Lyceum-Northwestern University

Reading comprehension remained a critical concern among early secondary learners because difficulty in understanding texts affected both classroom learning and academic achievement. This study examined the reading comprehension difficulties, motivation, study habits, and academic performance of Grade 7 learners as a basis for a school-based reading intervention. Using a quantitative descriptive-correlational design, the study involved 61 Grade 7 learners from Basista National High School during the 2025–2026 school year. Data were gathered from Phil-IRI reading comprehension results, English academic grades, and an adopted questionnaire on motivation and study habits. Frequency counts, percentages, weighted means, and Pearson product-moment correlation were used to analyze the data. Findings showed that only 31.15% of the learners were at grade level, while 52.46% were two levels below grade level and 16.39% were three levels below grade level. Reading comprehension was positively correlated with academic performance (r = .62, p < .05). Motivation and study habits were negatively correlated with reading difficulties but positively correlated with academic performance. The findings implied that reading difficulty was both a literacy and an academic achievement concern. Thus, a school-based READ intervention was proposed to strengthen vocabulary, fluency, inferential comprehension, motivation, and self-regulated study habits among struggling readers.

Work immersion prepares senior high school (SHS) students for future careers, making effective implementation essential. This study assessed male and female SHS students’ perceptions of the program in terms of curriculum compliance, delivery process, student progress assessment, supervision, and administrative concerns. Data from 137 randomly selected students were analyzed using mean, standard deviation, and t-test. Results showed that the program was well implemented, with strong curriculum compliance, support, and supervision, although budgeting, coordination, and feedback require improvement. No significant gender differences were found, indicating equitable implementation. The study recommends maintaining program strengths, improving budgeting and feedback, and streamlining logistics and student placements.

This study examined the level of self-esteem and its relationship with the academic performance of College of Teacher Education students at Lyceum-Northwestern University during Academic Year 2025–2026. Using a descriptive-correlational research design, the study involved 103 second- and third-year Teacher Education students from the BEED, BPED, and BSED programs. Data were gathered through a standardized self-esteem questionnaire adapted from the Rosenberg Self-Esteem Scale and students’ academic records. Frequency, percentage, mean, standard deviation, correlation analysis, Mann-Whitney U test, and Friedman test were used to analyze the data. Findings revealed that most respondents were female and that the largest group came from the BSED program. The respondents generally demonstrated moderate self-esteem, with a mean score of 15.61. Academic performance varied slightly across programs, with BEED obtaining the highest mean score; however, the Friedman test showed no significant difference in academic performance across programs. Correlation analysis revealed a very weak negative and non-significant relationship between self-esteem and academic performance, r = -0.090, p = .364. The study concluded that self-esteem did not significantly affect academic performance, although self-esteem enhancement remains important for students’ confidence, motivation, and personal development.

Filipino teachers’ resilience springs from the social, cultural, and environmental strengths of the Filipino spirit, yet it continues to be tested by changing educational landscapes, curricular shifts, and unprecedented challenges. With that, the study investigates public educators’ perceptions of teaching resilience within the basic and higher educational institutions using the lens of descriptive qualitative research. Twelve educators were purposively interviewed, and the data were analyzed using thematic analysis. The results showed that Filipino teachers’ resilience is shaped by personal adaptability, institutional support, and social factors, highlighting the need for both individual and systemic support to sustain effective teaching amid challenges. Thus, Teacher Education Institutions (TEIs) and academic institutions may boost teacher resilience by providing ongoing training, sufficient resources, and supportive policies as part of the induction and professional development programs.

This study examined the punctuation proficiency of Grade 11 learners at AB Advanced Colleges (ABACI) Incorporated, Tarlac City, with emphasis on error patterns, category-specific mastery, and contributory factors affecting punctuation use. Using a quantitative descriptive design, the study involved 60 Grade 11 learners selected through stratified random sampling from six sections. Three researcher-made instruments were employed: a written output task, a punctuation proficiency test, and a Likert-scale checklist on contributory factors. Data were analyzed using frequency counts, percentage scores, and mean scores. Findings revealed an uneven proficiency profile across punctuation categories. Learners demonstrated mastery in ending marks (87.44%), quotation marks (83.33%), and pausing and connecting marks (76.67%), while possession and contraction marks were only nearly mastered (63.33%). Dash and hyphen marks obtained the lowest mean percentage score (37.50%), indicating non-mastery and representing the most critical area of difficulty. Item-level analysis further showed particularly weak performance in selected uses of exclamation points, commas, apostrophes, hyphens, and dash marks. In terms of contributory factors, educational and cognitive dimensions were rated high, suggesting that punctuation difficulties were associated with instructional support, practice opportunities, feedback, attention, recall, and self-monitoring. The findings indicate that Grade 11 learners possess a functional command of basic punctuation but remain weak in less frequent and more rule-sensitive marks. The study recommends explicit instruction, targeted practice, and intervention programs focused on advanced punctuation conventions to strengthen writing accuracy and reading comprehension.