academic underperformance in MAPEH remains a persistent concern, with learners earning failing or near-failing grades and requiring structured remedial support to recover lost competencies. This study developed and evaluated Project Rebound, a remedial support program for low-performing learners in Music, Arts, Physical Education, and Health at the Junior High School Department of Alejandro F. Oligan National High School during School Year 2025-2026. Specifically, it determined learners' academic performance before the intervention in terms of written assessments, performance-based tasks, and quarterly grades; identified the key components of the program; established its content validity and acceptability; examined the significant difference between pretest and posttest academic performance; assessed learner engagement and motivation after participation; and described the final form of the developed program. The study employed a quantitative developmental-evaluative design using a single-group pretest-posttest approach. Sixty learners with failing or near-failing MAPEH grades were selected through purposive sampling, while five MAPEH experts validated the program. Data were gathered through written achievement tests, performance-based assessment rubrics, an expert validation checklist, and a learner engagement and motivation questionnaire. Findings showed that learners initially performed below the proficiency level, while Project Rebound was found to be highly valid and acceptable. After the six-week intervention, written assessment scores, performance-based task ratings, and quarterly grades significantly improved. Learners also reported high to very high engagement and motivation. The study concluded that Project Rebound effectively improved academic performance and may serve as a structured remedial model for MAPEH learners in similar public secondary school settings.", "url": "https://erfresearch.com/articles/v2n1-13-project-rebound-a-remedial-support-program-fo.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=92" }, { "title": "Beat-Matched High-Intensity Interval Training Program and Its Effects on Cardiovascular Endurance and Perceived Motivation Among Grade 10 Learners", "authors": "Francis Z. Micu", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 99, "lastPage": 105, "keywords": "Beat-Matched HIIT, Cardiovascular Endurance, Perceived Motivation, Physical Activity Enjoyment, Grade 10 Students", "abstract": "Declining physical activity and low engagement in school-based exercise have become pressing concerns among adolescents, particularly in physical education settings where traditional routines often fail to sustain motivation and cardiovascular development. This study examined the effects of a beat-matched high-intensity interval training (HIIT) program on cardiovascular endurance, perceived motivation, and enjoyment of physical activity among Grade 10 students at Dagupan City National High School. Using a quasi-experimental pretest-posttest non-equivalent groups design, 150 students were assigned to an experimental group exposed to beat-matched HIIT and a control group that participated in traditional physical education activities. Data were collected through the 20-Meter Progressive Aerobic Cardiovascular Endurance Run (PACER), a perceived motivation questionnaire, and the Physical Activity Enjoyment Scale. Findings revealed that the experimental group's mean PACER score improved from 28.45 laps in the pretest to 38.72 laps in the posttest, indicating a substantial gain in cardiovascular endurance. Motivation scores likewise increased from 3.12 to 4.21, reflecting a shift from moderate to high motivation. Moreover, motivation and cardiovascular endurance showed a strong positive relationship (r =.72), suggesting that greater motivation was associated with better endurance performance. The experimental group also reported significantly higher enjoyment (M = 4.32, SD = 0.41) than the control group (M = 3.71, SD = 0.48), with t = 6.85 and p =.000. The study concludes that beat-matched HIIT is an effective and engaging intervention for improving fitness, motivation, and enjoyment in secondary school physical education. Its integration may strengthen active lifestyles and student participation in school.", "url": "https://erfresearch.com/articles/v2n1-14-beat-matched-high-intensity-interval-training.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=99" }, { "title": "Participation On Extracurricular Activities in MAPEH Its Effect On Student Social Skills and Academic Success", "authors": "Evander Caleb N. Ramirez", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 106, "lastPage": 112, "keywords": "MAPEH Extracurricular Activities, Student Participation, Social Skills, Academic Success, Sports Teams, Holistic Development", "abstract": "Extracurricular activities in MAPEH provide meaningful opportunities for students to develop social skills, strengthen academic habits, and experience holistic growth beyond regular classroom instruction. This study determined the effects of participation in Music, Arts, Physical Education, and Health extracurricular activities on students' social skills and academic success. Specifically, it identified the extracurricular activities in MAPEH, determined the level of student participation, examined the effects of participation on social skills and academic success, tested significant differences in the effects across activity categories, identified challenges encountered by students, and proposed intervention measures to improve participation and performance. The study employed a quantitative, descriptive-correlational research design involving 400 students who were actively participating in MAPEH extracurricular activities. Data were gathered through a structured survey questionnaire measuring participation level, the impact of social skills and academic success, challenges, and recommended improvements. Findings revealed that sports teams had the highest participation frequency and the highest mean participation score, followed by music clubs, art clubs, and health advocacy groups. Participation in sports teams also showed the strongest perceived effect on both social skills and academic success, while music and art clubs likewise contributed positively to communication, teamwork, confidence, creativity, motivation, and academic development. Significant differences were observed in the effects of participation across activity categories, with sports teams demonstrating the strongest impact. The main challenges encountered were time constraints, lack of resources, and limited awareness of some activities. The study concluded that MAPEH extracurricular participation positively influences students' social and academic development and recommended resource support, flexible scheduling, stronger promotion, and inclusive program planning.", "url": "https://erfresearch.com/articles/v2n1-15-participation-on-extracurricular-activities-i.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=106" }, { "title": "Culturally Responsive Physical Education: Integrating Indigenous Games to Foster Cultural Identity and Engagement", "authors": "Jinky V. Rizala", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 113, "lastPage": 120, "keywords": "Culturally Responsive Physical Education, Indigenous Games, Cultural Identity Engagement, Student Engagement, Knowledge And Appreciation, Quasi-Experimental Study", "abstract": "As schools seek culturally responsive approaches to make physical education more meaningful, the integration of indigenous games has become increasingly relevant as a strategy to strengthen both student engagement and cultural identity. This study examined the effects of integrating indigenous games into culturally responsive physical education classes on students' cultural identity engagement, observed classroom engagement, and knowledge and appreciation of local indigenous games. The study employed a quantitative quasi-experimental one-group pretest-posttest design involving 200 students enrolled in physical education classes at a public secondary school in Pangasinan. Data were gathered through a researcher-made survey questionnaire, structured observation checklists, and pre-test and post-test instruments. Descriptive statistics, including weighted means and standard deviations, were used to describe respondents' levels of cultural identity engagement and classroom engagement. In contrast, a paired-samples t-test was used to determine the significance of differences in knowledge and appreciation before and after the intervention. Findings revealed that students demonstrated a high level of perceived cultural identity engagement (mean = 4.49) and a very high level of observed student engagement (mean = 4.54). Results further showed a substantial improvement in knowledge and appreciation scores, from a pre-test mean of 18.20 to a post-test mean of 26.85, yielding a mean gain of 8.65. The paired-sample t-test confirmed that this increase was statistically significant (t = 15.72, p <.05). The study concluded that integrating indigenous games into culturally responsive physical education effectively enhances cultural identity, promotes active engagement, and improves students' knowledge and appreciation of local cultural heritage, thereby supporting the development of a teacher training program for sustainable implementation.", "url": "https://erfresearch.com/articles/v2n1-16-culturally-responsive-physical-education-inte.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=113" }, { "title": "The Effect Of Training Hours on the Academic Performance Of Student-Athletes", "authors": "Gregory M. Saclayan", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 121, "lastPage": 127, "keywords": "Training Hours, Academic Performance, Student-Athletes, Attendance Rate, Time Management, Quantitative Study", "abstract": "Student-athletes continually face the challenge of balancing intensive training schedules with academic demands. This study investigated the effect of training hours on the academic performance of student-athletes at Dagupan City National High School during the Academic Year 2025-2026. Specifically, it examined differences in academic performance between student-athletes with high and low training hours, determined the relationship between weekly training hours and academic performance, compared academic class attendance rates between student-athletes and non-athletes, and proposed an action plan based on the quantitative findings. The study employed a quantitative, non-experimental design using correlational and comparative approaches. A total of 300 respondents participated in the study. Data were gathered from official institutional records on grade point average and attendance, and from a standardized self-report questionnaire on training hours and time management skills. The data were analyzed using the mean, standard deviation, independent-samples t-test, and Pearson product-moment correlation coefficient. Findings revealed that student-athletes with fewer training hours achieved a higher mean academic performance score (M = 3.12, SD = 0.35) than those with more training hours (M = 2.85, SD = 0.42), with the difference statistically significant. A significant moderate negative correlation was likewise established between training hours and academic performance (r = -0.385, p <.001). In addition, student-athletes recorded lower attendance rates than non-athletes, although those with high training hours reported better time management skills. The study concluded that excessive training hours adversely affect academic outcomes and class attendance, thereby necessitating institutional interventions that promote a healthier balance between athletic commitments and academic responsibilities.", "url": "https://erfresearch.com/articles/v2n1-17-the-effect-of-training-hours-on-the-academic.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=121" }, { "title": "The Mismatch: Exploring The Challenges of Non-Specialist Teaching", "authors": "Geneveve S. Vinoya", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 128, "lastPage": 135, "keywords": "Non-Specialist Teaching, Teacher Specialization Mismatch, Pedagogical Challenges, Institutional Support, Qualitative Phenomenology, Professional Development", "abstract": "Teacher specialization remains a critical foundation of effective instruction. However, many schools continue to assign educators to subjects outside their formal preparation, creating challenges that affect teaching quality, teacher confidence, and institutional responsiveness. This study explored the lived experiences of non-specialist teachers in Lingayen, Pangasinan, with emphasis on the challenges they encountered, the effects of specialization mismatch on their pedagogical approaches, the institutional support available to them, and the intervention measures that may address their needs. Using a qualitative phenomenological design, the study gathered data from ten purposively selected non-specialist teachers through in-depth semi-structured interviews. The data were analyzed through thematic analysis to identify recurring patterns and meanings embedded in the participants' narratives. Findings revealed that non-specialist teachers experienced substantial difficulties rooted in limited content mastery, increased preparation time, instructional insecurity, and emotional strain. These challenges influenced their classroom practices, leading to survival-based pedagogical strategies such as heavy reliance on textbooks, simplification of lessons, avoidance of complex concepts, and improvised instructional methods. The study further found that institutional support was often inconsistent, generic, and insufficient, while collegial assistance from subject-specialist peers emerged as the most practical form of support. Participants emphasized the need for subject-specific professional development, structured mentoring, co-teaching arrangements, and stricter specialization-based deployment policies. The study concluded that non-specialist teaching is not merely a staffing concern but a systemic instructional issue requiring coordinated interventions at the school, policy, and professional development levels to enhance teacher competence, well-being, and instructional effectiveness.", "url": "https://erfresearch.com/articles/v2n1-18-the-mismatch-exploring-the-challenges-of-non.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=128" }, { "title": "Integrative Approaches in Teaching Music, Arts, Physical Education, and Health on Student Engagement and Holistic Development in Junior High School", "authors": "Alyssa B. Zamora", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 136, "lastPage": 143, "keywords": "Integrative Approaches; MAPEH Instruction; Student Engagement; Holistic Development; Academic Performance; Junior High School", "abstract": "In contemporary junior high school contexts, the demand for holistic, engaging, and developmentally responsive instruction has intensified the need to examine integrative approaches in Music, Arts, Physical Education, and Health (MAPEH). This study investigated the effects of integrative MAPEH teaching on student engagement, holistic development, and academic performance among junior high school learners in Pangasinan I Schools Division during 2025-2026. Employing a quantitative descriptive-comparative and correlational design, the study involved 150 Grades 7-10 students and 10 MAPEH teachers selected from public schools. Data were gathered through validated survey questionnaires measuring perceived effectiveness, implementation extent, engagement, and holistic development, while academic performance was obtained from school records. Descriptive statistics, an independent-samples t-test, and Pearson's correlation were used to analyze the data. Findings revealed that teachers (M = 4.32, SD = 0.41) and students (M = 4.18, SD = 0.52) perceived integrative approaches as highly effective. Students exposed to integrative MAPEH instruction recorded higher holistic development scores (M = 4.27, SD = 0.39) than those who experienced non-integrative instruction (M = 3.81, SD = 0.44), with a significant difference between groups, t(148) = 6.21, p <.001. The extent of implementation was moderately high (M = 3.94, SD = 0.47), and academic performance was higher among the integrative group (M = 87.45) than the comparison group (M = 83.12). A moderate positive correlation emerged between the extent of implementation and academic performance (r =.41, p <.001). The study concludes that integrative MAPEH instruction enhances learner engagement, holistic development, and academic achievement.", "url": "https://erfresearch.com/articles/v2n1-19-integrative-approaches-in-teaching-music-arts.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=136" }, { "title": "The Effects of Mobile Technology Integration on Learning Outcomes and Motivation In Physical Education", "authors": "Arjay Philip T. Reyes", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 144, "lastPage": 151, "keywords": "Plant-Powered Athletes, Nutritional Intake, Physical Output Performance, Endurance, Strength, Micronutrient Adequacy", "abstract": "The increasing adoption of plant-based diets among competitive athletes has intensified interest in whether such dietary patterns can sustain high-level performance without compromising nutritional adequacy. This study compared the nutritional intake and physical performance of 300 competitive athletes in Metro Manila, divided equally into plant-powered and omnivorous groups. Using a comparative, quantitative, cross-sectional design, data were collected through 7-day food records, 24-hour dietary recalls, food frequency questionnaires, and standardized performance assessments of endurance, strength, and speed. Descriptive statistics, independent-samples t-tests, and Pearson correlation were applied at the 0.05 level of significance. Findings showed significant differences in dietary intake between groups. Plant-powered athletes consumed a higher proportion of carbohydrates, whereas omnivorous athletes consumed a higher proportion of protein and had markedly higher intakes of vitamin B12 and omega-3 fatty acids. Iron intake was slightly higher among plant-powered athletes. Despite these nutritional differences, no statistically significant differences were found in VO2max, squat 1-repetition maximum ratio, or 100-meter sprint time, indicating comparable endurance, strength, and speed outcomes across dietary patterns. Correlation analysis further revealed that higher carbohydrate intake was positively associated with VO2max, protein intake with strength, and omega-3 intake with time-to-exhaustion, while vitamin B12 showed a significant negative correlation with sprint time. The study concludes that a well-planned plant-based diet can support athletic performance comparable to that of an omnivorous diet, provided that key micronutrient gaps are addressed through careful dietary planning and appropriate supplementation.", "url": "https://erfresearch.com/articles/v2n1-20-the-effects-of-mobile-technology-integration.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=144" }, { "title": "The Impact of Participation in Recreational Activities on Academic Achievement Among Senior High School Students", "authors": "Juree-Mae N. Cortez", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 152, "lastPage": 158, "keywords": "Recreational Activities; Academic Achievement; Senior High School Students; GPA; Standardized Test Scores; Holistic Development", "abstract": "In senior high school, students face increasing academic demands while also needing meaningful opportunities for recreation, social connection, creativity, well-being, and resilience. This study examined the impact of participation in recreational activities on the academic achievement of senior high school students. Using a quantitative cross-sectional, comparative, and correlational research design, the study assessed students' participation in physical, creative, social, and outdoor recreational activities and related these patterns to academic achievement indicators, particularly Grade Point Average (GPA) and standardized test scores. Data were gathered through a structured self-report questionnaire and official school records. Descriptive statistics, an independent-samples t-test, and Pearson's correlation were employed to analyze the data. Findings revealed that students demonstrated a moderate overall level of participation in recreational activities, with social activities receiving the highest engagement, followed by physical, creative, and outdoor activities. Academic achievement was generally favorable, as reflected in a good mean GPA and satisfactory standardized test scores. Results further showed that students who participated in recreational activities obtained higher GPAs and standardized test scores than non-participants. Significant differences were observed between participants and non-participants, while correlation analysis indicated a positive association between recreational activity participation and academic achievement. These findings suggest that recreation is not merely a break from academic work but a meaningful contributor to students' motivation, balance, cognitive functioning, and overall school performance. The study concludes that schools should intentionally promote accessible and varied recreational programs to support academic achievement and holistic development among senior high school learners across diverse learning contexts and communities.", "url": "https://erfresearch.com/articles/v2n1-21-the-impact-of-participation-in-recreational-a.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=152" }, { "title": "Psychological Impact Of Somatotype Learners In Taking Up Physical Education", "authors": "Cresilda B. Emocling", "degree": "Master of Arts in Education Major in MAPEH", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 159, "lastPage": 165, "keywords": "Somatotype Awareness, Physical Education, Self-Esteem, Body Image, Learner Motivation, Peer Interaction, Psychological Well-Being", "abstract": "In Physical Education classes, learners often carry not only their physical abilities but also their self-perceptions, body concerns, peer experiences, and motivation shaped by how they understand their own body type. This study examined the psychological impact of somatotype awareness among learners taking up Physical Education. Specifically, it investigated how students' awareness of their endomorphic, mesomorphic, or ectomorphic body type influenced their self-esteem, body image, participation, performance, peer interaction, motivation, psychological well-being, and perception of inclusive teaching strategies. The study employed a quantitative descriptive-correlational research design using a structured survey questionnaire administered to Physical Education learners from selected schools. The instrument measured somatotype awareness and related psychological dimensions, including self-esteem, body image perception, participation, peer socialization, motivation, and satisfaction with teaching adaptations. Findings revealed clear differences across somatotype groups. Mesomorphic students reported the highest levels of self-esteem, positive body image, participation, performance, peer acceptance, intrinsic motivation, and psychological well-being. Endomorphic students experienced greater challenges, including lower self-esteem, negative body image, reduced participation, higher social isolation, bullying experiences, and lower motivation. Ectomorphic students generally demonstrated moderate outcomes, with strengths in selected activities but ongoing concerns about confidence and physical comparisons. The findings further showed that existing Physical Education strategies appeared more favorable to mesomorphic learners, suggesting the need for more inclusive, body-positive, and adaptive instruction. The study concludes that somatotype awareness has meaningful psychological implications in Physical Education and that schools must promote supportive practices that value body diversity, reduce stigma, and encourage equitable participation among all learners.", "url": "https://erfresearch.com/articles/v2n1-22-psychological-impact-of-somatotype-learners-i.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=159" }, { "title": "Leadership Styles of School Heads as Predictors of Teacher Performance In Public Schools in First Congressional District", "authors": "Arles R. Mundo 167", "degree": "Master of Arts in Education Major in School Administration", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 166, "lastPage": 172, "keywords": "School Leadership, Leadership Styles, Transformational Leadership, Transactional Leadership, Laissez-Faire Leadership, Teacher Performance, RPMS, IPCRF", "abstract": "School leadership plays a critical role in shaping teacher performance, instructional quality, professional motivation, and school effectiveness within accountability-driven public education systems. This study examined school heads' leadership styles as predictors of teacher performance in public schools in the First Congressional District. Specifically, it determined the level of school heads' leadership styles in terms of transformational, transactional, and laissez-faire leadership; assessed the level of teacher performance based on RPMS ratings and IPCRF scores; examined the significant relationship between leadership styles and teacher performance; determined the extent to which leadership styles significantly predicted teacher performance; and identified which leadership style best predicted teacher performance. The study was anchored on the Full Range Leadership Theory and employed a quantitative predictive research design. Data on leadership styles were gathered from teacher respondents using a standardized leadership questionnaire adapted from the Multifactor Leadership Questionnaire, while teacher performance data were obtained from official Results-Based Performance Management System ratings and Individual Performance Commitment and Review Form scores. Descriptive statistics, Pearson product-moment correlation, and multiple linear regression analysis were used to analyze the data. Findings revealed that transformational leadership was practiced at a very high level, transactional leadership at a high level, and laissez-faire leadership at a low level. Teacher performance was rated very satisfactory based on RPMS and IPCRF indicators. Correlation results showed that transformational and transactional leadership were positively related to teacher performance, while laissez-faire leadership was negatively related. Regression analysis revealed that leadership styles significantly predicted teacher performance, with transformational leadership emerging as the strongest predictor. The study concluded that engaged, supportive, and vision-oriented school leadership contributes meaningfully to teacher performance in public schools.", "url": "https://erfresearch.com/articles/v2n1-23-leadership-styles-of-school-heads-as-predicto.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=166" }, { "title": "Proposed Reading Enhancement Program for The Grade Four Learners of Sapang Elementary School", "authors": "Gay Poserio-Aquino", "degree": "Doctor of Education", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 173, "lastPage": 179, "keywords": "Reading Performance, Reading Difficulties, Reading Needs, Grade 4 Learners, Reading Enhancement Program, Sapang Elementary School", "abstract": "Reading proficiency remains a foundational academic skill that enables learners to understand classroom instructions, access subject-area content, participate meaningfully in learning activities, and develop independent study habits. This study assessed the reading performance, reading difficulties, and reading needs of Grade 4 learners of Sapang Elementary School, Bayambang, Pangasinan, as a basis for a proposed Reading Enhancement Program. Specifically, it determined the learners' profiles, assessed their reading performance in word recognition, fluency, vocabulary, and reading comprehension, identified the reading difficulties they encountered, determined their reading needs based on the assessment results, and developed a proposed intervention program responsive to their literacy needs. The study employed a descriptive-developmental research design. The respondents were the 45 Grade 4 learners of Sapang Elementary School, selected through total population sampling or complete enumeration. Data were gathered using a profile sheet, a researcher-made reading performance assessment, and a reading difficulties and needs checklist, all of which underwent expert content validation before administration. Frequency counts, percentages, means, rankings, and descriptive statistics were used to analyze the data. Findings revealed that most respondents were 10 years old, and the sex distribution was nearly balanced, with slightly more male learners. The learners demonstrated an overall moderate level of reading performance, with word recognition as the strongest area and reading comprehension as the weakest. They also encountered significant reading difficulties, particularly in understanding unfamiliar words and in reading smoothly with proper pacing. Correspondingly, their reading needs were high, especially in vocabulary enrichment and guided reading activities to improve fluency. Based on these findings, the study proposed Project BASA-G4: Building Advanced Skills in Reading for Grade 4 Learners, a school-based reading enhancement program designed to strengthen vocabulary, fluency, word recognition, and reading comprehension.", "url": "https://erfresearch.com/articles/v2n1-24-proposed-reading-enhancement-program-for-the.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=173" }, { "title": "Development of A Holistic Mentoring and Coaching Program for Te achers of North Central Elementary School", "authors": "Cristina T. Villanueva", "degree": "Master of Arts in Education Major in School Administration", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 180, "lastPage": 186, "keywords": "Holistic Mentoring, Coaching Program, Teacher Development, Professional Growth, Classroom Management, School-Based Support", "abstract": "Te achers need sustained, responsive, a n d school-based professional support to improve instructional competence, classroom management, assessment practices, professional growth, workload management, and personal well-being. This study developed a Holistic Mentoring and Coaching Program for teachers of North Central Elementary School. Specifically, it determined the profile of teacher-respondents in terms of age, sex, civil status, highest educational attainment, length of teaching experience, and grade-level assignment; identified their mentoring and coaching needs; examined the challenges they encountered in professional practice; developed a holistic mentoring and coaching program based on the findings; and validated the proposed program in terms of objectives, content, strategies and activities, usefulness, and feasibility. The study employed a descriptive-developmental research design. The respondents were eight teachers from North Central Elementary School, selected through a total population sampling method to ensure the program reflected the actual needs of the entire teaching force. Data were gathered using a researcher-developed questionnaire checklist and a separate validation checklist, both of which were subjected to expert validation. Frequency counts, percentages, weighted means, and composite means were used to analyze the data. Findings revealed that teachers had high to very high mentoring and coaching needs across major dimensions, particularly instructional competence, classroom management, assessment practices, professional growth, and personal and interpersonal well-being. Teachers also encountered challenges related to lesson delivery, learner behavior, diverse learners, assessment demands, workload pressures, stress, and collaboration. The developed Holistic Mentoring and Coaching Program was found to be highly valid, relevant, useful, and feasible for implementation. The study concluded that a school-based holistic mentoring and coaching program can strengthen teacher support systems and promote continuous professional growth.", "url": "https://erfresearch.com/articles/v2n1-25-development-of-a-holistic-mentoring-and-coach.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=180" }, { "title": "Master Teachers' Coaching And Mentoring Practices And Teachers' Classroom Performance", "authors": "Normando R. Capili, Jr., Mary Joy C. Agsalon, EdD, John Carlo M. Velasco", "degree": "", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 187, "lastPage": 193, "keywords": "Coaching And Mentoring, Master Teachers, Classroom Performance, Instructional Leadership, Professional Development, Teacher Competence", "abstract": "Master teachers serve as instructional leaders who support teacher development through coaching, mentoring, classroom observation, feedback, modeling, and professional guidance. This study examined the relationship between master teachers' coaching and mentoring practices and teachers' classroom performance in public elementary schools in Sta. Barbara II District, Schools Division Office, Pangasinan, during School Year 2024-2025. Specifically, it assessed coaching and mentoring practices across planning and goal-setting, observation and modeling, feedback and reflection, and support and professional development. It also assessed teachers' classroom performance in instructional delivery, classroom management, and student engagement. The study employed a descriptive-correlational research design using expert-validated Likert-scale questionnaires. Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression at the 0.05 level of significance. Findings revealed that master teachers' coaching and mentoring practices were highly observed, with an overall mean of 3.68. Planning and goal-setting obtained the highest rating, while observation and modeling emerged as the strongest predictors of classroom performance. Teachers' classroom performance was also rated highly proficient, particularly in instructional delivery and student engagement. A very strong positive relationship was found between coaching and mentoring practices and classroom performance, with r = 0.96 and p <.001. Regression analysis further showed that coaching and mentoring practices accounted for 95.6% of the variance in overall classroom performance. The study concluded that effective coaching and mentoring significantly enhance teachers' instructional competence, classroom management, and learner engagement.", "url": "https://erfresearch.com/articles/v2n1-26-master-teachers-coaching-and-mentoring-practi.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=187" }, { "title": "The Impact of Information and Communication Technology on Learning in Intermediate Grade", "authors": "Marian Lourdes C. Cruz Erlinda M. Agbayani", "degree": "Master of Arts in Education Major in School Administration", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 194, "lastPage": 200, "keywords": "Information And Communication Technology, ICT Integration, Intermediate-Grade Learners, Teacher Competency, Digital Literacy, Student Performance", "abstract": "Information and Communication Technology has become an essential component of modern instruction as schools seek to improve digital literacy, learner engagement, and classroom performance in the intermediate grades. This study determined the impact of Information and Communication Technology integration on learning among intermediate-grade learners. Specifically, it described the profile of ICT teachers in terms of highest educational attainment, ICT competency, years of teaching, relevant ICT training attended, and gadgets used for instruction; assessed the ICT performance of intermediate-grade learners; examined the relationship between teacher profile and learner ICT performance; identified student-related and teacher-related problems encountered in ICT integration; and proposed intervention measures to improve performance. The study employed a descriptive-correlational research design involving 150 ICT teachers from St. Columban College in Lingayen, St. Columban Institute in Labrador, and Domalandan Center Elementary School in Lingayen, Pangasinan. Data were gathered using a researcher-developed questionnaire and analyzed using frequency, percentage, weighted average, and correlation analyses. Findings revealed that most ICT teachers possessed bachelor's degrees, high self-rated ICT competency, relevant ICT training, and access to basic instructional gadgets such as laptops, smartphones, desktops, and projectors. Intermediate-grade learners demonstrated a high level of ICT performance, particularly in basic computer operations and use of productivity tools. Teacher ICT competency, relevant ICT training, and gadget use were significantly and positively related to learner ICT performance, whereas educational attainment and years of teaching were not. Major challenges included limited student access to devices, low digital literacy, poor connectivity, insufficient teacher training, and outdated equipment. The study concluded that practical ICT competency, sustained training, and adequate digital resources are critical to improving ICT-based learning.", "url": "https://erfresearch.com/articles/v2n1-27-the-impact-of-information-and-communication-t.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=194" }, { "title": "Enhancing Grade 11 Stem Learners' Conceptual Understanding Of Chemical Reaction Types Through A Micro-Scale Waste-Preventive Laboratory Approach: Evidence From A Quasi-Experimental Study", "authors": "Magdalena C. Manaoat, PhD, MST, Che Karen C. Calim, MEDChem, LPT", "degree": "", "volume": 2, "issue": 1, "period": "January - March 2026", "firstPage": 201, "lastPage": 207, "keywords": "Green Chemistry, Micro-Scale Laboratory, Chemical Reactions, Conceptual Understanding, STEM Education, Waste-Preventive Approach", "abstract": "Chemistry learners often struggle to understand chemical reaction types because the topic requires them to connect symbolic equations, molecular changes, and observable laboratory phenomena. This study evaluated the effectiveness of a micro-scale waste-prevention laboratory approach in enhancing Grade 11 STEM learners' conceptual understanding of types of chemical reactions. Grounded in Green Chemistry principles and experiential learning theory, the intervention used small-scale experimentation and safer household materials to provide sustainable, inquiry-based, and learner-centered laboratory experiences. The study employed a one-group pre-test/post-test quasi-experimental design involving 44 Grade 11 STEM learners from Urdaneta City National High School during Academic Year 2025-2026. A validated 20-item multiple-choice test aligned with Chemistry 2 curriculum competencies was administered before and after the intervention. The laboratory activities focused on synthesis, decomposition, single-replacement, and double-replacement reactions using materials such as steel wool, vinegar, hydrogen peroxide, yeast, aluminum foil, copper sulfate, and baking soda. Data were analyzed using descriptive statistics and a paired-samples t-test. Results showed that learners' mean score increased from 8.18 in the pre-test to 16.39 in the post-test, while the mean percentage score improved from 40.90% to 81.95%. The paired t-test result yielded a t-value of -91.66 and a p-value of.000, indicating a statistically significant improvement. The study concluded that the micro-scale waste-preventive laboratory approach effectively improved learners' conceptual understanding while promoting safety, environmental responsibility, and engagement in chemistry learning.", "url": "https://erfresearch.com/articles/v2n1-28-enhancing-grade-11-stem-learners-conceptual-u.html", "pdf": "https://erfresearch.com/assets/pdf/erf-vol2-no1-2026.pdf#page=201" } ] }