INSTABRIGHT e-GAZETTE

AUTHOR GUIDELINES FOR RESEARCH ABSTRACT AND ARTICLE

Wed, 14 Aug 2019 17:36:09 -0700

AUTHOR GUIDELINES FOR RESEARCH ABSTRACT AND ARTICLE

CHIN WEN CONG

Manuscript Reviewer

INSTABRIGHT e-GAZETTE

ALVIN B. PUNONGBAYAN

Editor-in-Chief

INSTABRIGHT e-GAZETTE

INSTABRIGHT e-GAZETTE welcomes manuscript submissions from all educators and researchers in the field of Education or field related to Education. INSTABRIGHT e-GAZETTE is published quarterly but will continuously accept submissions throughout the year. Submissions may range from research abstracts, essays, stories, opinions, news, features, and other academic compositions. This article talks about the author guidelines for research abstract and article. The acceptance of research abstract and article will be based on the criteria below:

Content Relevance to Education - 60%
Originality (Free of Plagiarism) - 40%

After the manuscript was reviewed by the Manuscript Reviewer, there would be four outcomes:

Accept
Accept with minor correction
Accept with major correction
Reject

Research Abstract:

The abstract should state briefly the purpose of the research, method, main results, and main conclusions.
Word count not more than 250 words.
Should not contain any undefined abbreviations or unspecified...Read More

A MIXED-METHODS STUDY ON THE USE OF THE BAR MODEL TECHNIQUE IN PROMOTING PROBLEM-SOLVING SKILLS IN UNDERSTANDING ALGEBRA

Sat, 07 Mar 2026 00:37:09 -0800

ABSTRACT

This study aims to enhance the problem-solving skills of Grade 8 students at Core Science Academy, Inc. in Balayan, Batangas using the Bar Model Technique, while also exploring their perceptions and challenges in applying it. This study employed a mixed-methods design to examine the effects of the Bar Model Technique on the problem-solving skills and conceptual understanding of Grade 8 students in Algebra. Using a one-group pretest-posttest design, students underwent a week-long intervention where they were taught to apply the Bar Model Technique to algebraic equations and word problems, with the same assessment administered before and after to measure learning gains. Guided interviews explored students' perceptions and challenges, and triangulation of quantitative and qualitative data enhanced the validity of the findings.

The results suggest that incorporating Bar Model Technique in algebra instructions can effectively support students’ comprehension and problem-solving abilities. The post-intervention data strongly indicates that it significantly improved students' problem-solving proficiency, shifting their performance from predominantly low-proficiency in the pre-test to a majority achieving high mastery in the post-test. It demonstrates the technique’s dual role as both a remedial and enrichment tool in enhancing problem-solving skills. The post-test showed a notable improvement compared to pretest results, indicating enhanced performance in translating verbal problems into algebraic expressions and solving the unknowns. Statistical analysis revealed a significant increase in mean scores (p<0.05), suggesting that it contributed positively to students’ problem-solving skills. Thematic analysis revealed that it enhances conceptual visualization, algebraic thinking, and problem-solving efficiency...Read More

EXPERIENTIAL LEADERSHIP AND LEADER’S COMPETENCE: BASIS FOR LEADERSHIP FRAMEWORK DEVELOPMENT

Sat, 07 Mar 2026 00:29:55 -0800

ABSTRACT

This quantitative descriptive-correlational study examined the leadership experiences and competencies of school heads in Ticao Island to inform a contextualized leadership framework. Data were gathered from 53 public school heads through a researcher-developed survey validated by three experts (Content Validity Index = 9.46, moderately valid) and structured interviews using purposive sampling. Findings described respondents’ demographic profiles, leadership experiences, competencies across five PPSSH domains, and significant relationships between profile, experiences, and competencies. School heads reported high administrative workload and geographic constraints but demonstrated strong commitment to instructional supervision and community partnerships, yielding a high competence rating. Significant differences in leadership experiences and competencies were found among Teachers-in-Charge, Head Teachers, and Principals. Notably, Leading Strategically (Domain 1) obtained a mean of 3.86, interpreted as a moderate level of competence. Results support developing a leadership framework anchored on Domain 1 to enhance leadership effectiveness and educational outcomes in island school contexts.

Keywords: experiential leadership, leader’s competence, leadership framework development

DEVELOPING FUNCTIONAL LITERACY OF JUNIOR HIGH SCHOOL STUDENTS IN ORAS NATIONAL HIGH SCHOOL, CASTILLA, SORSOGON

Sat, 07 Mar 2026 00:29:25 -0800

ABSTRACT

Promoting scientifically and functionally literate students necessitates deep and effective learning which can be best achieved by capacitating the teachers in promoting authentic learning. This study proposed a program that will develop the functional literacy of the learners. The following specific questions were answered: (1) What is the current level of functional literacy of students in terms of critical thinking, scientific literacy, science process skills, basic numeracy skills, creative thinking and, communication skills; (2) What instruction-related factors contribute to the difficulties in developing the functional literacy skills of the students; (3) What program may be proposed to develop the functional literacy skills of the students with the components of teachers’ capacity building and students’ functional literacy development; (4) What quality mechanism may be done to ensure the acceptability of the program to the DepEd context?

This study used mixed method of research. The study was conducted to all Junior High School Students who were officially in Oras National High School, Oras, Castilla, Sorsogon this school year 203-2024. The instruction-related factors that affect the functional literacy level of the students were also determined using an unstructured interview with the science teachers and students who got the lowest scores in the test administered. Ultimately, the study proposed the ROLLICKS (Reaching Out Literacy Level Inapt and Challenged Kid in Science) Program that will help to develop the functional literacy of the learners in science.

Analysis of the data gathered in this study resulted to important findings. Six tests were administered to determine the functional literacy level of the students. The tests yielded a...Read More

THE IMPACT OF PARENTS INVOLVEMENT ON THEIR CHILDREN'S EDUCATION

Sat, 07 Mar 2026 00:11:53 -0800

ABSTRACT

Engaging families in the education of their children is increasingly viewed as important with research finding that children achieve more when schools and families work together.

The percentage of students whose parents reported in their schools rose significantly between 1997 and 2007 across several measures including attendance at a general meeting, a meeting with a teacher, or a school event, and volunteering or serving on a committee. However, these proportions feel or remained the same in 2012.

For decades, research from around the world has shown that parents’ involvement in and engagement with their child’s education—including through parent-teacher conferences, parent-teacher organizations, school events, and at-home discussions about school—can lead to higher student achievement and better social-emotional outcomes. By Libby Stanford — July 25, 2023

Student with parents who are involved in their school tend to have fewer behavioral problems and better academic performance and are more willing to complete high school than students whose parents are not involved in their school.

A recent meta-analysis showed that parent’s involvement in the school life was more strongly associated with high academic performance for middle – schoolers than helping them with homework.

Involvement allows parents to monitor schools and classroom activities and to coordinate their efforts with teachers to encourage acceptable

Classroom behavior and ensure that the child completes the school work. Teachers of students with involved parents tend to...Read More

HOME-BASED LEARNING ACTIVITIES IN GRADE 9

Sat, 07 Mar 2026 00:00:49 -0800

ABSTRACT

This study developed supplemental learning activities and materials anchored on the learning modules under the Most Essential Learning Competencies and determine the students’ experiences in the performance of inquiry-based activities and improvisation, using quantitative and qualitative research methods. The effect on the student’s conceptual understanding, process skills, and appreciation of the local use of resources in the activity was also evaluated as it answered the following questions: (1) What home-based activities in Physics may be developed with the following features: (a) Localization (b)Improvisation (c) Experiential (d) Inquiry; (2) What are the experiences of the students in the performance of (a)Inquiry-based activities (b) Improvisation activities, and 3. What are the effects of the developed home-based activities on students (a)Conceptual understanding, (b) Process skills, and (c) Appreciation of local resources?

The pretest-posttest quasi-experimental design was employed to provide more supporting data on the effect of home-based learning activities by comparing the results and responses of the two groups using the following instruments: (1) developed home-based learning activity; (2) pretest and posttest on conceptual understanding; (3) pretest and posttest on process skills; (4) Appreciation of local resources questionnaires; (5) Students’ journal; and (6) juror’s evaluation tools. The effects of the developed home-based learning activity were determined through the pretest and posttest of conceptual understanding, process skills, and appreciation of local resources administered to the experimental group and the control group.

From this, seven (7) home-based learning activities were developed with the following features: (a)...Read More

TECH-TUNED TEACHING: MAXIMIZING MULTIGRADE LITERACY LEARNING

Fri, 06 Mar 2026 23:54:50 -0800

ABSTRACT

This study aimed to improve the literacy performance of Grades 4 and 5 learners in a multigrade class at Bancil Elementary School (BES), a remote school in Aroroy, Masbate, school year 2024–2025. Pre-test of Rapid Literacy Assessment (RLA) results revealed only 2 out of 22 learners (9.09%) were at the “Established” reading level, while 6 were “Coping” and 10 under “Emerging” categories, and 4 were at the “Deficit” level. The low performance was linked to root causes like limited teacher training in multigrade instruction, inconsistent class attendance due to pupils’ long travel distances, BES’s poor internet and electricity access, and lack of suitable reading materials.

To address these challenges, researcher introduced Tech-Tuned Teaching strategy, integrating technology and learner-centered activities tailored to each reading level. The intervention included video-based instruction and printed materials aligned with DepEd’s National Reading Program and RLA. Learners were grouped into four based on reading ability and literacy learning corners—Mastery, Exploration, Collaboration, and Competition—designed to match their literacy profiles and support differentiated instruction.

The 8-week intervention involved 22 purposively selected learners from Grades 4 and 5. Teacher-implementer facilitated for 30 minutes daily, Monday-Thursday, reading tasks using videos and printed modules, monitored learners’ progress, and conducted bi-weekly RLA assessments. Data were collected through pre- and post-tests and written interviews. Quantitative data were analyzed using paired t-test, while qualitative data underwent thematic analysis.

Findings showed a significant improvement in learners’ reading...Read More

ENHANCING THE ACADEMIC PERFORMANCE AND ENGAGEMENT OF GRADE 11 STUDENTS IN PHILOSOPHY USING LEARNING THROUGH INTERACTIVE, FRIENDLY, ENGAGING AND REFLECTIVE (LIFER) WORKSHEETS

Fri, 06 Mar 2026 23:49:09 -0800

ABSTRACT

This action research studied the effectiveness of utilizing the Learning through Interactive, Friendly, Engaging and Reflective (LIFER) worksheets in improving learners’ academic performance and engagement level in learning philosophy concepts. The study participants were the senior high school grade 11 students who were enrolled for the second semester, School Year 2024-2025 at Silae National High School. The students were heterogeneous in composition. The research design used in the study was pre-experimental research design using non-probability sampling specifically total enumeration method. Researchers made 30-test item multiple choice (pre-test and post-test) and adapted a Student Engagement in Schools Questionnaire from Lam & Jimerson, 2008 for the assessment of engagement level of students were the instruments used in the study. Descriptive statistics were used in the study using the mean and standard deviation (sd) in analyzing the data obtained from the results of the study in assessing the academic performance and engagement level of senior high school grade 11 students before and after the use of LIFER worksheets and to identify the significant difference on the academic performance and engagement level of the students, paired t-test was used. The teacher conducted pre-test before the delivery of the lesson and post-test after the entire lesson were delivered. The academic performance was based on all topics in the fourth quarter following the Most Essential Learning Competencies provided by the Department of Education and were evaluated by the schools’ experts. The result of the study indicated that the academic performance as well the engagement level of the senior high school grade 11 students increases and had a significant difference before and after the application of the intervention. This study was funded by BERF (DepEd 2025) and...Read More

INSTRUCTIONAL SUPERVISION PRACTICES ON TEACHER EFFICACY AND STUDENT ACHIEVEMENT IN MULTIGRADE SCHOOLS IN MASBATE

Fri, 06 Mar 2026 23:47:26 -0800

ABSTRACT

The study examined the connection between instructional supervisory practices, teacher efficacy, and student performance in multigrade schools in Masbate Province Division. A descriptive correlational design was utilized in gathering data from 115 multigrade teachers and 58 multigrade school heads using a validated teacher efficacy and supervision assessment scale with student performance recorded as Mean Percentage Scores (MPS).

Results showed high overall teacher efficacy (M = 4.39, SD = 0.35), with the highest ratings in efficacy building (M = 4.52) and student engagement (M = 4.45), and the lowest in multigrade discipline management (M = 4.28). The overall MPS was 73.19, indicating movement toward mastery, with Filipino highest (75.80) and Science lowest (71.11). Spearman Rho analysis revealed a moderate positive correlation between instructional supervision and teacher efficacy. Meanwhile, there is a weak, negative relationship between instructional supervision and student achievement.

Finally, the study recommends intensifying data-informed cycles to refine multigrade-specific professional development, as well as using technology-enabled coaching to enhance instructional practices in geographically isolated schools.

Keywords: instructional supervision, teacher efficacy, student achievement, multigrade schools, Masbate

MANAGING HOPE: AN EDUCATIONAL MANAGEMENT MODEL FOR COLLEGE EDUCATION BEHIND BARS

Fri, 06 Mar 2026 23:40:44 -0800

ABSTRACT

Education has been widely recognized as an influential mechanism in correctional settings, yet limited attention has been given to how educational programs behind bars are managed to sustain hope, motivation, and personal change among incarcerated individuals. This study examined the College Education Behind Bars Program implemented at the Davao City Jail, with the aim of developing an educational management model that supports inmates’ holistic transformation. Using a qualitative research design, data were gathered through focused group discussions and in-depth interviews with incarcerated learners who participated in the program. Thematic analysis identified five major themes describing the inmates’ lived experiences: access to education as a source of restored purpose; learning as a way to self-worth and discipline; supportive instructional and administrative practices; difficulties within the correctional learning environment; and education as preparation for social reintegration.

Based on the results, the Managing Hope Educational Management Model was developed, highlighting the interconnected roles of leadership, instructional support, learner engagement, and institutional collaboration in sustaining hope and promoting significant change among incarcerated students. The model reinforces education not only as an academic endeavour but as a management process that cultivates resilience, responsibility, and future orientation.

The study adds to educational management and correctional education literature by providing a contextualized framework for managing college-level programs in custodial settings. It presents practical implications for educational leaders, policymakers, and correctional institutions working to strengthen education-based...Read More