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

This study explored the challenges of time management and academic focus among working Grade 12 Humanities and Social Sciences students at Bestlink College of the Philippines during the academic year 2025–2026. Many senior high school students take on part-time jobs to support their financial needs, but balancing work and academic responsibilities can be difficult. Guided by Macan’s Time Management Process Model, the study aimed to understand how working students manage their time, maintain focus, and perform academically despite their responsibilities. A descriptive quantitative research design was used. Fifteen selected working students participated in the study through a survey questionnaire. Data were analyzed using frequency, percentage, ranking, and weighted mean to determine patterns in goal setting, work-related factors, study habits, academic performance, concentration, motivation, and common challenges. The findings revealed that most respondents were 17–18 years old, and many were engaged in business-related work. Students generally agreed that they practice goal setting and apply positive study habits, such as creating schedules and reviewing lessons regularly. They also reported strong concentration and preparation for quizzes and assessments. However, fatigue from work, limited rest, and difficulty balancing responsibilities were common concerns. Among all challenges, cramming ranked as the most frequently experienced problem, followed by stress, burnout, procrastination, and sleep deprivation. Despite these struggles, the results show that working students remain motivated and committed to completing their academic tasks. The findings suggest that employment can provide financial support and practical experience but may also interfere with academic focus when time and rest are insufficient. Schools may strengthen academic-support programs, teach practical time-management strategies, and promote a sustainable balance between work and education. Because the study involved a small selected sample, the findings should not be generalized broadly.

The growing complexity of workforce management in the merchandising industry requires an integrated and intelligent human resource system. Traditional HR processes that rely on manual encoding or separate digital tools often cause delays, data redundancy, scheduling conflicts, and limited decision-making support. To address these issues, this study developed Merchandising 1 Human Resource III, an AI-based workforce optimization system using scikit-learn. The system integrates Attendance, Scheduling, Timesheets, Leave, and Claims Management into a unified platform designed to improve efficiency, accuracy, and workforce planning. The study applied Agile Scrum methodology in developing the system using a microservices-based architecture with API integration for real-time data synchronization. Machine learning algorithms such as decision trees, clustering, and regression were implemented through scikit-learn to analyze attendance records, employee availability, and historical workforce data. The system was evaluated through functional testing, integration testing, and user assessment involving managers and employees. The system automated attendance monitoring, schedule generation, timesheets, leave processing, claims management, dashboards, and access controls. Predictive analytics were described as improving schedule accuracy and reducing conflicts, while users reportedly benefited from greater transparency. No sample size, scheduling-accuracy value, conflict count, time-saving measure, model-validation metric, or user-rating result was reported. The integrated platform may support centralized workforce administration and future scalability. Claims of improved fairness, allocation, accuracy, and efficiency require defined evaluation measures and comparative data. The specific machine-learning models selected and their performance should also be reported.

This study examined the role of rubrics in evaluating English writing performance among Grade 12 HUMSS students. Writing assessment may be subjective, resulting in inconsistent grading and unclear expectations. Rubrics can provide explicit criteria, fairness, and transparency in scoring. Anchored in Assessment for Learning, the study examined the perceived role of rubrics in learning outcomes, assessment literacy, self-regulation, grading consistency, feedback reception, and assessment practices, as well as the challenges and benefits associated with their use. The study used a descriptive-quantitative design involving 112 Grade 12 HUMSS students selected through stratified sampling. A validated survey questionnaire was administered face-to-face and covered the perceived influence of rubrics, assessment practices, challenges, and benefits. Data were summarized using frequency, percentage, ranking, mean, and Likert-scale interpretations. Students strongly agreed that rubrics supported learning outcomes, assessment literacy, and self-regulation. They perceived rubrics as helpful in clarifying expectations, setting goals, guiding revision, monitoring progress, promoting consistent grading, and supporting constructive feedback. Difficulty understanding rubric criteria was the principal challenge, while the most highly rated benefit was the use of rubrics as guides for improvement and organized writing. The findings indicate that students perceived rubrics as supporting transparency, fairness, and writing development. Clearer explanations of criteria and structured feedback sessions are recommended to improve the use of rubrics in English writing instruction. Because the study was based on descriptive survey responses, the findings represent perceptions rather than demonstrated causal effects.

Hospitals face challenges in employee development due to fragmented HR processes, leading to unclear career paths and low staff motivation. The lack of a structured system for tracking skills, performance, and training creates inefficiencies and hinders workforce planning. To address this, the Hospital 2: Human Resources 2 system was conceptualized to provide an AI-powered platform for talent management. It centralizes employee profiling, automates performance evaluations, and delivers personalized career path recommendations to foster professional growth and improve organizational efficiency. The system was developed using Agile Scrum methodology to enable iterative development and continuous stakeholder feedback. Requirements were gathered through interviews, observation of HR workflows, and document analysis. A microservices architecture was adopted and aligned with TOGAF’s four domains, ensuring a scalable and secure design. DevOps practices with CI/CD pipelines facilitated continuous integration and deployment. Role-based access control was implemented to ensure secure and appropriate system access for HR administrators, employees, and managers. The system automated employee profiles, performance evaluation, training management, and AI-based career recommendations. Testing and user validation were described as showing improved tracking, lower HR workload, and greater visibility of career opportunities. No participant count, recommendation-performance metric, processing-time measure, workload comparison, or user-rating result was reported. The platform may support centralized talent development and career planning. However, claims of significant efficiency, transparency, engagement, or decision improvement require measurable evaluation and safeguards addressing recommendation quality, bias, privacy, and employee appeal or review.

The rapid growth of the travel and tourism industry has increased administrative demands among local travel agencies in handling documents, reservations, legal records, visitor logs, and user access. As operations expand, agencies must process larger volumes while ensuring compliance and security. Manual and semi-digital processes often cause delays, scheduling conflicts, misplaced files, compliance risks, and reduced productivity. These challenges highlight the need for a more efficient technology-driven solution. This study developed Travel and Tours 1: Administrative with AI Document Tagging using Google Cloud Vision and NLP, a centralized system to streamline operations and improve workflow. The system uses Optical Character Recognition (OCR) and Natural Language Processing (NLP) to extract, classify, and tag documents for faster, accurate retrieval. It also provides reservation monitoring with conflict detection, legal tracking with alerts, visitor management, and role-based access control to strengthen security. A mixed-method research design combining qualitative and quantitative approaches was applied. Agile Scrum guided development through iterative sprint cycles, allowing continuous refinement based on stakeholder feedback. Data were gathered through interviews, workflow observation, and review of existing documents at Joli Travel & Tours. Functional, integration, and user testing evaluated system accuracy, reliability, and usability. Functional, integration, and user testing indicated that the system could extract, classify, tag, and retrieve documents; monitor reservations and legal records; manage visitors; and apply role-based access controls. Respondents reportedly rated the system favorably for usability, organization, and workflow performance. The findings suggest that the integrated system may support document organization, reservation monitoring, legal-record tracking, visitor management, and access control within the participating travel agency.

Employee turnover remains a major challenge in the travel and tours sector, causing operational disruptions, increased recruitment and training costs, and declining service quality. Many organizations still rely on manual human resource processes and lack predictive tools to identify employees at risk of resignation. To address this gap, this study developed a Human Resource Management System (HRMS) integrated with an AI-based attrition risk monitoring module using Scikit-Learn to support data-driven workforce management. The system was developed using Agile Scrum combined with DevOps to enable iterative development and continuous integration. The HRMS consolidates key functions including employee records, payroll management, compensation planning, HMO and benefits administration, attrition risk analysis, and HR analytics dashboards. Machine learning models in Scikit-Learn process employee data to generate predictive insights. The platform is scalable, user-friendly, and responsive to the operational needs of travel and tours organizations. The HRMS generated attrition-risk indicators from attendance, job-performance, and survey data and integrated employee records, payroll, compensation, benefits, and dashboards. An attrition-risk module may assist human-resource planning when predictions are validated and used ethically.

The expansion of Joli Travel & Tours highlighted the need for a more organized logistics-management system. The company used manual procedures and basic digital tools for equipment handling, procurement, warehousing, and documentation, which were associated with delays, inaccurate records, and limited real-time visibility of assets and operations. This study developed Travel and Tours 1: Logistics 1 with an AI and QR System for Real-Time Equipment Management to address these operational concerns. Travel and Tours 1: Logistics 1 with an AI and QR System for Real-Time Equipment Management was evaluated using a descriptive-developmental research design, systems analysis, and prototyping. Qualitative and technical methods were used to examine system requirements, functionality, and integration. Data were gathered through client interviews, direct observation of logistics operations, document analysis, informal discussions, and requirements-validation sessions. Participants included the owner, manager, procurement officers, logistics personnel, and development team of Joli Travel & Tours. Stakeholder validation, integration testing, and sprint reviews were used to assess the Logistics 1 system. The Smart Warehousing, Procurement and Sourcing, Asset Lifecycle and Maintenance, Project Logistics Tracker, and Document Tracking modules were integrated through real-time data synchronization. QR-based asset tracking and predictive-maintenance notifications were reported to support monitoring, data visibility, and workflow coordination. The study indicates that the Logistics 1 system may support process automation, asset tracking, procurement, and operational monitoring. However, the reported evaluation does not quantify improvements in accuracy, efficiency, or error reduction, and it does not establish the predictive performance of the AI-based maintenance feature. These outcomes require author verification and documented comparative testing.

This study examined the use of magnetic blocks in teaching fractions to Grade 3 pupils at Raymundo Punongbayan Elementary School. There were 72 pupils randomly selected from a population of 292. Because young learners often experience difficulty with abstract mathematical concepts, the study investigated whether tactile manipulatives could make fractions more concrete, engaging, and understandable. By providing visual and tactile representations of fractional parts, magnetic blocks were intended to support a meaningful learning experience. The study used a quantitative, quasi-experimental design. Data were collected through a demographic questionnaire and researcher-constructed pretests and posttests validated against Department of Education mathematics standards. Results were analyzed using frequency, percentage, ranking, weighted mean, and the Wilcoxon signed-rank test. Most respondents were aged 7–8 years (67%), and 53% were female. The use of magnetic blocks received a weighted mean of 13.96, which the study interpreted as indicating improved learner competence in fractions. The Wilcoxon signed-rank test showed a significant difference in Grade 3 pupils’ fraction skills before and after the intervention (Z = 7.062, p < .00001). For Grade 3 learners, the findings suggest that magnetic blocks provided a visual and tangible approach that helped pupils understand challenging fraction concepts. The study recommends continued use of hands-on materials such as magnetic blocks to support pupils’ understanding of fractions. Educators should provide equitable learning opportunities for male and female pupils, parents should encourage practice at home using similar materials, and students should participate actively in mathematics activities involving manipulatives. Future studies should examine the long-term outcomes of these tools and identify additional support for struggling learners.

This study evaluated Math Mats as an aid for Grade 6 students at Payatas C Elementary School in translating word problems into mathematical equations. It addressed learners’ difficulty identifying relevant information and converting verbal statements into mathematical symbols and examined whether Math Mats could support the organization, analysis, and solution of word problems. The study used a quasi-experimental design with Ninety-five Grade 6 students from the Diamond and Aquamarine sections, selected through cluster sampling. Researcher-made pretests and posttests measured performance, while validated survey questionnaires gathered student feedback. Data were analyzed using frequency, percentage, weighted mean, the Shapiro–Wilk test, and the Wilcoxon signed-rank test. Structured Math Mats activities guided students in separating relevant from irrelevant information and representing word problems as mathematical equations through varied tasks. On the pretest, 86% of students scored within the 1–10 range out of 20, and the composite weighted mean was 7.26, interpreted as “low proficient.” After using Math Mats, the mean increased to 10.01, interpreted as “proficient.” The percentage scoring within the 11–20 range increased from 34% to 36%, while the percentage in the lowest category decreased from 34% to 7%. The Wilcoxon signed-rank test indicated a significant pretest–posttest difference (p < 0.00001). Of the students, 75 improved and 12 obtained lower scores. On a survey scale of 1 to 4, Math Mats was rated “effective” for varied tasks (composite mean = 3.21) and engagement (composite mean = 3.16). The findings suggest that Math Mats supported Grade 6 students and supported students’ ability to translate word problems into mathematical equations and helped them organize relevant information. The material may serve as a practical and engaging aid for connecting verbal language with mathematical symbols.

Educational innovations often promise to enhance learning outcomes, but their success can be inconsistent when put into practice. Diorama-based learning has been proposed as a promising method to improve student engagement and comprehension, particularly in subjects that require visualization of complex processes, such as science. In the context of teaching plant environments, dioramas can serve as a creative, hands-on way for students to understand abstract concepts by creating physical representations of ecosystems. Although the theoretical benefits of diorama-based learning are well-documented, there is limited empirical evidence on its actual effectiveness, particularly among elementary school students. A quantitative quasi-experimental design involved 240 Grade 4 students at San Gabriel Elementary School. The source states that students were randomly assigned to diorama-based activities but does not clearly describe the comparison condition, making the design classification inconsistent. The intervention lasted six weeks and involved creating dioramas about plant environments. After the six-week intervention, pretest results showed that 60% scored 1–5 (“not proficient”), with a mean of 5.24. On the posttest, 66% scored 6–10 (“low proficient”), 25% scored 11–15 (“proficient”), and 7% scored below 5. The posttest mean was 8.91. The Wilcoxon signed-rank test indicated a significant difference (Z = 12.3105, p = 0.000); the p-value should be reported as an inequality rather than as zero. The pretest–posttest improvement suggests that diorama activities supported understanding of plant environments through hands-on and visual representation.

This study evaluated Conversion Chronicles as a story-based instructional material for teaching unit conversion to elementary learners at Bagbaguin Elementary School in Quezon City, Philippines. It examined whether presenting metric conversion through a narrative structure could support learners’ fluency, reasoning, and conceptual understanding. The study used a quasi-experimental design with stratified sampling and involved 187 Grade 5 students. Pretests and posttests measured performance, while a survey questionnaire assessed engagement, motivation, and interactivity. Data were analyzed using frequency, percentage, weighted mean, ranking, the Shapiro–Wilk test, and the Wilcoxon signed-rank test. Most students were aged 9–10 years, and gender distribution was nearly equal. Pretest performance was classified as “not proficient” across the unit-conversion domains, with a mean score of 1.50. After the intervention, all domains reached the “proficient” level, with a posttest mean of 4.30. The Wilcoxon signed-rank test indicated a significant difference (Z = 11.87, p < 0.001). The findings are consistent with Padin (2024), who emphasized the value of relatable, real-world narratives in supporting communication and understanding. Grade 5 learners initially demonstrated difficulty with unit conversion but reached proficient performance after using Conversion Chronicles. Survey findings also indicated engagement, motivation, self-efficacy, and appreciation of the real-life relevance of conversion. These results suggest that narrative-based instruction can make mathematical concepts more relatable and understandable; however, broader comparative studies are needed to establish its effectiveness across settings.

This study investigated the effectiveness of Storify as an instructional tool for improving the reading skills and proactive language learning of Grade 3 learners at Caloocan North Elementary School. Specifically, it examined the learners’ demographic profile, their reading performance before and after the integration of Storify, and the tool’s role in developing proactive, productive, and input-seeking skills. Improving reading comprehension remains challenging for many teachers and learners. In addition, students may devote less time to reading because digital devices occupy much of their free time. The study used a quantitative, quasi-experimental design involving seventy-five pupils. Pretests and posttests were administered before and after the integration of Storify. Data were analyzed using frequency counts, percentages, weighted means, standard deviations, and z-tests to determine learners’ progress and the statistical significance of the intervention. The demographic findings showed that most learners were age-appropriate: 60 students (80%) were eight years old or younger, and the distribution of male and female students was uneven. The initial reading profile showed varied literacy levels; most learners were classified as developing readers (39%), while others were in the low- and high-emerging stages. Pretest performance was low in fluency (M = 1.68) and language proficiency (M = 1.71), both interpreted as “Low Emerging,” while reading comprehension was relatively higher (M = 2.00), interpreted as “High Emerging.” The overall mean was 1.80, interpreted as “Low Emerging,” indicating a need for targeted instructional support. Posttest findings showed improvement across all three reading-skill domains. The findings indicate that Storify was an effective digital tool for enhancing proactive language learning among Grade 3 learners. Its use was associated with improvements in reading fluency, language proficiency, and proactive and productive learning skills. The researchers recommend using Storify alongside varied instructional methods, evidence-based strategies, and frequent assessments to identify struggling readers early, provide appropriate support, and monitor their progress.

This study examined how effective the Budget Buddy program is in improving the financial literacy of Grade 6 students at Bagong Silangan Elementary School. Financial literacy helps individuals make wise decisions about budgeting, saving, and spending. In the Philippines, students often lack structured financial education, which hinders early development of good financial habits. The Budget Buddy program addresses this gap by using reflective activities, practical tasks, and real-life situations to enhance students’ financial skills. The study used a true experimental design involving 200 Grade 6 students chosen through stratified sampling. Students were split into an experimental group using the Budget Buddy program and a control group using traditional teaching methods. A 20-item pretest and posttest measured financial literacy, along with a researcher-made survey on student perceptions. The data were analyzed using descriptive statistics (mean, percentage, standard deviation) and inferential tests such as the Shapiro–Wilk, Wilcoxon Signed-Rank, and Mann–Whitney U tests to determine differences within and between groups. Results showed that 62% of students were from low-income households, emphasizing the need for school-based financial education. Pretest scores indicated low financial literacy, but posttest results improved to the proficient level in both groups. A significant improvement was seen within the experimental group (p = 0.00221), though no difference appeared between groups (p = 0.4593). Most students found the Budget Buddy program very effective—85% rated it highly, and 83% said real-life activities improved their understanding. Reflection and money management tasks were well-rated (M = 3.34), while worksheets scored lower (76%), showing a preference for hands-on learning. The Budget Buddy program was associated with significant improvement within the experimental group, but the absence of a significant difference between the experimental and control groups limits claims that it was superior to conventional instruction for Grade 6 learners. Consistent with Amirtha’s (2024) emphasis on financial literacy for long-term planning, the study recommends continued refinement, implementation in other grade levels, and further evaluation using comparative outcomes.

This study explored the effectiveness of ExerPlay as an innovative strategy to improve Grade 4 learners’ physical fitness, focusing on cardiovascular endurance, flexibility, and accuracy. Guided by the Self-Determination Theory (SDT), it examined how autonomy, competence, and relatedness influence students’ motivation and engagement. When these needs are met, learners show greater effort and intrinsic interest in physical tasks. As schools emphasize both fitness and motivation, ExerPlay offers a modern approach that merges structured exercise with play-based learning. The study used a quasi-experimental design with purposive sampling, involving 35 Grade 4 learners. Most participants (89%) were aged 8–10, with a nearly balanced gender ratio (51% female, 49% male). Based on BMI, 77% were within the normal range, 20% underweight, and 3% overweight. A pretest–posttest approach measured progress. Guided by Self-Determination Theory, the study aligns with Dyson et al. (2022), who emphasize that meeting autonomy, competence, and relatedness supports sustained motivation in physical activities. Significant gains were reported in cardiovascular endurance (p = .000) and flexibility (p = .001), while accuracy did not change significantly (p = .099). The overall mean increased from 1.78 on the pretest to 3.05 on the posttest, changing from a “low” to a “good” fitness level. Autonomy and competence each received a mean of 3.54, while relatedness received 3.51, all interpreted as “high effectivity.” The zero p-value should be expressed using an inequality rather than as an exact value. ExerPlay was associated with improved cardiovascular endurance and flexibility, but not accuracy. Learners also reported high autonomy, competence, and relatedness. The program may be useful for combining structured movement and play, although the one-group quasi-experimental design and purposive sample limit causal and generalizable conclusions.

This study examined the effectiveness of ChronoCards, a story sequencing activity, in improving reading comprehension among Grade 3 learners at Caloocan North Elementary School. Reading comprehension is vital in elementary education because it supports success across subjects. Many learners struggle with sequencing, recalling, and inferring, which hinders text understanding. To address this, ChronoCards were created as tools combining images and words to enhance key skills like sequencing, recall, and prediction. The activity is based on the Dual Coding Theory by Sweller, Ayres, and Kalyuga (2021), which emphasizes that learning improves when visual and verbal representations work together, fostering active engagement and meaningful comprehension. The study used a quasi-experimental design with cluster random sampling and involved 42 Grade 3 learners. Most participants were aged 7–8 years (98%), and 55% were female. Initially, most learners were classified as Developing (48%) or Transitioning (43%) in reading comprehension. Pretests and posttests were administered, together with researcher-made questionnaires for learners and teachers. Data were analyzed using frequency distribution, mean, standard deviation, and the Wilcoxon signed-rank test after the Shapiro–Wilk test indicated nonnormality. The mean score increased from 10.64 on the pretest, interpreted as “High Emerging,” to 17.64 on the posttest, interpreted as “At Grade Level.” The Wilcoxon signed-rank test indicated a statistically significant difference (Z = 5.6454, p < 0.00001). Learners reported that the combination of images and words helped them sequence events and recall details, while teachers perceived improvements in engagement, motivation, and participation. Based on the findings, the study recommends the structured classroom use of ChronoCards with teacher facilitation and strategies like guided reading and cooperative learning. Future research may explore its long-term effects and adaptability to other grade levels and subjects. Overall, the study highlights the importance of interactive and visual strategies in improving reading comprehension and building essential literacy skills.

Reading proficiency is a fundamental component of early literacy and is related to learners’ academic success, comprehension, and cognitive development. In the Philippines, many Grade 1 learners experience difficulty acquiring reading skills, prompting initiatives such as the Department of Education’s Bawat Bata Bumabasa program. Alpabasa Flashcards use a multisensory approach that integrates visual, auditory, and kinesthetic elements to promote engagement and retention. The study used a quantitative, quasi-experimental design. Eighty-five Grade 1 learners from Gabriela Silang Elementary School were selected through stratified random sampling based on reading-skill levels. Pretests and posttests measured reading skills before and after the intervention, while a researcher-made survey gathered teachers’ perceptions of the visual, auditory, and kinesthetic features. The experimental group used Alpabasa Flashcards, whereas the control group received conventional instruction. Data were analyzed using frequency, percentage, weighted mean, ranking, Likert scale, the Shapiro–Wilk test, and the Wilcoxon signed-rank test. Learners exposed to Alpabasa Flashcards demonstrated gains in syllable recognition, vocabulary acquisition, and expressive reading. Teachers reported that visual aids supported recognition and comprehension, auditory repetition strengthened phonemic awareness, and kinesthetic activities supported retention and engagement. The Wilcoxon signed-rank test indicated a statistically significant difference between pretest and posttest scores, supporting the alternative hypothesis. The findings suggest that the multisensory features of Alpabasa Flashcards helped address gaps in early reading skills and encouraged active participation. By integrating visual, auditory, and kinesthetic elements, the intervention addressed diverse learning preferences and supported comprehension, fluency, and vocabulary. The findings are consistent with differentiated instruction and support the use of interactive, learner-centered materials in early education. The study recommends using Alpabasa Flashcards as a supplementary reading tool and conducting further research on long-term outcomes and use across grade levels and linguistic contexts.

This study investigated the effectiveness of EntrepFace, an interactive video lesson, in teaching ideal entrepreneurship among Grade 6 learners at GSIS Village Elementary School. It examined how interactive, multimedia-based learning experiences supported student engagement, comprehension, retention, critical thinking, and application of entrepreneurial concepts. The study used a quasi-experimental design with cluster sampling and involved 203 Grade 6 learners divided into an experimental group that used EntrepFace and a control group taught through conventional methods. Pretests and posttests measured academic performance, while a survey questionnaire assessed engagement, motivation, and interactivity. Data were analyzed using frequency and percentage distributions, weighted mean, and the Wilcoxon signed-rank test. Most students were aged 11–12 years, and 59% were female. Access to technology was largely limited to smart televisions, with few personal digital devices available for interactive learning. On the pretest, 91% scored below 10 out of 15, indicating limited initial understanding of entrepreneurial concepts. Students rated EntrepFace highly in relation to constructivist principles, particularly problem-based learning, inquiry-based learning, scaffolding, facilitation, critical thinking, engagement, and independent learning. The findings suggest that EntrepFace has potential as a tool for entrepreneurship education. Future development should address limitations in access to personal digital devices and interactive features to support equitable and effective implementation.

This study evaluated the Word Hunt Slider for developing the English vocabulary of Grade 2 pupils at Tandang Sora Elementary School. Because vocabulary is foundational to reading and writing, the study examined whether this interactive, game-based tool could support word recognition, retention, and participation in language learning. Fifty pupils were purposively selected from a population of 499 Grade 2 pupils. The quantitative study used a pretest and posttest to measure changes in vocabulary skills. Data were analyzed using frequency, percentage, weighted mean, ranking, and Likert-scale summaries. The Shapiro–Wilk test assessed normality, and the Wilcoxon signed-rank test examined differences between pretest and posttest scores. Most participants were 6–7 years old, the numbers of boys and girls were nearly equal, and Filipino (Tagalog) was the primary language spoken at home. Vocabulary performance increased from the “high emerging” level on the pretest (mean = 5.28) to the “transitioning” level on the posttest (mean = 11.66). The Wilcoxon signed-rank test indicated a significant difference (Z = 7.432, p < 0.00001). Learners also rated the Word Hunt Slider favorably in motivation (1.89), engagement (1.90), reinforcement (1.94), and peer modeling (1.91). The findings suggest that the Word Hunt Slider supported vocabulary development by combining interactive play with structured practice. Teachers may be trained to incorporate the tool into reading and writing lessons, and schools may consider it as a supplementary classroom strategy. Further research should examine its use across grade levels, settings, and digital platforms and evaluate whether vocabulary gains are sustained over time.

This study evaluated Animal Explorers cards as a manipulative learning tool for supporting Grade 6 students’ understanding and memory retention in animal classification. It addressed the need for interactive, hands-on science instruction that combines verbal and visual information. A quantitative quasi-experimental design was used with 275 Grade 6 students from Maligaya Elementary School selected through simple random sampling. Pretests and posttests measured performance in animal classification, and a survey questionnaire gathered students’ perceptions of the tool. Descriptive statistics summarized demographic and performance data, while the Wilcoxon signed-rank test examined the pretest–posttest difference. Most Grade 6 participants were aged 10–12 years; males comprised 51% and females 49%. Mean performance increased from 6.24 (SD = 2.11), interpreted as “low proficient,” on the pretest to 11.25 (SD = 1.81), interpreted as “proficient,” on the posttest. Students rated verbal (mean = 3.62) and visual (mean = 3.54) coding strategies highly. The Wilcoxon signed-rank test indicated a significant difference (Z = 13.9624, p < 0.05). For Grade 6 learners, the findings suggest that Animal Explorers supported learners’ understanding and recall of animal-classification concepts. Science teachers may combine age-appropriate manipulative activities with verbal and visual instruction, formative assessment, and equitable participation. Long-term retention was not directly reported and should be evaluated in follow-up studies.

This study investigated the utilization of interactive e-books in vocabulary acquisition among Grade 6 learners at Apolonio Casimiro Faustino Elementary School. With the growing integration of technology in education, interactive e-books were explored as an alternative tool to enhance vocabulary through multimedia features such as images, audio pronunciations, animations, and interactive glossaries. This material provided self-paced learning, immediate feedback, and multimodal engagement that surpassed the limitation of traditional print resources. The study also underscored the importance of ensuring responsible use of digital tools with regard to equitable access. A descriptive-experimental design was employed, with 82 participants divided into groups. Data were collected through pretests, posttests, and learner perception surveys to assess vocabulary skills, learning outcomes, and strategy utilization. Statistical treatments such as the Wilcoxon signed-rank test and Spearman correlation analysis were used to determine significant differences and relationships among variables. The findings revealed that the majority of Grade 6 learners were aged 11–12, with a slight female majority (51%). Reading proficiency data indicated that 69% were either developing or at grade level, while others were transitioning, high emerging, or low emerging. Pretest results showed low proficiency across all vocabulary domains, with word recognition scoring highest (M = 2.44) and word meaning lowest (M = 2.16). Posttest scores improved to the proficient level, with word recognition again ranking highest (M = 4.32) and word meaning lowest (M = 4.00). The Wilcoxon signed-rank test confirmed a significant difference between pretest and posttest results (Z = 7.8659, p <.00001), indicating the effectiveness of interactive e-books. Learners’ perceptions further emphasized the high utilization of strategies such as visual-auditory engagement (M = 3.16), prior knowledge (M = 2.87), sensory memory (M = 2.76), and working memory (M = 2.95). However, correlation analysis revealed a very weak and non-significant relationship between reading proficiency and posttest vocabulary acquisition (r = 0.092, p = 0.412). Among Grade 6 learners, interactive e-books were associated with higher vocabulary scores and favorable perceptions. The nonsignificant relationship reported between initial reading proficiency and posttest vocabulary acquisition suggests that the two measures were not meaningfully related in this sample. Claims that the material was effective regardless of initial reading level should remain cautious because the design and group allocation are not fully described.