Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research Abstracts (AASgBCPJMRA)

ABSTRACT Title: Assessment of the Capabilities of Implementation of the Anti-Smoking Ordinance in Novaliches, Quezon City Authors: Bataclan, Jason T.; Berbasa, Oliver D.; Cabangbang, Arjie; Galozo, Aron Dave A.; Gorobat, Henrexon L.; Tagaytay, Rafael L. Degree: Bachelor of Science in Criminology Date of Completion: November 2024 This study aimed to assess the implementation capabilities of the Anti-Smoking Ordinance in Novaliches, Quezon City. With smoking recognized as a major public health issue, the local government enacted the ordinance to regulate smoking in public areas and promote a healthier environment. The research focused on evaluating the level of community awareness, the effectiveness of enforcement strategies, the challenges encountered by implementing agencies, and the overall compliance of the public. using a descriptive research design, the study gathered data through survey questionnaires distributed to local law enforcers, barangay officials, and residents. Results indicated a moderate level of public awareness and partial compliance with the ordinance. However, enforcement efforts were hindered by limited manpower, insufficient resources, and a lack of continuous public education campaigns. The study concludes that effective implementation requires stronger inter-agency collaboration, regular training for enforcement personnel, and intensified awareness programs. These improvements are essential to enhancing public compliance and achieving the ordinance’s objectives in safeguarding community health. This study assesses the implementation capabilities of the Anti-Smoking Ordinance in Novaliches, Quezon City, focusing on the local government's readiness, policy effectiveness, and enforcement challenges. using a mixed-methods approach, the research combines surveys of residents, interviews with local officials and enforcement personnel, document analysis, and direct observations in public areas. It evaluates the preparedness of authorities, the level of public awareness, and the extent of compliance among individuals and business establishments. Findings show that while public awareness is generally high, enforcement remains inconsistent across barangays, leading to uneven compliance with the ordinance. The study identified several key challenges in implementing the anti-smoking ordinance in Novaliches, Quezon City, including limited manpower, insufficient signage, and occasional resistance from the public. Although the ordinance has led to a noticeable decrease in public smoking, its effectiveness is limited by inconsistent enforcement and weak coordination among government agencies. While enforcement teams are in place, they often lack adequate resources, and penalties are not consistently applied, reducing the law’s overall deterrent effect. The study concludes that stronger inter-agency collaboration, regular training for enforcement personnel, sustained public education campaigns, and increased budget support are essential to closing implementation gaps and promoting a more effective, smoke-free environment. Research plays a crucial role in guiding informed decision-making in areas such as social behavior, infrastructure, and public health—contributing to a more sustainable, equitable, and progressive community. This study gathered data from 25 smoking residents and 20 barangay officials using a structured survey questionnaire distributed to both groups.

In Villaflor Village, Barangay Gulod, Novaliches, Quezon City, the public consumption of alcoholic beverages is prohibited under City Ordinance No. 2995, Series of 2020, which was proposed in March 2019 and implemented in January 2020. This study investigated the effectiveness of the ordinance by examining public perception, identifying challenges in its implementation, and recommending strategies to strengthen compliance. The research aimed to support the development of more effective enforcement mechanisms and promote responsible public behavior regarding alcohol consumption. A survey involving 50 residents of Villaflor Village, Barangay Gulod, Novaliches, Quezon City, was conducted to assess the impact of City Ordinance No. 2995 in terms of social, cultural, economic, and enforcement aspects. Most respondents were aged 34 to 41, high school graduates, and long-term residents of the community. The findings revealed general agreement with the ordinance’s social, cultural, and economic objectives, while enforcement efforts received the highest approval. However, a major challenge identified was the lack of public awareness, with 84% of respondents indicating they were not well-informed about the ordinance’s provisions. To effectively address the identified challenges, the study underscores the importance of improving information dissemination—a measure supported by 92% of respondents. It further recommends strengthening enforcement strategies, setting up community hotlines for reporting violations, and reviewing the ordinance’s provisions to ensure alignment with the community’s changing needs and circumstances. Future studies are encouraged to examine the long-term effects of the ordinance on public safety, crime rates, and community behavior. By adopting the proposed recommendations, local authorities can strengthen enforcement, increase public adherence, and ensure the ordinance serves its intended purpose of promoting order and safety within the community.

Implementing anti-smoking ordinances has become a crucial public health strategy in cities worldwide, aimed at reducing smoking rates and minimizing the harmful effects of tobacco use. The ordinance in Barangay 178 Camarin is part of a broader campaign to establish smoke-free areas and promote healthier lifestyles among its residents. This study examined the implementation of the anti-smoking ordinance in Barangay 178 Camarin and its impact on the local community. The researchers chose a descriptive research design, which aims to provide a comprehensive overview of a particular phenomenon or population without manipulating any variables. By using this design, researchers can effectively observe and examine the collected data, offering valuable insights to guide further investigation. Simple random sampling was employed, wherein each member of the population has an equal chance of being selected. This method is the most straightforward among probability sampling techniques, involving only a single random selection and requiring minimal prior knowledge about the population. Due to its use of randomization, research conducted with this sampling method generally has high internal and external validity and is less prone to biases such as sampling and selection bias. The conclusions drawn from the collected data provide meaningful insights. Regarding the demographic profile based on sex, 26 respondents (52%) were male, while 24 respondents (48%) were female, making a total of 50 respondents (100%). The overall composite mean for awareness was 3.13, interpreted as “Agree.” For enforcement, the composite mean was 3.16, also interpreted as “Agree.” Community support had a composite mean of 3.04, with the same verbal interpretation of “Agree.” Enforcement problems related to the ordinance ranked first, with a frequency of 48 (96%). Additionally, 48 respondents (96%) agreed that the penalties for violating the anti-smoking ordinance are sufficient. Limited resources and manpower can hinder the consistent enforcement of the ordinance, making it difficult to monitor and penalize offenders effectively. Improving enforcement of the Anti-Smoking Ordinance requires a combination of stricter enforcement measures, increased public awareness, and supportive community programs.

This study explored the relationship between perfectionism and work fatigue among fourth-year breadwinning college students enrolled in BS Psychology, BS Education, and BS Information Technology programs. Breadwinning students, who bear financial responsibilities for their families while pursuing academic goals, often encounter heightened levels of stress, exhaustion, and emotional strain. The study aimed to determine how perfectionist tendencies contribute to work-related fatigue and how this, in turn, affects academic performance. The study employed a purposive sampling method involving 51 breadwinning fourth-year college students. A Likert-scale questionnaire was used to collect data on students’ academic performance, work hours, levels of fatigue, and perfectionist behaviors. Most participants were found to be working full-time, often exceeding eight hours per day, which significantly contributed to both physical and emotional exhaustion. Students with high levels of perfectionism reported increased fatigue as they continually pushed themselves to meet personal and academic standards. The data revealed a strong correlation between work fatigue and declining academic performance, indicating that high perfectionist tendencies exacerbate burnout and reduce overall learning effectiveness. The results underscore the critical challenges faced by breadwinning students, particularly those with perfectionist traits. The findings suggested that work fatigue, intensified by perfectionism, negatively impacts academic performance. As these students strive to maintain high standards in both work and academics, they are more prone to physical exhaustion and psychological strain. These outcomes indicate the need for institutional support systems that address the unique needs of working students, including mental health services and academic flexibility. The findings suggest that work fatigue is a significant issue among fourth-year college students who are also breadwinners, especially those with a strong inclination toward perfectionism. Extended work hours lead to physical and mental fatigue, which is further intensified by the pressure to meet high academic standards. These findings highlight the importance of academic institutions implementing flexible workload policies, providing counseling services, and offering seminars on stress and time management. Such interventions could mitigate the adverse effects of perfectionism and work-related fatigue, ultimately supporting students’ academic success and well-being.

Phonics, the science of sound, is a method of teaching reading that focuses on the sounds and visual forms of individual letters and letter groups. By learning to blend these sounds, children can more effectively decode unfamiliar words. According to Baron R. (2020), speaking is one of the four essential skills students use in daily life to communicate and understand others. The researchers employed a quantitative approach using a causal-comparative design, with purposive sampling of thirty (30) Grade 1 Dulpina pupils from Tandang Sora Elementary School as respondents. Guided by Vygotsky’s Zone of Proximal Development (ZPD) theory, as cited by Wang S. et al. (2020), the study examined the gap between what learners can accomplish independently and with guidance from teachers or peers. The ZPD framework highlights intellectual, linguistic, and creative potentials awaiting development. The study aimed to identify factors influencing the speaking skills of Grade 1 pupils and to create instructional materials tailored to their needs. The data revealed that Phonics Ascend significantly improved the speaking skills of Grade 1 pupils. Post-test results indicated very high proficiency in fluency (mean = 9.43), grammar (mean = 9.73), and pronunciation (mean = 9.53), with an overall mean score of 28.70, interpreted as very high proficient. In contrast, the pre-test yielded a total mean score of 18.70, interpreted as proficient, highlighting a substantial improvement after the intervention. The study found that Phonics Ascend significantly improved the speaking skills of Grade 1 pupils, with notable gains in fluency, grammar, and pronunciation. The substantial difference between pre-test and post-test scores confirms the effectiveness of phonics-based instructional materials. Guided by the ZPD framework, targeted support enhanced not only students’ speaking proficiency but also their overall intellectual and linguistic development.

This study aimed to improve students’ speaking abilities to enhance the effectiveness of their learning. It focused on helping students clearly and confidently express information verbally so that listeners could easily understand them. The research used auditory learning materials called “H.A.S.P.” (Hearing Actively and Speaking Proudly), through which students engaged in targeted listening and speaking activities that strengthened their oral responses. Special attention was given to the accurate pronunciation of words and sentences, leading to significant gains in fluency, grammar, vocabulary, and overall pronunciation. The study was grounded in Van Dijk’s (2020) Digital Divide theory. The study involved 41 Grade 6 students from San Gabriel Elementary School and used standardized 40-item pre-tests, post-tests, and survey questionnaires. Data were analyzed using statistical methods such as Frequency, Percentage, Ranking, Weighted Mean, and Z-test to evaluate the intervention’s effectiveness. Grounded in a review of relevant literature, the researcher also created a table of specifications to ensure alignment between the assessments and the study’s framework. The results highlighted key characteristics of the participants, who were aged 11 to 13 years old, comprising 18 females and 23 males. Analysis of their speaking skills showed significant improvement, with weighted means reflecting effectiveness in fluency (3.00), grammar (3.05), pronunciation (3.02), and vocabulary (3.01), all rated as Effective. The pre-test yielded a composite mean of 15.56 (SD = 4.94), while the post-test showed a higher composite mean of 20.90, resulting in the rejection of the null hypothesis. Identified challenges included fostering effective learning, limited home resources, struggling readers, insufficient visual aids, and a lack of ample practice opportunities. The findings demonstrate that the H.A.S.P. guidelines effectively enhanced students’ speaking and listening skills by integrating multimedia resources. This structured approach facilitated the efficient use of materials in the classroom, enabling students to improve their verbal expression and build greater confidence in their communication abilities. Consequently, these improvements contributed to their academic success and personal development.

Division plays a vital role in developing students' problem-solving, critical thinking, and analytical skills, making it a foundational component of education as emphasized in RA 10533, Section 15. Although often challenging, children naturally possess intuitive ideas about division that can be enhanced through effective teaching methods. Strategies such as gamification and the use of authentic materials have been shown to make learning division more engaging and effective, ultimately leading to improved student performance. This causal-comparative study evaluated the effectiveness of the Math Go Box in improving the division skills of Grade 3 students. Involving 34 participants, the research used pre-test and post-test assessments, along with qualitative feedback. Results revealed a statistically significant improvement in students’ division performance, demonstrating that the Math Go Box is an effective tool for enhancing mathematical learning outcomes. The study analyzed pre-test, post-test, and survey data from Grade 3 students to assess the impact of the Math Go Box on division proficiency. Most students were 8 years old and predominantly male. A majority had a GWA between 81–85. The Math Go Box effectively improved division skills, as evidenced by post-test gains, though it had a limited effect on resolving learning difficulties. Statistical analyses showed no significant correlation between student demographics (age, gender, GWA) and post-test outcomes, indicating that the Math Go Box benefits learners regardless of background. This study evaluated the effectiveness of the Math Go Box in enhancing division skills among Grade 3 students. The majority of participants were 8 years old, 59% male, and 73% had a GWA of 81–85. Initial pre-test scores indicated low proficiency in both division facts and processes. However, post-test results revealed substantial improvement, with learners achieving proficiency and high proficiency levels. Statistical analysis confirmed the significance of the improvement (z = -37.8005, p < 0.00001). Overall, the Math Go Box proved to be an effective instructional tool for teaching division.

The integration of ChatGPT, a generative AI technology, into modern education systems is gaining traction due to its ability to facilitate human-like interactions and assist with various tasks such as answering queries, composing emails, and writing code. In the Philippines, this growing interest has prompted the government to closely examine AI and chatbot technologies, including ChatGPT, to monitor and manage potential system risks. This study integrated ChatGPT into the writing curriculum of Grade 6 students. It employed a quantitative research method using a true-experimental design and purposive sampling techniques. The research involved administering a 50-item assessment that evaluated specific writing aspects, namely clarity, grammar, sentence construction, and vocabulary. The participants included 62 Grade 6 students divided into two sections: the Conventional Group and the Experimental Group. Data were collected through pre-tests, post-tests, and survey questionnaires and were analyzed using statistical methods such as frequency and percentage, ranking, Z-test, and weighted mean. The pre-test results showed that the Conventional Group obtained a mean score of 4.99 (SD = 1.93), while the Experimental Group recorded a mean score of 4.64 (SD = 2.07), both reflecting below-average proficiency levels. Post-test results revealed a slight improvement in the Conventional Group, with a mean score of 5.48 (SD = 2.02). In contrast, the Experimental Group demonstrated a more notable improvement, achieving a mean score of 6.49 (SD = 2.53). The findings indicated that Grade 6 students initially exhibited low proficiency in vocabulary and sentence construction. However, after exposure to L.U.C.I.A. ChatGPT materials, the Experimental Group showed significant improvement in these areas, as well as in clarity and grammar. This result aligns with Patton M.’s (2023) Theory of Change—Transformation, which emphasizes the value of innovative educational approaches. Overall, the study highlights the educational potential of AI tools such as ChatGPT in transforming instructional practices, leading to improvements in student learning and educational outcomes.

This study explored the use of the Decamath Puzzle as an instructional strategy for teaching one-digit addition to Grade 1 learners at GSIS Village Elementary School. It assessed students' performance before and after the intervention, examined its lasting impact on learning, and identified challenges in its classroom implementation. Guided by Saul M., Ph.D.'s (2024) Constructivist Learning Theory, the research highlighted the puzzle’s effectiveness in promoting active engagement and improving mathematical skills. The study also presented practical recommendations for integrating the Decamath Puzzle into early-grade math instruction to foster deeper understanding and sustained interest among young learners. This study explored the effectiveness of the Decamath Puzzle as a teaching aid for one-digit addition among 35 Grade 1 learners at GSIS Village Elementary School. A quantitative research design was employed, using pre-tests and post-tests to assess student learning outcomes. The results, analyzed through statistical tools such as frequency, percentage, ranking, weighted mean, composite weighted mean, and Z-test, demonstrated a significant improvement in students’ mathematical performance after the implementation of the puzzle-based intervention. This study evaluated the effectiveness of the Decamath Puzzle in enhancing students’ performance in one-digit addition. The pre-test results showed a composite mean of 5.71 with a standard deviation of 1.16, indicating a generally low level of proficiency and limited variation in scores. Post-test results demonstrated a marked improvement, with a composite mean of 8.86 and a standard deviation of 1.26, reflecting higher proficiency and greater score variability. The computed Z-value of -10.9227 and a p-value of less than 0.00001 confirmed a statistically significant difference between the pre- and post-test scores. Although challenges were noted, particularly in presenting the material in a way that was easily understandable for all learners, the findings clearly indicate that the Decamath Puzzle was effective in improving students' addition skills. The study found that the Decamath Puzzle effectively supported the teaching of addition by promoting interactive learning and improving students’ conceptual understanding. The increase in proficiency levels demonstrated the method’s impact, though further development is needed to achieve mastery across all learners. Post-test results confirmed significant improvement, with particularly notable progress observed in individual cases such as Isaiah. Hypothesis testing validated a meaningful difference between pre-test and post-test scores. However, challenges such as the puzzle’s size and weight limited its independent use, indicating the need for design modifications to enhance classroom application. Despite these limitations, the puzzle encouraged active engagement and fostered deeper mathematical understanding among students.

Teaching science in primary schools poses distinct challenges, especially in engaging young learners in scientific inquiry amid limited resources. Many educators find it difficult to motivate students who are more accustomed to traditional subjects like reading and mathematics. However, recent studies indicate that integrating play-based activities into science lessons can significantly boost student engagement, particularly among preschool and elementary students. This approach not only captures children's interest but also supports the development of foundational skills, including reading proficiency. In this study, 80 Grade 3 students from Cielito Zamora Memorial School served as respondents. The researcher developed a 30-item survey questionnaire, as well as pre-tests and post-tests, grounded in relevant literature and aligned with the essential learning competencies in Grade 3 science. To ensure the validity and clarity of the test items, the researcher consulted academic experts, including the Dean of the College of Teacher Education at Bestlink College of the Philippines. Their constructive feedback guided the revision and refinement of the instrument, resulting in a more reliable and effective assessment tool. The study revealed a significant difference in performance between the Home Group and the Experimental Group. Initially, the Home Group obtained a mean score of 14.83, while the Experimental Group achieved a higher mean score of 21.93. This difference yielded a z-value of -10.58302 (p < 0.00001), indicating a statistically significant gap. Post-test results further supported this finding, with the Home Group's mean score increasing to 19.53 and the Experimental Group's mean rising to 25.83, resulting in a z-value of -11.15104 (p < 0.00001). These Findings suggested that the integration of interactive, play-based activities—such as the Air-drop card game—substantially enhances student performance in science learning. The study highlights the critical role of engaging and interactive activities—such as the Air-drop card game—in maintaining student interest, enhancing focus, and improving learning outcomes. Lessons that incorporate movement and hands-on experiences promote active participation, making science instruction more effective and meaningful. This approach is supported by Bruner’s Theory of Learning and Cognitive Development (2024), which emphasizes that children learn best through experiential and discovery-based methods. The findings underscore the value of such strategies in stimulating curiosity, developing observational skills, and transforming science education into a more engaging, enjoyable, and impactful experience for young learners.

This study aimed to enhance the reading fluency of Grade 2 learners by integrating innovative, tactile-based instructional strategies. It specifically investigates the use of touch tile materials—interactive learning tools that combine touch and visual engagement—to improve decoding skills, reading speed, accuracy, and comprehension. By promoting a multi-sensory approach to literacy, the research seeks to foster greater interest in reading and support the development of foundational language skills among early learners. The researchers adopted a quantitative approach using a quasi-experimental research design to assess the effectiveness of the intervention. A census sampling method was employed, involving all 37 Grade 2 learners from Silanganan Elementary School as participants. To gather data, the researchers administered a pre-test and post-test alongside a structured survey questionnaire. The collected data were systematically analyzed using various statistical tools, including the mean, weighted mean, percentage, ranking, standard deviation, and z-test. These tools provided a comprehensive understanding of the learners' reading fluency development before and after the intervention. The findings of the study demonstrate that touchtile materials significantly contributed to the improvement of reading fluency among Grade 2 learners. Notable gains were recorded across three key areas: accuracy (mean = 2.97), expression (mean = 2.90), and reading speed (mean = 3.05), all of which received a verbal interpretation of "Agree." A highly significant difference between the pre-test and post-test scores (z-value = 26.29; p-value =.00001) confirmed the effectiveness of the intervention. However, several challenges were identified, including limited vocabulary (17%), distractions during activities (16%), and off-task behaviors such as noise-making or playing (15%). In response, the researchers developed comprehensive guidelines to support the structured and effective use of touchtile materials in the classroom. The study recommends that educators integrate these tools more systematically into reading instruction to further enhance learners' fluency, engagement, and comprehension skills. This study affirms the effectiveness of touchtile materials in enhancing the reading fluency of Grade 2 learners. The integration of these tactile and interactive tools into literacy instruction provides a multi-sensory learning experience that actively engages young students. The findings revealed significant improvements in key areas of fluency—namely accuracy, expression, and reading speed—demonstrating that touchtile materials can play a pivotal role in developing foundational reading skills. By making reading activities more stimulating and learner-centered, educators can better support early literacy development and help students achieve essential academic milestones.

This study aimed to investigate the impact of anagram-based activities on enhancing the vocabulary skills of selected second-year English major students. To support this goal, the researchers will develop and use anagram activity sheets as instructional materials. Given the increasing importance of English as the primary medium of communication in academic and professional settings, expanding students' vocabulary has become essential. An effective and engaging method to achieve this is through the use of anagrams—a form of wordplay where a new word or phrase is formed by rearranging the letters of another (e.g., LISTEN becomes SILENT). By engaging with anagrams, students are exposed to various word formations and meanings, which promotes deeper vocabulary acquisition, critical thinking, and language awareness. Through this technique, learners not only broaden their word knowledge but also strengthen their linguistic and cognitive skills in a meaningful and enjoyable manner. This study used a quasi-experimental research design, a quantitative approach focused on collecting and analyzing numerical data to explore potential cause-and-effect relationships. The researchers administered both a pre-test and a post-test to fifty (50) second-year English major students to evaluate the effectiveness of the anagram activity sheets in enhancing vocabulary skills. By comparing students' performance before and after the intervention, the study aimed to determine the instructional material's impact on vocabulary development. The findings of the study indicate a significant improvement in students’ performance from pre-test to post-test, with a z-value of 4.20347 and a p-value of 0.000058, resulting in the rejection of the null hypothesis. This confirms that the use of anagram activity sheets is effective in enhancing students’ vocabulary. Additionally, The results suggested that the activity not only improved vocabulary acquisition but also fostered critical thinking and problem-solving skills, reinforcing the value of anagrams as a meaningful instructional tool. This study highlights the value of incorporating engaging and interactive learning strategies in language instruction. The use of anagram activity sheets proved effective in enhancing students’ vocabulary, as well as fostering critical thinking and problem-solving abilities. The statistically significant improvement in post-test scores affirms the instructional value of anagrams as a vocabulary-building tool. Overall, the findings support the integration of such wordplay-based materials in English language education to improve learner outcomes dynamically and enjoyably.

The purpose of this study was to investigate the effectiveness of Communi-Craft Worksheets in enhancing the fluency and accuracy of freshman English majors at Bestlink College of the Philippines. In the context of language development, worksheets serve as effective tools in fostering essential linguistic skills such as correct pronunciation, smooth and natural speech delivery, appropriate grammar usage, and proper language generation. For maximum effectiveness, these worksheets should align with the learners’ abilities and specific learning objectives, functioning as targeted instructional materials. This study aims not only to expand the existing body of knowledge but also to determine whether the use of CommuniCraft Worksheets significantly contributes to the improvement of students' language fluency and accuracy. The study employed an experimental research design, using pre-tests and post-tests to assess the language skills of participants before and after the intervention. The respondents consisted of fifty (50) students from BSED 1102-E, selected through purposive sampling. The intervention involved the administration of five task-based Communi-Craft Worksheets for one week, each designed to target specific aspects of language fluency and accuracy. The post-test scores revealed that students demonstrated increased confidence in expressing complex ideas, using correct grammar, and communicating more clearly. However, several challenges were encountered in the use of the Communi-Craft Worksheets. These included unclear instructions and limited time for completion, which affected the effectiveness of the worksheets for some students. To address these issues, the researchers recommend that teachers adapt the worksheets based on the students’ time requirements and ensure that all instructions are communicated. The statistical results revealed a significant difference between the pre-test and post-test scores, leading to the rejection of the null hypothesis. These findings highlight the effectiveness of using Communi-Craft Worksheets in enhancing the fluency and accuracy of freshman English majors. The results suggest that the integration of such worksheets can significantly improve students' language proficiency. Teachers are encouraged to incorporate Communi-Craft Worksheets into their lesson plans to provide structured practice and support language development. To maximize their effectiveness, it is recommended that clear instructions be provided and sufficient time be allotted for each activity to address the challenges identified during implementation.

This study explored the impact of podcasts on students' listening comprehension and their perceptions of using podcasts during listening classes. Using a descriptive qualitative research design, it examines how the medium’s convenience and accessibility support knowledge acquisition in academic settings. Findings suggest that podcasts significantly enhance students' ability to understand spoken information, highlighting their effectiveness as an educational tool in developing listening skills. This quasi-experimental study investigates the effectiveness of podcast use in enhancing the listening skills of freshman English majors at Bestlink College of the Philippines. Pre-tests were conducted before the intervention, followed by podcast-based instruction aligned with the same competencies. Post-tests were administered to assess any improvements. By comparing pre- and post-test results, the study measured the impact of podcast utilization on students' listening performance, demonstrating podcasts' potential as a valuable tool in auditory and language learning. The study found that freshman BSED English majors at Bestlink College of the Philippines consider themselves technologically adept in using podcasts to enhance listening and speaking skills. Students used tools such as mobile phones, headsets, and speakers to understand podcast content, improve pronunciation, and learn phonological patterns. However, their speaking skills were affected by factors like emotional distractions, environmental noise, and physical distance from the speaker. Despite these challenges, podcasts were recognized as effective in providing pronunciation models and strategies to improve overall listening and communication skills. The findings underscore the educational value of podcasts, particularly via platforms like Spotify, among freshman BSED English majors. Podcasts provide factual, engaging content that remains accessible and unchanged after release, making them a reliable resource. They facilitate learning by enhancing auditory comprehension and offering innovative ways to introduce new topics. Additionally, podcast creation by students encourages knowledge expression, making it an effective tool for active learning and student engagement in academic settings.

This study highlights the evolving landscape of education, particularly in senior high school, where traditional teaching methods are being enhanced through technology. Focusing on the 21st Century Literature subject, which explores diverse literary works and devices, the integration of technology is seen as a powerful tool to increase student engagement and enrich learning experiences. The shift aims to make literature more accessible and meaningful, benefiting both educators and learners in today’s digital age. This study employed a quasi-experimental research design to evaluate the effectiveness of W.I.S.E. (Website for Interactive Self-Paced E-Learning) in teaching 21st Century Literature. The researchers conducted the study with thirty-eight STEM students from Bestlink College of the Philippines, using purposive and convenience sampling techniques to select participants. The goal was to determine how digital tools like W.I.S.E. can enhance literature education in a senior high school setting. The results revealed a significant difference in the post-test and retention test scores between the two groups of students. This finding suggests that the use of W.I.S.E. (Website for Interactive Self-Paced E-Learning) in teaching 21st Century Literature had a measurable and positive impact on students' learning and knowledge retention compared to traditional methods. The researchers recommend the integration of the W.I.S.E. (Website for Interactive Self-Paced E-Learning) platform in teaching 21st Century Literature to improve students' knowledge and skills. The program supports interactive and self-paced learning, making it a valuable tool for enhancing student engagement and academic performance in literature education.

Reading comprehension is a fundamental skill that plays a crucial role in both academic success and personal development (Smith et al., 2023). However, many students struggle to comprehend complex texts, which can hinder their overall learning and achievement. To address this challenge, educators and researchers have increasingly turned to technology-assisted tools and innovative strategies. One such approach involves the use of mystery stories, which can significantly enhance reading comprehension by providing engaging and enjoyable material that motivates students to tackle more complex texts. Mystery narratives encourage critical thinking, inferential reasoning, and analytical skills through interactive exercises and activities. This workbook is designed to bridge the gap between decoding and fluency, while emphasizing the essential aspect of comprehension. The study used a quasi-experimental design. Participants included fifty (50) Grade 11 HUMSS students from Bestlink College of the Philippines during the academic year 2023–2024. The primary aim of the study was to examine the effectiveness of the Mystbook in enhancing students’ reading skills, specifically in the areas of reading speed, fluency, and vocabulary. The results of the study reveal that the majority of respondents were female and between 15–17 years old. The use of Mystbook was rated as “neutral” in enhancing reading speed and fluency, while vocabulary improvement received an “agree” rating. Respondents’ challenges in answering the story’s guided questions were also rated “neutral.” In conclusion, Mystbook significantly improves the reading speed, fluency, and vocabulary skills of Grade 11 HUMSS students. Despite challenges related to pronunciation, repetition, and unfamiliar vocabulary, the tool effectively enhances overall comprehension, making it a valuable educational resource for improving reading comprehension. The standardized Mystbook tool supports educators in monitoring and assessing students’ reading comprehension progress. By enabling learners to evaluate themselves regardless of their current fluency, vocabulary, or comprehension level, it provides a clear pathway for skill improvement. For enhanced learning outcomes and greater consistency in reading instruction across grade levels and subject areas, school administrators may consider adopting Mystbook as part of their instructional framework.

This study explored the effectiveness of contextualized learning modules in improving the communication skills of 63 third-year students at Bestlink College of the Philippines. By integrating relevant and meaningful content into instructional materials, the research aimed to assess how contextualization supports students’ written communication abilities in real-world and academic contexts. The study employed a quasi-experimental design, beginning with pre-tests to determine the baseline proficiency of participants in correspondence skills. Students were then engaged with contextualized learning modules designed around real-world communication scenarios to enhance relevance and practical application. Following the intervention, post-tests were administered to evaluate the extent of improvement and measure the effectiveness of the instructional approach. The findings demonstrated a significant enhancement in students’ correspondence skills, with the composite mean scores increasing from 2.62 in the pre-test to 3.23 in the post-test. Improvements were particularly evident in the areas of organization, content development, formatting, visual presentation, and language usage. Statistical analysis yielded z-values of 5.46483 and 4.37621, both indicating a statistically significant difference, thus leading to the rejection of the null hypothesis. In addition to measurable skill gains, participants reported increased confidence and competence in written communication. They also expressed high levels of satisfaction with the contextualized modules, noting that the materials effectively enhanced their understanding and practical application of correspondence skills within real-life contexts. The findings of this study indicate that the use of contextualized modules significantly enhanced students’ correspondence skills by increasing engagement and reinforcing real-world application. These results underscore the value of contextually relevant instructional materials in developing essential communication competencies. In light of these outcomes, it is recommended that educators incorporate contextualized modules into English instruction to enrich learning experiences and improve skill acquisition. School administrators are also urged to support this approach by providing adequate resources, teacher training, and curriculum integration. For future research, it is suggested to investigate the long-term impact of contextualized learning on academic performance, critical thinking, and communication proficiency, as well as its effectiveness across varied educational contexts. This study affirms the importance of contextualized learning as a pedagogical strategy in correspondence education, offering practical insights for enhancing teaching methodologies and student achievement.

This study examined the effectiveness of speech mirroring strategies in enhancing the English conversational skills of Grade 11 Senior High School students at Bestlink College of the Philippines. The study used a quasi-experimental design with pre-test and post-test assessments to evaluate the impact of speech mirroring on students’ conversational abilities. Data were collected from 60 participants through questionnaires and observation rubrics. The findings revealed a significant improvement in students’ conversational skills following the implementation of speech mirroring strategies. The study concludes that speech mirroring is an effective pedagogical approach for enhancing English conversational proficiency among senior high school students. The study found that speech mirroring strategies significantly improved the English conversational skills of Grade 11 students at Bestlink College of the Philippines. While the approach proved effective, further research is recommended to explore its impact on students’ authenticity and to tailor its application to individual learning styles and communication preferences. These findings offer valuable guidance for educators, curriculum designers, and policymakers aiming to strengthen English language proficiency and communication skills among Filipino students.

This study examined the effectiveness of visual animation as a pedagogical tool in teaching prepositions to freshman English major students at Bestlink College of the Philippines. With the increasing integration of multimedia in education, visual animation offers a dynamic approach to simplifying abstract grammar concepts. The study aimed to assess how animations affect students’ comprehension, engagement, and retention when learning prepositions. A pre-experimental research design was employed, using pre-test and post-test methods to gather quantitative data. A total of 43 freshman English major students were selected through purposive sampling. The study measured students’ performance before and after exposure to visual animation-based instruction. Additionally, a survey was conducted to gauge students' perceptions of cognitive load and the instructional value of the animations. Demographic data showed that 74.42% of participants were aged 17 to 19, with females comprising 65.12% of the group. Students reported a neutral perception regarding cognitive overload (composite mean = 2.82), indicating that the animations did not hinder their learning. Meanwhile, the instructional benefits were positively perceived, with a composite mean of 3.31, suggesting that animations helped simplify lessons and improve understanding. Performance outcomes showed a significant increase in scores—from a pre-test mean of 9.56 to a post-test mean of 14.63. Statistical analysis (z = 6.86214, p = 0.00001) confirmed a significant improvement in students’ understanding of prepositions. The findings indicated that visual animation is an effective instructional method for enhancing grammar comprehension, particularly in the teaching of prepositions. The positive shift in performance and favorable student perceptions highlight the potential of multimedia in language education. The study recommends the thoughtful integration of animated instructional materials to support student engagement and improve learning outcomes in grammar instruction.

This study investigated the effectiveness of video lessons in enhancing first-year English major students’ understanding of the different types of speeches at Bestlink College of the Philippines. It aims to determine the difference in student performance before and after the implementation of video-based instruction, using pre-tests and post-tests as measurement tools. A quantitative descriptive research design was employed, involving 70 purposively selected students from specific sections. The researchers employed purposive sampling to select 70 first-year English major students from Bestlink College of the Philippines for the academic year 2023–2024 as participants in the study. This non-probability sampling technique involves selecting individuals based on predetermined criteria relevant to the research focus. By using this approach, the researchers ensured that the participants possessed the necessary background to provide meaningful and informed responses. This intentional selection process allowed for the collection of targeted data, aligning closely with the study’s objectives. According to the data, out of 70 respondents, 44 (62.85%) are female, while 26 (37.14%) are male, indicating a higher representation of female participants. In terms of age, the majority fall within the 17–18 age bracket, accounting for 61.42% of the total respondents. This demographic profile shows a predominance of young female students. All respondents are first-year English majors enrolled at Bestlink College of the Philippines. To maximize the effectiveness of video lessons, it is crucial to ensure uninterrupted access by addressing technical barriers such as poor internet connectivity and outdated devices. Enhancing digital infrastructure and providing modern technological resources are necessary steps to support students' learning experiences. Additionally, incorporating collaborative activities—such as group projects and discussion forums on speech topics—can promote active engagement and peer interaction. These strategies contribute to improving students' confidence and competence in public speaking.