Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817)
Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817)Not a member yet
139 research outputs found
Sort by
Reading approaches utilized by elementary educators in enhancing learners’ reading proficiency
Full text linkThis study investigated the reading approaches utilized by elementary educators in enhancing learners’ reading proficiencyin the municipality of Laoag, Ilocos Norte. Utilizing a phenomenological research design, particularly descriptive phenomenology, it offers a detailed exploration of the lived experiences of 10 teachers from Laoag Central Elementary School. Data were collected using paper-and-pencil questionnaires and analyzed through thematic analysis to identify key themes and codes. The findings indicated that educators adopt multiple approaches to enhance reading outcomes, including the use of structured reading programs, the provision of remedial sessions and targeted interventions, the reinforcement of foundational reading skills, and the strategic management of both time and educational resources. Despite these efforts, elementary educators face a range of significant challenges in their reading instruction. These include instructional burdens, resource constraints, learner-specific difficulties, and lack of adherence to remedial education programs. The study underscored the need for sustained institutional support, adequate training, and resource allocation to empower teachers in addressing the diverse and evolving literacy needs of their students
Pedagogical practice of integrating Environmental education in teaching science, benefits and challenges
Full text linkThis study explored how the integration of environmental education enhances the teaching and learning of Science in selected elementary schools in the Schools Division of Ilocos Norte. Specifically, it examined teachers’ pedagogical practices, as well as the benefits and challenges they experienced in implementing environmental and experiential learning activities. Using a qualitative descriptive design, data were gathered from ten Science teachers through online interviews. Findings revealed that environmental integration promotes learner engagement, critical thinking, and environmental awareness through hands-on and community-based activities such as gardening, waste segregation, and tree planting. Despite challenges such as limited resources and time constraints, teachers became more resourceful and innovative, utilizing locally available materials and community partnerships to sustain environmental projects. One notable initiative that supports this integration is SciGaw Kalikasan, a school-based environmental program of the Schools Division of Ilocos Norte. Overall, the integration of environmental education transforms Science instruction into a meaningful and sustainable learning experience that fosters both scientific understanding and ecological responsibility.
Keywords: Environmental education, Science instruction, Experiential learning, Sustainability, Teacher innovation, SciGaw Kalikasa
AI integration in facilitating learning: Its benefits, challenges and strategies for enhancement
Full text linkThis qualitative study explored the perceptions and experiences of junior high school teachers in the Division of Batac regarding the use of artificial intelligence (AI) tools in facilitating learning. With AI increasingly integrated into education, the study aimed to uncover how teachers perceive its relevance and usefulness, how they apply it in classroom instruction, and what challenges and strategies emerge from their engagement with such tools. Data were gathered through structured interviews with twelve purposively selected participants and analyzed thematically.
Findings revealed that teachers perceived AI as useful primarily for idea generation, assessment creation, and instructional support. Most expressed openness and curiosity toward AI, while others demonstrated confidence or hesitation depending on their familiarity and training. In classroom application, AI was viewed as a supportive tool that enhanced teaching efficiency—especially in lesson planning, feedback generation, and student engagement. However, concerns were raised about ethical accuracy, student overreliance, and AI misuse. Teachers employed personal strategies such as reviewing AI outputs, aligning them with the curriculum, and differentiating content for learners’ needs. Challenges included a lack of digital training, unreliable internet access, and limited institutional support.
The study concludes that while AI tools offer valuable opportunities to improve teaching and learning, their successful integration requires structured digital literacy training, ethical usage guidance, and stronger infrastructure support. These findings provide insights into how AI is reshaping instructional practices and highlight the evolving role of teachers in managing technology in the Philippine educational context.
Keywords: Artificial Intelligence in Education, Teacher Perceptions, Instructional Technology, AI Integration, Teaching Efficiency, Digital Literacy, Philippine Education, Educational Innovatio
Investigating the roles of translanguaging in fostering expressive learning among multilingual senior high school learners
Full text linkThis study explores how translanguaging shapes the expressive learning experiences of Grade 12 students at Divine Word College of Laoag-High School Department. It examines the pedagogical potential of translanguaging in enhancing communication, reducing language-related anxiety, and fostering student confidence in multilingual classrooms. Employing a descriptive qualitative design through a phenomenological approach, fifteen students from the STEM, HUMSS, and ABM strands were purposively selected based on their engagement in multilingual classroom interactions. Data were gathered using open-ended structured questionnaires and analyzed thematically to identify emergent patterns in students’ perceptions. The findings revealed that translanguaging played a vital role in classroom expression through three core functions: boosting expressive confidence, enhancing clarity and expression, and creating inclusive, responsive learning spaces. These findings suggest that when implemented purposefully, translanguaging can enhance expressive learning and foster a psychologically safe space for multilingual learners. The study recommends integrating translanguaging practices into instructional frameworks to support equity and engagement in linguistically diverse classrooms.
Keywords: translanguaging, expressive learning, multilingualism, inclusive educatio
Learning through play is a creative approach to reading development: Literature review
Full text linkThis study aims to explore the perceptions of elementary English teachers regarding the use of Play-Based Learning and Sustained Silent Reading as strategies for enhancing the reading skills of elementary learners. A thorough review of relevant literature and educational theories was conducted to establish a foundational understanding of these instructional approaches and their potential impact on reading development. Employing a qualitative research design, data were collected through structured interviews with eight purposively selected elementary school teachers from a private institution in Laoag City and Dumalneg Elementary School. Findings reveal that both Play-Based Learning and Sustained Silent Reading significantly promote learner engagement, facilitate language acquisition, and improve reading fluency among elementary students. Based on these results, the study recommends the integration of creative and interactive teaching strategies to effectively enhance reading skills in elementary education
Assessing the impacts of values-based education on students’ behavior, emotional development, and challenges
Full text linkThis study aimed to explore how values-based education shapes student behavior and emotional growth, highlighting the changes it brings, the skills developed, and the role of the classroom environment. It also investigated the challenges teachers face in diverse classrooms, including conflicting values, and the strategies, support, and training they need to effectively teach human values. Guided by a humanistic perspective, the research used a descriptive design that combined both quantitative and qualitative methods. Ten (10) elementary teachers from Laoag City, Ilocos Norte participated by answering a questionnaire made by the researcher. The results showed that teaching human values helps students behave better, manage their emotions, and interact more positively with others. Likewise, it uncovered that lessons that focus on values encourage empathy, teamwork, and respect for differences while also making students more motivated to learn. The study also pointed out some difficulties, such as the limited time given for teaching values, the lack of clear guidance in the curriculum, insufficient training for teachers, and inconsistent support from parents. In general, the study highlights the need for an education system that builds both knowledge and character and concludes that successfully integrating values in schools require continuous teacher training, strong school support, and active involvement of parents and the community
Values education teachers’ competence in ICT: Basis for ICT-based instructional package for values education
Full text linkIntegrating Information and Communication Technology (ICT) into Values Education remains a critical challenge in teacher education, as many educators struggle to translate moral instruction into technology-enhanced pedagogical practice. Despite growing emphasis on digital literacy, few instructional frameworks effectively merge ethical formation with ICT integration. Addressing this gap, the present study developed and validated an ICT-based instructional package for Values Education.
Employing a Research and Development (R&D) design, the study explored the pedagogical experiences and ICT proficiency of 80 graduates of the Technology in Teaching and Learning II (TTL 2) course, all currently employed in public and private schools in Ilocos Norte. Data were collected through validated open-ended survey questionnaires and an adapted validation rating tool and were analyzed using mean scores and thematic analysis.
Quantitative findings revealed very high competence in using collaborative platforms and multimedia tools, and high competence in educational software and virtual or augmented reality applications. Thematic analysis showed that TTL 2 enhanced graduates’ pedagogical confidence, ethical awareness, and digital fluency. However, challenges such as troubleshooting, limited internet connectivity, and the technical operation of applications persisted—highlighting the need for structured instructional support.
In response, the validated ICT-based instructional package was designed to address these challenges through modular content, multimedia integration, and scenario-based assessments aligned with the principles of Values Education. Validation results rated the material as very highly valid, confirming its potential to bridge traditional moral instruction with digital pedagogy. This innovation offers a transformative framework that enables aspiring educators to design inclusive, context-sensitive, and ethically grounded ICT-based lessons suitable for 21st-century classrooms
The interplay dynamics of emotional intelligence and academic self-regulation among the Bachelor of Science in Accountancy students of the tertiary institutions in Dipolog and Dapitan Cities
Full text linkThis study aimed to determine the level of emotional intelligence and its effects on academic self-regulation among the BS Accountancy students of the tertiary institutions in Dipolog and Dapitan Cities during the school year 2023-2024. Descriptive survey and descriptive correlational research methods were used. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools used with Jamovi as the statistical software. The level of emotional intelligence and academic self-regulation was high. There was a significant small/low positive correlation between the levels of emotional intelligence and academic self-regulation
The impact of inappropriate media exposure on adolescent actions
Full text linkAdolescence is a transition period from children to adulthood, where at that age there are various physical changes to sexual hormones that cause adolescents to have distinctive characteristics, namely high curiosity, especially in sexual behavior. This high curiosity results in many adolescents being exposed to pornographic media and engaging in sexual behavior. This study aims to determine the relationship between exposure to pornographic media and masturbation behavior among adolescents. This study used quantitative method with sampling technique proportionate stratified random sampling, obtained respondents as many as 338 students of class X, XI and XII SMAN 2 Padalarang. This study uses two research instruments, namely exposure to pornographic media and masturbatory behavior that have been tested for validity and reliability. The results showed that 59.5% of adolescents were exposed to pornographic media and 55.3% of adolescents performed masturbation behavior, and there was a significant relationship between exposure to pornographic media and masturbation behavior with a p-value: 0.000. Researchers suggest that adolescents use the internet and social media to find positive information related to sexual behavior, and attend counseling on reproductive health.
Keywords : Pornographic Media, Masturbation Behavior, Adolescents
 
The experience of elementary school heads encountering natural calamities and strategies to mitigate the impact: Philippines’ context
Full text linkThis study explores the struggles and adaptive strategies of elementary school heads in Paoay, Ilocos Norte, in the aftermath of severe flash floods. Employing descriptive phenomenology, the lived experiences of fifteen school heads were examined through purposive sampling and online open-ended questionnaires. Thematic analysis revealed four primary challenges: psychological stress, communication barriers, resource limitations, and disruptions to educational continuity. In response, school heads adopted strategies including enhanced digital communication, improved safety protocols, efficient resource management, and the implementation of alternative learning modalities. The findings underscore the need for comprehensive disaster preparedness and recommend that educational authorities prioritize crisis management plans, resilience training, and the establishment of support networks to equip school leaders for future emergencies