Nueva Vizcaya State University

Pure and silver-doped zinc oxide (ZnO) nanoparticles were synthesized via phytomediation using Stachytarpheta jamaicensis leaf extract to develop an eco-friendly method for synthesizing nanoparticles with enhanced properties. Zinc nitrate and silver nitrate were employed as precursors for ZnO and Ag-doped ZnO nanoparticles, respectively. The synthesized nanoparticles were characterized using Ultraviolet-Visible (UV-Vis) spectroscopy, Fourier Transform Infrared (FTIR) spectroscopy and Scanning Electron Microscopy-Energy Dispersive X-ray Spectroscopy (SEM-EDS) to investigate their optical and morphological properties. Results revealed that the absorption peaks of the synthesized nanoparticles confirmed the formation of nanoparticles, with Ag doping causing a red shift in the absorption spectrum. SEM images indicated a spherical morphology, with slight agglomeration in the doped samples. Doping with silver enhanced the optical properties, which could have potential applications in catalysis, sensing, and biomedical fields. Furthermore, the nanoparticle extracts were subjected to antimicrobial test against two bacterial strains (Escherichia coli and Staphylococcus aureus) using a modified disk diffusion method and compared with the antibacterial effect with the standard antibacterial drug, Ampicillin. Ampicillin only showed antibacterial activity against S. aureus and had no antibacterial effect on E. coli. Result of this study showed that the 5% and 10% Ag-doped ZnO NPs showed strong antibacterial activity against both gram-positive (S. aureus) and gram-negative (E. coli) bacterial strains.

This research promotes Sustainable Development Goal 4 and Code of Ethics for Professional Teachers. This qualitative research examined grammar and literature lesson planning challenges and their causes through content analysis of the lesson plans, semi-structured interviews, and focus group discussions among 43 preservice teachers in Nueva Vizcaya, Philippines. Confidentiality was guaranteed, informed consent was acquired, and participation was voluntary. The challenges faced are centered on the structures of English, content, form, approaches, integration, and attitude. The causes are the complexity of the language, inadequate understanding of the genres and elements of literature, format, and approaches, few teaching resources, lack of experience and difficulty in recognizing multiple intelligences, and lack of interest in writing. The findings suggest to incorporate emphasis and study on lexicogrammar and law of practice, literary criticism, DepEd format, researches on approaches, differentiated instruction, and demonstration teaching. Future research may address the challenges associated with translating lesson plans into actual instruction.

This study explored ways to strengthen Technology-Enhanced Learning (TEL) in multigrade classrooms in Asipulo District, Ifugao. It investigated teachers’ experiences with TEL, the challenges they faced, and the strategies they used to meet learners' needs across multiple grade levels. Using a qualitative design, data were collected through semi-structured interviews and were analyzed thematically. Results showed that TEL increased student engagement, supported differentiated learning, and encouraged collaboration. Challenges included unstable internet, limited access to resources, and classroom management difficulties. Teachers addressed these issues through blended instruction, localized digital materials, peer-assisted learning, and contingency plans for technology failures. Based on these findings, a context-specific plan was proposed to enhance TEL through better support, resource access, and professional development. The study emphasizes the importance of adaptable, sustainable TEL practices for improving outcomes across multiple grade settings.

Dust and surface debris reduce the amount of solar radiation reaching photovoltaic (PV) cells and create a recurring maintenance problem, particularly where manual cleaning is difficult or unsafe. This study developed a remote-controlled Photovoltaic Module Cleaning (PVMC) prototype that integrates mechanical cleaning, sensor monitoring, and web-based control. The prototype uses an aluminum frame and rails, 3D-printed brackets, two DC motors, a brush, a squeegee, water nozzles, a reservoir and pump, a Raspberry Pi 3 Model B+, an Arduino Uno R3, an ultrasonic water-level sensor, and a camera. Through a locally hosted web interface, the operator can view the reported water level, access the camera feed, and initiate the cleaning cycle. Prototype evaluation focused on functional operation and visual comparison of panel surfaces before and after cleaning under dusty and muddy conditions. The recorded images show visible removal of surface contaminants after the cleaning cycle. Operational observations also indicated more consistent cleaning on damp surfaces and during repeated runs. The available trial records, however, do not include calibrated measurements of PV voltage, current, power recovery, cleaning time per unit area, water consumption, or battery energy use. The study therefore demonstrates the feasibility and operation of the integrated cleaning prototype but does not quantify the resulting increase in energy yield. Future testing should combine the cleaning procedure with electrical and resource-use measurements to establish cleaning efficiency and net operating benefit.

This descriptive-correlational study examined the relationship between communicative competence and academic performance in Oral Communication in Context, a course in the Senior High School (SHS) curriculum in the Philippines. A total sampling technique was utilized, involving 124 SHS learners as respondents. Specifically, it evaluated the degree of communicative competence across four domains: grammatical, sociolinguistic, discourse, and strategic, and analyzed their relationship with academic performance and demographic variables. The results showed that the respondents exhibited a growing level of communicative competence, with sociolinguistic competence being the highest domain, followed by strategic, discourse, and grammatical competence. Students generally perceived themselves as effective communicators, particularly in adapting language to social and cultural situations and dealing with communication failures, but demonstrated less assurance in grammatical correctness and control of discourse structure. Academic performance (mean = 82.45) revealed that the majority of learners fell into the fairly satisfactory and satisfactory groups, with only a few achieving very satisfactory and outstanding scores. Although the minimum passing norm was achieved, the findings indicate that clarity, fluency, coherence, and academic discourse were not fully mastered. Correlation analysis showed no significant relationship between overall communicative competence and academic performance, except for sociolinguistic competence, which exhibited a statistically significant negative correlation. This implies that perceived sociolinguistic adaptability does not always translate to better academic scores, suggesting the need for performance-based tests to be implemented in conjunction with self-assessments. Furthermore, demographic factors (sex, age, grade level, or language at home) showed no significant impact on communicative competence. The results reestablish that the quality of instruction, classroom discourse, and communicative exposure are more decisive than demographic factors in the development of communicative competence.