ABSTRACT This study aimed to assess and revitalize the parent-teacher partnership to enhance school engagement at Anninipan Elementary School. Utilizing a descriptive-correlational research design, data were gathered from parents and teachers through the Parental Engagement Questionnaire (PEQ), School Engagement Checklist (SEC), and semi-structured interviews. The findings revealed that while parents demonstrate high levels of commitment toward their children's education, significant structural and economic barriers—such as financial constraints and rigid work schedules—hinder consistent physical participation in school-based activities. Analysis indicated that "Incentives and Recognition" and "Flexible Scheduling" were viewed as the most effective strategies for improving involvement. Statistical results demonstrated a significant correlation between the strength of the parent-teacher partnership and the level of student school engagement. Based on these findings, a "Revitalization Program" was developed, focusing on community-based partnership initiatives, flexible communication channels, and a robust recognition system for active parents. The study concludes that addressing the socio-economic realities of families through localized, inclusive strategies is essential for fostering a sustainable and impactful educational partnership.
Teachers play an important role in adopting teaching strategies that foster active, constructive learning and make challenging subjects engaging and enjoyable. This study aimed to design, develop, and evaluate Chem-Okey, an educational card game, as a supplementary tool to master the acid-base concepts using game-based learning (GBL) theory. The evaluation process utilized a Likert scale based on the five criteria of GBL results indicated high acceptance and effectiveness in all criteria, demonstrating Chem-Okey’s potential to significantly enhance student engagement and learning outcomes. The learning resources management and development system (LRMDS) of the Philippines’ education standards were applied to validate the educational merit of the game, confirming its suitability for interactive content delivery. Furthermore, the results revealed that students had positive in-game, post-game, and social presence experiences, underscoring the game’s ability to foster a collaborative and immersive learning environment. Chem-Okey’s gameplay, requiring team strategy and peer dialogue, effectively promoted social interaction and cognitive engagement, making learning more enjoyable and effective. Chem-Okey is an effective supplementary learning tool, helping students enhance their understanding of acid-base concepts while enjoying the game. The findings highlight the value of well-designed educational tools in transforming learning experiences and promoting both academic and social competencies among students.
This qualitative phenomenological study explored teachers’ experiences and perceptions regarding the influence of Reading and Mathematics Assessment (RMA) performance on the academic achievement of Grade 4 pupils in a rural elementary school context. Specifically, the study examined teachers’ observations on learners’ literacy and numeracy performance, instructional challenges, intervention practices, and perceived relationship between RMA outcomes and classroom academic achievement. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Grade 4 teachers from rural public elementary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that learners’ RMA performance significantly reflected their comprehension skills, numeracy competence, classroom participation, and overall academic readiness. Teachers identified difficulties related to weak reading comprehension, low numeracy skills, limited learner motivation, inconsistent parental support, and resource limitations as major factors affecting learners’ academic performance. Despite these concerns, participants implemented remedial instruction, contextualized learning activities, peer-assisted learning, differentiated teaching strategies, and learner-centered interventions to improve literacy and numeracy competencies. Teachers also observed that learners who demonstrated stronger RMA performance were generally more active, confident, and academically engaged in classroom activities. The findings underscore the importance of responsive intervention programs, continuous assessment practices, and contextualized instructional support in improving learners’ academic achievement in rural elementary schools.
Learner-centered teaching has gained increasing prominence as an instructional approach capable of fostering meaningful academic involvement among primary school learners. Academic involvement—conceptualized as learners’ behavioral participation, emotional engagement, and cognitive investment—is widely recognized as a crucial determinant of learning success. However, empirical studies that closely examine how learner-centered teaching environments shape academic involvement from the perspectives of both teachers and learners remain limited, particularly in rural public primary schools. This qualitative case study investigated how learner-centered pedagogical practices were enacted at Lunac Primary School and how these practices influenced learners’ academic involvement. Data were generated through classroom observations, focus group discussions with learners, and semi-structured interviews with teachers. Thematic analysis revealed four interconnected themes: (1) dialogic instruction as a catalyst for behavioral involvement, (2) learner autonomy as a foundation of emotional engagement, (3) collaborative learning as a mechanism for sustained participation, and (4) instructional scaffolding as support for cognitive involvement. Learner and teacher narratives illustrate how academic involvement was strengthened when these practices were intentionally aligned. The study underscores the value of learner-centered environments in promoting active, motivated, and reflective learning in primary education.
This study examined the teaching practices and adaptation challenges of Filipino educators working in United States public schools, with particular focus on Unified School District 457 in Garden City, Kansas. Amid the ongoing teacher shortage in the United States, Filipino educators have been actively recruited due to their strong professional backgrounds and English proficiency. However, transitioning into a new educational system presents significant pedagogical, cultural, and institutional challenges. Anchored in constructivist learning theory, culturally relevant pedagogy, and adaptive expertise theory, this research aimed to determine the level of effectiveness in teaching practices among Filipino educators, identify the extent of adaptation challenges they encounter, and examine differences based on selected demographic variables. Employing a descriptive quantitative research design, data were collected from 101 Filipino educators who arrived in the United States in July 2024 under H-1B visas and were assigned to elementary, middle, and high school levels. A researcher-made and validated survey questionnaire was used to measure teaching effectiveness in terms of instructional planning and content delivery, differentiation for diverse learners, integration of culturally responsive teaching strategies, and assessment and feedback practices. The instrument also assessed adaptation challenges related to language and cultural barriers, student behavior and engagement, curriculum alignment, parent communication, and school administration and governance. Data were analyzed using descriptive statistics, t-tests, and analysis of variance (ANOVA). Results indicated that Filipino educators demonstrated generally effective teaching practices but experienced moderate to high levels of adaptation challenges, particularly in classroom management, curriculum alignment, and navigating cultural and systemic differences in U.S. schools. Significant differences in teaching practices and adaptation challenges were observed when respondents were grouped according to selected demographic characteristics. These findings highlight the complex relationship between instructional effectiveness and professional adaptation in culturally diverse educational settings.Based on the findings, the study proposed a strategic adaptation toolkit to enhance instructional readiness and support Filipino educators during their transition into U.S. classrooms. The results have important implications for school administrators, policymakers, and teacher education institutions in designing targeted professional development, mentoring, and support systems for internationally recruited teachers.
