The licensure examination for Certified Public Accountants (LECPA) is considered among the most difficult board exams in the Philippines, as evidenced by passing rates that hover between 20-35% in the last 15 years. This is even lower than the Bar Exam national average. LECPA passing average is even lower in provinces such as Quezon. HEIs offering BSA are trying to explore multiple angles on how to improve this passing rate. Hoping to provide a lead to this end, this study attempted to look into a broad range of factors that may affect LECPA performance, using comparative and correlational analyses. From all over the country, the study gathered data from a total of 153 LECPA takers, which include 33 topnotchers, 60 passers, and 60 non-passers. Results reveal that the respondents tend to obtain higher LECPA ratings if they are more introverted and conservative, while those who are more sophisticated in music and arts tend to perform poorly in the said exam. Respondents from intact nuclear families also tend to perform better. Certain practices were associated with poor board performance, such as the use of Pomodoro and similar techniques, as well as the use of note-taking apps. Those who followed a less structured review schedule performed better. Participation in accounting competitions showed high correlation with board performance. The researchers recommend the use of the findings not necessarily for the screening of BSA applicants, but rather to develop strategies around the academic, personal, and other characteristics of students with the goal of improving board performance.
This qualitative narrative inquiry research investigates how the Talk-in-English (TIE) policy shapes the professional identity of Filipino English teachers in a private school in Lucena City. Data were collected through semi-structured interviews with three English teachers. The thematic analysis revealed three major themes: (1) Redefining Classroom Communication - the TIE policy redefined classroom communication by encouraging sustained English use and deliberate language modeling, although inconsistencies in implementation created challenges; (2) Identities in Negotiation - teachers’ identities were placed in negotiation as they balanced institutional expectations of English-only communication with their Filipino linguistic and cultural repertoires, resulting in both tensions and adaptive strategies; and (3) Becoming the Teacher They Expect - the policy fostered professional growth by enhancing teachers’ confidence, authority, and alignment with institutional goals of academic excellence and prestige. The study concludes that while the TIE policy imposes limits on pedagogical flexibility, it simultaneously fosters teacher development and recognition. The study contributes to the wider discourse on language policy and teacher identity in the Philippine context.
This study investigates the status and challenges of health human resources to advance the realization of universal healthcare in the Philippines. Amid the increasing demand for healthcare services driven by population growth, urbanization, and socioeconomic development, the country faces persistent issues such as workforce shortages, skill-mix imbalances, and misdistribution of allied health professionals. Using mixed methodologies, including surveys, and comparative analyses, the research evaluates workforce conditions, and identifies barriers to equitable deployment and utilization. Findings revealed a predominantly young, unmarried female workforce concentrated in private laboratories, with limited years of experience and occupying lower position. Despite a generally functional workforce distribution and satisfactory skill-mix, ongoing concerns about workload, compensation, and the depth of training programs persist. These outcomes reflect broader national trends cited by global frameworks such as the World Health Organization's Workforce 2030, and the HRH2030 Philippines Final Report, which highlight the need for strategic, context-adapted human resource interventions. The study recommends adopting WISN staffing tools, enriching professional development programs, standardizing compensation across sectors, and strengthening governance through streamlined credentialing and interagency collaboration. Ultimately, the research underscores the importance of data-driven workforce planning to build a resilient, equitable, and effective healthcare system, and contributes significantly to policy dialogue on achieving universal healthcare in Quezon Province and beyond.
The 2021 Philippine Statistics Authority survey shows that unemployment rate among formerly incarcerated persons (FIPs) is twice as high as the national average. This reflects the difficulties encountered by FIPs in finding gainful employment after doing time, as well as the reluctance of businesses to hire them. The study involved a total of 316 respondents consisting of consumers, business owners and managers, employees, and suppliers. Data was analyzed using descriptive and inferential (comparative and correlational) statistics. Findings show that while the respondents generally agree to the concept of providing employment opportunities for FIPs, in general, they are not open to having them in the workplace. The study also offers detailed insights on the perceptions of stakeholders according to their demographics. From a marketing perspective, plunging headlong into the hiring of FIPs on the principle of inclusivity is ill-advised. It is recommendable to first invest in the education and orientation of stakeholders regarding the hiring of FIPs, before deciding to actually hire them, lest they risk backlash from employees, business partners, and the consumers themselves.
This paper aims to determine how assessment is aligned with pedagogy and learning spaces through a rapid literature review. This methodology facilitates the analysis of newly published data to identify and summarize available information regarding different approaches. The reviewed and analyzed literature highlighted the nature of various learning spaces. Pedagogical approaches were organized according to specific learning spaces, while assessment approaches were aligned with these pedagogical approaches. The findings showed that learning space is clearly defined as distinct from the learning environment; physical, virtual, and hybrid learning spaces were explained; and the transformation of schools into venues for active learning spaces was expounded. Notably, the literature showed that a learning space is more specific than a learning environment. It refers to a place where learning related to curriculum implementation takes place. The use of various learning spaces has implications for teachers’ utilization of assessment as a tool for learning improvement. Creating an active learning environment, a learner-centered approach grounded in constructivist theory, responds to the need for knowledge construction by focusing on activities and strategies that foster higher-order thinking skills. It is recommended that schools transform themselves from traditional classrooms into dynamic and active learning spaces where learners are actively involved in the teaching and learning process. Such transformation would require the integration of key elements, namely: (a) active learning pedagogy; (b) active learning spaces; and (c) activity-based assessment.
