Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Learning Reformation in Elementary Education Journal of Pedagogy and Education Science Buletin Edukasi Indonesia Journal of Educational Technology Innovation and Applications
Nhelbourne K. Mohammad
Western Philippines University
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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 1 
Classroom Management Skills and Pupils’ Learning Outcomes in Elementary Araling Panlipunan, Philippines: A Correlational Study in the Philippines Analyn G. Fernandez; Nhelbourne K. Mohammad
Journal of Educational Technology Innovation and Applications Vol. 2 No. 02 (2026): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002207

Abstract

Classroom management is essential to effective teaching, yet limited evidence exists on how its specific dimensions relate to pupil achievement in elementary Araling Panlipunan (AP). This study examined the relationship between teachers’ classroom management skills and pupils’ learning outcomes in public elementary schools in Zamboanga del Norte, Philippines. Using a quantitative descriptive-correlational design, data were gathered from teachers and pupils through a validated questionnaire and official academic records. Data were analyzed using weighted mean, Pearson correlation, and multiple regression. Findings showed that teachers demonstrated high levels of classroom management skills, particularly in instructional management and classroom organization, while pupils achieved very satisfactory learning outcomes in AP. Results also revealed a significant positive relationship between classroom management and pupil achievement. Among the dimensions examined, instructional management emerged as the strongest predictor of learning outcomes, followed by classroom organization, discipline, and learner engagement. The findings highlight the critical role of effective instructional management in improving pupil achievement and support the development of evidence-based intervention programs.
The Nexus of Professional Commitment and Instructional Quality Joy Aranas Boquida; Nhelbourne K. Mohammad
Buletin Edukasi Indonesia Vol. 5 No. 02 (2026): Article in Press - Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.002247

Abstract

A quantitative descriptive-correlational design was employed with 1,579 randomly selected public elementary school teachers from the Zamboanga del Norte Division in the Philippines. Professional commitment was measured using an adaptation of Meyer and Allen's (1991) Three-Component Model, while instructional quality was assessed using the Three Basic Dimensions framework (Klieme et al., 2009; Praetorius et al., 2018). Data were analyzed using Pearson's correlation coefficient. Results revealed very high levels of both professional commitment (M=4.23, SD=0.78) and instructional quality (M=4.26, SD=0.78). Normative commitment (M=4.33) and student support (M=4.34) emerged as the strongest respective dimensions. A significant, strong positive correlation was found between the two variables (r=0.68, p<0.001). The study provides empirical evidence that teachers' sense of moral obligation and emotional attachment to the profession is strongly associated with enhanced classroom practices. Findings offer actionable insights for school leadership and targeted professional development in cognitively activating instruction.
Differentiated Instruction Practices and Academic Achievement in Reading and Mathematics among Grade 2 Pupils in Philippine Public Schools Jean A. Canilang; Nhelbourne K. Mohammad; Dwi Sulisworo
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002192

Abstract

This study examined the relationship between teachers' differentiated instruction practices and the academic achievement of Grade 2 pupils in Reading and Mathematics in public elementary schools in the Division of Zamboanga del Norte, Philippines. Using a descriptive-correlational design with 492 teachers and their corresponding classes, the study found that differentiated instruction practices were frequently implemented across all dimensions. Pupils demonstrated satisfactory achievement in both Reading (M = 84.27) and Mathematics (M = 83.91). Correlation analysis revealed a significant moderate positive relationship between differentiated instruction and Reading achievement (r = 0.41, p < 0.001), and a significant weak positive relationship with Mathematics achievement (r = 0.38, p < 0.001). These findings suggest that responsive, differentiated teaching practices are meaningfully associated with foundational learning outcomes, particularly in literacy. The study recommends strengthening differentiated instruction through targeted professional development and instructional support.
Online Learning Platform Integration and English Academic Achievement among Secondary School Students Rexon C. Dunque; Nhelbourne K. Mohammad
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002159

Abstract

The integration of digital technologies has transformed instructional practices in secondary education. Online learning platforms provide interactive environments that support lesson delivery, collaborative learning, and digital assessment. This study examined the extent of online learning platform integration and its influence on the academic achievement of Grade 10 students in English. A descriptive–correlational research design was employed involving 347 students from selected public secondary schools in the Schools Division of Zamboanga del Norte, Philippines. Data were collected using a researcher-developed questionnaire measuring instructional use, learning activities, and assessment and feedback, while students’ academic achievement was obtained from official school records. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to analyze the data. Results revealed that online learning platforms were highly integrated in English instruction (M = 3.77). A moderate positive relationship was found between platform integration and academic achievement (r = 0.46, p < .05). Regression analysis showed that instructional use, learning activities, and assessment and feedback significantly predicted academic achievement, with learning activities emerging as the strongest predictor. The findings suggest that effective integration of online learning platforms can enhance students’ academic performance in English.
Instructional Leadership and 21st-Century Pedagogy: Predicting Students' Critical Thinking and Science Performance in Philippine Public Schools Analyn G. Saucejo; Nhelbourne K. Mohammad
Journal of Educational Technology Innovation and Applications Vol. 2 No. 02 (2026): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002199

Abstract

This study examined the predictive influence of school administrators' leadership and 21st-century science learning practices on Grade 9 students' critical thinking and academic performance in science. A quantitative, descriptive-correlational design with a predictive component was employed in 58 public junior high schools in the Zamboanga del Norte Division, Philippines. Data were collected from 58 school administrators, 89 Grade 9 science teachers, and 340 Grade 9 students using validated questionnaires, a critical thinking test, and official school records. Findings revealed that administrators' leadership was "Very High," 21st-century practices were implemented "Often," and students demonstrated "High" critical thinking and "Very Satisfactory" academic performance. Multiple regression analyses showed that learning environment and school culture (β = 0.31, p < 0.001) and instructional leadership (β = 0.28, p < 0.001) were significant predictors of critical thinking, while authentic assessment (β = 0.31, p < 0.001) and integration of critical thinking strategies (β = 0.27, p < 0.001) were the strongest predictors of academic performance. The study provides empirical evidence that school leadership and instructional practices are interconnected drivers of student success. It recommends that administrators prioritize instructional and cultural leadership, and that teachers consistently integrate inquiry-based and cognitively demanding strategies to foster critical thinking and improve science outcomes.
Co-Authors Analyn G. Fernandez Analyn G. Saucejo Jean A. Canilang Joy Aranas Boquida Rexon C. Dunque