Davao del Norte State College

Reading proficiency is fundamental to learners’ academic success and lifelong learning; however, persistent gaps remain, particularly among Indigenous learners in the Philippines. Despite ongoing reading initiatives, limited research has examined how reading teachers implement reading programs within culturally diverse contexts such as that of Ata-Manobo students. This study aimed to explore the practices, challenges, and strategies of reading teachers implementing reading programs for Ata-Manobo learners. Anchored in a qualitative case study design within a social constructivist framework, the study involved purposively selected reading coordinators and teachers. Data were generated through in-depth interviews and analyzed using thematic analysis. Findings revealed that reading teachers implemented contextualized reading practices, including remedial and enhancement programs, structured procedures, and learner-centered approaches. However, they encountered significant challenges such as weak parental support, low student participation due to socio-economic demands, and limited instructional resources. In response, reading teachers employed adaptive strategies, including interactive and collaborative pedagogies, contextualization or indigenization of materials, principle-based instructional approaches, and personal initiatives such as home visitation and use of self-funded resources. The study underscores the need for culturally responsive and context-sensitive reading programs, strengthened school-community partnerships, and sustained institutional support to address structural and resource-related constraints. These findings contribute to improving reading program implementation for Indigenous learners and inform policy and practice in inclusive education.

Climate change increasingly threatens tropical crop production through erratic rainfall, rising temperatures, and more frequent extreme weather events that reduce crop productivity and disrupt farm management. This study assessed climate change impacts and farmers’ knowledge, attitudes, and practices (KAP) across banana, cassava, and mixed-cropping systems in Davao Oriental, Philippines. A total of 450 farmers were surveyed using a structured questionnaire, and data were analyzed using descriptive statistics and one-way analysis of variance (ANOVA). Banana farmers perceived the greatest climate change impacts (mean = 4.35), followed by cassava (4.05) and mixed-crop farmers (3.98). Across all systems, farmers demonstrated moderate to high knowledge (3.55–3.85) and positive attitudes (3.70–4.10) toward climate change adaptation, yet adaptation practices remained only moderate (3.50–3.75). Major climate-related challenges included erratic rainfall, prolonged drought, flooding, increasing pest and disease incidence, and declining crop yields. Common adaptation strategies included crop diversification, supplemental irrigation, drought-tolerant planting materials, soil conservation, and improved pest management. However, about 20% of banana farmers reported adopting no adaptation measures. Climate change affected not only crop productivity but also planting schedules, water management, and crop protection. Production constraints also varied by landscape, with upland banana and cassava farms experiencing greater drought and soil erosion, while coastal mixed-cropping areas were more vulnerable to flooding and saltwater intrusion. These findings underscore the need for crop-specific climate adaptation strategies, strengthened climate-smart agricultural extension, and improved access to localized climate information to enhance the resilience and sustainability of tropical crop production systems in the Philippines.

This study assessed the current level of skills and competencies of barangay tanods in the Municipality of Braulio E. Dujali to inform future intervention programs. Utilizing a descriptive-correlational design, the study employed a standardized questionnaire anchored on the DILG tanod training domains: gender sensitivity, first responder skills, and operational competencies. A total of 75 barangay tanods participated in the survey, and data were analyzed using descriptive statistics, Pearson correlation, and ANOVA. Findings revealed that the respondents possessed moderate levels of competency across all domains. Moreover, age and educational attainment did not exhibit statistically significant influence on any of the skill dimensions. The results underscore the importance of structured and hands-on training regardless of demographic profile. The study concludes with a recommendation for the implementation of a competency-based enhancement program to elevate the effectiveness and responsiveness of barangay tanods in performing their roles in local governance and community safety.

This study developed a framework to enhance e-government implementation in selected local government units (LGUs) in Davao del Norte. Using an exploratory sequential mixed-methods design, qualitative data were gathered through 9 key informant interviews, followed by a quantitative survey involving 235 participants. Exploratory Factor Analysis (EFA) revealed six core dimensions of e-government: (1) Institutional Digital Readiness, (2) Citizen Engagement Mechanisms, (3) Digital Infrastructure Accessibility, (4) E-employment Enablement, (5) Digital Capacity Building, and (6) Secure and Equitable Digital Access. These dimensions accounted for 49.37% of the total variance, affirming the multifaceted nature of e- government in local governance. The results point out the value of digital literacy, successful electronic governance involving institutional support, inclusive access and citizen response. The framework is consistent with international digital governance frameworks, but specific to respond to the requirements of issues facing the Philippine LGUs like insufficient infrastructure and digital divides. This framework provides a practical guide for local policymakers, IT personnel, and stakeholders aiming to improve digital service delivery. Future studies are recommended to apply Confirmatory Factor Analysis (CFA) to validate the framework further and support its application across other regions.

The Sangguniang Kabataan (SK), established by RA 7160, is vital for youth representation and nation-building in the Philippines. However, the Sanggunian Kabataan (SK) has struggled with ineffectiveness, limited governance understanding, and inadequate training, signaling a gap between officials' competencies and their roles. This study conducts a Learning Needs Assessment for SK officials in Davao del Norte, across the three cities and eight municipalities, with a total of 223 respondents. Grounded in Human Capital Theory and Competency-Based Training (CBT), the research assesses SK officials' current core, technical, leadership, and functional competencies, along with core skills, considering their educational attainment. Using a descriptive survey with a quantitative approach, data from elected and appointed SK officials will identify specific skill and competency deficiencies. The findings informed a comprehensive training plan to boost SK officials' efficiency and effectiveness. This study offers significant contributions by pinpointing training needs, providing a foundation for policy recommendations to strengthen the SK, and guiding future research on youth leadership development in the Philippines.