American Research Journal of Humanities and Social Sciences

Harniel B. Buaron1, Grace G. Tizon1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2

The Academic Recovery and Accessible Learning (ARAL) Program is a targeted educational initiative designed to support learners in recovering academic skills and enhancing learning accessibility. This study explores the dynamics of implementing targeted educational programs in Philippine primary schools. Using a case study research design, the study was conducted at Aloran Central School in the Division of Misamis Occidental. It involved three participant groups: 10 teachers, five school heads, and five learners. Data were gathered through semi-structured interviewguides. The study identifies eight emerging themes: navigating instructional and curricular constraints and managing learner diversity; addressing institutional-level challenges; adapting instructional practices to sustain academic recovery; cultivating collaborative learning communities; and confronting multi-level constraints, systematizing core structures, and intensifying learner-centered practice. Effective implementation of ARAL Programs and sustained academic recovery requires addressing classroom and institutional challenges, integrating collaborative and adaptive instruction, and ensuring coordinated, systemic support through consistent, learner-centered practices.Recommendations include providing targeted professional development and resources, implementing structured peer collaboration and differentiated instruction, ensuring systemic support for learner-centered practices, and conducting future research on the long-term effects of integrated ARAL strategies.

Mary Chelle G. Abe1, Grace G. Tizon1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2

Differentiated instruction in English classes involves tailoring teaching methods, materials, and assessments to meet students’ diverse abilities, interests, and learning needs. This study explored junior high school students’ perspectives on differentiated instruction and its relationship to inclusive and effective learning environments. Using a descriptive correlational design, 120 students from a university in Misamis Occidental completed three 20-item researcher-made questionnaires. Mean, standard deviation, frequency, percentage, and Pearson Product-Moment Correlation Coefficient (Pearson r) were employed in the study. The study found that junior high school students perceived differentiated instruction positively, and this perception was significantly associated with inclusive and effective learning, particularly through learner engagement, instructional clarity, and language skill development.Differentiated instruction in junior high school English classes effectively promotes inclusivity, engagement, motivation, skill development, and meaningful learning outcomes. It is recommended that junior high school English teachers implement clear, inclusive, and differentiated instructional strategies to enhance student engagement, motivation, language development, and overall learning effectiveness.

Rubylyn P. Casiano1, Grace G. Tizon1, Rochelan Lumasag1, Elsa B. Buenavidez2, Cynthia S. Superable2

The Learning Action Cell (LAC) program of the Department of Education serves as a professional learning community aimed at enhancing teachers’ instructional practices, collaboration, and continuous professional growth. This study explored the lived experiences of 10 purposively selected public-school teachers in Calamba District, Misamis Occidental, Northern Mindanao, as they participated in LAC sessions. The study utilized Moustakas’ (1994) Existential Learning framework. Five emerging themes were identified in the study, namely: living collaborative relationships in professional learning, navigating supportive leadership to learner success, experiencing a holistic and empowering professional space, encountering time as a structuring force for professional growth, and engaging in embodied and emotional professional learning.Collaborative relationships, supportive leadership, holistic professional spaces, structured time, and embodied and emotional engagement collectively facilitated teachers’ instructional competence, professional growth, reflective practice, sustained engagement, and effective classroom performance. The study recommends .that school administrators, leaders, program designers, and professional development coordinators intentionally create collaborative, supportive, and holistic LAC environments, allocate time for planning and reflection, and design engaging activities, while future research should examine the long-term impact of such professional learning on teacher effectiveness and student outcomes

Charlita G. Cabug1, Grace G. Tizon1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2

Creating a supportive and conducive school environment is essential for fostering learners’ well-being and enhancing their learning satisfaction. This study investigated the correlation between school environmental conditions and learners’ well being and learning satisfaction among 120 elementary students in a public school in Misamis Occidental Division. Using a descriptive correlational design, the study assessed learners’ perceptions of classroom temperature, air quality, lighting, and noise levels, alongside their emotional, social, physical, and cognitive well-being, and their learning satisfaction in terms of perceived learning, teacher effectiveness, learning environment, and relevance and engagement. Data were analyzed using mean and standard deviation to determine the levels and consistency of the variables. At the same time, Pearson’s correlation coefficient was employed to examine the strength and direction of the relationships between school environmental conditions and learners’ well-being and learning satisfaction. Findings revealed that learners generally perceived their school environment as favorable, reported high levels of well-being and learning satisfaction, and showed that only specific environmental factors, such as air quality and lighting, were positively correlated with certain aspects of well-being. At the same time, no significant relationship was found between environmental conditions and learning satisfaction. The study highlights the importance of maintaining optimal school environmental conditions to support learners’ holistic development. It informs educators and administrators on areas for improvement in promoting both well-being and compelling learning experiences.

Axella Mae O. Rodriguez1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2, Markdy Y. Orong2, Imelda O. Reyes2

Climate change presents significant environmental and educational challenges, particularly in climate-vulnerable countries such as the Philippines. This study examined the levels of climate change knowledge, attitudes toward climate action, and climate action behavior among first-year college students and explored the relationships among these variables as a basis for a proposed Climate Change Education Program. A quantitative, explanatory-correlational research design was employed, involving 120 first-year college students selected through purposive sampling. Data were gathered using a researcher-developed climate change knowledge test, an attitude toward climate action scale, and a climate action behavior scale. Descriptive statistics, Spearman rank-order correlation, and bootstrapped mediation analysis were used for data analysis. Results indicated that students generally demonstrated high to very high levels of climate change knowledge, positive attitudes toward climate action, and a high level of engagement in climate action behaviors. Correlation analysis revealed that climate change knowledge was not significantly related to attitudes or behavior, while attitudes toward climate action showed a strong and positive association with climate action behavior. Further, mediation analysis revealed that attitudes toward climate action fully mediated the relationship between climate change knowledge and climate action behavior. These findings highlight the critical role of attitudes in translating climate knowledge into meaningful action and provide empirical support for the Knowledge–Attitude–Behavior model. The study recommends integrating attitudinal and action-oriented strategies into climate change education programs in higher education.

Jedah J. Baculio1, Rochelan Lumasag1, Grace G. Tizon1, Elsa B. Buenavidez2, Cynthia S. Superable2, Imelda O. Reyes2, Perlito D. Jomuad2

Understanding the factors that hinder reading development is essential for improving literacy outcomes among struggling learners. This study investigated the challenges teachers face in addressing the needs of learners who are at the frustration level of readers. Employing a case study research design, the study focused on how teachers addressed the needs of readers at varying levels of frustration through their instructional strategies in multigrade classroom settings. Conducted at a selected higher education institution in Misamis Occidental that offers a basic education program, the research involved 10 teachers, five parents, and five learners. The findings revealed that teachers encountered multiple barriers in addressing the frustration levels of readers who needed adequate reading support, including limited home reinforcement, generalized instructional approaches, and persistent cognitive and emotional challenges. These results led to the conclusion that individualized, adaptive, and culturally responsive strategies are crucial in addressing both the cognitive and affective needs of these learners, particularly in multigrade settings where diverse reading levels coexist. The study recommends that educators implement differentiated, culturally meaningful reading strategies, leverage technology to support personalized learning, strengthen teacher–parent collaboration, and consider future research on technology-assisted, individualized reading interventions to further enhance support for readers at the frustration level.