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All Journal Journal of Education and Learning (EduLearn) International Journal of Multidisciplinary: Applied Business and Education Research
Gloria, Daianne S.
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Journal : journal of education and learning edulearn

 1 
Self-regulated learning of alternative learning system senior high school learners in flexible learning modality Hero, Jesson L.; Gloria, Daianne S.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22800

Abstract

The alternative learning system senior high school (ALS SHS) practiced flexible learning as its learning modality to give more opportunities and convenience making the program more inclusive and responsive to learners’ needs. It also ensures that learners adhere to instructional competence and self-regulated learning (SRL). However, there is a lack of evidence under the program about the dissection of SRL. Hence, this sequential explanatory mixed method research aimed to evaluate SRL vis-à-vis the weaknesses and challenges encountered by ALS SHS learners enrolled in one public senior high school (SHS) in the City of Meycauayan, Bulacan. The findings showed that most respondents were early and middle adults, female, and currently working and demonstrated an observable SRL. There is a significant difference in SRL among learners when the profile is considered. The challenges encountered are focused on strategic academic planning and goal setting, preparedness and awareness in SRL, and support groups. The proposed capacity-building program aimed to offset the challenges encountered and improve the SRL of ALS SHS learners. Furthermore, this study affirmed the goodness-of-fit between the context of the research and the theory of SRL in improving the SRL of ALS SHS learners.
Perspectives on flexible learning towards the development of proposed quality assurance framework for HyFlex learning Gloria, Daianne S.; Pelayo, Elmira Thrina C.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22810

Abstract

Quality assurance is a significant part of achieving sustainable development goal 4 and has remained a challenge to higher education institutions (HEIs) worldwide. Thus, this paper aims to propose a quality assurance framework for hybrid-flexible (HyFlex learning) learning based on the perspectives of faculty and students. This study utilized a descriptive developmental mixed-method research design to dissect the richness and beauty of the data collected using the self-developed survey questionnaire and interview protocol guide. The findings revealed that both students and faculty preferred the utilization of flexible learning as their learning modality. Also, a significant difference when grouped according to UNESCO’s quality and learning indicators is also observed in the study. Accessibility and usability, learning assessment strategies, vision and institutional leadership, learning activities and learning interaction, instructional materials, social and student engagement, stakeholders’ support, course structure, learning outcomes and competencies, evaluation and feedback, social and student engagement, flexibility and adaptability of education, security and safety, and infrastructure, facilities, and equipment were the emergent themes which were utilized to craft the quality assurance framework. The proposed framework provides a transparent and reliable workflow for implementing, monitoring, and evaluating quality assurance of all HyFlex learning modalities in the university.
A trend analysis on the licensure examination success of teacher education program of a state university Pelayo, Elmira Thrina C.; Gloria, Daianne S.; Hero, Jesson L.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22769

Abstract

The 21st-century education paradigm and Sustainable Development Goal (SDG) 4 aimed to produce and supply highly calibrated and qualified teachers. A professional teacher should pass the licensure examination to become a full-fledged professional teacher. However, licensure examination is one of the hurdles for beginning teachers, and failing rates were still observed among universities and colleges in the Philippines. Hence, this study aimed to evaluate the licensure examination success of teacher education graduates in one state university in the City of Malolos, Bulacan covering the years of 2019, 2022, and 2023. This study utilized quantitative trend analysis to determine the trends and success of licensure examination of the stated years. The data revealed that the trend and patterns of licensure examination for teachers (LET) results of beginning teachers for the three consecutive years are above the national passing percentage of 75% and described as satisfactory. The beginning teachers’ satisfactory results produce a significant difference in the following: examination year, elementary education area of concentration, secondary education area of concentration, and examination components. Thus, the strengthening and enhancing the existing curricular and pre-board examination program should be intensified and reinforced to sustain and uplift the university’s standing in terms of success rate.
Co-Authors Cajurao, Fr. Gil V. Cruz, Aaron C. Dela EdD, Wendell C. Cabrera, Hero, Jesson L. Pelayo, Elmira Thrina C. Sagun, Sr. Angelita T. Tongol, Jose Carlo L. Zulueta, Ma. Cristina E.