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Francis O. Olaniyi
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Randwick International of Education and Linguistics
Published by Randwick International Research and Analysis Institute
ISSN : 27232441     EISSN : 27232433     DOI : https://doi.org/10.47175/rielsj.v1i1.23
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
RIELS Journal publishes research papers in the fields such as: - Education (all levels, stages and processes of education (e.g. formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education), research in language teaching, and curriculum and Instruction Design) - Linguistic (sociolinguistic, pragmatic, semantic, phonetic, phonology, applied linguistic, second language acquistionand) - Art (analysis novel, poetry, and drama) - Other related areas
Arjuna Subject : Umum - Umum
Articles 28 Documents
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Search results for , issue "Vol. 6 No. 2 (2025): RIELS Journal, June" : 28 Documents clear
Digital Reading Habits of EFL Learners: Did Online Learning during the Pandemic Covid-19 Enhance the Digital Reading Habit? Marpaung, Magdalena Br.; Indrawati, Ni Luh Ketut Mas; Suparwa, I Nyoman; Malini, Ni Luh Nyoman Seri
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1133

Abstract

Since the pandemic has been over, a question come asking ‘Did online learning during the pandemic of Covid-19 enhance digital reading habits?’ Answering that inquiry, this study focuses on two questions (1) how are digital reading habits (preference and frequency) of EFL learners? And (2) Why does digital reading habit of EFL learners in that way? This is a qualitative descriptive study. This study collected data by administering written interviews via Google form to 24 informants. There are 15 questions asked to the 24 informants and after analyzing the data, the following findings are found. First, all EFL learners prefer reading digitally either for college assignments, articles, books, or novels. However, due to their preference, EFL learners are reading viral news on social media much more than other reading material. Related to the frequency, the highest frequency of reading is at the level of ‘seldom’ for all of the reading material. So, the digital reading habits of EFL learners are still in poor condition since their preference and frequency are far from accessing scientific articles and books digitally. Answering the second question of the reason for the EFL digital reading habit in that condition, the data analysis comes to the conclusion of learners’ bad digital literacy in accessing scientific articles and books digitally. From the interview questions and the informants' responses, there were found that even though the online learners had been for more than two years, the EFL learners’ digital literacy was in bad condition and so affected the reading preference and frequency in digital.
Exploring the Lived Experiences of Senior High School English Teachers: Challenges, Impact and Coping Strategies in K To 12 Curriculum Implementation Abdullah, Mahdi B; Bantilan, Bai Laga S; Bolotaolo, Alven M; Reyes, Hilda T Delos; Haron, Guiarmiya M; Uy, Michelle M
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1156

Abstract

This study examines the problems, effects, and coping mechanisms of Senior High School English Teachers in the implementation of the K to 12 Curriculums. Specifically, it sought to answer the following questions: 1. What are the challenges of Senior High School Teachers in terms of: 1.1 teaching methodologies, and 1.2 student assessment? 2. How do these challenges affect the teaching and learning process, particularly students in terms of:2.1. Student’s engagement; and 2.2 Student's English proficiency? 3. What coping strategies or interventions have teachers employed to address these challenges? The experiences of five English instructors from Cotabato City National High School-Rojas were analyzed using a qualitative phenomenological study approach. The findings showed that varying learning styles, resource constraints, and linguistic barriers had an impact on issues in pedagogical approaches, evaluation, and student participation. These obstacles were associated with reluctance, nervousness, and constraints in students' English competence, impeding classroom performance. Strategies such as project-based learning, blended learning, and motivational tactics were utilized to overcome these challenges. Recommendations encompass the implementation of differentiated education, the provision of sufficient resources for new pedagogical methods, and the enhancement of flexible learning methodologies to foster student participation. The study underscores the necessity of tailoring teaching methods to accommodate varied student requirements and utilizing new strategies to address issues in K to 12 Curriculum implementations.
Development and Validation of Manipulatives in Teaching Mathematics 6 Turro, Ian Rey K.; Giducos, Romeo M
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1163

Abstract

This study focused on the development and validation of manipulatives as strategic intervention materials for teaching Mathematics 6 at Manapa I Elementary School. Grounded in the Constructivist Learning Theory, the research aimed to enhance learners’ conceptual understanding by addressing their least-learned competencies through interactive learning tools. A descriptive-developmental research design was employed, involving the identification of learning gaps, creation of manipulatives, expert validation, and classroom implementation. The study identified key mathematical challenges among Grade 6 learners, particularly in differentiating expressions from equations. Manipulatives were designed to bridge these gaps by providing concrete representations of abstract concepts, fostering critical thinking and problem-solving skills. Experts evaluated the manipulatives based on content, format, presentation, organization, accuracy, and durability, confirming their suitability for instructional use. Findings revealed a significant improvement in learners’ mathematical performance, with post-test scores demonstrating increased mastery levels compared to pretest assessments. The study highlights the effectiveness of manipulatives in promoting engagement, reinforcing conceptual understanding, and supporting struggling learners in mathematics. It contributes to the growing discourse on manipulative-based learning strategies, emphasizing the importance of integrating interactive materials into mathematics education to enhance student learning outcomes.
The Efficacy of a Validated Strategic Intervention Material in Multiplication of Fractions Mangisel , Floriza P.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1164

Abstract

This study investigated the efficacy of a Validated Strategic Intervention Material (SIM), in enhancing fifth-graders' proficiency in Multiplying Fractions. A pretest-posttest quasi-experimental design was employed with 43 learners of Hamogaway Elementary School as the participants of the study, divided into control and experimental groups. The learners in the experimental group were taught using the SIM, while the control group received traditional instruction. The results revealed significant improvement in the experimental group's multiplication skills compared to the control group. Learners exposed to SIM achieved a substantially higher mastery rate (62%) compared to the control group (23%). Analysis of gain scores further supported this finding. Learner feedback regarding the SIM was generally positive. The learners rated highly the content, clarity, applicability, usefulness, and format of the SIM. Areas for minor improvement included factual accuracy of information, promoting independent learning, and clarity in specific sections. Based on the findings, the study recommends widespread adoption of the SIM, teacher training for effective implementation, further research on learning styles and addressing challenges, and dissemination of the improved SIM for broader impact.
The Development and Validation of Picture Clues Towards the Reading Readiness of Grade I Learners in Oro Elementary School Salilin , Mary Joy D.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1165

Abstract

This study developed and validated picture clues to remediate the poor reading readiness of grade 1 learners in Oro Elementary School, Agusan del Sur Division for the school year 2023-2024. The study used a descriptive evaluation research design with 42 Grade I learners as the participants of the remediation. The reading readiness level of the learners was determined by the Comprehensive Rapid Literacy Assessment (CRLA) tool in the pretest as the baseline for the learners’ reading readiness level and the same tool was used in the posttest after the implementation of the developed and validated picture clues in the learners’ regular reading instruction. The ADDIE Model was used as a guide in the design and development of picture clues and was validated based on the Learning Resource Management and Development System (LRMDS) criteria by the three (3) experts in the field. The paired t-test was used to analyze if there was a significant difference between the pretest and the posttest results after the remediation. Data revealed that before the remediation, there were only 5 learners who belonged to the “Grade Ready” level, the highest level, and 37 belonged to the “Full Refresher” level, the lowest level, hence, remediation was needed. However, after the implementation of the developed and validated picture clues as remediation, the number of learners who belonged to the “Grade Ready” level increased from 5 to 35, 2 at the “Light Refresher” level, and no one belonged to the “Moderate Refresher” and “Full Refresher” levels. Hence, exposure to the developed and validated picture clues significantly improved the learners’ reading readiness level and was a valuable tool for educators to improve reading readiness of the Grade 1 learners.
Pedagogical Competence in Brigada Pagbasa: Basis for A Proposed Training Manual Catarman, Marylyn B.; Liquido, Ma. Gloria E.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1166

Abstract

This study investigated the pedagogical competence of teachers in decoding, phonics instruction, and contextual understanding and its relationship with the FLAT performance of Grades 1, 2, and 3 learners in Las Nieves District 1. The study utilized secondary data from the FLAT performances during the 1st and 2nd quarters of SY 2023-2024, involving 250 Grade 1, 100 Grade 2, and 100 Grade 3 pupils. A researcher-made instrument validated by experts and tested for reliability was used to assess the pedagogical competence of teachers. The results showed that teachers' competence in developing decoding skills and phonics instruction was excellent across all grades. The competence in contextual understanding was rated as very satisfactory. A significant relationship was found between the FLAT performance of Grade 1 pupils and teachers' competence in decoding (ρ= .238; p=.000), phonics instruction (ρ=.209; p=.001), and contextual understanding (ρ=.235; p=.000. Similarly, for Grade 2 pupils, their FLAT performance showed a very significant relationship with teachers' competence in decoding (ρ= .238; p=.000), phonics instruction (ρ=.209; p=.001), and contextual understanding (ρ=.235; p=.000). However, for Grade 3 pupils, no significant relationship was found between their FLAT performance and teachers' pedagogical competence, as indicated by p-values beyond the .05 level of significance
The Resilience and the Practices of Teachers: The Case of Agsabo Tasic, Shahani G.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1167

Abstract

This qualitative case study explored the resilience and teaching practices of three teachers at Agsabo Elementary School, an Indigenous Peoples Education (IPED) school in Agusan del Sur. The participants, each with at least five years of teaching experience, were interviewed guided with interview schedules through in-depth, face-to-face sessions, each lasting up to two hours. The study aimed to address five key questions regarding teacher resilience, including definitions of resilience, strategies for engaging Indigenous learners, the impact of professional development programs, the role of administrative support, and the influence of learners, peers, administrators, and community interactions. The findings reveal that teachers at Agsabo define resilience manifested through patience and the ability to align and adapt their teaching strategies to societal and contextual needs of indigenous peoples (IP) learners. They utilized culturally accurate instruction, language preservation, and differentiated strategies to engage IP learners, building resilience through community observation and immersion. Professional development programs, particularly training on Canva and Evalbee, enhanced teachers’ resilience by improving classroom efficiency and boosting confidence in using technology. Administrative support, including financial aid, support for mental health and wellness, and proactive leadership, play a critical role in maintaining teacher well-being and sustaining effective teaching practices. Furthermore, interactions with learners, peers, administrators, and the community were found to significantly strengthen teachers' resilience and effectiveness, fostering motivation, improving instructional strategies, and aligning teaching with learners’ cultural backgrounds. These interconnected factors contribute to a supportive and effective teaching environment, highlighting the importance of comprehensive support systems for teacher resilience in an IPED school.
The Level of the Disaster Risk Reduction and Management (DRRM) Preparedness of Elementary Schools in Southeast Butuan District Luminarias, Genryl H.; Liquido, Ma. Gloria E.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1168

Abstract

This study assessed the Disaster Risk Reduction and Management (DRRM) preparedness of elementary schools in Southeast Butuan District, focusing on practices, manifestations, and challenges faced by DRRM coordinators. Anchored on Emergency Management Theory, employing a descriptive-correlational research design, the study reveals a commendable commitment to preparedness efforts, reflecting a proactive stance towards disaster management and fostering resilience within the school community. The challenges confronting the coordinators, like insufficient training and education on DRRM concepts, limited awareness and understanding of DRRM principles, constrained budget and resources for preparedness activities, difficulties in procuring and maintaining necessary equipment and supplies, and obstacles in conducting regular drills and simulations, highlight the areas for improvement. Correlation analysis shows a significant relationship between DRRM practices and preparedness levels, emphasizing proactive engagement. The "Building Resilient Schools" program offers a structured approach to address these challenges. Recommendations highlight the importance of enhancing disaster resilience to create a safer and more resilient learning environment in the Southeast Butuan District.
Factors in the Teaching of MAPEH and Performance of Grade 9 Learners in Gingoog City Division Dime, Lilibeth S.; Pasion, Rodelio B.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1169

Abstract

This study explored the extent to which specific factors influence the teaching of MAPEH (Music, Arts, Physical Education, and Health) and the corresponding academic performance of Grade 9 learners in the North 3 District, Gingoog City Division. Employing a sequential explanatory mixed-methods design, the study integrated quantitative data from 145 surveyed students with qualitative insights from interviews with 6 MAPEH teachers. Key factors investigated included teaching quality, classroom atmosphere, learner interest, parental support, and availability of resources. Statistical analysis revealed significant yet weak positive correlations between teaching-related factors and student performance. Notably, high levels of student interest and parental support emerged as critical contributors to learner achievement, while inadequate resources and physical infrastructure posed significant instructional barriers. Language barriers and insufficient MAPEH teacher expertise were also identified as limiting factors. Despite these challenges, many learners demonstrated proficiency or advanced performance levels. The study culminated in the development of a multi-pronged intervention program aimed at enhancing resource allocation, teacher training, classroom engagement strategies, and stakeholder involvement to improve MAPEH outcomes. These findings underscore the importance of a holistic and well-supported educational environment in delivering effective MAPEH instruction.
The Efficacy of Fuller Approach on the Reading Performance of the Grade 7 Students of Villa Kananga Integrated School Mallo, Charrie Mae T.; Cuizon, Marivic B.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1170

Abstract

This study assessed the efficacy of the Fuller Approach—a structured reading intervention combining phonics, alphabet recognition, and whole-word recognition—on the reading performance of Grade 7 students at Villa Kananga Integrated School, Butuan City. Using a one-group pre-experimental design, the research measured students’ reading skills before and after the intervention. The Philippine Informal Reading Inventory (Phil-IRI) served as the primary tool for data collection, evaluating word recognition, reading speed, and comprehension. Results revealed a significant improvement in reading performance, as evidenced by increased posttest scores in all areas: word recognition, reading comprehension, words Correct Per Minute (WCPM), and error rate reduction. A paired sample t-test confirmed the statistical significance of the observed gains (p<0.001). Theoretical frameworks such as Schema Theory and Vygotsky’s Sociocultural Theory supported the study, highlighting the importance of prior knowledge, scaffolding, and socially mediated learning. The findings affirm that the Fuller Approach is a highly effective method for enhancing reading fluency and comprehension among struggling readers. The study recommends continued application of this approach, enhanced teacher training, and the integration of individualized interventions to sustain student reading gains.

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