https://orcid.org/0009-0008-5103-8670 christian.mingala@isu.edu.ph1 Agriculture Department, Isabela State University – Angadanan, Angadanan, Isabela, Philippines1 Agricultural and Biosystems Engineering Department, College of Engineering, Isabela State University, Echague, Isabela, Philippines2 A tandem rotary tiller-furrower was developed to combine soil pulverization and furrow formation into a single field pass. The implement features four stainless-steel double-moldboard bottoms in an adjustable and removable bolted configuration. Furrow depth is adjusted via a dynamic hydraulic depth control unit. It was evaluated on a 3-hectare dry clay loam field using a 50-hp tractor arranged in a two-factor Randomized Complete Block Design, to examine the operational interaction between two furrow depths and three forward speeds. Field evaluation demonstrated structural integrity, consistent 60 cm inter-row spacing, minimal soil adhesion, and safe wheel slip limits. At the lower depth setting (16.75 ± 1.13 cm), increasing speed from low to high maximized actual field capacity from 0.24 to 0.53 ha/h, improved field efficiency from 70.30% to 79.44%, and reduced effective fuel consumption from 15.85 to 11.38 L/ha. In contrast, the higher depth setting (18.25 ± 1.53 cm) reduced field capacity due to increased soil–tool interaction during deeper tillage and furrowing. Economically, the single-pass system reduces cost and improves profitability. By integrating rotary tilling and furrowing into a single-pass operation, the system provides farmers with a technically and economically sound solution for mechanized row-crop land preparation under Philippine dry-field conditions. Keywords: Agricultural mechanization; Tandem rotary tiller-furrower; Hydraulic depth control; Single-pass tillage; Field capacity
https://orcid.org/0009-0009-3055-5959 gejettemarei.monton@gsu.edu.ph Guimaras State University McLain, Buenavista, Guimaras, Philippines This study aimed to develop, evaluate, and determine the level of acceptability of an instructional module in Environmental Science for tertiary learners. Anchored on the Input–Process–Output (IPO) model and guided by the ADDIE framework (Analyze, Design, Development, Implementation, Evaluation), the study systematically produced a module aligned with the prescribed course syllabus. Lessons were organized using the 5As approach (Activity, Analysis, Abstraction, Application, and Assessment) to ensure an engaging and learner-centered flow. Developmental research design was employed, involving two groups of respondents: evaluators (one from the University’s Instructional Materials Development Office, five Science Department Chairs, and two professional illustrators) and end-users (Science faculty and students of Guimaras State University). Results showed that the instructional module obtained an overall mean of 4.43 (“Strongly Agree”) based on the University’s guidelines, indicating that it was highly acceptable in terms of objectives, content, organization, presentation, and usefulness. Furthermore, the module achieved an overall mean of 4.92 (“Very Highly Acceptable”) in the acceptability test, suggesting readiness for classroom implementation without further revision. Statistical analysis revealed no significant differences in evaluations across types of evaluators, demonstrating consistent recognition of the module’s quality. The findings confirm that the developed instructional module is relevant, comprehensive, and suitable for use in teaching Environmental Science. Keywords: Development, Evaluation, Acceptability, Environmental Science, ADDIE framework, IPO model, Instructional Module
https://orcid.org/0009-0006-5680-8633 melajen.gabasa@gsu.edu.ph Guimaras State University McLain, Buenavista, Guimaras, Philippines This study utilized a developmental research design to develop, evaluate, and determine the acceptability of an instructional module in Mechanics and Waves for tertiary learners at Guimaras State University during the second semester of School Year 2024–2025. The study was anchored on the Input–Process–Output (IPO) model and employed the Analyze–Design–Development–Implementation–Evaluation (ADDIE) framework as the primary methodological and instructional design approach. The module lessons were structured using the 5As pedagogical approach (Activity, Analysis, Abstraction, Application, and Assessment) to ensure a systematic, learner-centered, and outcomes-based instructional sequence aligned with the course syllabus. The development process involved syllabus analysis, instructional design, content development, and iterative validation. The module underwent preliminary evaluation by the University’s Instructional Materials Development Office, followed by validation from two professional illustrators and five external science experts. For implementation and evaluation, the module was assessed by faculty members and students who had taken Mechanics and Waves. Data were collected using a validated rating instrument adapted from Mission (2022), which measured objectives, content, organization, instructional presentation, and usefulness. Data analysis employed descriptive statistics, particularly the mean, to determine the level of evaluation and acceptability, and the Mann–Whitney U test to examine significant differences between groups of respondents. All statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS) with a significance level set at 0.05. Results revealed that the instructional module obtained an overall mean of 4.66 (Outstanding), indicating high alignment, clarity, and relevance to the Desired Learning Outcomes. In terms of acceptability, the module achieved an overall mean of 4.85 (Very Highly Acceptable), demonstrating that it is well-structured, comprehensive, and suitable for classroom use. Inferential analysis showed no significant difference in the evaluation results when grouped according to type of evaluator (U = 1.500; p = 0.171) and no significant difference in acceptability when grouped according to teachers and students (U = 406.500; p = 0.412). The study concludes that the developed instructional module in Mechanics and Waves is valid, reliable, and highly acceptable for instructional implementation. It is recommended that the module be adopted in tertiary physics instruction and continuously enhanced through feedback and innovation to sustain its effectiveness in improving student learning outcomes. Keywords: instructional module, Mechanics and Waves, ADDIE model, evaluation, acceptability
herlynapolonio06@gmail.com Isabela State University, Echague Campus, Echague, Isabela, Philippines This study was conducted to develop a smart-farming calendar for mungbean (Vigna radiata L.) production in the City of Ilagan, Isabela using the Decision Support System for Agro-Technology Transfer (DSSAT). The study utilized agroclimatic, soil, crop, and management data gathered from field surveys, farmer interviews, soil sampling, and secondary sources. Daily weather data including rainfall, maximum and minimum temperature, and solar radiation were obtained and used as primary climatic inputs for the DSSAT model. The DSSAT model was calibrated using observed yield data from 18 farmer respondents during the 2021 cropping season and validated using an independent dataset from 11 farmers during the 2022 cropping season. Model performance during calibration showed strong agreement between simulated and observed yield values, indicating good predictive capability under local conditions. Simulation results revealed that planting date significantly influenced mungbean yield. Simulated yield gradually increased from early January and reached its highest value of approximately 1,738 kg/ha during mid-April, particularly on April 17. Based on the simulation results, a smart-farming calendar was developed to guide farmers in scheduling key crop production activities including land preparation, planting, fertilizer application, crop growth stages, and harvesting. Keywords: DSSAT Model, Mungbean Cropping Calendar, DSSAT calibration & validation
https://orcid.org/0009-0007-8407-4195 ginalyn.montano001@deped.gov.ph Guimaras State University McLain, Buenavista, Guimaras, Philippines The effectiveness of teaching is deeply embedded in institutional arrangements, where school culture and continuous professional development (CPD) shape instructional practices that influence student outcomes. This study examined the levels of school culture, CPD, and instructional practices among public elementary school teachers in Passi City, as well as differences across demographic variables and the relationships among these constructs. A descriptive–correlational research design was employed, involving 225 teachers selected through proportional stratified sampling from a population of 515. Data were collected using a validated researcher-developed questionnaire composed of Likert-type and dichotomous items measuring school culture, CPD, and instructional practices. Data analysis utilized Statistical Package for the Social Sciences (SPSS), applying descriptive statistics (frequency, percentage, mean, and standard deviation) to determine levels of the variables, and inferential statistics, including the Mann–Whitney U test and Kruskal–Wallis H test, to examine differences across demographic groups. Spearman’s rho correlation was used to determine relationships among school culture, CPD, and instructional practices, with the level of significance set at α = 0.05. Findings revealed a very high level of school culture (M = 4.54), indicating strong collegiality and shared values, while CPD was rated high, reflecting consistent but uneven access to professional learning opportunities. Instructional practices were widely implemented across groups. Correlation analysis showed a strong positive relationship between school culture and CPD (ρ = .732, p < .001), a moderate positive relationship between CPD and instructional practices (ρ = .224, p = .001), and a weak but significant relationship between school culture and instructional practices (ρ = .148, p = .026). The study concludes that school culture serves as a foundational structure that supports professional development, which in turn exerts the most direct influence on instructional practices. Strengthening both school culture and CPD is therefore essential to improving instructional quality and advancing student learning outcomes in public elementary schools. Keywords: school culture; professional development; instructional practices; Passi City; elementary education
