Northern Negros State College of Science and Technology

In light of the growing demand for high-quality instructional materials and the increasing integration of technology in education, Learning Resource Management System (LRMS) coordinators are responsible for both pedagogical and technical tasks. However, many lack role-specific professional development frameworks, leading to gaps in competency that hinder the full potential of the LRMS in the Department of Education. This developmental research aimed to design, validate, and determine the acceptability of a standard competencies portfolio for public school LRMS coordinators in the Schools Division of Escalante City. The study involved 84 participants—42 LRMS coordinators and 42 school heads—selected through complete enumeration. Two researcher-made instruments, a survey questionnaire and a survey scale, were developed, validated by five experts using Lawshe's Content Validity Ratio (CVR), and tested for reliability through Cronbach's Alpha. Data analysis employed descriptive statistics to identify competency gaps and assess the instrument's reliability and acceptability. Results indicated that the developed competencies portfolio, covering core purpose, key outcomes, professional knowledge, skills and attitudes, leadership, ICT skills, and learning resource development processes, was valid, highly reliable, and very highly acceptable. The framework serves as both a selection guide for school heads and a professional growth tool for coordinators, enabling targeted training, coaching, and performance enhancement. Findings underscore the importance of standardized competency frameworks in strengthening educational resource management and ensuring consistent, high-quality service delivery. The study recommends the institutional adoption of the portfolio to align role expectations, guide training programs, and improve the efficiency and effectiveness of LRMS coordinators.

The descriptive-correlational research examined the awareness, attitude, and implementation of science spiral curriculum concerning students’ academic performance. Findings revealed that teachers are moderately aware, have a favorable attitude, and moderately implemented the science curriculum, including objectives, methodology, learning resources, and assessment were relatively implemented while facilities were less implemented. It was also determined that they have a satisfactory rating in a science subject regarding students’ performance. The level of awareness, attitude, and implementation of the K to 12 science curriculum regarding sex, academic qualification, and teaching length had no significant difference. Finally, it revealed further that the level of awareness, attitude, and implementation of the spiral progression curriculum to students’ academic performance has no significant relationship to the aforementioned variable. Thus, enhancement programs, skills training, and the procurement of science laboratory equipment are needed to enhance the educational process to meet the K to 12 science curriculum set standards.

Readiness of teachers to use Information and Communication Technology [ICT] to teach is currently a major issue in the education system as it plays a significant role to teacher-learning continuity due to its relationship to flexible teaching/learning as the country’s education response during pandemic. Preparing future teachers to use ICT to teach effectively to facilitate variety of learning modes is an enormous challenge for teacher training institutions. In this study, the ICT readiness of the 148 pre-service teachers in the College of Education was assessed. Quantitative design was used utilizing a validated and reliability tested researchers’ made survey questionnaire. The data are analysed using frequency and percentage distribution, Mean, Mann-Whitney U test and Kruskal Wallis Test. Generally, the pre-service teachers are ready to use ICT to teach while access to ICT enabling environment and infrastructure at school is moderate. Likewise, pre-service teachers are exposed to ICT in teaching and have experience the pedagogical use of ICT in school and their field of placements and they gain confidence to integrate ICT in teaching-learning process. Finally, pre-service teachers consider technology integration as the future of teaching and learning that will change the landscape of the Philippine Education System towards achieving sustainable development goal 4 ‘Quality Education’.

This study was carried out in order to evaluate the tomato's (Solanum lycopersicum) shelf life in different postharvest treatments in terms of color, firmness, percent weight loss, and percent weight of tomato. Study result would help farmers to adopt alternative techniques to protect and extend the shelf life of tomato. Four treatments were applied: t0- tap water treatment (control); t1- hot water treatment; t2- UV-C light treatment; and t3- seaweed treatment. Five (5) times each of these treatments were replicated in a completely randomized design (CRD). Data were collected, tabulated, and subjected to Analysis of Variance (ANOVA) using the Statistical Tool for Agricultural Research (STAR). Comparison among means made at a 5% level of significance using Tukey's Honest Significance Difference (HSD). Seaweed treatment at 3% concentration, hot water treatment for 20 minutes, and UV-C light treatment for 20 minutes had the same effect but significantly maximized the shelf life of tomatoes than tap water treatment during 30 days of storage, seaweed treatment at 3% concentration significantly delays the color of the shelf life of tomatoes among treatments during 30 days of storage, seaweed treatment is significantly firmer than the tap water treatment but is comparable to UV-C light treatment and hot water treatment. Thus, seaweed treatment, UV-C light treatment, and Hot water treatment have the same effect on the firmness of the shelf life of tomatoes in storing 30 days; seaweed treatment at 3% concentration is significantly lowest in percent weight loss than tap water and hot water treatment but is comparable to UV-C light treatment in storing 30 days. As a result, both UV-C light and seaweed treatments have the similar effects on tomato weight loss. Both may thereby lessen tomato weight loss during storage.

Automatic Speech Recognition (ASR) aims to establish communication between humans and computers in a more natural way. The main aim of this study is to build hardware-based automatic speech recognition for Indigenous People (IP)'s ancestral dialects, in particular for Manobo, Mandaya, and B'laan using Raspberry Pi. Jasper is an open source toolkit used for creating voice-activated, always-on applications. The researcher recording audio data from research participants, the study's participants will be located in Davao Occidental and Sarangani for B'laan, Agusan Del Sur for Manobo, and Davao Oriental for Mandaya. A functional microphone and raspberry pi boards serve as the experiment's hardware where audi o input is being fine-tuned from a raspberry pi-powered device that records audio in waveform format, which includes Mandaya, Manobo, and Malita words and phrases. The Tensorflow STFT technique will be used to analyze, generate, transform, and characterize audio signals. JiWER plugins for Similarity measures will also be used The WER output is 98.53 % , an acceptable percentage for the number of datasets used