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There are different factors and reasons why a subject is treated as the students' weakness or a very challenging one especially when its nature is boring or not in line with the students' interest. This study described the experiences of the learners and teachers experiences in the subject "The Works and Life of Jose Rizal" at Cebu Technological University - Moalboal Campus, Cebu Province for the school year 2023 - 2024. This study used the Husserl Phenomenology. The sampling design utilized in this study was purposive sampling following established inclusion criteria to identify the participants of the study. 13 participants volunteered to be part of the study. This study used Braun and Clarke's Thematic Analysis to analyze the experiences of the participants. There are three emerging themes that this research generated. These are the (1) Symbol of Filipino Nationalism, (2) Struggle of Bridging Past and Present in Education, and (3) Strategic Instruction for Effective Learning. These themes are pertinent in understanding what is happening inside a classroom where teachers and students share their experiences in learning and appreciating the Life and Works of Rizal. It is highly recommended to encourage teachers to explore different strategies and methods in teaching the subject to make it more engaging and absorbing. [ABSTRACT FROM AUTHOR]

This study explored the teachers' transition and strategy adjustment in integrating technological approaches to teaching. This study explored the lived experiences of the teachers' transition and strategy adjustment in integrating technological approaches to teaching in Cebu Province for the school year 2023 - 2024. The challenges and highlights of utilizing technology inside the classroom are the main concern of this study. To address this, this study used Heideggerian Phenomenology as the research design. 5 participants volunteered to be part of the study and qualified with the inclusion criteria. This study used the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. These are the steps in analyzing the data. 4 emerging themes surfaced in this study. These are the (1) Shift to Digital Education; (2) Setbacks Amidst Advancements; (3) Strive for Excellence; and (4) Standardized Triumph. These themes are a clear picture of how the teachers' experiences in transitioning into utilizing technological tools inside the classroom have shown and exemplified. With this, veteran teachers are having difficulty in using these technological tools as they lack exposure and skills in using them. It is highly recommended that veteran teachers be sent to relevant training and seminars especially pertaining to the utilization and maximizing the impact of technology inside the classroom. [ABSTRACT FROM AUTHOR]

Mastering Mathematics can take a lot of effort but takes the proper skills and ongoing practice. Imparting knowledge to the students in mathematics subjects that are known to be difficult has been a challenge for math teachers. From modular to full face-to-face classes, there have been several adjustments and difficulties for teachers, which pushed the researchers, to come up with the study about the pedagogical modifications done by the teachers. In particular, the teachers' coping strategies and the milestones that they have achieved after classes will also be determined. Mathematics teachers at Badian National High School were chosen as ten participants in this qualitative study. Specifically, it utilized Heideggerian phenomenology and interpretative phenomenological analysis (IPA), anchored on the modified Van Kaam approach popularized by Moustakas. Hence, the following themes emerge: (1) The Adjustment, (2) The Struggle, (3) The Motivation, and (4) The Scheme. In conclusion, difficulties in online classes are the unstable internet connection and the need to focus on online discussions, while the adjustments in full face-toface classes are time management, financial problems, and the distance between the house and school. It is recommended to hear out the voices of the teachers in their difficult times, help address them, and might as well be given some benefits for all their efforts in teaching young minds. [ABSTRACT FROM AUTHOR]

Motivation allows students to get interested in learning, serving as a "bridge" to academic achievement. However, mathematics is deemed as a complex one and involves a lot of thinking to understand its concepts which leads students to get discouraged which transforms motivation into a "broken bridge" due to several aspects. The study traverses and elucidates the lived experiences of students in terms of their motivation in learning mathematics lessons. The study, with a qualitative approach, uses Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the modified Van Kaam Approach popularized by Moustakas. The selection of the participants was done with a purposive strategy aligning with the inclusion criteria set in this study. The process of gathering the data was done through conducting interviews with ten student participants from BSEd-Math 1 in Cebu Technological University - Moalboal Campus. The themes of the study are Theme 1: The Broken Drive, Theme 2: The Rebuilding, and Theme 3: The Hope collectively represent the lived experiences of the students in terms of their motivational aspect in learning the mathematics subject. Results of this study show that there are varieties of reasons why students have low motivation in learning mathematics, and at the same time have a different way of coping with such difficulties encountered. It is recommended that parents should encourage their children to cope with their learning difficulties, and teachers should encourage students academically in a way of employing the interest of their students in discussing the mathematics lessons. [ABSTRACT FROM AUTHOR]

Mathematics is a complex subject where different teaching strategies need to be considered and utilized to teach more engagingly. However, each student has a different level of intellectual capacity some can learn fast, and some take time to internalize the topic. This study investigates the lived experiences of the students towards different strategies in teaching mathematics. The study used a qualitative methodology that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. The participants in this study were chosen using purposive sampling with inclusion criteria. The researchers conducted face-to-face interviews with ten BSED-Math students who are studying at Cebu Technological University which led to the following themes (1) The Pessimist, (2) The Optimist, (3) The Self-Directed, (4) The Discomfort, and (5) The Teachers' Criticizers. These themes emphasized the experiences and the unbearable pain of the students. It is advised to take the participants' degree of intelligence into account when planning how the teacher will present the lesson and by soliciting and taking into account the students' feedback both during and after the discussion as the class as a whole will benefit from smooth learning transitions. [ABSTRACT FROM AUTHOR]

Mathematics has been known to be an intimidating subject to study, which leads many students to choose other courses instead of majoring in Mathematics. This qualitative study investigated the lived experiences of the students who chose Mathematics as their second option, the challenges they faced while taking the course, and the variables that influenced their decision to specialize in Mathematics education in college. Using the Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) based on Moustakas Modified Van Kaam Approach, the study analyzes the narratives of 16 participants from Bachelor of Secondary Education (BSEd) Math 1 students at Cebu Technological University-Moalboal Campus and identifies four core themes: (1) The Seeker, (2) The Warrior, (3) The Motivated, and (4) The Consequences of Choices. The findings suggest that these students have developed a strong sense of purpose and motivation despite facing challenges along the way. It is recommended that schools should implement programs to change student's perspectives on BSEd Mathematics courses and further investigation of various instructional techniques and approaches should be done to foster the appreciation of Mathematics among students. [ABSTRACT FROM AUTHOR]

In college, education should not end when you become a parent. This study explicated the lived experiences of those college education students who became parents before graduation. The struggles and unheard voices of the studentparent are essential in creating recommendations and a management plan that can assist them in continuing what they started. This study utilized Heideggerian Phenomenology. This design is a qualitative study that explicates the lived experiences of the participants who are student-parents of the university. The sampling design utilized in this study was purposive sampling following established inclusion criteria to identify the participants of the study. The participants should be bonafide education students at Cebu Technological University - Moalboal Campus, should have a child or children, and should be living within Moalboal. 5 participants were interviewed. The data gathered were analyzed and interpreted using the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. There were three emerging themes generated after the analysis. These are (Theme 1) The Pillar of Tenacity, (Theme 2) The Pillar of Tranquility, and (Theme 3) The Pillar of Inspiration. These themes are the reflection of the student-parents' lived experiences. It is highly recommended that support programs be instituted to tailor-fit the needs of the student-parents in finishing their journey in college. [ABSTRACT FROM AUTHOR]

This study explored the pupil's reading comprehension using the Preview, Question, Read, Reflect, Recite, and Review (PQ4R) and Annotations as a basis for an instructional tool. Grade six learners are struggling with reading comprehension, especially during the pandemic. It is pivotal that educational strategy and technique should be tested and explored to address the gap. This study used the PQ4R and annotations to help the learners understand the concepts and subject matter. This study utilized a sequential explanatory mixed-method research design. This design followed a sequence of gathering data from quantitative for analysis and interpretation to qualitative for exploration and triangulation. For the specific design of this method, a Quasi-experimental will be used to understand the numerical value of this study and a descriptive qualitative for the qualitative data. Purposive sampling design will be used in this study following criteria to identify the prospected respondents. There were 30 respondents from Tuble Elementary School. This study utilized a validated instrument. The findings of the study stipulated that the results of the experimental group (p-value = 0.28) and the control group (p-value = 0.34) established no significant difference. With this, teachers must explore more strategies and techniques in education so that learners can get the best learning experiences that they deserve. This will provide a reference on how teachers can create instructional tools to increase classroom productivity. [ABSTRACT FROM AUTHOR]

The inclusion of transgender women teachers as human beings with rights and privileges deserves respect and equality in their workplace and the community they belong. In the literature, limited studies explore the lives of transgender women in the workplace as this requires careful exploration of their encounters due to their sensitive disposition. This study aspires to deeply understand the personal experiences of the participants on a certain phenomenon such as the inclusion of Transgender women teachers in the Department of Education (DepEd) Guihulngan City Division. This study utilized Heideggerian phenomenology as a research design anchoring the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. Three (3) participants saturated the data in the research environment. Inclusive and Exclusive Criteria were established in the study using a snowball-purposive sampling technique. After the analysis, the emerging themes were generated such as the darkest reality, Towards complete acceptance, Favorable Professional Reception, and Women that Matter. These themes provide a clear picture of how transgender women are living their lives in the department. The main issue faced by Transgender women teachers is the question of labeling. Thus, Transgender women teachers must carry on their duties and responsibilities and improve their personal and professional growth to enhance learners' capability in learning amidst the issue regarding their preferences. [ABSTRACT FROM AUTHOR]

Teachers in the new normal underline the numerous challenges that educators face while moving to remote teaching and learning methodologies. This study shows that teachers are greatly affected by overwhelming paperwork and in making developmental plans for their students' needs, especially in this new normal. The purpose of this study is to determine the experiences of the teachers during the COVID-19 pandemic and to perceive a tailored strategic plan for transitioning blended learning for the full face-to-face classes for the teachers. It focuses on understanding and making initiatives towards teachers' development and enhancement of management in the field of teaching. The researcher utilized a purposive sampling procedure in choosing participants of the study who were teaching in DepEd Sta. Catalina National High School. A total of 35 teachers were selected to take part in the study. The study utilized modified Colaizzi's seven-step method (2018) for data analysis. Three (3) major themes emerged from the analysis: (1) The Captured Threat; (2) The Compromised Assessment; and (3) The Call for New Modalities. It is concluded that despite all the difficulties that teachers face, basic education teachers are resilient, especially in teaching and learning in the new normal. When delivering lessons during the pandemic, the teachers turned their weaknesses into opportunities. However, it is recommended that teachers should have seminars and training that can augment the contemporary trends and changes in the educational realm making them ready to face any challenges. [ABSTRACT FROM AUTHOR]

An important aspect of the educational process is the language that is utilized as the medium of instruction. It affects both students' and teachers' ability to learn new information efficiently. The transition from mother tongue to English as a medium of instruction brings a variety of obstacles and difficulties among teachers and learners. According to the literature, teachers perform critical roles in any educational program. This study utilized the Husserlian Phenomenology research design in elucidating the lived experiences of teachers during the transition process. Coliazzi's descriptive phenomenology was used in analyzing the participants' experiences. Before collecting data, the researchers utilized bracketing and a purposeful sampling strategy to reduce researcher bias. There were seven (7) participants in this study when the data saturation was reached. The interview was conducted using a semi-structured questionnaire. Based on the data analysis, four emerging themes were extracted: The Gap, The Bridge, The Aftermath, and The Triumph. These themes are evident signs of how teachers managed and survived the transition hurdles. It is recommended for an educational institution to find ways and support teachers to enhance their language teaching skills. [ABSTRACT FROM AUTHOR]

This study investigated constructs concerning the adjustment of the students regarding the transition from the online to the face-to-face mode of learning during the COVID-19 pandemic period. The research participants included all twenty teachers at the junior high school department of Saint Theresa's College of Cebu during the academic year 2022-2023. The research instrument employed was a set of questionnaires with open-ended questions referring to the three constructs of the study. A thematic analysis of the qualitative data gathered from the questionnaire was done. The results of the data gathered consisted of the different themes that emerged from the clustering of the significant statements revealed by the teacher participants about the adjustment in school of their students during the transition period. For the construct on attitude and behavior of the students, two themes emerged, namely, desirable and undesirable attitudes and behavior of the students. The emergent themes for the construct on problems and challenges have the following categories: academic; disciplinary; financial; and psychological. The third and last construct of the study on the coping mechanisms of the students has its emergent themes with the following categories: academic; recreational; discipline and organization; and socialization. The results of the study obtained would help in the needs assessment and the provision of background information for the teachers and the guidance counselor's assistance in enabling the students to adjust during the transition from online to face-to-face mode of learning. [ABSTRACT FROM AUTHOR]

This qualitative study narrates teachers' stories and lived experiences in hinterland schools. There is a massive gap in delivering high-quality education in the hinterland for a variety of reasons, including the teachers' lack of contextualization, connections, integration of cultural values in the classroom, ignorance of IP needs, and the lack of a clear vision for their empowerment that takes into account the entire community and support network, among others. By understanding teachers' experiences in hinterland schools, policymakers and educators can create strategies to support and enhance the quality of education in these remote areas. Based on the four themes of place-based education theory, the study aims to better understand teachers' experiences in hinterland schools and identify effective strategies for supporting professional development and well-being. This study uses a qualitative research design. This study used purposive sampling as a technique in qualifying participants from Moalboal's hinterland schools. The findings revealed that teachers' perspectives on rural education are influenced by their social, personal, and professional experiences. The interaction between teachers and the community is crucial in supporting student learning. The study revealed that personal well-being, time management, and differentiated instruction could improve access to quality education for students. The study on teachers' narratives in the hinterland schools revealed a need for increased communication and collaboration between team members and a focus on developing a more positive and supportive team culture. [ABSTRACT FROM AUTHOR]

One of the academic strands offered by the Philippine Education in the Senior High School department is the Humanities and Social Sciences (HUMSS) which encapsulates branches of knowledge in science. This is in line with Republic Act stipulated in the Philippines laws numbered 10533. Anchored on Deped Order 51, s 2015, students who intend to study humanities and social sciences in higher education should enroll in the Humanities and social sciences. This study aims to examine the landing station of HUMMS graduates of the Division of Bais City. The lack of empirical studies that especially concentrate on the lived experiences of HUMSS graduates may be one potential research gap in this area. The study is enlightened by the theory of descriptive phenomenology by the philosopher Edmund Husserl. The Husserlian descriptive phenomenology design was used for this qualitative study. The researchers separately performed one-on-one interviews in the study of the lived experience of HUMSS graduates, which helped to get a holistic sense and consciousness relating to the full experiences of the participants. Participants must have completed their studies in the humanities and social sciences (HUMSS) strand at the School Division of Bais City. The study came up with four emergent themes: Theme 1: The All-in-one package, Theme 2: Academic Alignment; Theme 3: First-come-first-serve and Theme 4: Curriculum re-touch. These themes provided a clear result of how the HUMSS graduates lived experiences in landing better opportunities. [ABSTRACT FROM AUTHOR]

The research study concentrated on the real-world experiences of Technology and Livelihood Education (TLE) teachers who are teaching non-TLE subjects, how they handled their current circumstances, and the lessons they could impart to other teachers who are having similar situations. This study employed a qualitative phenomenology approach to investigate and examine the shared experiences, coping mechanisms, and individual insights of the participants. For the focus group discussion, the research study specifically chooses 5 teachers from the two public national high schools in the municipalities of Moalboal and Badian Cebu reaching to data saturation. This study generated 5 themes namely; the struggles, the silver lining, always ready, Uplifting and Jack of all trades. The findings demonstrate how difficult it was for TLE teachers to teach non-TLE subjects in the context of their current teaching careers because those subjects are outside of their areas of expertise together with the lack of adequate resources. The most essential thing was that they continued to study every day and were prepared for class. They also sought out help from their peers and a few teachers who were knowledgeable in subjects other than TLE. Being resourceful, learning new things, showing courage, and using pedagogical alignment are a few of the thoughts that TLE teachers who teach non-TLE subjects reveal. [ABSTRACT FROM AUTHOR]

The full face-to-face is the shift of Education from blended approach of new normal. This study examined the experiences of Novice teachers on classroom management in the full implementation of the face-to-face class after the COVID-19 pandemic. Various researches were conducted about the classroom management. However, none of those studies highlighted the experiences of Novice Teachers about the classroom management. This study uncovered the lived experiences and personal encounters of the newly-hired teachers on how they handle their classroom in face-to-face instruction. This study used Heideggerian Phenomenology design to delved more on the participants' lived experiences. The gathered data was carefully analyzed as well as interpreted using the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. This study has (4) participants reaching the data saturation. The data highlighted the lived experiences of Novice Teachers of Saint St Augustine Academy, Alcantara, Cebu. After gathering of the data, the researchers generate 5 themes: the strategy, the struggle, the silver lining, the addresser, the effect. Every theme aid to know the exploration of the Novice Teachers in Classroom Management during the full implementation of face-to-face in the new normal. This research recommends for further exposures among the newly-hired teachers on how to attain a good command of classroom management especially in handling students with disruptive behavior. [ABSTRACT FROM AUTHOR]

The educational system was greatly affected by the wrath of the pandemic. With this, it is pertinent to encourage flexible learning in schools so that policies can be created and implemented. Even so, the way it was put into practice did help mainland residents to some extent. This paper focused on the lived experiences of how teachers" resiliency pivotal in utilizing the modular printed modality. This study outlined the problems, coping mechanisms, and educational experiences of the hinterland teachers at Maningcao National High School. As a result, the information was gathered through a thorough interview. The information gathering revealed a variety of issues, including the inaccuracy of the students' evaluations, the complexity of the subjects and how they are applied, the role of parents in the teaching-learning process, and the challenges of the learning mode. As coping techniques, teachers used parent communication, extracurricular resources, and continual communication via social media platforms and other applications. Participants' challenges and coping mechanisms are influenced by how they view the modular approach. Because of this, the Department of Education may provide professional opportunities, such as workshops, seminars, and training, to assist instructors in acquiring the abilities necessary to succeed in this 21st-century learning environment. [ABSTRACT FROM AUTHOR]

The disruption of sleeping hours brought by different diversions such as social media during the pandemic create a wreaked havoc to the sleep quality among the freshmen students. Despite of this, little attention was given to the impact of social media usage to the freshmen's sleep quality. This study sought to establish the relationship between the social media usage and sleep quality of freshmen college students. The study used descriptive-correlational method with 385 freshmen students as respondents across the higher educational institutions in the Philippines for the academic year 2021-2022 through simple random sampling. The researchers utilized the Social Media Addiction Scale (SMAS) and the Pittsburgh Sleep Quality Index (PSQI) in order to elicit the data from the respondents. Google Forms and Facebook application were used to administer the instruments. To understand the relationship between social media usage and sleep quality, the null hypothesis was tested at 0.01 alpha level of significance. Pearson product-moment correlation coefficient indicated that there is a significant relationship between the variables with the r-value of 2.83 which suggest a strong positive correlation. It can be deduced that social media usage affects the sleep quality of the freshmen college students. This study recommends to have a mechanism to regulate the usage of social media as this can be detrimental to the college students when taken for granted. [ABSTRACT FROM AUTHOR]

Research is one of the major functions in a university that should be nurtured and fostered in order to advance quality education. The capability of an instructor to conduct research is expedient in addressing the pressing issues in the society starting with the classroom. This study assessed the research capability of faculty members at Cebu Technological University (CTU) - Moalboal Campus anchoring Bandura's Self Efficacy Theory. The works of literature dictate that there's no study about research capability of college instructors initiated in Visayas, Philippines where Cebu is one of the provinces. This prompted the researchers to elicit pertinent information about the demographic profile of the instructors and their research capability (2.89) through a validated researcher-made instrument. All faculty members (69) participated the study. Utilizing descriptive-correlation research design, the researchers established significant relationship of the dependent and independent variables through Pearson-correlation coefficient. The results derived that age (0.13), gender (0.56), and number of papers completed but were not published (0.59) were not significant at 0.05 significant level. Number of years in service (0.04), number of years in conducting research (0.00), number of papers published (0.00), and number of local and international conferences attended (0.02) were significant. The findings of the study ensued a creation of research management plan that provides mechanisms on how to address the concerns and challenges of respondents in conducting research. In this way, college instructors are assisted and guided in completing and publishing their research article, thus, improving the research culture of the university. [ABSTRACT FROM AUTHOR]

With the amplified effects of the pandemic, higher academic institutions are forced to embrace blended learning as a modality of teaching. Blended learning has been a modality of teaching for the past decades to address urgency in the educational sector gaining numerous literature that exemplified its effects on the students' academic performance, however, there's no literature that examined the lived experiences of the professors in this modality of teaching. Thus, this study investigated and explicated the lived experiences of higher education professors in the blended learning modality of teaching. With 8 participants, that data was treated utilizing the Interpretative Phenomenological Analysis (IPA) anchored from the Modified Van Kaam Approach popularized by Moustakas. Four emerging core themes were generated such as (Theme 1) pedagogical challenges in delivering quality education, (Theme 2) technical Struggles are real, (Theme 3) potential Health Risk is at stake, and (Theme 4) resiliency is the key. With these emerging core themes, it is clear that although most of the professors are struggling pedagogically and technologically with their health at risk, there are some of them who thrive and gradually dance with the tune of technology. It is recommended that sufficient skill training such as webinars and web talks in manipulating technological tools and online platforms may be provided to all higher education professors. [ABSTRACT FROM AUTHOR]

The plight and fight of part-time instructors' employment in Higher Education Institutions (HEIs) are neglected by most universities in the Philippines. In the literature, many studies concluded that the performance of part-time instructors in various universities are assessed quantitatively. However, no study yet focused on the part-time instructors' lived experiences. This motivated the researchers to undertake this research to give voice to the experiences of the part-time instructors in the HEIs. Anchored on Maslow's Theory of Hierarchy of Needs, this study utilized the Heideggerian phenomenology design and Interpretative Phenomenological Analysis (IPA) of Van Manen popularized by Moustakas with a 7-step analysis. First, before gathering the data, the researchers conducted bracketing to avoid researchers' bias. Then, they conducted semi-structured interviews via digital format with eleven (11) participants from the different HEIs in Central Visayas, Philippines, during the school year 2021-2022. As a result, the following themes were extracted: (1) The Less, (2) The Limited, (3) The Left-over, and (4) The Survivors. These themes elaborated the sorry plight of the participants and their survival in HEIs. The researchers recommend that the HEI administrators may consider the study's results as an eye-opener and basis for policy-makers to provide social equity and better opportunities for the part-time instructors to boost their survival in the HEIs. [ABSTRACT FROM AUTHOR]

Gamification is an emerging trend in the educational context. It is embedded in the instructions anchored with game design elements in non-game context. It further amplifies the way how learners are hooked and attached with different technologies entailed with various online games and applications making them more motivated and engaged. This study sought to generate a theory in gamification in education. With this purpose, this paper will utilize the deductive axiomatic approach in theory generation following the steps provided by Padua (2012). There are five axioms construed, namely; (1) Gamification is universal in terms of its application to different topics discuss in the academe; (2) Gamification provokes the learners to think critically; (3) Gamification sustains the learner's motivation and engagement in a classroom discussion; (4) Gamification creates no boundaries among the students since it is widely used in different schools in the country; and (5) Gamification provides a convenient way of teaching and learning from each other as students also share their expertise in manipulating gadgets and different high-end technologies. From these five axioms, ten propositions were formulated; Gamification should (1) make the game-designs and applications friendly, (2) have more interesting and thought-provoking activities online, (3) provide a clear and simple instructions in performing the activities; (4) formulate activities and tasks that are locally contextualized, (5) create learning and behavioral goals attainable; (6) provide a reward system right after each milestone in the activity; (7) make all learning activities fun and interactive; (8) have the applications supported by the government to make it accessible to all learners; (9) create a competitive learning environment; and (10) encourage learners to provide their feedback about the game designs and its applications for the improvement of the activities. With these propositions, the Motivation-Exploration-Implementation Theory for Gamification in Education was generated. This theory emphasizes the importance of gamification in the teaching-learning process whereby motivation, exploration, and implementation are important elements in achieving a competitive, contextualized, and conducive learning environment. [ABSTRACT FROM AUTHOR]