Saint Columban College

Purpose: Internal control serves as a vital foundation in ensuring efficiency, accountability, and risk management for micro enterprises such as Agrivet Stores. This research aims to describe the internal control practices of Agrivet Stores in Pagadian City, focusing on the effectiveness of control environment, control activities, risk assessment, information and communication, and monitoring, as well as the challenges and coping strategies of store owners. Method: Using a mixed-methods approach, the study combined survey questionnaires and in-depth interviews to gather both quantitative and qualitative data. Findings: Findings show that internal control practices are generally rated as high with a mean of 3.10 and standard deviation of 0.694. Qualitative results revealed challenges such as limited staffing, weak documentation, inventory losses, and risks of misappropriation, which owners addressed through strategies like improving recording practices, adopting simple technological systems, documenting losses, segregating duties, strengthening security, and enforcing employee accountability. Implications: Overall, the study underscores the importance of adaptive internal control practices in small-scale enterprises, offering insights that can guide resource management, efficiency, and asset protection in the agricultural retail sector.

This study examined the effectiveness of inquiry-based and lecture-based instructional approaches on the academic performance of Grade 11 Humanities and Social Sciences (HUMSS) students in Philippine Politics and Governance at Saint Columban College, Pagadian City. Grounded in Constructivist Learning Theory and the principle of scaffolding, the research aimed to determine the academic performance of students under both teaching approaches and identify whether a significant difference existed between them. A quantitative quasi-experimental design using a one-shot posttest two-group approach was employed. Twenty-four Grade 11 HUMSS students participated in the study. Data were collected through researcher-made posttests administered after the implementation of both instructional approaches. Descriptive statistics and a paired-samples t-test were used to analyze the data. Findings revealed that students exposed to the inquiry-based approach achieved a Mean Percentage Score (MPS) of 86.70%, interpreted as “Closely Approximating Mastery,” while those taught through the lecture-based approach obtained an MPS of 77.90%, interpreted as “Moving Towards Mastery.” Statistical analysis showed a significant difference between the two approaches (p = 0.033), indicating that inquiry-based instruction was more effective in improving students’ academic performance. The results suggest that inquiry-based learning promotes deeper understanding, critical thinking, and active participation among learners. The study recommends integrating inquiry-based strategies into Philippine Politics and Governance instruction while enhancing lecture-based teaching through interactive and student-centered activities.

Background and Aim: Faculty evaluation is a quality-assurance mechanism that encourages reflective teaching and professional development in higher education. This study explored how instructors reflected on evaluation results and applied feedback to improve practices at a higher education institution in Lanao del Norte, Philippines, during School Year 2024–2025. Materials and Methods: A qualitative single-case study grounded in Schön’s Reflective Practice Theory was employed. Purposive sampling recruited seven instructors from Early Childhood Education, Criminology, Entrepreneurship, and Agriculture. Participants had one to nine years of teaching experience and had completed at least two consecutive evaluation cycles. Data were gathered through in-depth, semi-structured interviews, with observations and field notes used for triangulation. Thematic analysis identified themes in participants’ experiences. Results: Instructors demonstrated reflection-on-action by reviewing feedback and critically examining teaching practices. Reflection-in-action occurred through real-time adjustments to delivery, classroom management, and teaching strategies in response to learners’ needs. Participants valued comments and reported increased confidence. However, they experienced challenges addressing diverse learner needs, overcoming limited pedagogical knowledge, and implementing feedback. They managed these through instructional flexibility, collegial collaboration, and student support. Overall, faculty evaluation strengthened instructional effectiveness, teacher self-efficacy, and institutional accountability by promoting reflection and adaptive teaching. Conclusion: Faculty evaluation functions as a transformative tool that fosters reflective practice, strengthens professional competence, and supports instructional improvement in higher education. Institutions should establish structured, dialogue-based feedback systems that help instructors interpret evaluation findings and translate them into meaningful classroom practices. Such systems can reinforce professional learning, responsive instruction, and institutional commitment to educational quality.

Purpose: For local bakeries to be sustainable and competitive in highly challenging market conditions, it is necessary to manage production costs effectively by carefully planning daily operations, consistently monitoring to determine which resources are needed and which are not, and controlling actual spending against the planned budget. These help them mitigate the impact of rising prices of ingredients that affect operational activity. Design/Methodology/Approach: This study used a qualitative case study design following Merriam’s Case Study Framework (2016) and guided by the Theory of Constraints by Goldratt (1990). The researchers used purposive sampling to select 10 independent bakeries that had been in business for at least 5 years, were not franchises, and had been approved by the Department of Trade and Industry. The data were collected through semi-structured interviews, direct observations, audio recording, data mining, and triangulation. Findings: The results indicated that bakery owners effectively managed their production costs by planning, organizing inventory, and using cost-control methods such as sales and expense monitoring, manual cost tracking, strategic adjustments to product and ingredient, and allocation of cost allowances. Implications/Originality/Value: This research provides a credible basis for how local bakeries in Pagadian City manage their production costs. It shows how these practices help maintain high product quality, generate revenue, and keep the business going even when money and operations are tight.

This study examined the relationship between students' age and grammar competence among Junior High School students in a national high school in the Division of Ozamiz City during School Year 2025–2026. Specifically, it determined the level of grammar competence across age groups, identified differences in grammar competence, determined the least learned grammatical categories, and developed instructional activities to address learning gaps. A descriptive research design was employed involving 67 students aged 12–17 years selected through total enumeration. Data were gathered using a 50-item grammaticality judgment test covering nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. Data were analyzed using weighted mean and one-way Analysis of Variance (ANOVA). Findings revealed that students generally demonstrated an average level of grammar competence. Conjunctions emerged as the strongest grammatical category, while pronouns, adjectives, and adverbs were identified as the least learned areas. Results further indicated no significant difference in grammar competence among students when grouped according to age. The findings suggest that grammar competence is influenced more by instructional exposure and learning experiences than by age. Instructional activities focusing on weak grammatical areas are recommended to improve learners' grammar competence.