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.

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.

This study developed and evaluated squid jerky flakes fortified with Moringa oleifera powder as a protein-enriched, value-added seafood product for sustainable nutrition and community-based enterprise. A developmental-experimental and descriptive-evaluative research design was employed. Four formulations were prepared: T0 with 0% moringa powder, T1 with 2%, T2 with 4%, and T3 with 6%. The products were evaluated on a 9-point hedonic scale for appearance, aroma, taste, texture, color, aftertaste, and overall acceptability. Results showed that all formulations were acceptable; however, T2, containing 4% moringa powder, obtained the highest grand mean of 8.17 and the highest overall acceptability rating of 8.28, both interpreted as very highly acceptable. One-way ANOVA revealed a significant difference in overall acceptability among formulations, F(3,156) = 9.64, p < .05, indicating that moringa concentration significantly influenced consumer preference. Proximate analysis of T2 showed 18.42% moisture, 42.65% crude protein, 5.84% crude fat, 7.26% ash, 2.18% crude fiber, and 23.65% estimated carbohydrate. Microbial findings indicated acceptable quality, with coliform, Escherichia coli, and Salmonella spp. not detected. Shelf-life observation indicated acceptability for up to 21 days at room temperature. Cost analysis showed a 60% return on investment, while consumer purchase intention was strongly favorable. Findings indicate that squid jerky flakes fortified with 4% moringa powder may serve as a nutritious, acceptable, marketable, and livelihood-oriented seafood innovation.

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.

This study examined how the assignment of non-MAPEH teachers affects Grade 7 learners’ attitudes, engagement, and skill development in Music, Arts, Physical Education, and Health (MAPEH) at Doyong National High School in San Carlos City, Pangasinan. Framed by Social Cognitive Theory and Teacher Efficacy Theory, the study assumed that teacher specialization shapes instructional quality, learner motivation, and classroom participation. A descriptive correlational mixed-method design was used. Data were gathered from 50 Grade 7-UNITY learners through a validated questionnaire and open-ended responses, then analyzed using frequency counts, percentages, weighted means, and qualitative thematic grouping. Results showed that the strongest perceived impact of non-MAPEH teaching was on academic skills (average weighted mean = 2.69, High Impact), followed by meaning of studies (2.40, Less Impact), social practices (2.45, Less Impact), and participation (1.94, Less Impact). Learners most strongly reported difficulty in developing MAPEH skills and feeling unprepared for assessments due to limited teacher expertise. The most frequently cited challenges were limited creative expression (42.00%), reduced engagement, motivation, and interest (28.00%), and limited hands-on experiences (24.00%). The findings indicate that out-of-field teaching in MAPEH affects not only the acquisition of technical skills but also the quality of the learner experience in creative, collaborative, and performance-based tasks. The study recommends structured professional development for non-MAPEH teachers, especially in skill demonstration, assessment, and interactive teaching strategies, to improve learner outcomes in MAPEH.