Holy Name University

The primary purpose of this study was to assess the English language competencies of Grade 11 Academic Track students—Humanities and Social Sciences (HUMSS) and Science, Technology, Engineering, and Mathematics (STEM) from Guinacot National High School in Guindulman, Bohol, and Accountancy, Business, and Management (ABM) from Guinsularan National High School in Duero, Bohol for the school year 2024–2025. The research specifically examined students’ proficiency in selected grammar components, including subject-verb agreement, verb tenses, phrasal verbs, and prepositions, as well as reading comprehension skills such as identifying main ideas, recognizing specific details, drawing inferences, understanding vocabulary from context, recognizing tone, and identifying writing techniques. Using a descriptive-comparative research design, data were collected through researcher-made questionnaires administered to 83 purposively selected respondents. The findings revealed that students across all strands performed poorly in phrasal verbs and prepositions and demonstrated weaknesses in higher-order comprehension skills, particularly inference-making, contextual vocabulary understanding, and recognition of writing techniques. ABM students showed relative strength in recognizing specific details and language tone, while STEM students performed better in certain grammar components. In contrast, HUMSS students consistently obtained the lowest scores across most competencies. Statistical analysis using ANOVA yielded a p-value of 0.000, indicating significant differences among the strands and confirming that the academic track significantly influences language proficiency and comprehension outcomes. The results highlight the need for the proposed E.L.E.V.A.T.E (Enhancing Language and Engaging Vocabulary, Accuracy, and Textual Understanding in English) Program as Catch-Up Fridays Language Program to address strand-specific gaps, strengthen grammar mastery, and improve reading comprehension. Overall, targeted and track-sensitive language interventions are essential to enhance students’ English proficiency and academic readiness.

This study examines the persistent issue of child sexual abuse perpetrated by Roman Catholic clergy in the Philippines, situating it within broader institutional, cultural, and theological contexts. Building on existing discussions, the paper explores the nature, extent, root causes, and consequences of the crisis, while critically assessing the responses developed by the Church. Using a qualitative thematic analysis of secondary sources, the research identifies key dimensions of the problem, including abuse of power, institutional concealment, lack of accountability, and the problematic idealization of suffering. The findings suggest that these elements are deeply interconnected and largely grounded in clericalism, understood as a structural distortion of authority within the Church. The study further highlights the extensive impact of clergy-perpetrated abuse on victims as well as its damaging effects on the credibility of the clergy and the Church. Despite the existence of formal institutional responses, such as Vatican directives and guidelines issued by the Catholic Bishops’ Conference of the Philippines, their effectiveness remains constrained by inconsistent implementation. The paper concludes by emphasizing the need for systemic reform, enhanced transparency, and stronger safeguarding mechanisms to address the crisis more effectively and restore trust within the Church.

Teacher empowerment is essential to enhance learning outcomes as it directly influences classroom dynamics and educational effectiveness. Thus, this study investigated the teacher empowerment towards enhanced capability among public school teachers in Tagbilaran City and Bohol Divisions for the school year 2023-2024. It employed mixed method approach, particularly convergent parallel design. In the quantitative strand, the study surveyed 280 administrators and 369 public school teachers. In the qualitative strand, an in-depth interview was conducted to ten (10) participants. Results revealed that school heads had a more positive view of teacher empowerment than the teachers themselves, a difference confirmed by statistical analysis. Both groups rated professional growth and self-efficacy domains favourably, but teachers saw their decision-making power as moderate. Factors like leadership, trust, support, and collaboration enhanced empowerment, while micromanagement, limited autonomy, and poor communication hindered it. The study revealed a gap in how the two groups viewed decision-making processes, likely influenced by collaborative program development and tensions around teacher independence within curriculum guidelines. High professional growth ratings aligned with teachers' focus on reflection and effective strategies. Interestingly, qualitative data highlighting teacher collaboration and innovation suggests why teachers may have rated their overall impact lower than school heads did. Recommendations were given to enhance teachers’ empowerment.

This reflective inquiry examined how ChatGPT facilitated the author’s graduate thesis-writing journey as an AI-assisted mentor, co-thinking partner, and writing support tool. Anchored on a scholarly reflective inquiry design, the article drew from the researcher’s lived experience in developing a thesis on theory-based metacognitive instructional design in mathematics education. Reflective data were gathered from the researcher’s thesis-writing experiences, AI-assisted interactions, manuscript revisions, defense preparation, and personal realizations throughout the research process. Thematic reflective analysis showed that ChatGPT supported conceptual clarification, methodological organization, scholarly writing, results alignment, and defense preparation. More importantly, AI interaction prompted the researcher to monitor understanding, regulate revisions, question uncertain outputs, and evaluate suggestions against theoretical, methodological, and scholarly evidence. However, the inquiry also emphasized that ChatGPT remained a fallible tool requiring source verification, numerical checking, human revision, adviser guidance, and researcher accountability. The study concludes that ChatGPT may serve as a meaningful AI-assisted research mentor when used critically, transparently, and ethically. Its strongest contribution lies not in replacing scholarly work, but in helping the researcher think more clearly, write more coherently, and develop greater confidence in the research process.

The rising prevalence of chronic kidney disease (CKD) and the increasing dependence on hemodialysis as a life-sustaining treatment highlight the importance of understanding patients' lived experiences. This study explores the personal experiences of individuals undergoing hemodialysis, aiming to fill a gap in the existing literature. A qualitative phenomenological research design was employed to gain deep insight into the participants’ perspectives. Hemodialysis patients participated in in-depth, semi-structured interviews to collect data, which were then subjected to Braun and Clarke's thematic analysis method to find recurrent themes and patterns. Four major themes emerged from the analysis: first, physical exhaustion and fluctuating well-being, second, acceptance of chronic illness as a pathway to resilience and strength, third, adjustment of life roles in the context of chronic illness, and fourth, the role of family and social networks as sources of strength and support. These themes reflect the multifaceted challenges faced by hemodialysis patients, ranging from the physical toll of treatment to emotional adaptation and the reshaping of daily roles and responsibilities. The findings underscore the profound impact of hemodialysis on patients’ lives, revealing a journey characterized by continuous adaptation, emotional resilience, and reliance on social support systems. This study highlights the urgent need for patient-centered, comprehensive care that goes beyond treating physical problems by incorporating psychological and social dimensions into treatment plans. Understanding these lived experiences can guide healthcare professionals in designing more empathetic, comprehensive, and supportive care strategies for individuals living with CKD.