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  • FROM ENGAGEMENT TO ‘BRAIN ROT’: TESTING MONTESSORI AND INDIGENOUS TEACHING METHODS IN MEDIA-HEAVY CLASSROOMS

    By: MIA ARIANA P. TANCIONGCO, MMu, PhD

    ABSTRACT

    This study examined the presence of brain rot among students in media heavy instructional delivery and tested the effectiveness of the Montessori Method and the Santiago Method in reducing cognitive overstimulation. The study used a mixed method research design. The quantitative component measured student focus and attention, thinking depth and reasoning ability, and learning behavior before and after the interventions. The qualitative component explored student and teacher experiences through interviews and classroom observations. The participants consisted of sixty students from two intact classes, with thirty students exposed to the Montessori Method and thirty students exposed to the Santiago Method. Results showed that students experienced a high level of brain rot before the intervention. After the application of both teaching methods, students showed significant improvement in focus, higher order thinking skills, and learning behavior. Statistical analysis revealed a significant difference between pretest and posttest results for both methods, with the Santiago Method producing greater improvement. Qualitative findings supported the quantitative results and revealed themes of restored focus, deeper thinking, reduced media dependence, and meaningful learning. The study concludes that structured and culturally grounded teaching methods effectively reduce brain rot and promote focus and meaningful learning in media heavy classrooms. The study recommends the integration of the Montessori Method and indigenous teaching practices such as the Santiago Method to help teachers address cognitive overstimulation in modern education.

    Keywords: Brain rot, cognitive overstimulation, Montessori Method, Santiago Method, media heavy instruction, higher order thinking skills, mixed methods research

    Citation & Access:

    This article is archived and citable via DOI:

    https://10.5281/zenodo.18227694.

  • Effectivity, Usability, and User Satisfaction of Bridges Autism App: A Validation Study Supporting Evidence-Based Program Implementation

    November 26, 2025

    By: Honey Cel T. Martinez, LPT, MAEd-SPED

    ABSTRACT

    This validation study examined the effectivity, usability, and user satisfaction of the Bridges Autism App as implemented by 36 parents and teachers supporting children with autism. Utilizing a descriptive mixed-methods design, data were gathered through a demographic profile sheet, pre- and post-outcome rating scales, a usability and satisfaction survey, and semi-structured interviews conducted over a two-week implementation period. Quantitative findings revealed consistently high mean scores across all indicators, with usability domains ranging from 4.64 to 4.86, effectivity domains from 4.64 to 4.72, and satisfaction obtaining the highest domain mean of 4.82, indicating very high levels of agreement among respondents. Significant improvements were observed in communication, attention, engagement, and other developmental domains based on pre- and post-assessments. Qualitative feedback further supported the statistical results, highlighting the app’s ease of use, developmental relevance, and positive impact on children’s behavior and learning. The study concludes that the Bridges Autism App demonstrates strong potential as an evidence-based tool for home- and school-based support programs. Recommendations include wider implementation, continuous refinement based on user feedback, and longitudinal studies to further validate long-term developmental outcomes.

    Keywords – Bridges Autism App; autism intervention; usability; effectivity; user satisfaction; mobile-assisted learning; evidence-based implementation; parents and teachers; developmental outcomes; mixed-methods research.

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.17723249

  • Isang Pagsipat sa Pamahiin sa Pagsusulit para sa mga Guro

    Nina: Batulat, Emylin T.; Emelia, Jeril M.; Bacongon, Jerold C.; Candilado, Janine S.; Gayaban, Riza B.; Katalbas, Pia C.

    ABSTRAK

    Ang pag-aaral na ito ay pinamagatang “Isang Pagsipat sa Pamahiin Sa Pagsusulit Para sa mga Guro.” Naglalayong tuklasin at suriin ang mga pang-akademikong pamahiing kinagigiliwan o sinusunod ng mga guro sa pagharap nila sa pagsusulit para sa mga guro. Layunin nitong maunawaan kung paano nagiging motibasyon, batayan ng kanilang paghahanda, at kung ano ang dulot o epekto nito sa kanilang kaisipan at emosyonal na kalagayan. Gumamit ng kwalitatibong pamamaraan—descriptive research, sa pamamagitan ng pakikinayam sa piling tatlumpong (30) kalahok na nakapagtapos sa Pamantasang Normal ng Pilipinas‒Visayas. Lumalabas sa pag-aaral na marami ang mga pamahiin na pinaniwalaan ng mga nagsipagtapos na sa pagkuha ng pagsusulit. Sinasabi na mayroon itong naging mabuting epekto sa kanila sapagkat naipasa nila ang pagsusulit, subalit sa kabilang banda ay mayroon din nagsasabi na may negatibo itong naging dulot dahil hindi nila naipasa ng unang beses ang pagsusulit at pinaniniwalaan nila na dahil iyon sa pamahiin na kanilang sinunod. Ginamitan ng Content Analysis Research Design upang suriin at kategoryahin ang mga nilalaman ng mga datos o teksto na nakalap. Inirekomenda ng pananaliksik ang mas malalim pang pagsusuri sa papel ng kultura sa akademikong tagumpay at pag-uugali ng mga propesyunal.
    Mga Susing Salita – Batayan, Dulot, Pagsipat, Pagsusulit, Pamahiin

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.17059689

  • Lived Experiences of the Grade 7 English Language Teachers on the MATATAG Curriculum Implementation at the Division of Bataan: A Development Plan

    By: Gladys F. Montemayor

    ABSTRACT

    This research explored the lived experiences of the Grade 7 Junior High School English language teachers in implementing the MATATAG Curriculum at the Schools Division of Bataan S.Y. 2024-2025, which is the basis for the development plan. Interviews and focus group discussions (FGD) were utilized to collect qualitative data, which was analyzed through thematic analysis. Based on the findings, the MATATAG curriculum cited obstacles among language teachers, such as insufficient resources, complicated demands, and the burden of overwork among teachers. These problems pointed to the importance of support, provision of readymade resources, and adjustment to the scope of the new curriculum. Without these solutions, the goals and objectives of the MATATAG Curriculum will be challenging to realize. Moreover, the crafted development plan provided approaches to solving the gaps and challenges faced by the teachers. It includes teacher professional development, resource optimization, curriculum adaptation, peer collaboration, teacher well-being, and student support.

    Citation & Access:

    This article is archived and citable via DOI:

    https://10.5281/zenodo.16930361

  • Innovations at DepEd

    By Jeddah P. Valencia

    While we are at the digital age, learners have now a very diversed way of learning especially those learners that have resources to afford and access those opportunities at hand. For many, it has been helpful but for some, it is still a dream to catch. As a teacher in Senior High School, we saw how learners hardly catch up on subjects that require a use of innovative tools and digital gadgets that may help them lessen their workload and may ease their burden to some areas that require technology or so.

    Innovative programs are essential in today’s norm and post pandemic period. Teachers and school leader’s should continue to develop innovations as the pandemic taught us resiliency and readiness even in the most tough times. Embracing innovation would help us focus on the needs and crisis of our students, teachers would invite critical thinking skills as to the needs of their learners, and exploring new things that the students will eventually adapt to using and practicing in the classroom. 

    “Civilization can only move forward through innovation we should start innovation not in the university level, but in the basic education level,” said Education Secretary Leonor Briones during the 2020 Innovation Forum: Innovation in Basic Education hosted by the Department of Science and Technology (DOST) at the PHIVOLCS Building, Diliman.

    If innovation is being taught primarily at the basic education level, learners are considered to be confident and with a high level adaptability to change.

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.16393181

  • Wikang Hiligaynon sa Pamahayagan: Batayan sa Pagbuo ng Talasalitaan

    Nina: Ceballos, Ailyn P..; Diel, Raquel Sain C.; Jagurin, Alianna V.; Palpita, Ricarido Jr.; Sardemio, Rona O.; Tanguan, Ramil G.

    Abstrak

    Ang pananaliksik na ito ay tumatalakay sa paggamit ng wikang Hiligaynon sa mga pahayagang nakasulat sa wikang Filipino at ang implikasyon nito sa pagbuo ng isang talasalitaan. Layunin ng pag-aaral na matukoy ang mga salitang Hiligaynon na ginagamit sa mga nakalimbag na papel ng pahayagan, na may pagkakatulad o pagkakaiba sa baybay, bigkas, at kahulugan kumpara sa wikang Filipino. Gumamit ang mga mananaliksik ng pagsusuring pangnilalaman o content analysis bilang pangunahing metodolohiya at sinuri ang tatlong piling pahayagan sa Pilipinas: Pilipino Star Ngayon, Pang-Masa, at Bulgar. Ang mga datos ay kinuha mula sa mga artikulo ng taong 2025 at sinuri gamit ang Hiligaynon Dictionary ni Cecile L. Motus, KWF 1971 Edition, at Pilipino Dictionary 2010-2025 Edition. Lumitaw sa pagsusuri na may malawak na gamit ang wikang Hiligaynon sa mga pahayagan, kabilang ang mga “true cognates” (magkatulad ang baybay, bigkas, at kahulugan) at “false cognates” (magkatulad ang baybay ngunit magkaiba ang kahulugan o bigkas). Napatunayan sa pag-aaral na may mahalagang papel ang pahayagan sa intelektwalisasyon ng mga wikang rehiyonal at sa pagpapalawak ng pambansang bokabularyo. Bilang pangunahing awtput, binuo ang isang talasalitaan ng mga salitang Hiligaynon na maaaring magsilbing gabay sa mga guro, magaaral, manunulat, at mambabasa sa mas epektibong paggamit ng wika sa pamahayagan at edukasyon.

    Mga Susing Salita: Hiligaynon, Filipino, pahayagan, at talasalitaan.

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.16342922

  • Writing the KAMIT in Qualitative Research made EASY

    By: Lilia S. Crisostomo

    Research as an applied subject in the Senior High School curriculum remains a challenging area of instruction. Compounding this challenge is the fact that the subject is often taught by teachers whose specializations do not necessarily align with the research discipline. Additionally, research classes are sometimes distributed late in the class program during the second semester, often assigned to those who have not yet received core subject loads.

    Characterized by its complex, wordy, and labor-intensive nature, research requires comprehensive instruction to equip students with the necessary skills to produce quality outputs. The same level of support is also essential for teachers who are newly assigned to handle this subject. In response to these challenges, this Instructional Material (IM) titled Writing the KAMIT in Qualitative Research Made EASY was developed with two key objectives: (1) to help students produce quality research outputs, and (2) to support new teachers in guiding students toward the completion of their research work.

    Aiming to make research tasks more manageable and less overwhelming, the teacher-writer incorporated self-produced Canva videos and PowerPoint presentations into this IM. These materials are designed to support both Grade 11 students and newly assigned research teachers by providing accessible, simplified, and structured content.

    This IM was intended to prepare students for their major research outputs, which typically account for sixty percent (60%) of their Performance Tasks. The teacher-writer piloted the use of these materials during E-module classes with selected Grade 11 sections—Andromeda, Leo, and Perseus—and conducted synchronous sessions via Google Meet to assist students in completing their outputs. It is worth noting, however, that limited internet access remained a challenge, with only 15 to 20 students per section able to join the online classes.

    As a new generation of educators take on the role of teaching research, this IM may serve as a valuable resource to guide them in developing and delivering lessons with clarity and confidence. Ultimately, it seeks to contribute to the successful completion of students’ research outputs and to foster a stronger research culture in the senior high school setting.

    Each lesson in this IM is paired with a corresponding video and PowerPoint presentation. To ensure accessibility, all Canva videos and presentations have been uploaded to YouTube as Unlisted, allowing anyone with the link to access the content.

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.16293155

  • Deskriptibong Pagsusuri sa Panaad Festival ng Negros Occidental: Batayan sa Pagbuo ng Kagamitang Panturo

    Nina: Guillero, Jessamae; Jasmin, Annabel; Sombero, Ash Lee; Susper, Geraldine; Tacugue, Johnmar ; Jocson Jr., Ralger

    ABSTRAK

    Ang pag-aaral na ito ay naglalayong suriin ang mga kapistahang kabilang sa Panaad Festival ng Negros Occidental bilang batayan sa pag-buo ng kagamitang Panturo. Layunin ng pagsusring ito na tukuyin ang mga Deskriptibo, Estruktura, at Klasipikasyon ng uri ng Pista. Isinagawa ang Deskriptibong Pagsusuri sa mga kapistahang kabilang sa Panaad Festival. Ang Content Analysis ay ginamit upang sistematikong suriin ang nilalaman ng mga dokumento, audiovisual na materyales, opisyal na pahayagan, polyeto at iba pa pang kaugnay na sanggunian tungkol sa Panaad Festival.


    Kinumpirma ng pag-aaral na ang Panaad Festival ay isang malawak at dinamikong repositoryo ng mga kultural at historical na pamana. Ang sistematikong pagtukoy at paglalarawan sa mga paulit-ulit na tema mula sa agrikultura at likas na yaman, sining, pagkamalikhain, hanggang sa malalim na pananampalataya at local na industriya ay nagbigay ng isang komprehensibo na larawan ng pamumuhay at pagkakakilanlan ng mga Negrense.


    Inirerekomenda ng pananaliksik na ito na mas pagtuunan pa ng pansin ang iba pang mga kapistahan na kabilang sa Panaad Festival. Hinihikayat din ang mga guro na ituro sa mga mag-aaral ang iba’t ibang kapistahan sa Panaad Festival. At iminumungkahi rin na bumuo ng isang kagamitang panturo sa anyo ng modyul na magagamit sa pagtuturo ng asignatuirang Filipino.
    Mga susing salita: Panaad Festival, Kagamitang Panturo, Negrense, Klasipikasyon, Kapistahan.

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.16262179

  • Enhancing Letter Recognition Through Games in Preschool

    By: Milanes, Arlyn; Boadilla, Daniela; Campos, Roselyn; Danao, Renz Martin; Dionisio, Rhea; Emocling, Carla Mae; Querimit, Gerald

    ABSTRACT

                  This action research examined the effectiveness of game-based learning in improving letter recognition among preschool children. A pretest-posttest design revealed a significant increase in mean scores from 73.23 (SD = 5.70), classified as “Fairly Satisfactory,” to 84.53 (SD = 4.76), rated as “Very Satisfactory.” The decrease in standard deviation suggests more consistent learning outcomes. Statistical analysis using the Wilcoxon Signed-Rank Test (W = 528.000, p < .001) confirmed a significant improvement following the intervention. Game-based activities—such as scavenger hunts, call-out games, and memory match—leveraged principles of active engagement, multi-sensory learning, and developmentally appropriate practices. These findings align with both global (Prensky, 2021; Shams & Seitz, 2019) and local research advocating for play-based approaches to early literacy. The results suggest that incorporating interactive letter games meaningfully supports preschoolers’ foundational literacy skills, particularly in enhancing letter recognition, and underscores the value of integrating educational games in early childhood classrooms.

    keywords: engagement, games, literacy, preschool, recognition

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.16207614

  • Compendium of Pedagogical Insights

    By: Lorna P. Dunken

    This collection brings together thoughtful and research-informed essays that explore diverse approaches, challenges, and innovations in teaching and learning. It offers valuable reflections from educators and scholars, aiming to deepen understanding, inspire practice, and contribute meaningfully to the evolving landscape of education.

    Citation & Access:

    This article is archived and citable via DOI:

    https://doi.org/10.5281/zenodo.15940811