Jose Rizal Memorial State University

This study aimed to evaluate the consistency between human and AI-generated ratings on ESL student essays and to compare the manner and focus of their feedback. Using a standardized rubric, three human raters and three AI tools assessed essays based on content, organization, language, and mechanics. Findings revealed that while the average ratings from both groups were generally comparable, the inter-rater consistency between humans and AI was low, indicating that the two sets of raters did not closely align in how they assigned scores. Despite this, statistical analysis using the Wilcoxon signed-rank test showed no significant difference in overall ratings, suggesting that both groups arrived at similar general evaluations despite differing in scoring patterns. In terms of feedback, human raters typically provided direct and corrective remarks focused on grammar and structure. In contrast, AI tools offered more varied and structured comments that addressed broader aspects of writing, such as clarity, organization, and idea development, often balancing praise with critique. The study concludes that while AI tools like ChatGPT, CiCi, and Bing show potential in supporting writing assessment, they should be used to complement—not replace—human evaluation. Human oversight remains essential to ensure accuracy, contextual understanding, and pedagogical appropriateness in student assessment. Continued training for teachers on how to effectively use and interpret AI-assisted feedback is recommended to maximize its educational value.

This study employed a quantitative descriptive survey to assess the practices and challenges in implementing RA 12009 within the JRMSU System. Respondents consisted of procurement implementers within JRMSU. Data were collected using a validated questionnaire and analyzed using percentage, weighted mean, Kruskal-Wallis, and Mann-Whitney tests. Findings revealed that procurement practices across key areas, planning, electronic procurement, bidding processes, and contract management, are consistently implemented and generally rated as “always practiced,” indicating strong compliance with the law. However, challenges were assessed as “much challenging,” particularly in terms of planning inefficiencies, limited bidder participation, and procedural and administrative delays. Significant differences in practices were observed when respondents were grouped according to position and training attendance, while other profile variables showed no significant variation. The results underscore the need for strengthened planning mechanisms, continuous capacity-building initiatives/training, clearer procedural guidelines, and streamlined processes to further enhance efficiency, transparency, and overall procurement performance within the university.

Sustainable Development Goal 5 of the United Nations strongly advocates gender equality and women's empowerment. This goal aims to ensure equal access to education, healthcare, and economic opportunities. Using a cross-sectional design, this research examines the children's and adolescents' perceptions of gender traits, task preferences, and career aspirations. The chi-square test was employed to examine the difference, while a multinomial logistic regression analyzed the association between gender perceptions and demographics. Findings reveal significant developmental differences; adolescents demonstrated more gender-neutral views in their perceptions of gender roles. In terms of their specific task preferences, both groups acknowledged that many tasks are appropriate for both genders. Now, traditionally feminine tasks are widely accepted as gender-neutral, but there remains a highly masculine task, practical and DIY tasks. Significantly, adolescents expressed more inclusive attitudes toward career aspirations, challenging traditional gender norms, especially in fields like agriculture, machine trades, and structural work, which children still associate with males. Demographic analysis shows that females tend to hold more exclusive perspectives than males. In associating age with gender views, the peak of exclusivity is between 13-16, then declines at 17-20. This implies a progression of gender maturity and inclusiveness associated with age. Furthermore, more inclusive gender views emphasize the importance of family environments that are linked to parents' educational attainment and exposure to occupations. Given these findings, this study prescribes a multi-sector approach that families, communities, schools, and policymakers use to foster sustainable gender equality from early development through adolescence.

Generative artificial intelligence (GenAI) is increasingly used in formative writing assessment, yet research has focused largely on scoring accuracy and feedback quality rather than on how GenAI and teachers may contribute distinct assessment functions. This study examined teacher–GenAI rating consistency, agreement, and practical equivalence, as well as differences in their formative feedback characteristics. Using a convergent mixed-methods design, 100 ESL student essays were independently assessed by three teacher-raters and three GenAI systems using a common analytic writing rubric. Quantitative data were analyzed using descriptive statistics, intraclass correlation coefficients, Wilcoxon signed-rank tests, and Two One-Sided Tests (TOST) with a ± 0.30 equivalence margin. Formative feedback was examined through reflexive thematic analysis. Results showed good inter-rater reliability within teacher (ICC = .815) and GenAI (ICC = .879) groups but limited teacher–GenAI agreement (ICC = .353). No statistically significant differences were found between teacher- and GenAI-generated ratings across the assessed dimensions. Equivalence testing indicated practical equivalence for organization, language use, mechanics, and overall ratings, but not content. Qualitative findings showed that teachers emphasized language accuracy, organization, and specific corrective guidance, whereas GenAI provided broader, multidimensional feedback. Integrating these findings, the study develops an Evidence-Informed Human–GenAI Complementarity Framework for Formative Writing Assessment, positioning GenAI as a support for, rather than a replacement for, teacher judgment.

This study investigated the effectiveness of the Sign Dominance and Distance (SDD) Technique in improving Grade 7 students’ performance in integer operations, particularly addition and subtraction of integers, at Calamba National Comprehensive High School during the School Year 2025–2026. Anchored on Constructivist Theory, the study addressed the persistent conceptual difficulties learners experience in understanding negative numbers and abstract integer operations. A quasi-experimental non-equivalent control group pretest-posttest design was employed involving 72 Grade 7 students divided into experimental and control groups. The experimental group was taught using the SDD Technique, while the control group received Traditional Instruction. Data were gathered using a researcher-constructed 30-item Cognitive Performance Test validated by mathematics experts and tested for reliability using the Kuder-Richardson Formula 20 (KR-20). Mean, standard deviation, independent sample t-test, and Cohen’s d were utilized in analyzing the data. Findings revealed that both groups initially demonstrated low proficiency in integer operations, particularly in subtraction. After the intervention, both groups improved; however, the experimental group achieved significantly higher posttest performance and demonstrated greater internal growth compared to the control group. The SDD Technique was particularly effective in improving addition of integers and enhancing conceptual understanding through visual and relational reasoning. Although subtraction remained challenging, the experimental group still demonstrated substantial improvement. The study concluded that the SDD Technique is a more effective instructional strategy than traditional rule-based methods in improving procedural fluency and conceptual understanding in integer operations. The findings support the integration of conceptually grounded and visually supported instructional approaches in mathematics education. The study aligns with SDG 4 – Quality Education by promoting effective and inclusive mathematics instruction and supports SDG 9 – Industry, Innovation and Infrastructure through the development of innovative teaching strategies. The study also contributes to educational and institutional sustainability by strengthening mathematical competence, improving instructional practices, and supporting evidence-based curriculum development.