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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 451 Documents
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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.
The Competence of Out-of-field Teachers and Student Performance: Inputs for an Intervention Plan Caneda, Christian Jave Robert T.; Biol Jr., Isidro 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.v6i2.1171

Abstract

This study was conducted to determine the extent of demonstration of the teaching competencies of an out-of-field teacher in terms of instructional skills, classroom management skills, guidance skills, and personal and professional skills. It was also part of the scope of this investigation to determine if there is an existing relationship between the extent of teaching competencies as demonstrated by an out-of-field teacher and the level of grade performance of the students. An intervention plan was also proposed as guidelines for the out-of-field teacher based on the findings of the study. The utilized descriptive – correlation research design was utilized the instrument adopted from the study of Villegas (2021) with some modifications of the indicators. The study was conducted among the secondary out-of-field teachers of Southeast Butuan District, particularly a total of 37 out-of-field teachers were the respondents of this research. Findings revealed that Instructional competencies were seen to be often demonstrated by the out-of-field teachers as well as classroom management competencies, guidance competencies and personal and professional competencies equivalent to a performance rating of very satisfactory. On the other hand, 23 students out of 37 earned the grade performance of satisfactory, while 14 or 37.8 belong a fairly satisfactory performance. While the extent of teaching skills as demonstrated by the out-of-field teachers were not seen to have significant relationship to the average grade performance of the students.
Development and Validation of Digitalized, Contextualized Reading Materials for Grade 3 Learners Macatigue, Dyvalinluz Galgo; 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.v6i2.1172

Abstract

This study developed and evaluated digitalized contextualized reading materials in English for Grade 3 learners of Libas Elementary School in the Division of Agusan del Norte during the school year 2024-2025. The descriptive-development method of research was used in the study, as it was most appropriate to use since the study concentrated with the development and evaluation of the digitalized, contextualized reading materials in Grade 3. Based on the findings, there are (3) three competences namely; homonyms, homographs, and hyponyms in English 3 that could be developed into digitalized contextualized reading materials based on the least learned skills in the third quarter examination of school year 2024-2025. In addition, the five experts evaluated the materials as Very Satisfactory in terms of content quality, instructional quality, technical quality and other finding includes conceptual, factual, grammatical and/or typographical errors. Comments and suggestions were offered by the five respondents to further improved the developed digitalized, contextualized reading materials for Grade 3 learners.
Support Systems, Challenges, and Coping Mechanisms of Volunteer Teachers in Elementary Schools of North District, Bayugan City Division Llacuna, June Claire G; Cuizon, Marivic 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.v6i2.1173

Abstract

This study investigated the support systems, challenges, and coping mechanisms of volunteer teachers in elementary schools within the North District of Bayugan City Division, Philippines. Employing a phenomenological research design, the study explored the lived experiences of these teachers through interviews. The research aimed to understand the motivations behind their volunteerism, the difficulties they encountered, the coping strategies they utilized, and the support systems available to them. The findings revealed that volunteer teachers faced various challenges, including limited resources, lack of adequate support, and emotional strain. To navigate these challenges, they employed a range of coping mechanisms, demonstrating resilience and resourcefulness. Support systems, while often informal, played a crucial role in providing emotional and practical assistance. The study also highlighted the need for more structured support and resources to enhance the experiences and contributions of these teachers. This research contributes to a deeper understanding of volunteerism in education within resource-constrained settings and informs the development of targeted support programs for volunteer teachers in the Philippines.
School Climate and the Manifestation of the Core Values Among The Grade 5 Learners: Basis For Enhancing the Teaching of Edukasyon Sa Pagpapakatao (ESP) Ladaran, Carmena C.; Biol Jr, Isidro 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.v6i2.1174

Abstract

This study investigated the relationship between school climate and the manifestation of core values among Grade 5 learners at Jose T. Domingo Sr. Central Elementary School. Utilizing a descriptive-correlational design and grounded in Bandura's Social Cognitive Theory, the research explored the influence of school safety, teaching and learning practices, community relationships, and the school environment on the integration of values like Maka-Diyos, Makatao, Makakalikasan, and Makabansa within Edukasyon sa Pagpapakatao (ESP) instruction. Findings revealed a generally positive school climate, with students demonstrating core values, particularly environmental awareness (Makakalikasan) and patriotism (Makabansa), which were significantly related by the school environment. The study proposed an Integrated Values Development Program to further enhance values education
Classroom-Based Assessment Practices and Challenges of Primary Teachers: Basis for A Proposed Upskilling Program Bravo, Maricel M.; Paceno, Rosemarie 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.v6i2.1175

Abstract

The study explored the classroom-based assessment (CBA) practices and challenges of primary teachers in the West Butuan District as the basis for a proposed upskilling program. Employing a mixed-methods approach, the investigation utilized a validated survey questionnaire administered to 44 primary teachers, supplemented by a focus group discussion (FGD) to capture contextual and experiential insights. Quantitative data were analyzed using weighted mean and Spearman Rho correlation, while qualitative responses were thematically coded. Findings indicated that while primary teachers demonstrated a generally high level of knowledge in key CBA domains—Table of Specifications (TOS), item development, test administration, scoring, and item evaluation—gaps remained in the practical application of this knowledge, particularly in ensuring test coverage, managing assessment time, and conducting item analysis. Statistically significant correlations were found between knowledge in all five CBA domains and actual assessment practices. The FGD further revealed persistent challenges, including limited training in item evaluation, difficulty in constructing time-bound assessments, and misalignment between test items and instructional objectives. In response, a three-day face-to-face upskilling program was developed to address these gaps through collaborative workshops, real-time feedback, and hands-on output creation, with the goal of improving assessment quality, enhancing instructional planning, and promoting better learner outcomes.

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