The State University of Masbate (SUM) is a state college located at Cabitan, Mandaon, Masbate, Philippines. It operates, in cooperation with LGU-Cawayan, Masbate, a Learning Site at Cawayan offering short-term vocational courses. The DEBESMSCAT Graduate School has Off-Campus Learning Sites at (1) San Jacinto, Masbate, (2) Cawayan, Masbate and (3) Masbate City.
This systematic literature review examines theoretical perspectives on phonics instruction within English as a Second Language (ESL) and English as a Foreign Language (EFL) context. The review traces the historical development of phonics in ESL settings; analyses the acceleration of interest in phonics research during and after the COVID-19 pandemic; investigates pedagogical implications for ESL/EFL teachers identifies current challenges in implementing phonics instruction in multilingual settings; and clarifies the research significance of synthesizing work across contexts. Using PRISMA guidelines, multiple databases were searched, screened, and eligible studies selected according to defined inclusion and exclusion criteria. Results show that systematic, explicit phonics instruction yields positive effects on decoding, word recognition and spelling in ESL/EFL learners, but that implementation is uneven due to teacher training, resource constraints and contextual factors (L1 orthography, online/blended modalities). The discussion emphasizes the application of cognitive, metacognitive, scaffolding, visual and motivational strategies for phonics instruction in multilingual contexts. Recommendations include prioritizing teacher professional development, integrating phonics into broader language-instruction frameworks, and designing culturally responsive phonics materials. Limitations and avenues for future research are addressed.
High feed costs and limited availability of conventional ingredients constrain native pig production in the Philippines. This study evaluated the silage quality and nutritional composition of arrowroot plant parts ensiled with and without molasses as a potential alternative feed resource. A 2×2 factorial experiment in a completely randomized design was conducted using two plant parts (aerial parts and whole plant) and two additive levels (0 and 4% molasses), with six replicates per treatment. Arrowroot plant biomass was ensiled for 21 days under anaerobic conditions and assessed for yield, fermentation characteristics, physical quality, proximate composition, gross energy (GE), fiber contents, and mineral content. Silage yield, pH (4.87- 4.96), and Fleig scores (69.62-82.82) were not significantly affected (P>0.05) by plant part or molasses supplementation, indicating good to very good silage quality. The addition of Molasses significantly (P<0.05) increased the total soluble solids and improved silage odor. Dry matter content (24.09-28.84%), crude protein (5.62-7.23%), and ether extract (2.37-2.75%) were not significantly (P>0.05) affected by treatments. Gross energy values across all treatments were not statistically differ (P>0.05) from each other, but, molasses-treated silages obtained high GE. Neutral detergent fiber (53.17–55.19%), acid detergent fiber (31.65-34.88%), and hemicellulose (20.31- 21.52%) did not differ significantly (P>0.05) among treatments. A significant plant part and molasses interaction (P<0.05) was observed for phosphorus, whereas potassium, calcium, and magnesium remained unaffected. These results indicated that arrowroot plant silage has favorable fermentation quality and a consistent fibrous energy profile, supporting its potential use in native pig feeding systems.
Multilingual classrooms are educational settings where unique challenges and opportunities for language instruction can be found which requires pedagogical practices and approaches that are tailored to the linguistic diversity of students. This study investigated and examined the relationship between the interplay of the language of instruction and the academic performance of junior high school students in linguistically diverse settings like Masbate, with the goal of determining the impact of incorporating students' native languages alongside the target language. This study utilized a mixed-method research design specifically the explanatory-sequential research design. It also used the Kruskal-Wallis test as its statistical tool to analyse the relationship between language instruction methods and the academic performance of students in four content areas. Data on student academic performance and language use by teachers was collected through interview and survey. The participants of this study were 80 secondary teachers from 8 schools in the North and South Districts of Mandaonss. The results revealed a statistically significant relationship between language instruction and students' academic performance with H = 13.753 and a p-value of 0.001032. These findings revealed that the language of instruction, used by teachers, significantly impacts student academic performance in multilingual classrooms. Thus, these support the idea that the use of multilingual approaches that incorporate students' native languages could be a key factor in the achievement of learning for students. Thus, this study suggests that further research should be conducted along with specific effective multilingual strategies to explore their long-term impact on student learning.
This study presents a systematic review of the theoretical models supporting content-based instruction in teaching English as a Second Language from 2014 to 2025. Content-based instruction is an instructional approach that integrates language learning with meaningful academic content, allowing students to acquire English while studying subjects such as science, history, and literature. The purpose of this review was to identify the main theoretical frameworks that explain how and why content-based instruction effectively promotes both language and content learning. Twenty studies, twelve from Google Scholar and eight from ERIC, were analyzed using the PRISMA framework. The findings revealed that content-based instruction is grounded in several interconnected theories, including cognitive learning theory, constructivism, communicative language teaching, sociocultural theory, and content and language integrated learning. These models collectively emphasize that learners acquire English more effectively when they actively use the language to process, apply, and communicate real-world content. Studies consistently showed that authentic materials, meaningful communication, and scaffolding strategies enhance learners’ engagement and comprehension. Moreover, recent research highlights the growing role of digital and technology-enhanced content-based instruction models, which promote collaboration, critical thinking, and digital literacy in modern English classrooms.
This study presents the design, implementation, and technical validation of an Augmented Reality (AR)-based computational model for the dynamic visualization of force vectors in Newtonian mechanics. A primary challenge in physics instruction stems from representing abstract, non-observable force concepts, which frequently induce persistent spatial and conceptual misconceptions. To address this technical gap, we developed an AR platform leveraging the Unity 3D engine and the Vuforia SDK to generate precise 3D vector representations, enabling real-time manipulation of physical variables including magnitude, direction, and the point of force application. The system architecture reconfigures embedded physics solvers to execute Newtonian mechanics with mathematical rigor, delivering instantaneous visual feedback corresponding to changes in kinetic parameters. System validation demonstrated high frame rate stability (≥ 58 FPS), low input-to-photon latency < 45 ms), and exceptional computational accuracy with a Root Mean Square Error (RMSE < 10−4 N). These empirical findings confirm that the proposed framework provides a robust, high-fidelity platform for bridging theoretical mathematical models with spatial perception in applied physics education.
