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IJIE
Published by Research Parks Publishing
ISSN : -     EISSN : 26203582     DOI : https://doi.org/10.17605/ijie.v5i10.3511
Core Subject : Education,
Education
International Journal on Integrated Education (IJIE) 2620-3502 is a peer-reviewed, open-access scholarly journal, publishing high-quality manuscripts in multidisciplinary research areas. IJIE accepts papers in the forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test the theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to education, integration, social sciences, humanities, language, literature, philosophy, and philology. Journal has a strong editorial team from various research areas while making blind peer-review during 10 working days. IJIE is listed by renowned and reputable indexings such as WorldCat, Open Aire, One Search, Publons, Road, Google Scholar, Harvard Library, and Crossref.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 582 Documents
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Empowered or Not: English Teachers’ Lived Experiences in Teaching Struggling High School Readers Gecana, Romjohn Philip; Shienna Marie Caparas
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5450

Abstract

Reading is a fundamental skill vital to academic success, cognitive development, and lifelong learning. Despite its significance, a substantial number of high school students continue to face challenges in reading fluency, vocabulary, and comprehension. The World Bank's 2022 data on learning poverty revealed that approximately 90% of Filipino children aged 10 cannot read or understand a simple text. Recognizing the critical role teachers play in literacy development, this study emphasized the need to amplify their voices in creating more effective interventions and support systems for teachers and struggling readers. This qualitative phenomenological research explored the lived experiences of English teachers in teaching struggling high school readers at Balibago Integrated High School in the Division of Santa Rosa. Data were collected through semi-structured interviews with purposefully selected nine participants and analyzed using Colaizzi's seven-step method. The study revealed ten (10) superordinate themes and forty-three (43) subordinate themes describing the challenges faced by English teachers when teaching struggling readers, their pedagogical strategies and approaches, professional growth, and career advancement opportunities in managing the demands and challenges in teaching struggling high school readers, and practical recommendations for teachers handling struggling readers. The study concluded that English teachers faced several challenges in teaching struggling high school readers, including internal and external impediments to reading development. Teachers also employ various strategies to address reading difficulties and engage struggling readers. Moreover, teachers identified professional development opportunities and their advantages in teaching struggling readers.
Teaching Strategies Among Teachers of Social Studies: A Basis for an Enhanced Program Barrientos, Floi Daniel C.
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5452

Abstract

This study aimed to determine the teaching strategies implemented by Grade 10 social studies teachers in public junior high schools in Cabuyao City, Laguna, with the primary goal to evaluate the effectiveness of these materials and create a program for enhancement in social studies education. Social Studies is a key subject in bringing up competent, active, informed citizens, through which students can examine historical, social, and political issues. This research focuses on the impact of using different teaching strategies on student engagement and learning outcomes regarding issues like the accessibility of teaching materials, teacher training, and institutional support. The research was conducted as a quantitative survey, and structured questionnaires were utilized to gather data from 47 Grade 10 social studies teachers. The respondents of the questionnaires were asked to provide information about their teaching strategies, available resources, and the support they get from their institutions. The findings show that most teachers apply interactive lectures, multimedia resources, and inquiry-based learning strategies when they want to engage students. A robust positive correlation was found between teachers' factors and their teaching strategies. The study argues the need for a skills promotion program., irrespective of the mix of the various teaching strategies in the classroom, the teacher's professional development, the optimal use of resources, and collaborative in-class learning activities. The study also recommends that administrators consider the continuous training of teachers and ensure that the resources for teaching are available and that policies that support the practice of innovative teaching are implemented. This survey is designed to pave the way for improving Social Studies Education in Cabuyao City and other similar areas.
Journey to Mastery: Understanding the Lived Experiences of Novice English Teachers in Handling Practical Research Subject in Senior High School Lizaso, Jeramee Tecson; Shienna Marie Caparas
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5453

Abstract

Teaching is a professional and dynamic calling that demands not only pedagogical content knowledge but also the capacity to identify and apply recent methods based on evidence-based research activities. Practical research is an applied course in the K to 12 senior high school curriculum that equips students with basic inquiry, analysis, and academic writing skills. This study explored the lived experiences of novice English teachers tasked to handle Practical Research subject in senior high schools in Santa Rosa, Laguna. These teachers have been accorded limited training in research teaching, so they typically encounter many challenges, including inadequate preparation, inadequate resources, and managing multiple roles. This research aims to identify how these teachers perform their roles, manage challenges, and become involved in research despite being novices. Utilizing a qualitative phenomenological approach, data were collected through semi-structured interviews with ten (10) selected novice English teachers. Purposeful non-random sampling and snowball non-probability sampling were utilized to ensure the particular selection of the participants. Braun and Clarke’s thematic analysis was utilized and revealed ten (10) major themes, including limited research background, personal and institutional challenges, peer mentorship, and the demand for self-directed learning. Teachers indicated both motivation and hesitation was based on a sense of desire to serve students and professional growth, while others were overwhelmed and disinterested in continuing to teach research. Notwithstanding these mixed feelings, numerous teachers expressed resilience and a sense of commitment to continuous improvement. The research concluded that particular assistance, guidelines-oriented training, better facilities, and brief research guidelines were necessary to prepare novice teachers effectively. The findings also have implications for teacher development programs and education policy, especially in creating a supportive environment for research involvement and professional development.
Generative Artificial Intelligence Utilization and Productivity Among English Teachers in Selected Private Higher Education Institutions in Laguna Delos Reyes, Myreen Rose; Juanita Corre
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5454

Abstract

The integration of Generative Artificial Intelligence (AI) in education has emerged as a transformative force in instructional methodologies, particularly in English language teaching. This study examined the impact of generative AI tools on the productivity of English language teachers in selected private higher education institutions in Laguna, Philippines. With the rapid advancement of educational technologies, especially AI-driven platforms, the research aimed to assess the extent of AI utilization, frequency of use, training received by educators, and how these factors influenced instructional efficiency, time management, student engagement, and learning outcomes. A quantitative research design was utilized, and data were collected through a survey questionnaire administered to 30 English teachers from various private institutions. The data were analyzed using descriptive and inferential statistical methods.Grounded in the theory of Technological Determinism, the research employed a quantitative correlational design to determine the relationship between AI usage and teacher productivity. The findings revealed a moderate positive correlation (r = 0.409, p = 0.025) between AI utilization and productivity, indicating that teachers who actively integrated AI tools experienced improved lesson planning efficiency, greater student interaction, and better academic outcomes. The study further emphasized the critical role of adequate training in maximizing the potential of generative AI, as well-trained teachers were found to implement AI more effectively and confidently. Moreover, the results were consistent with global research that highlights AI’s capacity to support personalized learning, reduce administrative workload, and enhance adaptive instruction. Despite these benefits, challenges such as insufficient institutional support, lack of clear policy frameworks, and limited digital literacy were identified. Therefore, the study recommended implementing comprehensive training programs, developing ethical guidelines and policies, and investing in digital infrastructure to support AI integration. Finally, this research contributed valuable insights to the evolving discourse on educational technology and serves as a guide for institutions and policymakers aiming to enhance teaching practices through AI.
Unspoken Connections: Exploring English Teachers’ Non-verbal Immediacy and Classroom Dynamics Through the Lens of Students Fernandez, Jerald; Shienna Marie Caparas
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5459

Abstract

Non-verbal immediacy is a vital component of teacher-student interactions, particularly in English language classrooms, where it enhances communication and fosters student engagement. While non-verbal cues are commonly used by teachers in the Philippine context to aid comprehension, limited research exists on how students perceive these behaviors and their impact on classroom dynamics. This study explored students' perspectives on their English teachers' non-verbal immediacy and its potential effect on classroom interactions. Specifically, it examined the types of non-verbal behaviors students observe and how these behaviors affect their engagement, participation and the overall classroom dynamics. The study employed a qualitative phenomenological design, collecting data through semi-structured interviews with nine Grade 10 students from Balibago Integrated High School, Sta. Rosa City, Laguna. Thematic analysis followed Braun and Clarke’s framework. The findings identified eight superordinate themes and thirty-four subordinate themes, emphasizing the significant role of non-verbal behaviors—such as eye contact, hand gestures, facial expressions, and teacher movement—in enhancing student engagement and fostering a positive classroom environment. Eye contact and hand gestures particularly improve student focus and comprehension, while positive facial expressions, like smiling, reduce anxiety and create a supportive atmosphere. However, excessive eye contact and unclear gestures can lead to discomfort. Additionally, teacher tone, proximity, and posture play key roles in maintaining a participative classroom dynamic, with negative body language hindering engagement. The study concluded that non-verbal immediacy has a profound impact on classroom dynamics, highlighting its crucial role in enhancing student participation and creating an inclusive learning environment. The study recommended integrating non-verbal communication training into teacher development programs and encouraging educators to practice self-reflection, balance immediacy strategies, and adapt their behaviors based on student needs.
Convergent Parallel Study on Factors Affecting English Speaking Skills of Students at Mamatid National High School Alinsunurin, Hazel
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5460

Abstract

This study examines the factors influencing the English-speaking proficiency of junior high school students at Mamatid National High School. Using a mixed-method approach, surveys and interviews explored challenges in fluency, vocabulary, pronunciation, cultural exposure, socioeconomic background, instructional techniques, motivation, and the educational environmen. Findings indicate that fluency (M = 2.27), vocabulary (M = 2.40), and pronunciation (M = 2.47) are at a low level, with minimal cultural and socioeconomic impact. Interviews highlight psychological barriers such as lack of confidence, fear of mistakes, and limited exposure to English outside school. In contrast, motivation (M = 3.68), instructional techniques (M = 3.68), and the educational environment (M = 3.68) positively impact proficiency. Teacher guidance and peer interactions were found to encourage students to practice speaking English more confidently. Students also expressed a need for more interactive and real-life opportunities to develop their speaking skills beyond the classroom. Additionally, they acknowledged that regular engagement in English conversations helped them gradually build confidence and fluency. The overall mean of 2.99 suggests that while instructional strategies and motivation improve language skills, external challenges persist. To address these, the study recommends structured vocabulary programs, pronunciation exercises, and more opportunities for real-life practice.
Literature Circle Strategy for Grade 10 Learners Of Bigaa Integrated National High School Burgos, Maria Pamela P.
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5462

Abstract

This study confronts the persistent literacy challenges faced by Grade 10 students, demonstrating the potential of literature circles as a dynamic and student-centered instructional approach. Literature circles create a structured yet engaging environment where students collaboratively explore texts, engage in thoughtful discussions, and refine their critical thinking skills. Through these interactions, learners not only enhance their reading comprehension but also develop the confidence to articulate their ideas and engage meaningfully with their peers. To evaluate the impact of this method, a quasi-experimental research design was conducted at Bigaa Integrated National High School. A pretest and posttest were administered to assess students’ literacy skills before and after the implementation of literature circles. The collected data underwent statistical analysis using the mean, independent t-test, and dependent t-test, revealing a significant improvement in students’ literacy performance. These findings underscore the value of literature circles in fostering deeper learning experiences and addressing literacy gaps, reinforcing their potential as an effective educational strategy.
Contextualized 7Taps Microlearning Modules for Enhancing Metacognitive Skills of Grade 11 Students Gabelo, Raymundo Jr. R.
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5463

Abstract

In recent years, educational institutions had increasingly adopted various technological tools to facilitate learning, improve engagement, and promote self-directed learning. This study contributed valuable insights into how the Grade 11 students' metacognitive skills can be enhanced to improve their educational outcomes. Specifically, utilizing contextualized 7taps Microlearning Modules in Practical Research 1 subject. This quantitative quasi- experimental study focused primarily on investigating the utilization of contextualized 7taps microlearning modules to enhance the metacognitive skills of grade 11 students at Bigaa Integrated National High School. The participants were 30 learners from 11- TVL, specifically 15 students from the HE strand and 15 students from the ICT strand. These learners utilized the tablets provided by the school and the local government of Cabuyao City. Both the control and experimental groups initially showed "Unsatisfactory" performance in Practical Research 1, highlighting the need for instructional support. After the intervention, both groups improved to a "Satisfactory" level, with the experimental group (using 7Taps) performing slightly better. However, the difference between the two groups was not statistically significant. Despite this, the study confirmed that both traditional and microlearning methods effectively improved research skills. The 7Taps platform offered a self-paced, engaging way for students to reflect and build metacognitive strategies. The study emphasized the role of digital tools in enhancing critical thinking, problem-solving, and research literacy. It concluded with a call for further research on the long-term impact of microlearning, the most effective digital tools, and the necessary teacher training to fully leverage technology in research instruction.
The Empirical Foundations of Self-Efficacy in Physical Education: A Comprehensive Literature Review Li, Penglian; Ahamed, Forbis; Norshafarina Binti Shari
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5466

Abstract

Self-efficacy is a crucial factor influencing the health and well-being of adolescents. This study conducts a comprehensive analysis of the application of self-efficacy theory in physical education, examining its historical development, theoretical underpinnings, and its influence on the health and well-being of adolescents. Studies have shown that social support significantly enhances self-efficacy among adolescents, which in turn plays a crucial role in their learning, health behaviors, and emotional regulation. The study provides specific guidance for educational administrators anempower physical education teachers to improve the health and well-being of adolescents based on empirical evidence.
A Proposed Matatag-Aligned Learning Activity Sheet for English Asynchronous Learning Modality Enorme, Czarina; Punzalan, Randy
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5468

Abstract

Incorporating curriculum-relevant materials into asynchronous learning settings is key to enhancing grammar instruction, especially in the case of the MATATAG curriculum. This study examined the effectiveness of MATATAG-Aligned Learning Activity Sheets (LAS) in improving grammar competence among Grade 4 students of Santa Rosa Elementary School Central II. A quasi-experimental design was implemented, with one group utilizing improved MATATAG-Aligned Learning Activity Sheets (LAS) as the experimental group and another group utilizing conventional approaches as the control group. Grammar subject areas such as verbs, verb tenses, verb voices, adjectives, and complex sentences were emphasized. The post-test and pre-test scores were also compared, and Key Informant Interviews (KII) were conducted with English teachers. The results showed remarkable improvements in four grammar areas for students using the MATATAG-aligned Learning Activity Sheets (LAS). At the same time, both groups had a general decrease in scores during the post-test. Complex sentences were still the most challenging area, and there was no improvement. Teachers indicated more content, interactive teaching, and more formal teaching of complex concepts. The research finds that although MATATAG-aligned Learning Activity Sheets (LAS) can support learning grammar, their full potential is reached with instruction support, better design, and the use of technology. LAS can complement asynchronous English teaching and learning through better teacher training and resource creation.

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