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All Journal International Journal of Learning and Education
Precy M. Regalado
Mindanao State University – General Santos
Education Other

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On App: A Reward-Based Classroom Management App In Improving Learners’ On-Task Behavior Crestyl Mae Pacheco; Charmaine Amoroso; Divine Grace Pagalan; Jovar G. Pantao; Precy M. Regalado; Diane Mae P. Ulanday-Lozano
International Journal of Learning and Education Vol 2 No 1 (2026): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v2i1.320

Abstract

This study examined the effectiveness of a reward-based classroom management application in improving learners’ on-task behavior, a common challenge for pre-service teachers. Grounded in Behaviorist Theory and positive reinforcement, it explored how a reward-based system influences learner behavior. An explanatory single-case study with qualitative elements was conducted among twenty (20) pre-service teachers at Pedro Acharon Sr. Central Elementary School in General Santos City during the 2025–2026 academic year. Data were collected through pre- and post-intervention interviews over a 20-day implementation, where the application was used in individual and group activities. Before the intervention, learners showed low engagement, limited attention, disruptive behavior, and poor collaboration. After implementation, improvements were observed in focus, participation, task compliance, and behavior. Features such as rewards, immediate feedback, and visual design supported sustained attention and on-task behavior. The study concludes that the application effectively improves learners’ on-task behavior and supports classroom management among pre-service teachers. Therefore, it is recommended that school administrators, teachers, and pre-service teachers integrate reward-based digital classroom management tools to improve learner engagement and classroom behavior, while future researchers further examine their effectiveness in different educational contexts. Keywords: On-task behavior, reward-based classroom management, classroom behavior.
Digitized AGONSA Method: Its Effectiveness on the Word Problem Skill Involving Addition of Grade 1 Learners Chedhy Mae V. Oberez; Honey Gwen Penedez; Aiyana Varron; Diane Mae P. Ulanday-Lozano; Jovar G. Pantao; Precy M. Regalado
International Journal of Learning and Education Vol 2 No 2 (2026): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v2i2.319

Abstract

 Mathematical word problem-solving is an important skill in early education however, many learners still struggle with numerical reasoning and reading comprehension. This study examined the effectiveness of the Digitized AGONSA Method in improving the addition word problem-solving skills of Grade 1 learners during the School Year 2025–2026. Using a single-experimental research design, thirty (30) purposively selected learners from Pedro Acharon Sr. Central Elementary School participated in the study. Findings revealed that learners improved from an “Emerging (Low Proficient)” level before the intervention to a “Transitioning (Proficient)” level after using the Digitized AGONSA Method. Statistical analysis also showed a significant difference between the pretest and posttest results, confirming the effectiveness of the intervention. The study concluded that the Digitized AGONSA Method effectively enhanced learners’ addition word problem-solving skills and may be integrated into classroom instruction. Hence, the study recommends integrating the Digitized AGONSA Method into classroom instruction with the support of administrators, teachers, and coordinators, as well as exploring its application in other mathematical topics, grade levels, and comparative studies.  Keywords: digitized learning, AGONSA Method, word problem-solving skills, addition, Grade 1 learners   
Effectiveness of the Contextualized Workbook in Improving Learners’ Sentence Writing Skills Jacky S. Quintanilla; Jelliane Mae F. Bagarinao; Darlyn Q. Maca; Diane Mae P. Ulanday-Lozano; Precy M. Regalado; Paul R. Olvis; Michael B. Cahapay
International Journal of Learning and Education Vol 2 No 2 (2026): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v2i2.326

Abstract

This study aimed to determine the effectiveness of a contextualized workbook in improving the sentence writing skills of Grade 5 learners at Pedro Acharon Sr. Central Elementary School, General Santos City, during the School Year 2025–2026. The study employed a single-group experimental research design involving forty (40) purposively selected Grade 5 learners identified as having difficulties in sentence writing. Data were gathered through pre-test and post-test assessments using the same writing prompt and analytic scoring rubric focusing on sentence construction, grammar accuracy, verb forms and tenses, modifiers and complements, coherence, and mechanics. The findings revealed that learners obtained a pre- test mean percentage score of 45.58, which was interpreted as “Did Not Meet Expectations.” After the implementation of the contextualized workbook, the learners’ mean percentage score increased to 69.33. Although the post-test performance remained below the 75% mastery level, the improvement indicates progress in learners’ sentence writing skills. A paired-samples t-test revealed a significant difference between the pre-test and post-test scores of the learners. The findings suggest that the contextualized workbook may serve as a useful supplementary instructional material in supporting the development of sentence writing skills among Grade 5 learners. Based on the findings, it is recommended that teachers consider integrating contextualized materials alongside other writing strategies to support learners’ writing development. Future researchers may conduct studies involving larger samples, longer intervention periods, and control groups to further determine the effectiveness of contextualized workbooks in improving writing skills.
Co-Authors Aiyana Varron Charmaine Amoroso Chedhy Mae V. Oberez Crestyl Mae Pacheco Darlyn Q. Maca Diane Mae P. Ulanday-Lozano Divine Grace Pagalan Honey Gwen Penedez Jacky S. Quintanilla Jelliane Mae F. Bagarinao Jovar G. Pantao Michael B. Cahapay Paul R. Olvis