Marlon Adlit

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K-K to 12 Curriculum review and update; I-Improvement of the learning environment, T-Teachers' upskilling and reskilling; and E-Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office-CALABARZON, which is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the

Technology continues to advance at an unprecedented pace in the 21st century; it has made an enormous impact and is undeniably ubiquitous in education. This is a qualitative study investigating the integration of smartphone applications in the teaching-learning process by teachers and students utilizing a phenomenological approach. Purposive sampling was utilized. Interviews and focus group discussions were employed to gather data through Google Sheets and Google Meet, respectively. The transcripts of these interviews, as well as reports from the focus group discussions, were analyzed using Interpretative Phenomenological Analysis (IPA). Findings revealed that senior high school teachers and students had positive perceptions of integrating and utilizing smartphone applications as a tool in the teaching and learning process in terms of accessibility, usefulness, convenience, and user-friendly and effective learning materials and resources. Interestingly, the integration and utilization of smartphone applications in each theme reveal something to be more examined, such as context, application version, lack of phone storage, and the distracting environment that dwells on the inflexibility of the curriculum and course scheme.

Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and learning of climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down into fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed.

Bayanihan spirit has been culturally embedded among Filipinos throughout history. Bayanihan also known as tulongan or damayan, is common among Filipinos. In the Philippines, this is a system of mutual assistance and care that serves as a foundation for family and community. In times of adversity, natural calamities, and acts of God, bayanihan becomes a distinct Filipino culture. During this pandemic, the educational system becomes vulnerable to ensure the safety of all learners as well as stakeholders. The study is qualitative research and employed a narrative approach. The study explores the educational and socio-cultural contexts of the experiences among participants, embracing the stories of the pandemic and how it affected them in the "new normal" of the educational processes. Five teachers and five external stakeholders participated in

Effective assessment is essential for supporting diverse learners in social studies, and assessing students' knowledge and skills is crucial for teachers. This qualitative study adopts a Constructivist Grounded Theory (CGT) approach to explore the perceived efficacy of differentiated assessment in UCSP among senior high school teachers and students. Twelve participants, including nine students and three teachers, engage in the study using purposive sampling. This study employs interviews, focus group discussions, and observations to gather rich and diverse data. The researcher utilizes the Constructivist Grounded Theory analysis, consisting of three phases, to create a theory grounded in the data and provide a comprehensive understanding of the research phenomenon. The study also utilizes the Voyant tool for web-based text analysis to aid in identifying patterns and themes. In conclusion, using the Constructivist Grounded Theory and Voyant Tool, it has been found that differentiated assessment promotes self-efficacy, creates an inclusive classroom culture, and allows for personalized instruction and feedback. Challenges include limited resources and the need for clear instructions and support. Collaboration and communication, modern teaching methods, and technology tools that prepare students for future academic endeavors are crucial for improving the effectiveness of differentiated assessment. Recommendations include providing professional development opportunities for teachers to enhance their understanding and implementation of differentiated assessment. This can focus on strategies for creating an inclusive classroom culture, utilizing technology effectively, and designing assessments. Efforts should be made to address limited resources, and conducting further research and evaluation can identify best practices in implementing differentiated assessment, informing future educational practices.

Climate change from a global perspective unequivocally accepts that humans are the primary cause of this phenomenon. A professional development program or learning action cell (LAC) must be designed and implemented to promote programs and practices vis-à-vis climate change. Hence, learning action cells (LAC) followed the theory of experiential learning as modeled by Kolb (1984) with a novel perspective conducted among elementary teachers at the Schools Division Office-City of San Pedro. It described the level of agreement regarding global warming and climate change; the level of knowledge on related issues of climate change; the level of agreement and disagreement on climate actions; the significant effect of learning action cells; and the role of education in addressing climate change. The study was a concurrent triangulation design, using a descriptive-survey and a narrative approach. Convenient sampling was employed with twenty-one teacher-respondents. Descriptive and inferential statistics were used to analyze quantitative data and a narrative approach for qualitative data. A paired t-test was used to test the significant effect of LAC using IBM SPSS Statistics version 20. The results indicated that LAC on climate change has a significant effect on the level of agreement on global warming and climate change, the level of knowledge on related issues of climate change, and the level of agreement and disagreement on climate actions. The role of education includes the following themes: (a) from integrating climate change to integrating climate change towards application; (b) empowering and engaging learners to lead, train, and emphasize climate change to learners; and (c) educating people to act for better results.

Harmonizing materials and practices of senior high school teachers in the contextualization of various learning areas are crucial in the current curriculum. The study determined how teachers in the senior high school harmonize materials and practices in teaching the various subjects and analyzed the contextualization across the K12 curriculum. Qualitative research was employed in the study specifically grounded theory. Eleven participants were included in the study where five were grade 12 students and six were senior high school teachers. Purposive sampling was employed in the conduct of the study and has employed key informant interviews and the focus group discussion. In analyzing the data, Grounded theory Analysis as modeled by Charmaz (2006), as well as Glasser and Strauss (2017), was employed. Relevance, coherence, and appropriateness as contextualization connectivity are considered in harmonizing materials and practices in the contextualization of lessons in senior high school. The themes culled were sources of contextualized materials, conceptualizing contextualized materials, teachers contextualized materials and practices, coherence, relevance, and appropriateness in contextualization. Formulation of the conceptual paradigm vis-à-vis contextualization across curricula emerged in the study.

The development of student's skills in the conduct of research, both qualitative and quantitative, is envisioned in the K to12 curriculum. This study uses qualitative research to show students' perceptions and understanding of a particular issue. Similarly, it describes apparent cultures postulated within the students' chosen themes. Finally, it determines the development of cultural knowledge in the context of Merleau-Ponty's phenomenology of perception among Grade 11 students at a Senior High School near Laguna Lake in the City of San Pedro, Laguna, Philippines, during the school year 2016-2017. Semi-structured interviews, focus group discussions, and triangulation was used to obtain students' cultural understanding and share their experiences undertaking diverse qualitative research using purposive sampling. The data was analyzed using phenomenological analysis. Students' perceptions and streams of consciousness include street children, child labor fisherm...

COVID-19 virus caused drastic changes in people's lives, especially in terms of employment. Employees were greatly impacted by this pandemic, as there were terminated from their jobs. This study investigated how depression affects terminated workers and how they manage it throughout the pandemic. A qualitative design was employed to perform this study. A structured type of interview was conducted on five samples using an online platform. To establish the number of samples required for the investigation, convenience sampling was used. The data was analyzed in-depth using a narrative technique, which resulted in the study's findings and conclusions. Five (5) terminated employees such as professional photographer, construction worker, hairdresser, driver, and varsity coach were among the participants. The participants in this study were found to experience depression due to family financial issues caused by the loss of a job during the pandemic. Participants reported feelings o...