Laguna State Polytechnic University

The Vision, Mission, Goals, and Objectives (VMGO) serve as the strategic foundation of higher education institutions (HEIs), guiding institutional direction, decision-making, and stakeholder engagement. Despite their importance, gaps often exist between the formal articulation of VMGO statements and their practical integration into institutional operations. This study explores how internal stakeholders perceive the institution's VMGO, how these guiding principles are operationalized in institutional practices, and the outcomes associated with their sustained implementation. Anchored in Organizational Alignment Theory, the study employed a qualitative phenomenological design involving 225 purposively selected participants composed of students, faculty members, and administrators from one college of a state university. Data were collected through semi-structured interviews and open-ended survey responses and analyzed using qualitative content analysis. The findings indicate that the VMGO functions as a shared framework that shapes institutional identity, instructional practices, and governance processes. Evidence of implementation emerged through curriculum alignment, technology-integrated instruction, research and extension initiatives, and participatory governance mechanisms. The study also revealed positive institutional outcomes, including enhanced student development, strengthened social responsibility, improved stakeholder motivation, and greater institutional coherence. However, findings also highlight persistent gaps in VMGO visibility and dissemination, suggesting partial alignment across institutional levels. The study concludes that VMGO statements become operational and performance-enhancing when systematically embedded in institutional systems, policies, and stakeholder practices. Strengthening communication strategies, participatory structures, and quality assurance mechanisms is therefore recommended to sustain institutional alignment and effectiveness.

This study explored the lived experiences of the Grade 10 students on Translanguaging Instruction in the English Classroom in terms of their perspectives, participation, and barriers encountered by the students in the context of translanguaging practices. The research used qualitative phenomenological research. Validated semi-structured interviews were conducted with eight informants from Alaminos Integrated National High School and two classroom observations were used to record the practice of translanguaging. The findings revealed five developing themes: (1) Translanguaging as a Pedagogical and Communicative Scaffold; (2) Translanguaging as a Cognitive, Emotional and Communicative Drive of Learning; (3) Constraints and Variations in Translanguaging Practices Affecting Classroom Comprehension; (4) Translanguaging as a Normalized Academic Practice and an Adaptive Everyday Communicative Resource; and (5) Awareness of Translanguaging as an Academic Discourse Practice. The repeating trends across the data suggest that translanguaging promotes cognitive development, vocabulary growth, inclusivity and student involvement. But the results also show that the benefits are not absolute, since they depend on the quality of training, and an over-reliance on one language could lead to problems, particularly in instances when official fluency in English is required. These findings indicate a need for a balanced approach, which forms the basis of the study’s suggestions for enhancing translanguaging in ESL classrooms.

In the wake of Noddings (1984/2003) advocating for the recognition of care as a fundamental component in educational relationships, there has been a significant increase in research on the role of care in educational settings. Despite existing research supporting the significance of creating a supportive atmosphere for the academic success of online learners, there is limited insight into the experiences of online instructors regarding care, both for their students and themselves. This study delves into the phenomenological aspect of care as perceived by the Graduate Studies and Applied Research (GSAR) instructors in their interactions with students. The narratives shared by ten instructors shed light on the constant demand for care experienced by online educators, leading to a delicate balance between caring for students and self-care.

The Pantawid Pamilyang Pilipino Program (4Ps) is a program in the Philippines that helps poor families by giving them money support. However, managing and monitoring the large number of 4Ps beneficiaries is difficult and often relies on manual processes. This study aims to improve how 4Ps data is handled by developing a system that can manage and predict beneficiary needs effectively. The main goal of the study is to create a system that makes it easier to manage 4Ps information and to forecast future needs using technology. The research used a development design, and data was gathered through interviews, surveys, and review of existing reports from the DSWD (Department of Social Welfare and Development). The system was tested by selected users and experts to check its usability and accuracy. The system includes features like Profile Management Disbursement Monitoring, Conditional Monitoring, Data Reporting, and Predictive Analytics. Findings show that the system helps improve data accuracy, reporting, and decision-making. It also provides insights into who may graduate from the program or need more support. The study recommends the use of this system to help local government units and DSWD offices improve their services and planning. Future researchers may explore adding more features like mobile access and integration with national databases.

Electronic banking has become a cornerstone of modern financial services, yet uneven adoption and persistent trust concerns continue to limit its effectiveness, particularly in emerging economies. The purpose of this study is to examine how service quality mediates the relationship between electronic banking utilization and client satisfaction, with emphasis on Philippine universal banks. Using a narrative literature review design, the study synthesizes global, ASEAN, and Philippine scholarship, integrating empirical and theoretical works grounded in the Technology Acceptance Model (TAM), SERVQUAL, and Expectancy-Disconfirmation Theory (EDT). Results of the synthesis reveal that utilization directly influences satisfaction and shapes perceptions of service quality, and that satisfaction is indirectly driven by service quality. Accessibility fosters trust and security, while frequent use enhances convenience and loyalty. The findings highlight that technological adoption alone is insufficient; satisfaction emerges when utilization is embedded within reliable, secure, and empathetic service delivery. This study contributes to scholarship by advancing an integrated mediation model, to managerial practice by emphasizing reliability and assurance in digital platforms, and to policy by underscoring the need for infrastructure investment, digital literacy, and cybersecurity frameworks. Overall, the review provides a defense-ready foundation for empirical testing and international publication.