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Journal of Elementary and Secondary School (JESS)
Published by Research Synergy Foundation
ISSN : 29869188     EISSN : 29868556     DOI : https://doi.org/10.31098/jess
Core Subject : Education,
Education Other
The Journal of Elementary and Secondary School (JESS) is a scholarly, peer-reviewed publication established to serve as a platform for researchers, educators, and practitioners to disseminate their findings, theories, and best practices related to primary and secondary education. JESS is devoted to serving as a central hub for sharing new knowledge and research in this field, creating a space for collaboration, networking, and exchanging ideas. Starting from this point, JESS is open for paper submission on both education theory and research for teaching practice by applying the most recent findings on this topic. Encompassing a thorough exploration of primary and secondary education, JESS encapsulates a diverse array of subjects, including, but not limited to: - Competencies and Learning: The topic covers but is not limited to socioemotional competence and learning competencies, especially for primary and secondary school. - Cognitive psychology: The topic covers but is not limited to psychology that studies mental processes such as attention, language use, memory, perception, problem-solving, creativity, and mindset, which focuses on primary and secondary school. - Sociology to school learning and teaching: The topic covers but is not limited to the social integration of education, socialization, Social Placement, and social and cultural innovation in the primary and secondary school. - Digitalization of Schools: but not limited to Learning Methods in the Industrial Revolution Era 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching, online learning, evaluation of distance learning, the effectivity of distance learning in the primary and secondary school.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 52 Documents
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A Comparison of Genre, Lexile, and Word Count of Read-Aloud Texts in Core Reading Series Catherine Rand
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.3838

Abstract

This quantitative content analysis compares the Lexile level, estimated volume, and genre of Year Five and Six read-aloud texts used in four popular US core reading series to analyze the similarities between programs focusing on word count, Lexile level, and genre. The four series include Houghton Mifflin Harcourt’s Into Reading, Lucy Calkins’ Units of Study for Teaching Reading, Fountas & Pinnell’s Classroom Collection, and McGraw-Hill’s Wonders. Descriptive statistics showed considerable differences between programs, including low mean Lexile levels, considerable differences in volume of text, and too little informational text across all programs. These findings align with other scholars’ critiques over the last 20 years. This data is important in understanding the effects of curriculum on comprehension and reading growth, as well as the equity of reading opportunities given to students.
The Efficacy of Model-Based Instructions in Teaching Algebra Alpha Raidin Salibo; Joseph Muñez; Isabelo Bergosa Jr; Rolwen Jay Sumagang; Ken Marviene Gal Ampuan; Alper Vincent D Anggot; Genesis B Naparan
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.3852

Abstract

Classroom learning relies on engaging teaching approaches. This study focuses on the efficacy of model-based instruction in teaching algebra to 8th-grade students at a public state college located in Tangub City, Misamis Occidental, Philippines, during the school year 2019-2020. Using purposive sampling, 40 students were divided into two groups of 20, each exposed to different teaching approaches. Pre- and post-tests were administered to both groups to assess performance before and after the treatment. To determine the students’ level of performance, the researchers used the Performance Level Assessment Tool, where students’ scores are categorized into five different levels: The Beginning Proficiency Level, the Developing Proficiency Level, the Approaching Proficiency Level, the Proficient Level, and the Advanced Proficiency Level. Mean was also used to determine the performance level of the groups before and after the experiment is conducted. Analysis of Covariance (ANCOVA) was used in determining the impact of teaching with algebraic modelling on students’ performance in Mathematics. The collected data were statistically analyzed using Statistical Package for the Social Sciences (SPSS). The results revealed a significant improvement in the experimental group, with 80% achieving the Advanced Proficiency Level on the post-test, compared to 0% in the control group. The control group showed minimal improvement, with the majority remaining at the Beginning Proficiency Level (75%). ANCOVA confirmed a statistically significant difference (p < .001) in post-test scores between the two groups, favoring the algebraic modelling approach. These findings suggest that model-based instruction, specifically algebraic modelling, significantly enhances student performance in algebra.
Teacher Adaptation to MATATAG Curriculum Reform in Diocesan Grade 7 Mathematics Ellin Grace Sudaria; Lee Baraquia
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.4165

Abstract

This study explores the experiences of diocesan Mathematics teachers during the pilot implementation of the MATATAG Curriculum in Math 7, focusing the challenges they faced, the adjustments they made, and the support they received. Employing qualitative multiple-case study design, the findings revealed themes under each of the five constructs from the Statement of the Problem: Preparations for Implementation included participation in training, lesson and resource preparation, use of technological platforms, self-directed learning and collaboration; Major Changes in the Curriculum involved revisions in learning competencies, reorganization of content and sequencing, shifts in teaching and assessment focus, and lack of updated instructional resources; Challenges Encountered comprised students’ learning gaps, limited instructional resources, technological connectivity issues, and teachers’ emotional fatigue; Adjustments Made by Teachers included reteaching strategies, creative resource development, flexible teaching approaches, and professional reflective practice; and Support Received During the Transition encompassed institutional support, peer collaboration and mentoring, material and technological support, emotional and moral support. It was concluded that diocesan Mathematics teachers demonstrated commendable adaptability during the implementation of MATATAG Math 7 implementation. It was recommended that teachers should receive continuous training, sufficient materials, and stronger administrative support to sustain meaningful reforms in Mathematics education.
Development and Validation of a Literacy Acquisition Factors Instrument for Grades 1–3 Learners Rosebell Tungol; Rene Boy Abiva
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.4191

Abstract

Early literacy acquisition is a critical foundation for academic success, yet many Grades 1–3 learners experience reading and comprehension difficulties without the support of validated diagnostic tools that identify both enabling and hindering factors within their learning context. Existing school-based literacy programs often rely on general assessments that do not systematically capture socio-cultural, motivational, and environmental influences affecting literacy development. This study developed and validated a diagnostic instrument designed to identify success and barrier factors influencing literacy acquisition in English and Filipino among primary learners. Anchored in the Alalay sa Literasiya initiative of the Community Extension and Outreach Project Office (CEOPO) at Manuel V. Gallego Foundation Colleges (MVGFC), the tool supports targeted, evidence-based classroom and intervention planning. The instrument measures success indicators (e.g., reading interest, self- awareness, language exposure, and socio-cultural support) and barrier indicators (e.g., family constraints, financial limitations, environmental factors, and motivation) using a 4-point Likert scale, including a Filipino- language version to ensure accessibility. Face and content validation were conducted by literacy and education experts. Quantitative validation using the Content Validity Ratio (CVR) and Content Validity Index (CVI) yielded a high scale-level CVI (S-CVI = 0.935), while reliability testing showed excellent internal consistency (Cronbach’s alpha = 0.930). These findings confirm that the instrument is valid and reliable for identifying literacy-related factors and can assist teachers and schools in designing responsive literacy interventions for Grades 1–3 learners.
Bridging Generations: Lived Experiences of Seasoned Faculty Members in Adapting to Gen Z’s Learning Behaviors Karen A Manaig; John Frederick B Tesoro; Melvin T Guache; Chester Alexis C Buama
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.4243

Abstract

This transcendental phenomenological study explored the lived experiences of seasoned faculty members in adapting to the learning behaviors of Generation Z (Gen Z) students. Ten higher education instructors from one state university, each with at least ten years of continuous teaching experience, were purposively selected as participants. Data were gathered through semi-structured interviews designed to elicit in-depth reflections on their teaching encounters, challenges, and adaptive strategies in addressing the unique characteristics of Gen Z learners. Analysis of the interview data revealed three overarching themes: (a) the evolving learning characteristics and challenges of Gen Z students, (b) adaptive and engaging teaching practices for Gen Z learners, and (c) the effectiveness and responsiveness of adaptive teaching strategies. From these themes, the SAIL Metaphorical Framework was developed to conceptualize effective teaching for Gen Z learners, encompassing four key components: S – Student Characteristics, A – Adaptive Teaching, I – Instructional Effectiveness, and L – Learning Journey. The findings highlight those Gen Z learners’ short attention spans, digital dependence, and varied social behaviors necessitate adaptive, technology-integrated, and student-centered instructional approaches. Seasoned faculty members play a crucial role in bridging generational learning gaps through continuous reflection, innovation, and responsiveness to learner diversity. Ultimately, adaptive teaching emerges as both a pedagogical approach and a transformative process of professional growth, enabling educators to create meaningful and lasting learning experiences that align with the evolving needs of Generation Z students.
Language Learning Strategies as Predictors of Reading Comprehension Performance in English John Francis C Cruz
Journal of Elementary and Secondary School Vol. 4 No. 2 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i2.4308

Abstract

Reading is a crucial skill for school success because it allows students to access information and participate in class. However, there is a lack of local research showing which specific language learning strategies actually predict reading comprehension for Grade 9 students in the Philippines. To explore this, the study used a quantitative predictive design with 304 students from Biñan Integrated National High School. Data was collected using Oxford’s Strategy Inventory for Language Learning (SILL) survey and a standardized reading comprehension test drawn from DepEd Open Educational Resources (OER) and the Philippine Informal Reading Inventory (PHIL-IRI). This test assessed students' ability to understand texts at the literal, inferential, and critical levels. The findings revealed that students frequently used learning strategies, particularly metacognitive and social strategies. Despite this high usage, their overall reading comprehension stayed at a developing, "instructional" level. Students were best at finding direct facts but struggled with deeper analysis, such as drawing conclusions or evaluating meaning. The study also found that female students had higher reading comprehension scores and used cognitive, metacognitive, affective, and social strategies more than male students did. Most notably, the research showed that metacognitive, cognitive, memory, and social strategies positively predict reading comprehension performance, while affective and compensation strategies were negative predictors. This pattern suggests that affective and compensation strategies were linked to lower scores, likely because struggling readers use these coping methods more often when they experience difficulty. Overall, the study finds that active thinking and self-regulation are key to reading success. These insights provide teachers with practical ways to design targeted reading lessons that help high school students move beyond basic decoding and become independent readers.
Students' Experience With M-Learning Applications and Their Academic Performance in General Mathematics: Evidence from Grade 11 HUMSS Students Jhan Mark Calmorin; Romnick Esmar; Charlene C Dimaluan; Joan L Namoc; Leonel Bayadog
Journal of Elementary and Secondary School Vol. 4 No. 2 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i2.4366

Abstract

This study investigated Grade 11-HUMSS students’ experiences with the mLearning application at North Central Mindanao College during the second semester of S.Y. 2024–2025 and its relationship to academic performance. Fifty-two students participated, and a quantitative descriptive correlational design was used, employing percentages, weighted means, and Pearson’s correlation coefficient. Findings revealed that students’ experiences with the mLearning application were moderate (M = 3.05), with most appreciating its diverse approaches to solving math problems, while some reported minor distractions. Academic performance analysis showed that 50% of students earned an Average grade (75–79), 21.15% received Very Satisfactory (85–89), 17.31% achieved Excellent (90–100), and 11.54% obtained Satisfactory (80–84). Statistical results indicated a significant relationship between students’ experiences with the mLearning application and their academic performance (p = 0.001). This study enhances the existing literature on mobile learning by presenting evidence about the correlation between students' experiences with mLearning applications and their academic achievement in General Mathematics among Grade 11 HUMSS students. The results may aid educators in developing technology-enhanced learning environments that foster engagement and academic achievement. The results suggest that schools and teachers may benefit from integrating well-designed mobile learning applications into mathematics instruction while providing appropriate guidance to minimize distractions.
Mathematics Literacy, Fluency and Creativity among Senior High School Learners Angeline Patricio Rivad; Alberto D Yazon; Karen A Manaig; Sherwin B Sapin; Victoria E Tamban
Journal of Elementary and Secondary School Vol. 4 No. 2 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i2.4380

Abstract

This study examined the relationships between mathematical literacy and creativity, as well as between mathematical fluency and mathematical creativity, among senior high school learners. It used a quantitative approach and a descriptive-correlational design. The study's respondents were 200 senior high school students from Laguna State Polytechnic University - Los Baños Campus. The research instruments utilized were standardized scales that assessed the respondent’s mathematical literacy, fluency, and creativity. The statistical tools used were the weighted mean, standard deviation, Pearson product-moment correlation, and linear regression. The findings revealed a strong and significant relationship among the respondents between mathematical literacy, fluency, and mathematical creativity. This indicates that the increase in their mathematical literacy is positively related to their ability to demonstrate originality, flexibility, and elaboration when solving higher mathematics problems. Their ability to make sense of numbers and apply that understanding flexibly and productively when solving problems greatly contributes to their producing ideas that are unique, valuable, appropriate, and meaningful in mathematics. Mathematical literacy and fluency significantly explain the creativity in mathematics among learners. The student’s capability to create and justify a unique solution is greatly contributed to by their ability to construct, use, and interpret mathematics in a range of situations, as well as their ability to work swiftly and accurately under pressure while maintaining focus in solving higher mathematics problems.
High School Mathematics Teachers’ Perception on Artificial Intelligence as a Tool to Enhance Students’ Conceptual Understanding and Critical Thinking Melvin A Alonzo; Joe Art E Pague; Marvi Diane D Tumapon; Shiela P Dio; Genesis B Naparan
Journal of Elementary and Secondary School Vol. 4 No. 2 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i2.4445

Abstract

This study seeks to explore the views of secondary school mathematics teachers on the use of Artificial Intelligence (AI) as a tool to enhance students’ conceptual understanding and critical thinking skills. It also examines the challenges they encountered when using AI in their classroom instruction. The study used a descriptive quantitative research design involving 33 mathematics teachers in selected public secondary schools in Iligan City, Philippines. A structured questionnaire was used to gather data from the respondents. The findings of the study revealed that teachers have a high positive perception of the use of AI in enhancing both students’ conceptual understanding and critical thinking skills. In terms of challenges, teachers have a high positive perception that they face challenges in the ethical use of AI in their mathematics instruction. The study contributes to the practical knowledge of AI application in mathematics education and provides guidance for future research and policy development to improve teaching and learning practices with AI from the perspective of mathematics teachers.
Navigating Science: Experiences and Coping Strategies of Grade 12 STEM Students in Laboratory Learning Gian Kyle S Serino; Jonainah C Jamil; Maria Zamantha F Ancheta; Nayumi Vienne Q La Madrid; Shaynah A Mohamad; Raneem A Ali; Hamim N Matuan; Prince Ariel F Maur; John Llyod E Gusi; Jomar G Mercado
Journal of Elementary and Secondary School Vol. 4 No. 2 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i2.4527

Abstract

Laboratory learning is a fundamental component of STEM education, promoting scientific inquiry, hands-on learning, and the application of theoretical knowledge. However, existing studies have primarily focused on laboratory resources, instructional practices, and academic outcomes, offering limited insight into students' lived laboratory experiences and coping mechanisms. Thus, this study explored the experiences, engagement, and coping mechanisms of Grade 12 STEM students at Maria Asuncion Rodriguez Tiñga High School during laboratory activities. Using a phenomenological design, nine STEM students were selected through purposive sampling. Data were gathered through in-depth interviews and analyzed using thematic analysis. Findings showed that laboratory activities promoted hands-on learning, collaboration, and skill development. Nevertheless, limited resources, equipment shortages, and time constraints influenced students' experiences. Despite these challenges, students demonstrated resilience through support-seeking, self-regulation, and sustained motivation. The study extends Kolb’s Experiential Learning Theory and Lazarus and Folkman’s Psychological Stress and Coping Theory, explaining how laboratory experiences and adaptive coping jointly shape student engagement. Findings also support improved laboratory instruction and student support. To improve laboratory learning, teachers should undergo training on time-efficient and inquiry-based activities, implement structured group roles, and use low-cost materials. Resilience-building strategies may also be integrated. Future research may explore teachers’ perspectives and compare schools with varying laboratory resources to further understand laboratory learning.

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