Surigao del Sur State University

This phenomenological study explored the lived realities of multigrade teachers in Tubajon District, Dinagat Islands. Anchored on the ART (Adaptation, Resilience, and Thriving) Framework of Resilience, the study employed Colaizzi’s descriptive phenomenological method to uncover the essence of these teachers’ experiences. Analysis of interview data revealed nine theme clusters, which were further grouped into three major themes: the complex demands of multigrade teaching, growth and fulfillment in multigrade teaching, and strategies for effective multigrade teaching. Findings revealed that multigrade teachers face multifaceted challenges requiring flexibility and resourcefulness, yet they also experience personal growth and resilience. They utilize organized strategies to address diverse classroom needs but highlight the necessity for additional support and training. The study recommends targeted training, continuous professional development, emotional support programs, and development of resource banks and peer mentoring to enhance multigrade teaching effectiveness.

This study assessed the specific issues encountered by teachers of various grades, including crucial areas like training, timetable, instructional materials, classroom management, and language barriers. This study used a convergent parallel mixed-methods research design, wherein qualitative and quantitative techniques were combined to examine the challenges of 101 multigrade teachers across the 12 districts in Siargao Division, Philippines, using survey questionnaires, in-depth interviews, and focus group discussions. Purposive sampling was used, whereas frequency count, percentage distribution, mean, standard deviation, ANOVA, Scheffé's test were applied to analyze the data. This study is anchored in Vygotsky's Social Constructivism and Biddle's Teacher Role Theory, the results showed that although challenges in training, instructional materials, and classroom management are not as prominent serious challenges remain in time management and language barriers. Younger, novice, and non-married teachers, and those in lower teaching positions or with less educational attainment, faced heightened challenging training, timetabling, and classroom management. Teachers of Grades 1 and 2 faced more problems regarding the timetable compared to teachers teaching higher grades, and teachers with lower performance ratings faced more problems in all five aspects. These findings underscore the necessity to have targeted interventions to address these persistent barriers. Thus, the program “Enhanced Capacity for Multigrade ESL Teaching” would take shape to empower the multigrade teacher for the betterment of the learning outcomes.

This study assessed the effectiveness of the SOLO (Structure of Observed Learning Outcomes) Taxonomy in improving the reading comprehension proficiency of Grade 7 students. The research focused on the integration of SOLO-based questioning strategies and their impact on critical thinking and higher-order thinking skills (HOTS) in English reading tasks aligned with the MATATAG curriculum. Using a quasi-experimental design, two existing sections from a public secondary school were selected—the experimental group that the received SOLO-integrated instruction, while the control group received conventional reading instruction. A total of 64 students participated in the study. Pre-tests and post-tests were administered, with researcher-made instruments consisting of PISA-based questions and researcher-made questions aligned to SOLO levels. Results revealed a notable increase in proficiency among the experimental group from "Fair" to "Very Satisfactory," with significant gains particularly at higher SOLO levels (relational and extended abstract). In contrast, the control group remained at the "Satisfactory" level. Statistical analysis using the Wilcoxon Signed-Rank Test confirmed significant differences in performance before and after the intervention. The findings underscored the effectiveness of the SOLO framework in promoting deeper learning, metacognition, and structured cognitive progression. The study recommends integrating the SOLO Taxonomy in instructional planning, providing professional development for teachers, and aligning curriculum resources to support critical reading development. Further research is suggested to explore SOLO’s application in other subject areas and grade levels.

This study explored the development and evaluation of an alternative flour derived from durian (Durio zibethinus) rind, with the goal of using it as a primary ingredient in tart formulations. Specifically, it assessed the phytochemical composition of durian rind and its incorporation into three tart formulations evaluated for sensory acceptability in terms of appearance, aroma, taste, texture, and overall appeal. The research also analyzed the nutritional and physicochemical properties of the most preferred formulation. The study employed a descriptive and mixed-methods design, with laboratory and sensory evaluation conducted at Surigao del Norte State University's Food Technology Innovation Center. Data were gathered from 120 respondents, including food experts and consumers, and were analyzed using frequency counts, percentages, means, standard deviations, MANOVA for repeated measures, Bonferroni tests, and ANOVA with Scheffé's post hoc analysis. Results revealed that durian rind contains beneficial phytochemicals, and among the three formulations, Formulation B consistently received the highest ratings across all sensory attributes. Significant differences were observed among formulations. Nutritional and physicochemical analyses further supported the viability of Formulation B as a moderately healthy and stable tart product, highlighting its potential for commercial and sustainable food applications.

This study developed an all-purpose gourmet paste using banana blossom (Musa acuminata) as the main ingredient and evaluated sensory qualities, and nutritional composition. Three formulations with varying amounts of banana blossom were created and assessed by a group of food experts and consumers. The developmental-descriptive and experimental approach allowed for comprehensive testing and comparison of appearance, aroma, taste, texture, and overall acceptability. Statistical analyses, including mean, standard deviation, and MANOVA, were employed to examine differences among formulations. Findings revealed that among the three formulations, Formulation C was the most preferred due to its superior aroma, taste, and texture. The physico-chemical and nutritional analysis of Formulation C confirmed its potential as a nutritious, plant-based food product with moderate fat and protein content, though its relatively high sodium level suggests a need for mindful consumption. The study supports the use of banana blossom as a functional food ingredient and a promising component of local product development initiatives.