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UTILIZATION OF WEB-BASED EARLY ALERT SYSTEM

AT TRACE COLLEGE

A Research Paper
Presented to the Faculty of
Basic Education Department
TRACE College
Los Baños, Laguna

In Partial Fulfillment of the Requirements

For Practical Research 2 and
Inquiries, Investigations, and Immersions

FRANCINE DENISE PREGONERO ACUÑA

JEAMUEL AÑORA AMADO
ENRICO JIAN ARDEZA BLANCO
JASMENE CATHE PEÑAFIEL CATEDRILLA
JOSHUA HATE DE VERA
JOANA MAY SATURINAS GABRIEL
REUEL GILEAD HIBEK GLORIOSO
WILHELM HIRAO LANCERAS
GIAN CARLO BAUTISTA MENDOZA
JUSTIN CARL PESIGAN PELEÑO
MARCO JAY VIDAL REYES
MATTHEW AMISTAD SUAREZ

MAY 2024
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TRACE COLLEGE EFOR
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El Danda St., Batong Malake, Los Baños, Laguna

APPROVAL SHEET

In partial fulfillment of the requirements for Practical Research 2 and

Inquiries, Investigations, and Immersions, this Research Paper entitled:
“UTILIZATION OF WEB-BASED EARLY ALERT SYSTEM AT TRACE
COLLEGE” has been prepared and submitted by FRANCINE DENISE P.
ACUÑA, JEAMUEL A. AMADO, ENRICO JIAN A. BLANCO, JASMENE
CATHE P. CATEDRILLA, JOSHUA H. DE VERA, JOANA MAY S.
GABRIEL, REUEL GILEAD H. GLORIOSO, WILHELM H. LANCERAS,
GIAN CARLO B. MENDOZA, JUSTIN CARL P. PELEÑO, MARCO JAY V.
REYES, and MATTHEW A. SUAREZ who are hereby recommended for approval
and acceptance.

MARLENE C. PANAGLIMA, LPT

Research Adviser

Approved in partial fulfillment of the requirements for Practical Research 2

and Inquiries, Investigations, and Immersions, by the committee on Final Defense
with a grade of ____.

KERWIN R. MORCILLA, LPT

Chairman

JAMES LLOYD M. CARNICE, LPT MARLENE C. PANAGLIMA, LPT

Member Member

Accepted in partial fulfillment of the requirements for Practical Research 2

and Inquiries, Investigations, and Immersions.

______________ MARLA ANNIE M. MAGCALAYO, MA-EML

Date Vice President for Academic Affairs
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ACKNOWLEDGEMENT MAT 2
The researchers extend their profound gratitude and utmost appreciation to the
individuals whose invaluable contributions were instrumental in ensuring the success
of this research endeavor.
Mr. John Marvin S. Canaria, principal and statistician, we would like to
extend our gratitude for sharing his experience and insights, which have greatly aided
us in developing our research, particularly in relation to key areas like obtaining
statistically significant data and providing a comprehensive analysis of our research.
Ms. Marlene Panaglima, research adviser, we want to take this opportunity
to thank her for her guidance and assistance with our research, through this well-
deserved acknowledgement. Her invaluable advice and expertise enabled us to reach
our goals and establish the situation we are in now. The success of the study has been
greatly attributed to her excellent guidance, provided from the very start to the end.
Mr. Kerwin R. Morcilla, research instructor, we want to express our
appreciation to him for sharing with us the necessary resources and knowledge we
needed to learn the basics of writing research. His perceptive contributions helped
and aided our research journey. We are grateful to him for investing a great deal
of time discussing everything, whilst it was tremendously helpful to our growth.
Ms. Altheya P. Comia, language critic, we would like to thank her for her
significant contributions to our research which helped us with the relevant and right
use of language. Her feedback helped us fix the grammatical errors we had and
maintain a precise understanding of the appropriate research language.
Mr. Gene Marck Catedrilla and Mr. Mico Corcuera, external validators,
we would like to give our big thanks for providing the biggest and most helpful
feedback and insights into our research. These ensured the accuracy of our research
study and helped us fully understand our research better.
Student Respondents, we would like to give our special thank you to our
fellow students who have helped us immensely with the research. Providing their
precious time to answer and give feedback on our website. This is an
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acknowledgment of the crucial role you've played in our research. Thank you for
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being such essential contributors to our research journey. MAT 2

Teacher Respondents, we would like to give our heartfelt thanks to our

teachers who participated and helped us with our research. We are extremely grateful
for their constant support and feedback. They have helped us and provided us with an
invaluable contribution to our journey.

F.D.P.A.
J.A.A.
E.J.A.B.
J.C.P.C.
J.H.D.V.
J.M.S.G.
R.G.H.G.
W.H.L.
G.C.B.M.
J.C.P.P.
M.J.V.R.
M.A.S.
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TRACE COLLEGE
El Danda St., Batong Malake, Los Baños, Laguna

CERTIFICATION OF STATISTICIAN

This is to certify that this research entitled, “UTILIZATION OF WEB-

BASED EARLY ALERT SYSTEM AT TRACE COLLEGE” prepared and

submitted by FRANCINE DENISE P. ACUÑA, JEAMUEL A. AMADO,

ENRICO JIAN A. BLANCO, JASMENE CATHE P. CATEDRILLA, JOSHUA

H. DE VERA, JOANA MAY S. GABRIEL, REUEL GILEAD H. GLORIOSO,

WILHELM H. LANCERAS, GIAN CARLO B. MENDOZA, JUSTIN CARL P.

PELEÑO, MARCO JAY V. REYES, and MATTHEW A. SUAREZ in partial

fulfillment for the requirements in Practical Research 2 and Inquiries, Investigations,

and Immersion of Technical Vocational Livelihood – Information Communication

Technology (TVL-ICT) has been statistically reviewed by the undersigned. This

certification is issued this 17th day of May 2024.

JOHN MARVIN S. CANARIA, LPT, MAEd

Statistician
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DEDICATION
To our research adviser, Ma'am Marlene Panaglima, thank you for helping us.
We are so grateful to have the opportunity to learn from you. Thank you for the extra
time and effort you put in to help us succeed.
To our group leader, Gilead Glorioso, thank you for being our leader in this
research. Your patience and understanding are truly amazing. Thank you for the
proper and clear explanation of our questions.
I am thankful for the support of my friends throughout this research process.
Your words of encouragement and belief in me have been a constant source of
motivation. Thank you for understanding when I had to prioritize this project and for
giving me the space and time to work on it.
I am also grateful to my mother for helping me with this research. I know
you're doing a lot, but you give me time to help, especially when due dates are over
and we need to wait for unfinished tasks. You're not just a mother; you're also a
teacher and a friend to me.

F.D.P.A.
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DEDICATION
I am profoundly grateful to my parents, whose unwavering support has been
pivotal in my journey. Their financial assistance, including schooling expenses, has
empowered me to pursue education with determination. Without them, I wouldn't
have been able to attend school.
I also want to express my deep appreciation to my friends, who have been
pillars of strength and companionship, motivating me to persevere. Their unwavering
moral support and encouragement encourage me to do my best.
Special thanks to our leader, who has shown remarkable patience and support
even when our group dynamics weren't ideal. Your endurance and backing are truly
appreciated.
Furthermore, heartfelt thanks to the respondents to our research, whose
participation and cooperation are indispensable for our success. Their contributions
have enriched our research with invaluable insights.
Lastly, I am indebted to our beloved teachers, Sir Kerwin and Ma'am Marlene,
whose guidance and mentorship have shaped our research endeavors. Their
dedication to our academic growth is truly commendable, and I express my sincere
gratitude to them from the bottom of my heart.

J.A.A.
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DEDICATION
This research is the result of many and immeasurable efforts and sacrifices.
This work is wholeheartedly dedicated to the people who have served as a source of
inspiration from the beginning until now.
To Our God Almighty who is always there when I am in need. Thank you for
guiding me and giving me strength in my everyday life. Thank you for all the
knowledge and wisdom. Thank you for making all of these happen and ended it with
a good outcome.
To my beloved parents, Michelle A. Ardeza and Jerico D. Blanco. Thank you
for supporting me in achieving my goals. Accomplishing this will hopefully make
you as proud of me as I am of having you as parents. Mi and di, I love you.
To Erika, my number one enemy and best friend, thank you for always
believing in me. You are truly the best sister a brother could have.
To my mama Olen and daddy Bonet, as my second parents, you are always there
to guide and remind me of the good and bad.
To Lola Laura, my critic. Thank you for telling me to focus on my study and
believing in me. To all my friends who believe in me. Thank you for all the messages
of support. To all my classmates. Thank you for all the happy memories.
To all my very diligent teachers and also our adviser, I also dedicate this to all
of you, for you have shared your knowledge and effective teachings with me. Thank
you very much.

J.A.B.
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DEDICATION
Firstly, I would like to thank my groupmates as they have given so much
dedication and hard work to make this research possible, especially to the ones who
are encoding our website Matthew Suarez and Marco Reyes, and to our leader Gilead
Glorioso who has been very understanding and patient to the group members.
I would also like to thank my mother Darlene Dimapilis, who has been giving
and helping me with our research funds and giving me motivation every day.
I would also like to thank our research adviser Ma'am Marlene Panaglima and
Sir Ryan who helped us to make this project possible. I would also like to thank the
respondents who have participated in our research.

J.C.P.C.
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DEDICATION
I would dedicate this research to my beloved Mother. Who has been my
source of inspiration and gave me strength when I thought of giving up. Who
continually provide their moral, spiritual, emotional, and financial support.
And to my beloved friends who become my supporters and help me when I
face any problem. And sometimes they encourage me to finish my research task on
time.
I’m so thankful though to the teacher who helped us with our research because
if it wasn't for the teachers who helped us, we wouldn't have finished our research
properly and the result wouldn't have been good.

J.H.D.V.
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DEDICATION
I dedicated our research to our Lord who always guided me in my journey and
never let anything bad happen to me, Thanks to my parents, my mother Nilfa Gabriel,
and father Ruldan Gabriel who always encouraged me and my siblings to study hard
for our bright future. I'm also thankful for my Tito Val and Tita Ems, who support our
education too, and support us no matter what happens. And I would like to thank
Spencer (my lover) for cheering me up when I'm down because of my acads and
especially when I'm dealing with emotional and mental health, for not being tired to
remind me to fight always, for not giving me up even though he is struggling to deal
with my attitude. Thank you and I love you all.

J.M.S.G.
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DEDICATION
This research is wholeheartedly dedicated to my mother and father. They are
always there to help me overcome difficulties and challenges I face, especially when
academic problems are like a large wall obstructing you from your goals. They are
always supportive and always give me the strength to move and carry on.
This research is also dedicated to our instructor and research adviser Mr. Kerwin
Morcilla and Ms. Marlene Panaglima as they became our stepping stones to
accomplish the goal and achieve this accomplishment. They taught us to do research
properly and to persist despite obstacles and challenges along the way.
This research is also dedicated to my friends Brent and Orlando. They became
foreign helping hands and partners coming all the way from the opposite groups.
Generously sharing their thoughts and comments despite being out-bounded by our
group.
Lastly, I dedicate this research to my groupmates who kept their perseverance
along this year-long journey. As a whole, we worked together day and night with
positivity in our minds that we could accomplish and succeed with this project.
R.G.H.G.
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DEDICATION
This is dedicated to the individuals who have significantly influenced my
academic journey, providing constant support, unconditional love, and selfless
actions, which have been crucial in my success.
I want to express gratitude to my beloved mother, Evelyn Lanceras, and
father, Ronaldo Lanceras, for their unwavering support and sacrifices. They
demonstrated their love and value for our family by making sacrifices across
countries and oceans. Their dedication, hard work, and sacrifices abroad have made
my future possible. The values of selflessness and determination shaped by my
parents have significantly influenced my character and morals, shaping me into the
person that I am today.
I want to express my gratitude to my siblings, grandmother, and extended
family for their unwavering support, inspiration, and belief in this journey of mine. I
dedicate this work to them with heartfelt appreciation.
I want to give special thanks to my girlfriend, Ghia Althea C. Reyes, for
always believing in me and supporting me. Reminding me of my potential and the
heights I could achieve, and for sending me a ray of sunshine during this adventure.
Her love, belief, and gentle push have always been a driving force behind me,
inspiring me to keep trying my hardest. I thank her for being my pillar of support, and
confidante, and for being my biggest believer throughout our lives. I dedicate this
work to my partner as a token of my love and gratitude for her unwavering
encouragement and support.
Lastly, to the one true God above who has blessed me with everything.
W.H.L.
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DEDICATION
First of all, I would like to thank the teachers who helped to finish this
research, especially our major teacher, Sir Ryan, our head teacher in computer
programming, and Sir Kerwin Morcilla for guiding us in our research study. and I
would like to thank our respondents who helped without a doubt and supported our
research study and our principal, Mr. John Marvin S. Canaria, we would like to thank
you very much for being approved and for what should be done in our research we
will not be able to achieve this without you to guide and teach us the right things to
do to my fellow members and our leader. get along with other students I would like to
thank my parents and family who never tire of supporting me either financially or
because they believed in me that I could finish and pass this test, thank you very
much.

G.C.B.M.
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DEDICATION
Firstly, I want to express my gratitude to God for providing me with the
strength and resilience needed to complete this thesis.
I am thankful to my parents for their immense support, particularly in terms of
financial assistance, as I am aware of the significant costs associated with thesis
work. I am also appreciative of my siblings' hard work in meeting our daily needs.
I extend my appreciation to my close friends at school, especially Gilead
Glorioso for motivating me to excel academically. Their encouragement and
understanding have been invaluable to me during difficult times.
To my fellow group members, I am grateful for their collaboration and
assistance throughout the thesis process. Their contributions have been crucial to our
collective success.
Together, each of you has played a vital role in my academic journey, and I
am deeply thankful. This thesis reflects not only my dedication and effort but also the
support and encouragement of those around me. Thank you."

J.C.P.P.
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DEDICATION
I want to dedicate this heartfelt message to everyone who played a part in our
research journey. It's important for me to express my gratitude to each person who
contributed, as each of you made a difference, no matter how big or small.
First and foremost, I owe a huge debt of gratitude to our research adviser,
Ma’am Marlene C. Panaglima. Her guidance and expertise were like a guiding light,
showing me the right path and teaching me how to conduct our research properly.
Without his support and knowledge, I wouldn't have been able to accomplish what I
did.
To my amazing group mates Matthew, Francine, Gian, Ian, Justin, Joana,
Cath, and Wilhelm I extend my sincerest thanks. Each of you brought something
special to the table, and your hard work and dedication were crucial to the success of
our project. Whether it was brainstorming ideas, conducting experiments, or
analyzing data, your contributions were invaluable.
I want to give a special shoutout to our leader, Gilead, for his exceptional
leadership skills. Gilead kept us motivated and focused, even when things got tough.
His guidance and encouragement helped me stay on track and work towards our
goals. And to Hemwel, our assistant leader, thank you for always being there to lend a
helping hand and offer words of encouragement.
Together, we are a team united by a common goal to contribute to the world
of knowledge and make a difference. This research is not just mine; it belongs to
everyone who helped make it possible. I hope that our work will benefit others and
inspire future generations to pursue their passions and dreams. Thank you all for
being a part of this incredible journey.
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M.J.V.R.

DEDICATION
I would like to express my gratitude to everyone who contributed to making
this research project possible and for the support they provided. I want to thank our
research adviser Ma’am Marlene Panaglima for providing us with valuable advice to
ensure the quality of our study.
To our Research Leader, Gilead Glorioso, I am thankful for his dedication and
for providing us with assistance, encouragement, and support, even when it's difficult
at times.
To our Assistant Leader, Hemwel Amado, I am grateful for his being always
active, despite all of the challenges, he continued to encourage and assist our fellow
members.
And I want to thank my parents, especially My Mother Lily, who never stops
encouraging me to complete our research study by giving me their whole support
every day. I also want to thank my sister for her assistance with our research project,
which included helping us purchase the tools we needed for our website.
I want to thank all of my research team members for completing their
assigned jobs, despite the numerous tasks that always come up. Even when their work
is wrong, they never give up, instead, they always find a way to finish it.
I want to express my gratitude to my development team for their significant
contributions to the development of the project, including ideas and continuous
encouragement despite many problems and errors with our website, they are always
there to motivate me and provide the assistance I need.

M.A.S.
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ABSTRACT EFOR
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Title of the Research : UTILIZATION OF WEB-BASED EARLY ALERT
SYSTEM AT TRACE COLLEGE

Researchers : FRANCINE DENISE PREGONERO ACUÑA

JEAMUEL AÑORA AMADO
ENRICO JIAN ARDEZA BLANCO
JASMENE CATHE PEÑAFIEL CATEDRILLA
JOSHUA HATE DE VERA
JOANA MAY SATURINAS GABRIEL
REUEL GILEAD HIBEK GLORIOSO
WILHELM HIRAO LANCERAS
GIAN CARLO BAUTISTA MENDOZA
JUSTIN CARL PESIGAN PELEÑO
MARCO JAY VIDAL REYES
MATTHEW AMISTAD SUAREZ

Adviser : Marlene C. Panaglima, LPT

This study aimed to analyze the Level of Usefulness of the Web-Based Early Alert
System in TRACE College as rated by teachers and students, and if there is a
significant difference in their responses. The researchers developed a web-based early
alert system to be utilized by teachers and students of TRACE College. The
researchers developed the web-based system using HTML, CSS, JavaScript, SQL,
and PHP. The study aimed to test and observe the effectiveness of a web-based early
alert system for Grade 12 Humanities and Social Sciences (HUMSS) and Technical
Vocational Livelihood – Information Communication Technology (TVL – ICT)
students at TRACE College. A quantitative approach was used to analyze data from
student and parent surveys. The study involved thirty-six students and nine teachers.
The respondents were chosen purposively to provide insights into the effectiveness of
the system. Results revealed that the Average Weighted Mean of teachers' responses
for efficiency (3.79), convenience (3.77), and effectiveness (3.87) prove that teachers
strongly agree that the web-based early alert system is useful and functional. While
the students’ AWM for efficiency (3.16), convenience (3.19), and effectiveness (3.30)
show that the students agree with the website’s usefulness. The independent t-test
indicates that there is a statistically significant difference between how teachers and
students perceive the usability and functionality of the TRACE College web-based
early alert system.

Keywords: academic early alert, web-based system, efficiency, convenience and

effectiveness of a digital approach, student retention, and programming language
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TABLE OF CONTENTS

PRELIMINARIES

TITLE PAGE ………………………………………………………………...

i
APPROVAL SHEET ……...………………………………………………...
ii
ACKNOWLEDGEMENT ……………………………………………………..... iii
CERTIFICATION OF ENGLISH CRITIC ……...……..……………………........
v
CERTIFICATION OF STATISTICIAN ….……...……..……………………......
vi
CERTIFICATION OF RESEARCH ADVISER ….……...……..……………….
vii
DEDICATION ……………………………………………………………... viii
ABSTRACT ………………………………………………………………………. xx
TABLE OF CONTENTS ……...………………………………………………..
xxi
LIST OF TABLES ………..…….……………………………………...
xxiv
LIST OF FIGURES ……………………………………………………... xxv

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction ….……………………………………………… 1

Background of the Study ….……………………………………………… 1

Theoretical Framework ……………………………………………... 3

Conceptual Framework ……………………………………………… 4

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Statement of the Problem ………………………………………………EFOR4
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Hypothesis …………………………………………………………...…. 5

Scope and Limitation of the Study ……………………………………… 5

Significance of the Study .…………………………………………….... 6

Definition of Terms …………………………………………………….... 7

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ……………………………………………… 10

Related Studies ……………………………………………… 43

3 RESEARCH METHODOLOGY

Research Design ………………………………………………. 79

Research Locale …………………………………………......... 80

Population and Sampling …………………………………………......... 80

Respondents of the Study ………………………………………............ 81

Research Instrument ………………………………………………. 81

Validation of the Instrument ………………………………………………. 81

Statistical Treatment ………………………………………………. 83

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

………………………………………………. 85

5 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary ………………………………………………………………. 99

Conclusion ……………………………………………………………... 100

Recommendation ……………………………………………………... 101

BIBLIOGRAPHY
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…….………………………………………. 103
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APPENDICES

Letter of Request ……………………………………………………... 116

Validation of Instrument ………………………………………………... 121

Survey-Questionnaire ……………………………………………………... 122

Data Matrix …………………………………………………….……….. 128

Documentation ……………………………………………………….….. 132

Result of Turn-It-In ………………………………………………….….. 136

CURRICULUM VITAE ………………………………………………….… 137

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LIST OF TABLES EFOR
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Table

1 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Efficiency ………………….………………... 111

2 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Convenience ……………….………………... 113

3 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Effectiveness ………………………………... 116

4 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Efficiency ……………….………….…...…... 118

5 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Convenience ………………………….……... 120

6 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Effectiveness ……..……….………….……... 123

7 Test on the significant difference between the level of usability and

functionality of the TRACE College Web-Based Early Alert System as rated
by teachers and students ………………………………...………….
……............................. 125
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LIST OF FIGURES EFOR
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Figure

1 Research Paradigm …….…………………………….………… 5

2 Registration of ICT students ……….………………………….………… 162

3 Logging in of ICT students …..…….………………………….………… 162

4 Registration of HUMSS students ..….………………………….………… 163

5 Registration and logging in of teachers …..…………………….………… 163

6 Recording students with received alerts ……………………….………… 164

7 Surveying ICT students …….……….………………………….………… 164

8 Surveying HUMSS students ..……….………………………….………… 165

9 Surveying teachers ………………….………………………….…………. 165

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education was an important subject in one's life. Having many opportunities

in a person’s life is crucial on obtaining a successful life in the future. In addition, it

also benefits people in a lot of ways. For example, it brightens a person's intellect and

thinking. It also helps students plan for their post-university professions or additional

studies (Al-Shuaibi, 2014). In line with this, school compliance is particularly

important for academic success. Failure of compliance may lead to unfortunate

circumstances for the students. According to NASET (2011), teaching defiant or non-

compliant kids can be extremely difficult. They may lack motivation to learn,

frequently interrupt classes, and perform poorly academically. There are no magic

solutions for dealing with defiant students. This leads to the policy of issuing the

traditional early alert.

Background of the Study

Early Alert system is a widely used method across the globe to help students

who are at risk of academic failure. According to an article written by Tampke

(2013), the early alert referral system developed at a large public university in the

Southwest, was intended to identify students who were at risk of academic failure and

provide them with necessary interventions. The system seamlessly integrates with the

university's student information system, making it simple for faculty and staff to use

and get started. The study also presents recommendations for other institutions
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considering the introduction of Early Warning Systems, concerning their challenges
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and success in doing so.

Furthermore, in today's digital era, educational institutions need to adapt to

fulfill the needs of parents, teachers, and students. The implementation of an online

early warning system was spurred by the need for a more efficient and

environmentally responsible replacement for conventional paper systems. As

mentioned by Obatuase and Ositelu (2022), early alert systems are communication

advocacy tools used for identifying academically at-risk students and improving

student retention. These systems are intended to provide wrap-around services to

students and help institutions make data-driven decisions to improve their retention

and completion rates.

For this reason, TRACE College implemented an early alert system to help its

students in managing their academic challenges. It was helpful in quickly identifying

students who might be at risk of academic failure. However, the system was

implemented through conventional paper. With this, the researchers innovated a web-

based early alert system. This system enables teachers to send an alert to their

students through the use of a website, e-mail, and telecommunication. By facilitating

early intervention and providing the required tools and support, this system assisted

educators and administrators in improving student performance. It encouraged

preventative actions, which enhanced the effectiveness and personalization of the

learning environment. The purpose of this study was to examine whether the use of a

Web-Based Early Alert System in TRACE College was effective in alarming students

and their parents about the need for better academic attention. The researchers
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embarked on the journey towards more digitalized and student-oriented training
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environments, taking these objectives into account.

Theoretical Framework

This study was supported by the Epstein Model (2009) by Joyce Epstein. This

theory explains that parenting involves the provision of things such as health,

housing, a home environment to support their studies, parental skills in parent-child

associations, and the provision of information to assist schools in knowing more

about their children.

In the Epstein model theory, the presumed things that could be done by

parents to help in the development of their kids in school will be shown. The

researcher created a web-based early alert system as a way for parents to be aware of

what is happening in their children's studies, and this in turn will help guide children

to support their studies.

Another theory that supports this study is the Technological Determinism

Theory. It states that media technology shapes how we, as individuals in a society,

think, feel, act, and how society operates as we move from one technological age to

another (tribal, literary, print, and electronic). It suggests that the nature of media

technology shapes how societies are structured and operate as they transition through

different technological epochs. Each technological age introduces new tools that, in

turn, become influential forces in shaping the fabric of human society (Mcluhan,

2001). Nowadays, with the help of technology, our lives are easier, especially in

education. In relation to this theory, the researchers developed a web-based early alert
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system, streamlining communication between educators and students to identify
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potential challenges promptly and enhance academic support mechanisms.
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Conceptual Framework EFOR
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The focus of this study was undertaken by the research paradigm shown in

Figure 1. The illustration below illustrates the paradigm which includes the input,

process, and output that deals with the utilization of web-based early alert systems.

INPUT PROCESS OUTPUT

 The researchers developed
Respondent’s Profile  TRACE College
a web based Early alert
 TRACE Domain Web-Based Early
system through the use of
Alert System
 E-mail of Students PHP, MySQL, JavaScript,
and Teachers HTML, CSS, SMS
 Teacher’s name gateway and Bootstrap5
 Student name and  Data entry
Grade Level and
 Before launching, the
Section
researchers conducted
 Guardian’s Contact
usability testing
Number
 List of Subjects
 Conducted Survey to
assess the usability of
 Previous Record of
Web-Based Early Alert
Students with Early
System in terms of:
Alert
- Effectivity
- Convenience
- Efficiency

Figure 1. Research Paradigm

Statement of the Problem

This study utilized the TRACE College Web-Based Early Alert System and

aimed to answer the following questions.

1. What is the level of usability of the TRACE College Web-Based Early Alert

System as rated by teachers in terms of:

1.1 Efficiency;

1.2 Convenience; and

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1.3 Effectiveness? EFOR
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2. What is the level of usability of the TRACE College Web-Based Early Alert

System as rated by students in terms of:

2.1 Efficiency;

2.2 Convenience; and

2.3 Effectiveness?

3. Is there a significant difference between the level of usability and

functionality of the TRACE College Web-Based Early Alert System as rated

by teachers and students?

Hypothesis

There is no significant difference between the level of usability and

functionality of the TRACE College Web-Based Early Alert System as rated by

teachers and students.

Scope and Delimitation

This study was focused on improving the early alert system to overcome the

student’s academic difficulties and make it easy for faculties and staff to identify

academically at-risk students through the early alert website. The study was

conducted at TRACE College, El Danda Street, Los Baños, Laguna. The primary

respondents of the study were the Grade 12 students taking Humanities and Social

Science (HUMSS) and Technical Vocational Livelihood – Information

Communication Technology (TVL-ICT) strand. The respondents consisted of 36

students and 9 teachers. The questionnaire had sections consisting of the level of
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usability of TRACE College’s Web-Based Early Alert System in terms of efficiency,
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convenience, and effectiveness.

Significance of the Study

The significance of the study "Utilization of Web-Based Early Alert System at

TRACE College" lies in its potential to enhance student success and academic

support mechanisms. By investigating the effectiveness of this system, the study

aimed to contribute valuable insights into how technology can be leveraged to

identify students at risk of academic challenges early on. The findings may inform

educational institutions about the benefits of implementing such systems, fostering a

proactive approach to student support and improving overall academic outcomes.

Additionally, the study holds significance for teachers, parents, students, and

future researchers.

Teachers. The research may shed light on how the implementation of a web-based

early alert system can streamline communication, allowing for timely intervention

and personalized support to address students' academic needs. This insight could

contribute to more effective teaching strategies and improved student-teacher

collaboration.

Parents. The study offers the prospect of increased involvement in their child's

education through a transparent and accessible platform. Understanding the impact

and benefits of the web-based early alert system can empower parents to actively

engage in their child's academic journey, fostering a collaborative environment

between educators and parents for the betterment of student success.

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Students. The web-based system could mean personalized support to address
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academic challenges promptly for the students, fostering a conducive learning

environment.

Educational Institutions. By analyzing data from the early alert system, schools can

tailor academic support services to address specific challenges faced by students,

eventually leading to improved academic performance. Understanding the

effectiveness of the web-based early alert system allows the school to allocate

resources efficiently, focusing on areas that have the most significant impact on

student success.

Future Researchers. Future researchers can build upon this study to explore the

broader impact of web-based early alert systems on student success, institutional

effectiveness, and the evolving landscape of educational technology.

Definition of Terms

For clarity of the study to guide and enlighten the readers, the following

terminologies are hereby defined both conceptually and operationally:

Bootstrap. According to Rouse (2017), bootstrap is the program that starts the

operating system (OS) from scratch. In the early 1950s, the phrase "bootstrap" or

"bootstrapping" first appeared. It was a reference to a bootstrap load button, which

was used to start a smaller program that ran a larger program, such as the operating

system, or a hardwired bootstrap program. The researchers used Bootstrap for the

website design and responsiveness on computer platforms and mobile phones.

CSS. As indicated in the Cambridge Dictionary (2023), CSS is an abbreviation for

Cascading Style Sheet. It is a software on a computer that lets you specify and
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manage how a webpage or set of web pages should appear to the user. GivingEFOR
users
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more flexibility is one of CSS's objectives. The researchers used CSS to design the

page particularly in adding pictures, logos, and colors.

Early Alert. As stated by Arkansas State University (2010), early alerts sometimes

known as “early warning systems,” are recognized tools for improving student

retention. It addresses a variety of issues that a student may encounter during the

whole term. In this study, the researchers used early alerts to inform academically

vulnerable students and help them with their academic needs.

HTML. As stated by Hemmendinger (2023), HTML is an arrangement for presenting

content that has been retrieved from the Internet. Every retrieval unit is referred to as

a Web page (from the World Wide Web), and these pages often have hypertext links

that let users obtain similar pages. The markup language used to encode Web pages is

called HTML. The researchers used HTML to create the structure of the website

including headings, paragraphs, and buttons.

JavaScript. According to Munro (2023), JavaScript is a computer programming

language that is essential to web development and allows for the creation of

interactive and sophisticated features for websites, online apps, and other use cases.

The researchers used this language to collect and retrieve data for students, faculties,

classrooms, functions, and data tables.

SQL. According to the Editors of Encyclopedia Britannica (2023), SQL, or

Structured Query Language is a computer language intended to extract data from

databases. The researchers used SQL to store data including the student and teacher’s

name, email, password, section, etc.

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PHP. As mentioned by Toal (2023), PHP is a server-side programming language that
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is free and open-source and can be used to make apps, websites, customer

relationship management systems, and more. It is a general-purpose language that is

often used and may be integrated into HTML. The researchers used this scripting

language to code the backend of the website and connect it to the database with the

use of MySQL.

Web-based. According to the Cambridge Dictionary (2023), it is relating to or done

using the web or the network of documents that are connected to the internet. It can

include web-based software and training. The researchers used this to create a web-

based Early alert system that is different from the traditional system.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the different literature perused to gather insights for the

study. This chapter introduces the studies considered to strengthen the concepts, as

well. The topics presented below discuss the facts on Academic Early Alert

Utilization, Parent assistance in student learning, Teacher’s assistance in student

learning, Technological aid on academic monitoring, Web-based communication, and

Efficiency and effectiveness of the digital approach. This helped the researchers to

see the methods used by other academic institutions in early alert utilization, the

advantages of using an early alert in a student’s learning, and how technology helps

work to be more effective and efficient in academic and non-academic fields.

Related Literature

Academic Early Alert Utilization

In today's higher education context, institutions around the world prioritize

student achievement and retention. Several techniques and interventions have been

developed and applied to address this issue. This introduction serves as a preface to a

more in-depth investigation of early alert systems in academics, spanning a variety of

topics and perspectives. From community colleges to flagship universities, academics

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have investigated the influence of various systems on student retention, academic
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development, and institutional success. By combining findings from numerous

studies, we hope to shed light on the varied character of early alert activities and their

importance in contemporary higher education.

According to Poole (2015), student evaluation reveals that, 137 of the 279

students were considered successful, or 49%. One hundred and thirty-one (47%) did

not demonstrate positive academic progress and 11 (4%) were considered neutral.

The population of students who did not respond showed an increased level of

negative academic progression. Of the 672 referred students, 393 did not respond to a

request for intervention, and 52%, or 204, did not demonstrate positive academic

progress. Additionally, only 41%, or 161, were considered successful and 7% (28)

were considered neutral. In contrast, the student population that received an

intervention had a 49% success rate; a success rate difference of 8%.

Poole’s studied a medium-sized public liberal arts institution in a rural setting.

They implemented a student success initiative, using early alerts and interventions to

support at-risk students. Over a period excluding summer sessions, 732 intervention

requests were made, resulting in 42% of referred students receiving interventions.

Among those who received interventions, 49% showed academic progress, compared

to 41% of non-responsive students. This highlights an 8% difference in success rates,

suggesting the effectiveness of the intervention program in improving student

outcomes.

According to Dwyer (2017), Student attrition, especially in community

colleges, has been a long-standing issue in higher education. From Fall 2013 to Fall
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2014, only 59.3% of first-time postsecondary students and 46.9% of two-year college
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students were retained. To address this, institutions often invest in early alert systems.

A study examined the impact of such a system in the Virginia Community College

System (VCCS) on student persistence, focusing on developmental education and

college-level courses. Using existing data, they found a significant positive effect of

the early alert system on developmental mathematics students' persistence, while the

impact on developmental English and college-level courses was more modest. This

suggests prioritizing early alert resources for developmental mathematics students

and exploring alternative retention strategies for others, emphasizing the value of

early alert systems in retention plans.

Dwyer noted the ongoing problem of student dropout rates, especially in

community colleges. A study in the Virginia Community College System (VCCS)

assessed the impact of an early alert system on student persistence. It found a

significant positive effect on developmental math students, suggesting prioritizing

resources for them. Other areas saw more modest effects, prompting a need for

alternative retention strategies. This underscores the importance of early alert systems

in addressing dropout rates.

According to Gammon (2017), Central Piedmont Community College is

looking into ways to help at-risk students succeed academically by using an early-

warning system known as Success Through Academic Reporting (STAR). All first-

time, full-time degree-seeking students (FFD) are eligible for follow-up services that

support a centralized strategy, which has the potential to establish a more engaging

approach to communicating and tracking student academic progress. This approach,

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when implemented in partnership with teachers, advising, and student support
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personnel, has the potential to help students achieve academic achievement.

Gammon discusses Central Piedmont Community College's use of the Success

Through Academic Reporting (STAR) early-warning system to support at-risk

students. All first-time, full-time degree-seeking students are eligible for follow-up

services aimed at improving communication and tracking academic progress.

Implemented with faculty, advisors, and support staff, this approach aims to enhance

student academic achievement.

According to Tudor (2019), Community colleges often deploy early academic

alert systems to enhance student retention rates. These systems proactively notify

struggling students, aiming to prompt corrective actions. While the efficacy of such

systems is widely acknowledged, existing research predominantly focuses on

quantifiable outcomes, overlooking the qualitative aspects of student responses.

Exploring the nuanced responses of students and considering factors that may

influence the effectiveness of early alert systems, this aimed to provide valuable

insights for educators and administrators seeking to optimize retention strategies in

community college settings.

Tudor investigates the use of early academic alert systems in community

colleges to boost student retention rates. Unlike previous research focusing on

quantifiable outcomes, this explores qualitative aspects of student responses.

Conducted at a rural community college in Washington state, it interviews nine

students who received academic alerts. Using Leximancer software, the study
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categorizes students' reactions and subsequent actions, offering insights for educators
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and administrators to optimize retention strategies.

According to O’Malley (2019), As government involvement in higher

education has grown, accountability measures have increased alongside funding.

Despite a more diverse student body, bachelor's degree completion rates have

remained steady for nearly four decades. Theories on student retention and departure

shed light on factors influencing students' decisions to persist. In response to

performance funding initiatives, institutions have implemented early alert systems

like the IU FLAGS system to foster student engagement and support success. This

shift underscores two principal-agent relationships: between the state and public

institutions, and between institutions and faculty. Notably, higher utilization

correlated with greater proportions of female, out-of-state, traditional-aged, White

students, as well as adjunct or lecturer instructors and certain course types. Course

completion and fall retention were positively linked to FLAGS usage. This highlights

the potential of early alerts, particularly in general education courses with dedicated

teaching staff, to enhance student success

O'Malley discusses the rise of accountability measures in higher education,

prompting the implementation of early alert systems like IU FLAGS to support

student success. A study found that increased utilization of FLAGS by faculty

correlated with positive outcomes such as course completion and fall retention,

particularly among certain student demographics and course types. This highlights the

potential of early alerts, especially in general education courses with dedicated

teaching staff, to enhance student success amid government funding pressures.

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According to Hyatt (2023), Early academic intervention programs are crafted
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to bolster struggling students, aiding them in surmounting obstacles and enhancing

their prospects for sustained success in their academic endeavors. The research

underscores that deficiencies in foundational skills, particularly those linked with

reading difficulties, are most prevalent in low-income communities of color (Ramey

& Ramey, 2004). This scrutinized the impact of early academic intervention services,

commonly known as response to intervention (RtI), on students from low

socioeconomic backgrounds, alongside evaluating teachers' perceptions and

expectations regarding the special education classification process. The findings

proffered insightful recommendations for educators regarding the implementation of

academic intervention services, alongside illuminating the impact of teachers'

perceptions and expectations on the academic performance of students exhibiting

promise. Notably, a significant positive correlation was observed between the faithful

implementation of academic interventions and the utilization of highly effective

programs, as evidenced by a correlation coefficient of r(77) = 0.67, with a p-value <

0.001 among low SES minority students.

Hyatt investigates the impact of early academic interventions, such as

response to intervention (RtI), on low socioeconomic status students. It examined the

effectiveness of these interventions and teachers' perceptions of special education

classification. Findings highlight the importance of faithful implementation of

interventions and the correlation with improved outcomes, particularly among

minority students.
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Borcherding (2023) investigated the effectiveness of academic interventions
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provided by a university for conditionally admitted (CA) students amidst the COVID-

19 pandemic. The aim was to understand the alterations in academic interventions for

CA students and their utilization during the pandemic at a four-year institution. They

aimed to comprehend the distinct challenges faced by CA students in pursuing higher

education during the pandemic and identify factors contributing to their success. It

also offered recommendations for universities to enhance student learning, retention,

and institutional enrollment goals. While some positive impacts of the pandemic were

noted by students, it exacerbated other issues. While students now anticipate more

flexibility in deadlines, work hours, and course formats, instructors and

administrators are inclined toward reinstating stricter policies, boundaries, and

deadlines. Practical implications advocate for continued support for academic

interventions for CA students post-COVID-19 normalization, adapting the delivery of

some interventions from in-person to online or hybrid formats, and further

exploration of students' experiences with these educational interventions.

Borcherding assesses academic interventions for conditionally admitted (CA)

students during COVID-19 at a four-year university. It aims to understand changes in

interventions, student challenges, and factors contributing to success.

Recommendations include ongoing support for CA students, adapting intervention

delivery, and exploring student experiences. Participants included CA students,

university administrators, and instructors. The themes identified include the

importance of interventions and connections, and adapting to flexibility in

coursework
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Rogers et al. (2020) address the needs of students who are significantly
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lagging. Rogers et al. created a handbook that provides comprehensive guidance on

implementing rigorous intervention. These handbooks are tailored for elementary

school educators. It explores effective practices and techniques to intervene

effectively when students encounter difficulties with core subject matter, as well as

with fundamental skills from previous academic years. The inverted pyramid model

of RTI at Work is crafted to consistently direct a school's collective efforts and

resources towards a central focus: the individual student. Tier 1 involves access to a

vital grade-level curriculum with ongoing monitoring for all students. Tier 2

encompasses immediate and targeted behavior and academic interventions

systematically applied and monitored for students not proficient in the core

curriculum. Tier 3 is dedicated to intensive interventions and remedial actions aimed

at bridging learning gaps.

Their study provides guidance for elementary educators on implementing Tier

3 interventions within the RTI at Work™ framework. This handbook covers effective

practices for intervening when students struggle with core subjects or foundational

skills. It emphasizes the importance of addressing the needs of students who are

significantly behind, with a focus on bridging learning gaps through intensive

interventions at Tier 3.

According to Sonju., Kramer, Mattos, & Buffum (2019) Extensive research

shows that reaction to intervention (RTI) is the best technique for addressing student

problems in educational settings. The RTI procedure, also known as a multi-tiered

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system of support (MTSS), ensures that each student receives the additional time and
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assistance required to achieve academic success.

Sonju, Kramer, Mattos, & Buffum advocate for response to intervention (RTI)

as the optimal approach for addressing student struggles. They created a manual that

provides essential strategies for implementing Tier 2 interventions in secondary

schools, focusing on understanding challenges, receiving empirical strategies,

exploring educational principles, recognizing educator roles, assessing student

learning, evaluating support structures, and utilizing teacher teams and the PLC at

Work® framework.

According to Williams (2022), Over the past two decades, the prevalence of

academic early alert technology has risen in colleges and universities, prompting

numerous rigorous studies on their effectiveness and the perspectives of various

stakeholders. He examined how academic advisors perceive the usefulness of early

alert technology in fulfilling their job responsibilities.

Williams explores professional academic advisors' perceptions of the efficacy

of academic early alert technology at a Midwest university. Despite its widespread

use, little research focuses on advisors' views. This aimed to bridge this gap by

investigating how advisors perceive the usefulness of early alert technology in their

roles.

In conclusion, the body of research surrounding early alert systems in higher

education underscores their pivotal role in fostering student success and institutional

effectiveness. These pieces of literature collectively highlight the diverse applications

and outcomes of early alert initiatives across different academic settings. From rural
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community colleges to flagship universities, these studies demonstrate a common
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goal: to identify at-risk students early and provide timely interventions to support

their academic journey. While the specific strategies and outcomes may vary, the

overarching theme of leveraging data-driven interventions to enhance student success

remains consistent. As institutions continue to grapple with challenges related to

student retention and persistence, the insights provided by these studies offer valuable

guidance for shaping effective intervention strategies. By embracing early alert

systems and integrating them into comprehensive student support frameworks, higher

education institutions can strive towards creating more inclusive and supportive

learning environments conducive to student success.

Parent Assistance in Student Learning

The learning environment has been influenced by a number of literary works that

have attempted to comprehend the intricate relationships that exist between parents,

students, and the educational system. These works of literature offer valuable

perspectives on enhancing educational results, ranging from examining the

difficulties encountered by student-parents to determining the significance of parental

involvement in education. An overview of numerous research projects that shed light

on important aspects of Philippine education is given in this introduction.

As stated by Laurence Cruz and Beruin (2022). An analysis of the views of

former 12th grade STEM students on online learning during the COVID-19 epidemic

revealed nine primary categories of negative experiences. Students were generally not

enthusiastic or supportive of online learning, according to the study conducted in a

private school in Laguna, Philippines; the most common finding was that "online
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learning provided aberrational learning experiences." These findings can be usedEFOR
to
MAT 2
inform future interventions and policy changes that aim to improve online education

and give the educational system a more effective pandemic response.

Bartolome et al. (2020) assert that family involvement in education is crucial.

For better student outcomes, the authors emphasized its significance in enhancing

teacher effectiveness and encouraging home-school contact.

Lenon et al. (2020) found that students manage money and time management,

discipline their children, and handle home duties using 10 psychology students from

Bestlink College of the Philippines. The writers created a guide to assist with these

areas and advised students to refrain from having children while enrolled in school.

Better academic students chose academic tracks, while less successful students chose

technical/vocational/livelihood tracks, according to Kilag et al. (2023). The findings

may be used to inform the development of programs and policies that improve SHS

education and assist students in making informed decisions.

Jabar (2021) showed that parental engagement programs are essential in

Philippine public elementary education particularly when it comes to addressing

financial difficulties. It also suggests that future quantitative studies employ indirect

methodologies. According to a survey of 3153 students from 29 public schools in the

Philippines, parents with modest incomes have little influence over their kids'

academic success. Regular meals, academic success, and online proficiency all led to

increased parental involvement. By giving parents access to tools and support, we can

promote involvement and raise kids' academic performance.

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Manuel and Vargas (2022) found that when there were fewer children and
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better levels of education, there was more support for home-supported learning. It's

critical that parents participate in their children's education.

This is especially true for parents who have only a few children and are well

educated. It explains the necessity for assistance with at-home learning.

Pagulayan et al. (2021) mentioned that people with lower earnings and less

education are not equipped for college. Greater preparedness for college is correlated

with higher levels of cultural and economic capital. Low economic and cultural

capital may account for students' lack of enthusiasm for college since they lack the

skills necessary for postsecondary education.

Roldan et al. (2020) state that parents who put their kids' education ahead of

their own find it difficult to balance their various responsibilities. Problems with

money and time management significantly affect their academic performance. Most

of them are thirty-year-old women who are single and have one child. Having no

support networks and dealing with family issues exacerbate these difficulties.

Support groups offered on campus can lessen stress and feelings of isolation

brought on by juggling work and family responsibilities. While managing their time

and resources is necessary, student-parents can reduce stress and feelings of isolation

by attending on-campus support groups. Parental involvement in education is critical

for a child's success because it has been linked to improved academic performance

and morale.

Gina Madrigal Sapungan and Ronel Mondragon Sapungan (2014) stated that

parental effort is associated with higher achievement levels; however, the most
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common obstacle is parents' pessimistic attitude toward supporting their children's
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schools and a "we-don't-care-attitude." Even with the proven advantages, many

parents encounter obstacles—like unfavorable opinions—that keep them from being

involved in their kids' education. Lastly, the extensive selection of material included

in this compilation highlights the complexity of education and the vital roles that all

stakeholders—including parents, teachers, and students—play in the process. These

highlight the difficulties and barriers that were faced and offer practical advice and

insights for getting beyond them.

Teacher’s Assistance in Student Learning

The term "technological support for learners" describes the application of

computer-based technology to get around obstacles and improve learning. These tools

can be applied to remote and in-person learning environments. The technologies

encompassed in these are electronic meeting systems, audience response systems,

blended learning environments, computer simulations, modeling software,

microworlds, probes for real-time data acquisition, virtual communities and

collaborative websites, virtual laboratories, remote instrument access, software to

support and structure student investigations, and learning environments that integrate

these tools with an inquiry-based curriculum. It has been demonstrated that concept-

effect relationship-based technologically customized learning environments are

successful in enhancing student learning outcomes, identifying learning challenges,

and offering tailored remedial learning assistance. When compared to in-person

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instruction, technology-assisted learning can be more successful for certain types
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knowledge, such as abstract conceptualization and reflective observation, but less

effective for knowledge that requires concrete experience

According to Hui et al. (2007), The evolution of Technology‐assisted learning

has transformed various aspects of our lives, enhancing efficiency, communication,

and access to information. Peer-assisted learning (PAL) is a widely recognized

pedagogical approach in health professional education that involves a socialization

process for students. PAL exercises offer a structure that allows students to hone and

improve their teaching and healthcare abilities. The "agency" of each student, or their

willingness to engage, and, more crucially, the "affordance" of the activity, or the

invitational quality offered by the clinical school, are the two main components that

determine the effectiveness of PAL activities. This study aims to support healthcare

educators and administrators who are in charge of course coordination, curriculum

design, and educational research in creating their PAL activities.

According to Burgess et al. (2020). Peer-assisted learning is an effective

method, fostering collaboration and knowledge exchange among peers. The term

personalized learning (and related synonyms) has become more widely used by online

schools and companies selling online learning programs. It should be noted that

“personalized learning,” as it is typically designed and implemented in K–12 public

schools, can differ significantly from the forms of “personalized learning” being

offered and promoted by virtual schools and online learning programs. In some

schools, however, personalized learning may take the form of blended learning” or

the practice of using both online and in-person learning experiences when teaching
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students. When investigating or reporting on personalized learning, it is important
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MAT 2
determine precisely how the term is being used in a specific context.

According to Sabbott. (2013), The goal of instructional support is to maximize

each student's potential while also acting as a screening tool for pupils who might

require special education assistance. A positive, goal-oriented approach called

Instructional Support employs targeted evaluation and intervention strategies to help

all kids in the regular classroom overcome behavioral or academic obstacles. A team

must collaborate to determine the student's requirements, establish objectives, and

create an intervention plan to help the student reach those objectives. Members of the

Instructional Support Team include parents, teachers, administrators, and

instructional facilitators.

Instructional Support is a process to maximize individual student success,

while at the same time serving as a screening process for students who may require

specialized education services. Instructional Support is a positive, success-oriented

program that uses specific assessment and intervention techniques to help remove

educational or behavioral stumbling blocks for all students in the regular classroom.

In a few public special education schools in Cebu, Philippines, teachers'

impressions of and readiness for including hearing-impaired (deaf and hard-of-

hearing) pupils in mainstream classes were investigated using a descriptive

correlational methodology. To uncover skill gaps and training requirements for

inclusive practices for deaf pupils, the research contrasted the perspectives of special

education instructors and ordinary educators using stratified convenience sampling.

Equal chances for all kids were the goal of inclusion, but its successful execution
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hinged on the attitudes, abilities, and support of the instructors. The resultsEFOR
of a
MAT 2
descriptive correlational analysis were used to inform changes that would optimize

inclusive education's capacity to foster involvement and learning in all students,

regardless of aptitude. According to recent studies conducted in the Philippines,

educators embrace inclusion but encounter challenges.

The findings from this study can potentially inform policy decisions and

educational interventions aimed at enhancing inclusive practices in schools. By

addressing gaps in skills and training, educators can be better equipped to support the

diverse needs of their students, ultimately fostering a more inclusive learning

environment. Overall, this research has the potential to contribute positively to the

advancement of inclusive education in the Philippines.

According to Cagalitan et al. (2023), instructors used a fairly authoritative

style of classroom management, and students showed a moderate level of anxiety and

familiarity with their teaching strategies. The years of teaching experience, marital

status, and educational attainment of the teachers all had an impact on how differently

they approached classroom management.

According to Magulod, Capili, & Pinon (2019), The development of teaching

teams within schools and school systems is receiving more attention to enhancing

teaching and learning procedures. Therefore, establishing the framework for teachers

to collaborate to enhance teaching and learning in the classroom has come to be

associated with effective school leadership. Serving as an intermediary between

senior leaders and teachers, middle leaders are educators with official appointments to

leadership positions. They are often in charge of managing teacher teams and creating
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a conducive environment for communication so that teamwork improves both student
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learning and teacher practice. Nevertheless, little conceptual knowledge exists

regarding the little actions middle leaders do to support teacher teams and how

facilitation influences novel or unconventional methods of instruction and teamwork.

We examine data by utilizing the notion of practice architecture.

According to Harris (2004), school reform calls for leadership committed to

teaching and learning that extends beyond a single school leader and consists of

leaders in various roles and spheres of influence who collaborate to enhance student

learning. According to research, senior leaders—principals included—can and do

indirectly impact student learning by fostering high-performance cultures and

mediating the circumstances that allow teachers to have a good impact on their

students' learning (Leithwood et al., 2020). By leading from the classroom

(Grootenboer, 2018) and working with teachers (Lipscombe, et al., 2019), middle

leaders can directly impact teaching and learning (Bassett, 2016; Bryant, 2019; Gurr,

2019) with the support of principals, according to research on another type of

leadership, middle leadership (De Nobile, 2017; Lipscombe, et al., 2021). "Middle

Leaders' Facilitation of Teacher Learning in Collaborative Teams" suggests a study or

investigation focused on the role of middle leaders within educational institutions,

such as department heads, team leaders, or coordinators, in facilitating teacher

learning within collaborative team settings.

According to Tarrayo (2023Previous research from the Philippines has shown

how poorly gender mainstreaming has been implemented in schools. Furthermore,

there is a lack of information in academic literature concerning teachers' attempts to

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incorporate gender and development (GAD) education in Philippine schools,
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particularly for English language instructors. Through a qualitative survey of 124

English teachers in senior high school in the Philippines and subsequent focus groups,

this study investigates the viewpoints of ELT instructors regarding the benefits,

strategies, and difficulties of integrating gender elements. Although the results show

that teachers are prepared to incorporate a gender perspective into their lessons,

institutional support, curriculum materials, concrete frameworks, and teacher

education are necessary because gender consideration can raise delicate moral issues

with students, teachers, and other stakeholders are needed.

Perceptions of Senior High School Teachers in the Philippines" suggests a

research study that explores the beliefs, attitudes, and viewpoints of senior high

school teachers in the Philippines regarding the integration of gender dimensions into

English Language Teaching

Technological Aid on Academic Monitoring

Technological aids in academic monitoring refer to tools and software that

help educators and administrators track and analyze student progress and performance

in an academic setting. These aids can include student information systems, learning

management systems, data analytics platforms, and communication tools that provide

real-time updates on student attendance, grades, behavior, and other academic

metrics. By utilizing these technological aids, schools can identify areas for

improvement, provide targeted interventions, and ensure that students are on track to

meet their academic goals.

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According to Montoya and Barbosa (2020), the necessity for all nations
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make immediate investments in digital infrastructure, teacher preparation, and

resources to maintain school continuity in times of disaster has been brought to light

by the pandemic-related shutdown of schools. In the future, lawmakers should give

top priority to the creation of all-inclusive remote learning approaches that are

available to students from all socioeconomic backgrounds. This crisis has

demonstrated that to avoid further interruptions to students' learning and

development, education systems need to be prepared to shift immediately to online

learning.

As stated by Walker (2019), school administrators' top priority is student

safety, and there are several approaches to addressing it. One way to harden buildings

is to improve the facilities and install metal detectors and bulletproof glass. Less

obvious preventative measures, such as mental health services and social-emotional

learning programs, can also be implemented by administrators. Finally, they can

employ technology to monitor kids' online behavior in order to spot possible dangers

or safety issues before they become serious.

A comprehensive strategy that incorporates technology monitoring, social-

emotional learning programs, mental health care, and physical security is needed to

ensure student safety in schools. Developing thorough safety plans requires

cooperation with community stakeholders.

According to Diaz (2019), Progress monitoring assessments are increasingly

important to district administrators, teachers, and students’ families. They allow a

more frequent look at what’s happening with students’ learning. With fast, reliable
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results, digital progress monitoring tools provide assessment data that can be used
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several ways:

The study emphasizes the importance of digital tools in education for tracking

students' learning progress, enabling educators to make informed decisions, support

academic growth, and ensure success.

According to Fuller (2019), Software exists that allows instructors or school

administrators to monitor which websites and social media platforms students are

visiting while on the school network — and what they are doing on those sites and

platforms. If school staff discovers a student is visiting sites associated with self-

harm, or is having conversations in chat rooms about bullying, they can take

appropriate action to address these concerns.

Monitoring software aids schools in identifying and addressing online student

behavior issues, enabling timely intervention and support, but requires ethical use and

respect for student privacy.

According to Pandria and Bamidis (2023), Children's behavior demonstrates

adaptation to early-age development. Adaptive challenges linked to behavioral

difficulties are common among school-aged children and have a multifaceted impact.

Five key approaches have been employed therapeutically, with systematic behavior

monitoring used to assess the efficiency of various interventions. Traditional

monitoring techniques have inherent limitations, necessitating the development and

implementation of novel approaches. Research shows that therapy treatments and

behavior monitoring are critical for children's adaptive development. Technology-

based monitoring techniques can help to improve the effectiveness of interventions.

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Collaboration among caregivers, educators, and healthcare professionals is critical
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successful implementation.

According to Lara (2022), The implementation and usability of a technology-

based online system, as well as available research on educational engagement's

predictive ability to influence students' educational paths in Chilean schools. It is an

online system composed of six steps whose axis is centered on a decision-making

space between teachers, students, and parents (School Engagement Board) tasked

with applying online and scientifically validated school engagement and contextual

factors measurement instruments, checking specific report results for each actor

involved in the system (teacher, School Engagement Board coordinator, school), and

reviewing promotion strategies relevant to the school context. This suggests that a

technology-based web system in Chilean schools can enhance student engagement

and academic performance by fostering collaboration between teachers, students, and

parents, and identifying areas for improvement.

According to Ganesh (2020), An Academic Monitoring System, at its most

basic, entails government officials conducting visits and inspections to schools in an

attempt to ensure the delivery of quality education and allied processes like the

implementation of Mid-Day Meals. This is a system that exists, at least on paper, in

all states: Block and District officials are expected to conduct regular visits and

inspections of government schools. However, in practice, these visits do not take

place regularly, and when they do, they are not conducted in a structured manner that

is meant to identify and resolve challenges specific to academic performance. Most

visiting officers limit themselves to verifying teacher attendance and infrastructural

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concerns such as the presence of functioning toilets, cleanliness of school premises,
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etc. This emphasizes the need for structured academic monitoring in schools,

involving active engagement with teachers, students, and administrators to address

the root causes of poor performance and improve education quality.

According to Oerlemans (2021), The task can be mediated at every level by

technology. Placed on the school’s Learning Management System (LMS), facilitated

by Microsoft Teams, it is broken into smaller steps as part of a scaffolding strategy for

those with additional learning support needs. These students, even Gifted and

Talented (GAT) students, generally dislike working in teams, though for different

reasons. Students with additional needs they can feel left out, do not know how to

contribute, or may be perceived as not contributing enough by other team members

(Ball, 1994); whilst GAT students often feel they are heavily relied on by their team

to do much of the work.

This suggests that technology can effectively mediate group work tasks in

educational settings, breaking down tasks into smaller steps, facilitating

communication, and addressing challenges like feeling left out, thus creating a more

inclusive and effective learning environment.

According to Ahmad (2021), A major problem an instructor experiences is the

systematic monitoring of students’ academic progress in a course. The moment the

students, with unsatisfactory academic progress, are identified the instructor can take

measures to offer additional support to the struggling students. The fact is that

modern-day educational institutes tend to collect enormous amounts of data

concerning their students from various sources, however, the institutes are craving
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novel procedures to utilize the data to magnify their prestige and improve the
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education quality. This research evaluates the effectiveness of machine learning

algorithms to monitor students’ academic progress and informs the instructor about

the students at risk of ending up with unsatisfactory results in a course.

This suggests that machine learning algorithms can help instructors monitor

students' academic progress, identify those at risk, and provide targeted support,

improving performance and enhancing educational quality by leveraging vast data.

According to Matheo (2019), The Department of Education (DepEd) has

vowed to monitor the use of tablets and other devices by public school students to

mitigate the risks and dangers of technology misuse. In a statement issued yesterday,

the DepEd said it had taken into consideration various research on technology use in

schools before the implementation of its computerization program. The DepEd is

dedicated to responsible and beneficial use of technology in schools, ensuring

continuous monitoring and regulation to protect students from potential harm.

Web-based Communication

Web-based communication refers to the exchange of information and

interactions over the Internet using platforms such as email, messaging, social media,

and video calls, allowing for quick and convenient contact between individuals or

groups regardless of location. According to Tim Berners-Lee, the World Wide Web's

inventor, web-based communication has fundamentally changed human interaction by

democratizing access to information and promoting worldwide connectivity. He feels

that the internet has enabled people to share knowledge, express themselves, and

engage in meaningful discourse despite geographical boundaries. Berners-Lee

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underlines the need for an open and decentralized web architecture to maintain
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integrity as a platform for free expression and collaboration. He advocates for

ongoing innovation and responsible management to ensure that web-based

communication is inclusive, secure, and useful to all users.

According to Factor et al. (2023), The COVID-19 pandemic has led to an

increase in the use of technology in academic institutions, particularly libraries, to

improve research, teaching, and information sharing. Libraries no longer need

extensive programming knowledge to create and administer information-rich websites

thanks to content management systems (CMSs). WordPress and Drupal were the

CMSs utilized, along with Adobe Muse, Microsoft ASP.Net, and Springshare as

supplementary platforms. These CMSs enhance communication with library

customers since they are flexible and easy to use. However, only one library provides

a detailed tutorial on how to use library services in the "new normal."

According to Urbano et al. (2021), Given its geographic location, the

Philippines is considered to be vulnerable to natural disasters such as earthquakes,

typhoons, volcanic eruptions, and floods. These terrible occurrences had a negative

impact on people's income, property, health, and living conditions. The web-based

application Post Disaster Needs Assessment (PDNA), an effective post-disaster

response that has the potential to save more lives and mitigate the negative effects of

the disaster on the National Capital Region (NCR), was created in response to the

unpredictable and unavoidable nature of these natural disasters. The purpose is to

provide Filipinos with access to a web-based application system that provides real-
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time catastrophe monitoring data, allowing individuals to make critical decisions
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the aftermath of disasters.

According to Gadong & Chavez (2016), Since the beginning of the Internet,

asynchronous and synchronous online communication technologies have been used to

improve training and education. According to computer-supported collaborative

learning, the Internet provides learners with a forum for collaborative interactions,

which may result in the development of socially contextualized ideas and culturally

proximate experiences required for meaning-making and, as a result, learning.

However, many learners in developing countries like the Philippines continue to face

challenges in obtaining affordable access to technology, so it is important not to be

hasty in integrating or rejecting the use of network technologies as an add-on to

traditional instruction, particularly at the start of the development phase of e-learning

as a "transformative medium."

The results reveal that the ODF was usually appealing to students because of

its asynchronous character, which allowed them to study and analyze their responses.

Furthermore, the ODF encouraged everyone to participate in the debate, creating a

more dynamic learning environment even outside of the classroom. However,

learners claimed that their inability to organize their time, as well as a lack of constant

internet access, are major reasons why they are unable to achieve the ODF response

deadlines. These findings indicate that students prefer the use of an ODF in a web-

based LMS to aid learning as long as reliable internet connectivity is provided and

posting conditions are appropriate.

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Yang-Handy & Angela Kathryn (2013) surveyed LIS professionals
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Columban College, Inc. about their favorite training methods and training

requirements. The investigator adopted a descriptive cross-sectional study design. The

survey instrument was distributed to all LIS professionals throughout the school year

2022-2023. It was administered using an invitation sent via Google Form. Personal

and professional competency development is defined as the training required for LIS

practitioners. Leadership talents, interpersonal competencies, cultural competencies,

lifelong learning, and personal growth are all important areas of personal competency

training.

According to Cerezo et al. (2022), access services, reader's advisory, and

reference/information are fairly important. In terms of hardware, system units, and

input systems are critical, whereas storage is fairly important. In terms of software,

operating systems, utilities, applications, communication software, and the use of

information tools and technologies are critical. LIS professionals require extensive

training in managing information organizations, strategic planning/policy

formulation, financial management/budgeting and funding, project

management/research, personnel management, public relations/marketing and

promotion, collaboration/networking, and facilities management. Furthermore, the

most popular training techniques among LIS professionals include face-to-face

teaching, online/webinars, practical hands-on training, web-based training and

computer tutorials, books and references, and self-learning.

According to Peñalvo et al. (2023), From a multidisciplinary perspective, the

Proceedings of the TEEM 2022 Conference (International Conference on Technology

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Ecosystems for Enhancing Multiculturality) showcase the most noteworthy
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developments in technology ecosystems that support the formation and expansion of

the Knowledge Society. TEEM is divided into topical and highly cohesive tracks,

each aimed toward a certain community of interest, including academics,

professionals, and students. TEEM is known for its transversal approach and learning

technology-based focus.

According to Elisa (2020), In international university settings, digital media

and information and communication technology (ICT) are becoming more and more

common. The English-language dissertation of Elisa Bruhn explores the potential

strategic applications of this technology to boost internationalization. The content

analysis of contributions to international conferences on university

internationalization, ICT and internationalization, online and remote learning,

university administration and research, and so on provided the data for the thesis. We

used the "Comprehensive Internationalization" model (CI) to analyze the chosen

abstracts. Bruhn creates a model for Virtual Internationalization (VI) based on the

research findings, which considers teaching staff, international collaboration,

curriculum, distant learning, and the roles of university strategy, administration, and

management. The highly topical dissertation fills a gap in academic research and

offers universities useful starting points for practice and study in internalization.

According to Looi, Chee-Kit, Ed et al. (2020), with mounting global concerns,

the Belt and Road Initiative appears to be a viable platform for evaluating a variety of

choices and approaches to promoting international collaboration and development in

Asia, Europe, Africa, and other countries. As a major priority, information and
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communication technology (ICT) in education provides valuable insights for
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governments, intergovernmental, and non-governmental organizations seeking to

develop and improve both ICT and education independently and collaboratively. This

book investigates the expanding use of ICT in education in eleven countries, focusing

on the Belt and Road Initiative. ICT is becoming increasingly important in education,

including boosting teaching and learning quality and fostering educational equity.

According to Milheim, Karen L. (2018), higher education programs are

increasing internationally, and students enrolled in online courses can now study from

anywhere in the globe. As a result of this phenomenon, institutions are being pushed

to adjust to better serve their distant students. "Cultivating Diverse Online

Classrooms Through Effective Instructional Design" presents new information on

developing online courses that acknowledge cultural variations, creating successful

learning settings and forums, and incorporating classroom aesthetics. While

highlighting the obstacles of online education and intercultural learning, readers will

get useful insights into how to enhance student communication, learning, and other

culturally varied classroom resources. This journal is a significant resource for

instructional designers, graduate students, academics, and other higher education

professionals looking for the most up-to-date information on how to extend online

higher education internationally.

According to Yoon, Jiyoon, Ed. & Semingson, Peggy, Ed. (2019), as more

classrooms transition to online education, there is a need for studies demonstrating

the efficacy of synchronous learning. Educators must lead students through the usage

of these new learning technologies, as well as become aware of the research trends
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and possibilities that exist within these growing online and hybrid courses.
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"Educational Technology and Resources for Synchronous Learning in Higher

Education" outlines evidence-based practices for introducing synchronous teaching

tools and practice into online courses to improve subject mastery and community

growth. Furthermore, the book provides a thorough theoretical review of the subject,

allowing readers to gain a more nuanced knowledge of the benefits and limitations of

synchronous learning. Covering subjects such as game learning, online

communication, and professional development, it is meant for online teachers,

instructional designers, administrators, students, researchers, and instructors in higher

education, as well as the private, military, and public sectors.

In conclusion, web-based communication is vital because it allows for quick

connectivity, effective collaboration, and access to a multitude of information,

ultimately breaking down geographical borders and improving communication across

personal and professional realms.

Efficiency and Effectiveness of a Digital Approach

Efficiency in a digital method relates to maximizing output while limiting

input or optimizing procedures to achieve goals in a timely and cost-effective manner.

Meanwhile, effectiveness requires achieving targeted goals using digital tools and

processes, ensures that objectives are met and stakeholders obtain useful results.

According to Elon Musk, CEO of Tesla and SpaceX, the digital approach has altered

businesses by enhancing efficiency and effectiveness in a wide range of fields. He

emphasizes that technological advances provide rapid iteration, automation of

repetitive tasks, and real-time data analysis, leading in more efficient procedures and
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higher quality outputs. Musk believes that using a digital-first approach allowsEFOR
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to grow faster, adapt to changing market conditions, and provide better products and

services to customers. He believes that adopting digital tools and platforms is crucial

for keeping competitive in today's fast-paced corporate environment and capitalizing

on new opportunities for development and innovation.

According to Noroozi, Omid and Ed. & Sahin, Ismail, Ed. (2022), education,

science, and technology fields are intricately intertwined in various forms and

degrees. The spread of COVID-19 has increased this interconnection, making it

practically impossible to give instruction in many scientific areas of study at all

educational levels without the use of technology. Educational leaders and

policymakers should grasp the conditions for effective teaching and learning in the

post-COVID-19 era (for example, the importance of culture and educational

governance). Teachers and researchers must be skilled at communicating information

to the young generation known as "digital natives" by making efficient and inventive

use of technology (e.g., online peer feedback).

According to James and Jonathan D. & Ed (2014). "The Internet and the

Google Age" commemorates the Internet's 25th anniversary in March 2014,

highlighting its achievements and benefits while noting its limitations and hazards. It

describes the general characteristics of the Internet age and includes various studies

that demonstrate the educational benefits of the Internet and social media platforms

like as Facebook, which connect diaspora families. "The Internet and the Google

Age" also looks at the impact of faith and religion on the Internet. It demonstrates

how living in the digital age is both interesting and challenging. An excellent
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introduction to Internet Studies, the book predicts that life will become increasingly
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digitalized, as will the current division between private and public spheres. As the

Internet becomes more intertwined.

According to Pracana Clara, Ed. & Wang, Michael. Ed. (2019), Modern

psychology offers a diverse range of scientific applications. The ultimate goal of this

academic and practical scientific subject is to benefit society by better understanding

individuals and organizations (mental and behavioral views). The goal is to create a

global network of psychologists, researchers, and lecturers from diverse academics

who are engaged in researching and contributing to psychological issues. This is

surely one of the reasons for representing different countries and cultures, which

promotes transdisciplinary collaboration, intellectual engagement, and development.

InPACT 2019 got 322 submissions from more than 35 countries globally, which were

analyzed using a double-blind method. Submissions took the form of oral

presentations, posters, virtual presentations, and workshops. 107 submissions (33%

acceptance rate) were selected for presentation at the conference.

According to Singh (2015), this book explores the significance of recognition,

validation, and accreditation (RVA) of non-formal and informal learning in

education, training, the workplace, and society. It investigates RA's strategic policy

objectives and best practices, as well as the issues and next steps identified by

Member States. The analysis focuses on the institutional and political requirements

that place a genuine value on the recognition of non-formal and informal learning; the

role of RVA in education, working life, volunteer work, and social inclusion; and the

interests and motivations of all stakeholders, as well as the significance of their

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cooperation and acceptance. The book aims to exchange experience, expertise, and
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lessons learned regarding RVA in non-formal and informal learning across UNESCO

Member states.

According to Mobo, Froilan D. & Garcia, Ana Liza R. (2023), the style of

learning in the Philippines was significantly transformed when the global pandemic

began, affecting the entire economy and education sector with terrible results.

Universities and Basic Education established an alternative learning method that

follows the Inter-Agency Task Force on COVID-19 (IATF) criteria. Students

appreciate the in-person hybrid learning method because it helps them to easily

understand and catch up on the subject being taught. The majority of students still

prefer limited in-person or face-to-face classroom conversations. According to the

ratings, the most common challenges faced by pupils are a lack of proper equipment

and a connection with teachers and peers.

According to Kohnke and Moorhouse (2021), utilizing various parts of video-

conferencing software and other digital resources is important to the effectiveness of

the HyFlex Learning Modality. That is why colleges must continuously monitor and

strengthen hybrid learning techniques, as well as follow national government

compliance regulations.

As indicated by Samantha M. Curle Ed. & Mustafa Tevfik Hebebci (2023),

the International Conference on Academic Studies in Technology and Education

(ICASTE) addresses various educational and technical topics, including the role of AI

assistance, gamification, and teaching the nature of science. It addressed issues such

as emotional labor among educators, upskilling engineering teachers, and ethical

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concerns in the digital age. The meeting also included sustainable development,
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family principles, and smart wheelchairs. Other topics covered include cyanogenic

reflection, small group conversation frameworks, risk management, and teenage

reflection, and the ADDIE model implementation. The conference also focused on

English conversational learning, design, and critical language awareness.

According to Keengwe, Jared and Ed. (2023), Lee Digital practices are

becoming more prevalent in the 21st-century learning environment, mandating a

focus on student preferences and active learning pedagogies. In higher education, the

judicious application of digital tools and active learning pedagogies is essential for

meaningful student learning. "Innovative Digital Practices and Globalization in

Higher Education" looks into how these practices can boost academic performance

and prepare students for a global digital workforce. This resource is essential for

teachers, students, and researchers.

As stated by Ed. Yi-Fang Lee and Ed. Lung-Sheng (2023), digital learning

(DL) has altered traditional education by creating both opportunities and issues. This

book aims to promote understanding between Taiwan and other nations with strong

digital competitiveness when it comes to establishing digital literacy in elementary

and secondary schools. It also enables countries to share their experience in

developing digital learning, global reference, and shared prosperity.

According to OECD Publishing (2021), the COVID-19 pandemic has led to a

shift towards online learning in higher education, highlighting the significance of

good digital technology. A report issued by the European Commission, the Hungarian

Ministry of Innovation and Technology, and the OECD's Directorate for Education
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and Skills assesses Hungary's digital transformation, gives policy recommendations,
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and suggests the establishment of a monitoring system to follow digitalization.

According to Tour et al. (2022), the book looks into the use of digital

literacies in adult English language instruction for migrant and refugee adults. It takes

readers inside Langfield, an adult community-based center, where they learn about

the educational techniques, attitudes, and practices of adult learners, teachers, and the

organization's CEO. The book examines the strengths and needs of this distinct and

complex educational sector, with implications for practice, policy, and research.

In summary, the efficiency and effectiveness of a digital strategy are crucial

because they streamline processes, maximize resource usage, and improve output,

ultimately driving innovation and competitiveness in today's rapidly changing digital

market.

Related Studies

Academic Early Alert Utilization

According to the studies conducted by Jessica Groomer Smith (2018), Faculty

members at West Texas A&M University can recommend students to Advising

Services through the Early Alert Warning system, which was put in place for new

freshmen enrolled in core curriculum courses. After Advising Services receives these

referrals, it contacts the students to offer assistance. The goal of the study is to

determine whether the time of an Early Alert warning affects its usefulness, even

though the system is available to staff and students at all undergraduate levels of the

University. The Early Alert Warning system allows instructors to recommend

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incoming freshmen enrolled in core curriculum courses to Advising Services for
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support; this is the topic of the study.

According to a study that was conducted at The University of Missouri

(2022), research is scarce on the efficacy of academic early alert technology in higher

education, and there is a lack of insight into the viewpoints of academic advisors

regarding these systems. The majority of studies prioritize examining student

outcomes over understanding the experiences of academic advisors who interact with

the systems. Commonly used statistical measures such as First Time in College

students and retention rates are utilized to evaluate effectiveness. Although some

studies investigate the perspectives of instructors or students, there remains a

noticeable gap in comprehending academic advisors' attitudes toward early alert

technologies.

There is a noticeable lack of research on the effectiveness of academic early

alert technology in higher education and a limited understanding of academic

advisors' perspectives on these systems. Most studies focus on analyzing student

outcomes rather than exploring the experiences of advisors who use these systems

According to the studies that Sue Ann Cecilia Curran (2022) conducted, some

early alert interventions may involve personal outreach by college staff through

phone calls or text messages (Choi et al., 2018). At Care Community College, when

faculty issue an early alert, the system automatically sends an email to students at risk

of failing a course. This email intervention can help establish a connection between

the student and either the faculty member or an advisor. This study focuses on

understanding how students perceive the early alert system and how interactions and
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relationships are developed between students, faculty, and advisors through this
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phenomenon.

According to the studies conducted by Chris R. Patterson, Emily York,

Danielle Maxham, Rudy Molina, and Paul Mabrey (2023) titled, Applying a

Responsible Innovation Framework in Developing an Equitable Early Alert System,

the retention of students in higher education is a pressing issue in the United States,

with implications that go beyond academic achievement to encompass equity

concerns. Despite education being a pathway to economic and social progress, there

are enduring disparities, notably among Black, Indigenous, and first-generation

students compared to their white and continuing education peers (National Center for

Education Statistics, 2022). Although some historically white institutions may have

retention rates surpassing the national average, disparities persist across various social

dimensions, including race, gender, socioeconomic status, and first-generation status.

It is essential to tackle these inequities to combat the marginalization faced by

students of color and first-generation students. Therefore, disaggregating retention

data is vital for institutions committed to examining and remedying disparities across

diverse segments of the student population.

According to the study conducted by Leah Marcal (2023), Nearly 60 % of

respondents who received an early alert agreed that the early alert system helped them

improve their grades in ECON 160. However, the early alert pilot does not seem to

enhance exam performance. On average, students who receive early alerts achieve

midterm scores that are 7.1 points lower than those who do not receive alerts.
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Furthermore, students with early alerts tend to have lower CSUN GPAs, takeEFOR
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developmental math courses, and possess lower math SAT scores.

Getting an early alert doesn't seem to help students who are struggling in

ECON 160. Students who received early alerts in fall 2018 achieved midterm scores

similar to those of students in fall 2014, despite both groups having similarly low

average Aplia quiz scores before the midterm. Except for total units completed and

verbal SAT scores, both groups of struggling students have similar characteristics.

According to the studies conducted by Mydin and Surat (2021), Doctoral

education aims to develop graduates skilled in research, publishing, and academic

ethics, beyond just thesis completion. However, there's a lack of research on how

early-career academics perceive doctoral-level research. This qualitative study aimed

to fill this gap by examining factors influencing the research capability of early-career

academics. Through interviews, it explored research, publication, supervision, and

networking among 19 academics in Malaysia. The analysis highlighted the role of

supervision, individual scholarly engagement, and institutional support in enhancing

research capabilities. It emphasized the need for doctoral programs to recognize the

phased nature of skill development, stressing the importance of research courses and

supervisor guidance in fostering independent scholarship.

According to Dwyer (2017) of the University of Wisconsin-La Crosse, student

dropout rates have posed a major issue in higher education, especially in community

colleges for many years. Specifically, data from Fall 2013 to Fall 2014 shows that

only 59.3 percent of first-time postsecondary students were retained, with even lower

rates (46.9 percent) observed in two-year colleges (National Student Clearinghouse,

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2015a). In efforts to improve student retention, institutional leaders commonly turn
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early alert systems as a crucial component of strategies aimed at enhancing student

success. In 2013, The Virginia Community College System (VCCS) introduced an

early alert system. This quantitative study aimed to investigate the correlation

between the adoption of this system and student retention rates among those enrolled

in developmental education and college-level courses within the VCCS. Utilizing pre-

existing data supplied by the VCCS Office of Institutional Research and

Effectiveness, the study employed a quasi-experimental, nonrandomized research

design with matched-control groups to assess the system's impact on student

persistence.

According to studies by O'Malley (2019), Theories on student retention and

departure have provided valuable insights into how specific characteristics can

influence students' decisions to stay enrolled. Colleges and universities have turned to

early alert systems like the IU FLAGS system to engage with students meaningfully,

guiding them toward success, especially as more states adopt performance-based

funding and formalize accountability measures. The relationship between key

stakeholders in student success, including the state and public institutions, as well as

institutions and faculty, forms the basis of change theory in this context. Course

completion and retention to the fall semester showed statistically significant and

positive relationships with faculty use of FLAGS early alerts. While the research

design limits generalizability to the sampled student population, it still holds

meaningful implications for future research and practice. The main takeaway from
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this study is that early alert systems, particularly when utilized by faculty focused
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teaching in general education classes, can effectively contribute to student success.

The study found positive relationships between faculty use of early alerts and

course completion and retention in the fall semester. While the research design limits

generalizability, it offers valuable insights for future research and practice,

emphasizing the effectiveness of early alert systems when utilized by faculty focused

on teaching in general education classes.

As stated by Campbell (2022), In early childhood education and care, there

are few non-invasive methods for recognizing high academic potential, and the

complexity of cognitive development implies that a mix of screening instruments may

be required. This study involves 136 Norwegian students from kindergarten through

the eighth grade and looks at the validity and reliability of three different instruments

both separately and together. While a combined mean score of the items showed to be

the most valid and reliable screening approach, systematic mistakes pertaining to the

mother's educational level and gender were also detected. The study intends to

address these three research topics. As such, care should be taken when handling

similar equipment.

This research investigates the shortage of non-invasive tools for identifying

high academic potential in early childhood education and care. It explores the

reliability and validity of three screening instruments, both individually and in

combination, through a longitudinal study involving 136 Norwegian children from

kindergarten to 8th grade. The study addresses three key questions: the accuracy of

these instruments in identifying high academic potential in kindergarten, their

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consistency with academic achievement in 8th grade, and potential biases influenced
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by factors such as gender, family income, birth semester, or maternal education level.

While a combined mean score of the instruments is deemed the most reliable and

valid screening method, caution is warranted due to identified systematic errors

associated with gender and maternal education level.

According to Cai, Lewis, and Higdon (2015), a new early-alert system called

MavCLASS was created and tested in a large introductory math class attended by 611

first-year students. It aimed to identify students at risk academically and send alert

messages accordingly. The study discovered a notable link between the alert

messages students received and their subsequent visits to the university's tutor center.

Additionally, students who utilized the tutoring center showed signs of academic

improvement throughout the semester. The findings suggest that an early alert system

that provides personalized feedback from instructors is associated with increased

assistance-seeking behaviors among at-risk students in large introductory classes.

This study discusses the development and implementation of an early-alert

system, known as MavCLASS, within a large introductory math class attended by

first-year students. The study found a significant correlation between the alert

messages sent to students and their subsequent visits to the university's tutor center.

Moreover, it observed that students who availed themselves of the tutor center's

services showed improvement in their academic performance for the semester. This

suggests that early-alert systems that offer personalized feedback from instructors can

effectively encourage at-risk students to seek assistance, leading to better outcomes in

their academic endeavors.

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Parent Assistance in Student Learning EFOR
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In the ever-changing world of education, parents' support of their children's

learning is more important than ever. Beyond conventional ideas of involvement,

parental support for students' education signifies a cooperative collaboration between

the home and the school, with the common objective of ensuring that every kid has a

successful educational journey. This proactive involvement acknowledges the

significant influence parents have on a student's general well-being, personal growth,

and academic achievement. Parents have a major role in a child's learning process

because they are their child's first and most permanent teachers. The inclusion of

family involvement in the educational process highlights the significance of fostering

an atmosphere in which parents and teachers collaborate to help each student reach

their greatest potential. Helping with homework, creating a positive learning

environment at home, attending school events, and utilizing cutting-edge educational

tools are just a few of the many activities that make up this collaborative approach.

To give children a complete support network that goes beyond conventional academic

bounds, we want to seamlessly integrate the efforts of parents and educators into the

home and classroom.

As stated by Abdul-Adil et al. (2008), Strong parental involvement, in

particular, has been linked to positive attitudes toward education, a child's

preparedness and success in school, attendance, and enrollment in postsecondary

education (Epstein & Dauber, 1991; Henderson & Berla, 1994; Reynolds, Weissberg,

Zellman & Waterman, 1998; Stevenson & Baker, 1987; & Kasprow, 1992). Despite
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the limits of the available studies, parental participation is now viewed as a promising
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technique for increasing children's successful school performance.

As mentioned by Barnard (2009), There is minimal evidence that parental

involvement in elementary school improves children's academic performance in high

school. Even after controlling for baseline characteristics and risk variables, parental

involvement in school was significantly associated with lower rates of high school

dropout, higher on-time high school completion, and highest grade completed. The

findings of this study suggest that early childhood education should prioritize parental

involvement in the classroom.

According to Green C et al. (2008), This study investigated a theoretical

model's ability to predict the types and intensities of parental participation in

elementary and middle school. Parental motivation for involvement, how people

interpreted invitations to participate from others, and perceived life environment

features were all predictor variables. Even after controlling for family socioeconomic

status, analyses of the responses of 853 parents of first- through sixth-graders enrolled

in a multicultural metropolitan public school system in the mid-southern United

States revealed that model constructs predicted a significant portion of the variance in

parents' involvement at home and school. The predictive value of specific model

constructs varied across parents of elementary and intermediate school-aged children.

The findings are supported by research on school procedures and family participation.

As mentioned by the National Clearinghouse for English Language

Acquisition (2020), Family and community participation are critical components of

student success. With COVID-19-related school closures and the shift to online
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learning, many schools are focusing on maintaining involvement with English learner
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(EL) families and communities, as well as ensuring two-way communication to

strengthen school.

Parental involvement is viewed by policymakers as an important component of

school reform attempts. School-based parental involvement is successful, but it also

indicates that schools should look into more effective strategies to harness low-

income families' social capital. (PsycINFO Database Record (c) 2017 APA, all rights

reserved)

In terms of role expectations, parents and teachers agreed that they should

support one another's duties, that parents should be more responsible than schools for

teaching social skills, and that families and schools should share responsibility for

their children's academic performance. Teachers had higher expectations for parent

engagement than parents, which increased when parent-teacher communication

increased and the school climate improved.

In a study by Ross (2016), He studies the impact of various aspects of parental

participation on high school completion and postsecondary attendance (with a focus

on dropouts who later obtained GEDs and went on to college). The results reveal that

parents' educational expectations for their children have a considerable impact on

whether students from all backgrounds complete high school and enter a

postsecondary institution. This study also reveals that parental involvement in school

functions is a substantial favorable predictor of both high school completion and

postsecondary enrollment, whereas communication between parents and schools

about their children's school troubles is negatively related with both outcomes. The
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consequences of increasing developmentally appropriate and culturally responsive
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policies for family and school involvement are highlighted.

Although family-school relationship is critical for child and adolescent

development, most research, programs, and policies have concentrated on elementary

children and settings. The current study goes beyond elementary school settings to

investigate the unique and common effects of developmental context to family-school

interaction (both across and within elementary and middle schools). The data came

from two randomized controlled trials that assessed the effectiveness of teacher

training in universal classroom management methods.

Family-school partnership (FSP) interventions take advantage of relationships

between families and schools, with parents and teachers working together to improve

child development through activities that span both settings. The current meta-

analysis examined the impact of FSP interventions on children's academic and social-

emotional skills. Certain Family-School Partnership intervention components were

more effective with older students. There were no significant moderating effects in

race/ethnicity, showing that the FSP intervention components were helpful for all

participants. Overall, the findings lend additional support to the use of FSP treatments

to improve youth outcomes. Future meta-analyses should incorporate single-case

design studies and investigate novel combinations of FSP intervention components.

According to Berger, et al. (2015), Parents as Partners in Education explores

various family arrangements, the history of family-school collaboration, present

concerns, and demographic changes affecting American communities and schools. It

also discusses how to build great relationships with parents and encourage their
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involvement in their children's education (PreK–Grade 4). One of the book's key
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themes is the value of knowledge funds for children's growth and strong family

relationships—the information that youngsters get from their parents. The concept of

identity finances has been added to this version to help educators acquire a greater

self-awareness. The authors integrate these principles throughout the book to assist

educators better understand child development and demonstrate how children grow in

the setting of schooling.

The study found that parents' involvement in their children's education has a

constant and favorable impact on academic achievement and self-concept. Parents

increasingly believe that schools must answer to them and that they have the right and

obligation to participate in school management and leadership. Parental involvement

in education is a modern parenting technique that has the potential to benefit both

children and schools, but it may also be problematic.

Student achievement is most strongly influenced by parental involvement in

their children's at-home learning. Involving parents in school-based activities is a

standard practice in most schools, however research shows that it has little to no

influence on future learning and accomplishment for young people.

Teacher’s Assistance in Student Learning

Teacher Support for Student Learning" involves the guidance and

interventions teachers provide to improve students' comprehension, skills, and overall

academic success. This encompasses tailored instruction, small group activities,

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constructive feedback, tutoring, and the integration of technology. The goal is toEFOR
meet
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diverse student needs while cultivating positive teacher-student relationships.

As stated by Langdon and Wittenberg (2019) a study exploring the impact of

supportive training on Graduate Teaching Assistants (GTAs) in a college/university

physical activity program. Given the unique challenges faced by GTAs in instructing

undergraduate students, the study aimed to provide in-depth perspectives through the

reflections of GTAs on the training process, aligning with the principles of self-

determination theory.

The study investigates the impact of need-supportive training on graduate

teaching assistants in a university's physical activity program, aiming to understand

their perspectives and challenges in teaching undergraduates, aligning with self-

determination theory principles. The research provides valuable insights into

enhancing the effectiveness of instruction within the unique context of physical

activity courses in higher education.

According to Thanaporn and Neil (2020), to scale on-demand assistance for

online learning, the study implemented Teacher Assist within Assessment. This

system empowered teachers to create on-demand assistance for assigned problems,

resulting in 40,292 instances of assistance for 25,957 different problems over three

years. Large-scale experiments demonstrated that students receiving crowd-sourced

on-demand assistance from one teacher exhibited significant improvement in

subsequent problem performance, confirming the effectiveness of this approach for

enhancing student learning.

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The effort to scale on-demand assistance for online learning through the
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implementation of Teacher Assist within Assessments is noteworthy. Allowing

teachers to create on-demand assistance resulted in a substantial number of instances

for a diverse range of problems over three years. The observed significant

improvement in student performance following the utilization of crowd-sourced on-

demand assistance underscores the effectiveness of this approach, providing valuable

insights for enhancing student learning in online education.

According to Rafael Santos et. Al. (2015), This paper addresses the

challenge of developing an effective teaching-learning process that accommodates

individual learning paces within a group of students. The authors introduce a web-

based assisted learning tool named e Tutor, designed to monitor and report students'

learning behavior to the teacher. e Tutor also executes pre-configured actions, such as

displaying videos or text, based on the current state of student learning. The tool was

tested in two topics with two student groups, and the evaluation demonstrated its

efficacy in promoting student assistance, enabling teachers to better engage with and

support their students.

The e-Tutor tool, designed to address individual learning paces within

student groups, stands out for its ability to monitor and report students' learning

behavior. By incorporating preconfigured actions based on students' learning states,

the tool enhances teacher support. Testing showed improved student assistance and

closer teacher-student engagement, indicating the tool's promising potential to

enhance the teaching-learning process.

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According to Wilson and Danette (2022), This qualitative phenomenological
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study explores K-1 teachers' perceptions of technology supporting literacy

development for children with reading disabilities. The research aims to understand

the influence of these technologies on reading comprehension and low test scores.

The study reveals that teachers find technology beneficial in efficiently instructing

students, providing tailored teaching, monitoring progress, fostering confidence and

motivation, and aiding students in achieving target test scores. Themes arising from

interviews and shared experiences highlight the positive impact of technological tools

and activities in supporting literacy development, emphasizing their role in enhancing

learning for students with reading disabilities or delays.

This study highlights K-1 teachers' positive views on technology's

effectiveness in supporting literacy development for children with reading disabilities.

Teachers find it beneficial for tailored instruction, progress monitoring, and boosting

confidence and motivation, ultimately improving test scores. The findings underscore

technology's valuable role in enhancing literacy skills for students facing reading

challenges.

Eleni's (2022) case study involved 50 multilingual and multicultural ESL

student-teachers engaged in Educational Digital Storytelling (EDS) using Canva to

create stories incorporating text, images, videos, podcasts, and infographics. The goal

was to enhance academic performance and motivation while exploring attitudes

toward this dynamic instructional strategy. Results from quantitative and qualitative

analyses indicated improvements in writing, critical thinking, self-confidence, and

intercultural awareness. Despite challenges for some non-traditional students, overall,

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learners expressed pride in their digital stories and found EDS rewarding, expressing
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a desire to explore it further in other modules. The study highlights the potential of

EDS for inclusive and integrated learning, suggesting implications for higher

education teaching practices.

In this case study, the integration of Educational Digital Storytelling (EDS)

using Canva demonstrated positive outcomes for multilingual ESL student-teachers,

fostering improvements in writing, critical thinking, self-confidence, and intercultural

awareness. Despite challenges faced by non-traditional students, the overall

enthusiasm expressed by learners underscores the potential of EDS as a rewarding

and inclusive instructional strategy, with implications for enhancing higher education

teaching practices.

According to Catherine et al (2016), the Every Student Succeeds Act (ESSA)

introduces significant changes to the role of tests in state education systems,

emphasizing a broader set of factors in school accountability beyond test scores. This

report suggests principles for developing effective assessment systems, conducting

alignment studies, supporting districts in selecting high-quality tests, ensuring timely

delivery of test results, and increasing the overall value of tests for schools, parents,

and students. The recommendations aim to refine testing systems under ESSA,

acknowledging the continued importance of standardized testing while emphasizing

usefulness and value for educational improvement.

The recommendations provided in this report offer a thoughtful approach to

refining testing systems under the Every Student Succeeds Act (ESSA), recognizing

the need for comprehensive assessments while addressing concerns related to their
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effectiveness and value. By emphasizing principles, alignment studies, timely
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delivery of results, and increased test value, the report advocates for a balanced and

improved testing framework that aligns with the evolving landscape of education

policy

According to Dazhi and Sally (2020), The paper reviews technology-use

strategies for supporting student learning in integrated STEM (Science, Technology,

Engineering, and Mathematics) learning environments. It identifies four key

strategies, including providing authentic learning contexts, offering web-based

inquiry environments, utilizing immersive and interactive technology, and

transforming students into creators. The study addresses challenges and offers

practical implications and research directions for technology-supported learning in

integrated STEM settings.

The paper emphasizes crucial technology-use strategies for enhancing

student learning in integrated STEM environments. By focusing on authentic

contexts, web-based inquiries, immersive technology, and student creativity, it

provides valuable insights for educators navigating the challenges of integrated

STEM learning.

According to Rebecca (2021), The document provides a comprehensive

review of research, evaluation, resources, and stakeholder knowledge concerning

"Remote Learning Support for Students with Disabilities." Utilizing databases such as

Google Scholar and EBSCO, the review covers literature from peer-reviewed

journals, conference papers, reports, and resources from education research centers,

with a focus on studies and sources published from 2000-2020. Findings reveal that
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challenges in remote learning for students with disabilities are not new, and the last
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five years have seen the development of numerous resources, with emerging themes

detailed in the review.

The document presents a valuable overview of the research landscape on

"Remote Learning Support for Students with Disabilities," drawing from a variety of

reputable sources. By summarizing findings and categorizing resources, it provides a

useful reference for educators, researchers, and stakeholders involved in addressing

the challenges of remote learning for students with disabilities.

According to Colleen and Iverson (2022), The study explores the

implementation of digital story assignments in social work courses, assessing

undergraduate and graduate students' perceptions and learning outcomes. Findings

indicate high satisfaction, positive impacts on social work competencies, and

challenges related to technology learning curves and group projects. The study

suggests that digital story assignments offer a valuable tool for enhancing

engagement, fostering advocacy skills, and building digital literacy in social work

education.

The study underscores the positive impact of digital story assignments in

social work education, enhancing key competencies and fostering creativity. While

acknowledging challenges, it highlights the potential of such assignments in

preparing students for the digital demands of 21st-century social work practice.

According to Marinenko and Olga (2021), international students studying

abroad face challenges, leading universities to offer extra help. However, not much is

known about the support teachers provide. The study aimed to find out what kind of
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help teachers give and which ones are more likely to help. They surveyed a quarter
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the teachers at Belarusian-Russian University. They found that popular ways to help

international students included simplifying assignments, using interactive projectors,

and encouraging personal guidance. Teachers also understood the problems

international students face and tried to create friendly classrooms. Middle-career

teachers were most active in helping. The study suggests that universities should give

more support to international students and train teachers accordingly

This study found that international students often need extra help while

studying abroad. Teachers use various methods like simplifying assignments and

encouraging personal guidance to support them. Middle-career teachers are

particularly active in this. The study suggests that universities should provide more

support and training for teachers to assist international students better.

Technological Aid on Academic Monitoring

According to Angelo (2018), Maintaining a thorough comprehension of

course material while staying up to date with contemporary digital developments is

crucial for students as the workforce and educational system change to become more

technologically literate. Introducing technology into the classroom gives teachers a

priceless chance to improve student participation and academic achievement.

Through the use of digital platforms, students can work together with peers, explore

creativity through technical features, engage in higher-order thinking skills, take part

in inquiry-based learning, synthesize data from many sources, and create an online

social presence. While integrating technology into the curriculum makes the

classroom more student-centered, teachers are still crucial in guiding comprehension,

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providing support, and making the required arrangements to guarantee that students
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are there and making progress. In general, educators and students view technology

integration favorably and believe it enhances student pleasure, encourages

engagement, and helps kids succeed academically. One example of an educational

social media network that works to improve learning is Edmodo, which enables

students to accomplish learning objectives, work with peers and teachers after school,

and improve their technological proficiency. This is only one of the numerous

technological tools that can be used to improve teaching and learning across the

curriculum.

The study emphasizes the significance of integrating technology into

education to improve student learning experiences and prepare them for a tech-driven

workforce. It highlights the role of teachers in guiding students, and leveraging digital

platforms for collaboration, creativity, and critical thinking. The statement also

highlights the positive views of educators and students towards technology

integration, highlighting the transformative potential of technology in education.

According to Gorra (2016) who conducted a study from different state

colleges and universities in the Caraga region of the Philippines, the issue of

unexpected outcomes from using technology in the classroom is crucial because

consequences have the potential to disturb learning environments and undermine

institutional guidelines about strategic guidance and assistance during the teaching

and learning process. The most recent research on using e-learning for While teachers

focus on elements that boost e-learning efficiency, there isn’t much study on the

unexpected effects of online learning, especially as it relates to underdeveloped

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nations. The majority of the benefits that were seen were immediate emailing and
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receiving, research, lesson inquiry on homework, and messaging through chat

through using the internet to browse, collect data, download information, and

exchange cultural experiences via the internet with other people. One of the

detrimental effects that students mentioned was using social media while in class,

using social media sites like Facebook and Twitter, playing games, listening to music,

responding to calls, downloading, and using copyrighted materials. It is further

observed that the incidence of positive and negative consequences varies with the use

of technology.

In this study, the researchers learned about the importance of considering both

positive and negative consequences when implementing technology in the classroom,

particularly in higher education institutions in the Philippines. The study aimed to fill

a research gap by investigating the impact of technology use on classroom activities,

focusing on both benefits like immediate communication and access to information,

as well as drawbacks such as distraction from social media and copyright

infringement. The findings suggest that the effects of technology use vary among

students and can have significant implications for learning environments.

Sena et al. (2023) stated that the science I teachers at Letran Calamba

presently use PowerPoint presentations for discussions and lectures, and pen and

paper for quizzes and assessments. Unfortunately, the Grade 5 pupils’ interest in the

subject was not sustained nor engaged by these instructional resources. The students

were struggling to keep up with the material, which made their activity scores below

average. The suggested system is a multimedia learning tool that can provide accurate
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reports, make assessments, and upload and download educational content. EFOR
While
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taking an evaluation, the user can engage and have fun on the system’s game-based

platform. Its goal is to encourage more active learning among the students in the

science course. A pre-assessment survey was used to find out what obstacles the fifth-

grade science students faced. However, a post-assessment survey was also carried out

to find out what the customer thought of the system that was designed. The

researchers discovered that the system might improve traditional teaching methods,

increase accessibility to learning, and make learning more engaging for students. It

might solve the issue of students losing interest in and motivation to learn the material

as a result of inadequate and ineffective learning resources.

Sena et al.’s study reveals that science teachers at Letran Calamba primarily

use PowerPoint presentations and pen and paper for discussions and quizzes, which

fail to sustain interest in Grade 5 students. To address this, they propose

implementing a multimedia learning tool with accurate reporting, assessment

functionalities, and a game-based platform. Surveys show potential improvements in

traditional teaching methods, increased accessibility, and enhanced student

engagement, addressing issues of lost interest and motivation due to inadequate

resources.

The need for an industry with a workforce that is both skilled and equipped is

expanding in tandem with the rapid improvements in technology. While many nations

throughout the world have addressed this gap between academic curricula and

business needs through programs like the K–12 educational system, some, like the

Philippines, have just recently begun to adopt it (Almerino, 2020). By employing a

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standardized method to assess K–12 student performance, this research aims
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address these issues. In this study, scholastic abilities are measured using the

Scholastic Abilities Test for Adults, a standardized test for assessing adults’ academic

competency. The paper’s descriptive analysis could be useful in creating stronger

foundations for strategies aimed at aligning the current K–12 educational system with

business and global demands. Furthermore, the findings of this study will help

stakeholders supervise plans aimed at filling existing deficiencies in the nation’s K–

12 educational system.

From the excerpt provided, the study focuses on evaluating the effectiveness

of the K–12 educational system in the Philippines, particularly in addressing the gap

between academic curricula and the needs of the industry. The study utilizes a

standardized assessment method, specifically the Scholastic Abilities Test for Adults,

to measure the scholastic abilities of K–12 students. The aim is to understand the

current state of the educational system and identify areas for improvement to better

align with business and global demands. The findings of the study are expected to

inform stakeholders in developing strategies to address deficiencies in the K–12

system and ensure that students are equipped with the necessary skills and

competencies for the workforce.

The primary objective of this study conducted by Barinova et al. (2018) is to

gather feedback on the computer science lessons to implement a series of adjustments

in the curriculum that will improve the effectiveness of the teaching process. Using

information and communication technology to help find a solution for increasing

efficiency is one potential technique to solve such a challenge. The current study aims
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to implement a process for teachers’ intentional acquisition of monitoring abilities
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and to develop monitoring of the educational process of Computer Science lessons

through the use of information and communication technologies. The key strategy is

monitoring, which can raise the standard of instruction in computer science classes by

spotting issues and encouraging focused individual work. The paper discusses the

detailed methodology used for the monitoring system in computer science lectures.

The introduction and motivational, reproductive, productive, and final stages are all

included in this algorithm. The traceability of the educational process, the phased

examination, and the progress assessment during computer science sessions are the

unique aspects of monitoring. Phased monitoring is being implemented in Computer

Science lessons with the goals of improving classroom management, creating

instructional materials, and conducting an unbiased assessment of students’ progress.

In the study conducted by Barinova et al. (2018), the primary focus is on

enhancing the effectiveness of computer science teaching through the implementation

of adjustments in the curriculum. They propose using information and

communication technology to facilitate this process. The study emphasizes the

importance of monitoring as a key strategy to elevate the quality of instruction in

computer science classes by identifying issues and promoting focused individual

work. The paper outlines a detailed methodology for implementing a monitoring

system in computer science lectures, which includes various stages such as

introduction, motivational, reproductive, productive, and final stages. The unique

aspects of this monitoring system include traceability of the educational process,

phased examination, and progress assessment during computer science sessions. The
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ultimate goal of implementing phased monitoring is to improve classroom
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management, develop instructional materials, and provide an unbiased assessment of

students’ progress.

This descriptive study examined by Monserate (2018) shows how students

and teachers use computers and what impact it has on the student’s performance in

both public and private education. The elements influencing one’s own technological

efficacy, use, and emphasis were on teaching proficiency and students’ academic

success. Survey instruments, focus groups. Interviews with key informants and

discussions were conducted. 436 kids and 97 teachers were among the respondents

made up of the 19 secondary public and private schools located in District VI,

Division of Negros Occidental. The results showed that there are substantial

correlation between pupils’ technological and digital literacy and academic

achievement usage as well as their family’s income. Data indicated that a student’s

academic achievement is significantly impacted both by the teacher’s proficiency

with technology and their ability to educate effectively. Grade 7 students of private

and public schools utilize technology the least while fourth-year students utilize

technology the most. Regarding self-efficacy, there was no discernible variation

across year levels

Monserate’s study (2018) investigates the impact of technology on students’

academic performance in both public and private schools. The research involved

surveys, interviews, and discussions with students and teachers from 19 secondary

schools. Statistical analyses revealed a strong correlation between students’

technological literacy, academic achievement, and family income. Teacher

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proficiency with technology also significantly influenced student success. EFOR
While
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technology usage varied among grade levels, self-efficacy remained consistent across

the years.

Recently, technology has become more and more integrated into daily life,

providing access to a large volume of information is now easily accessible. The

students of today have matured with technology permeating every aspect of their

lives. To create a twenty-first-century classroom that fits the needs of the pupils, a

modern teacher must consider the impact of technology on inclusionary education

and the drive to learn.

As stated by Francis (2017), A technological solution was developed to meet

this growing demand. The investigation was finished at a 348-student urban charter

school during the technological intervention by use of data examination. Surveys of

students were given out to assess student-specific education programs for each

student were examined, such as perception and motivation, and classroom.

In this study, technology plays a significant role in shaping modern

classrooms to meet the needs of today’s students. The integration of technology aims

to enhance inclusionary education and foster students’ motivation and perception of

learning. The study conducted at a 348-student urban charter school utilized data

examination, surveys, and assessment of individualized education programs to

evaluate the impact of technological interventions on student learning experiences

and classroom dynamics.

As stated by Martin (2022), Our technological advancements must keep up

with the world around us. Technology has been included in education, particularly in
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the last few years. This instrument offers an avenue for learner acquisition. Several
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people have found that the use of technology in the classroom has impacted students’

development in both positive and negative ways. In addition to the compromises that

come with integrating technologies. In addition, technology offers as a tool and as the

instructor, two roles to watch. In conclusion, it is critical to comprehend the external

elements influencing the secondary education system, such as social media,

diversions, and attitudes.

The study discusses the importance of technological advancements in

education, particularly in secondary education. It highlights that technology can

impact student development both positively and negatively. The study aims to explore

the impact of technology on student learning in secondary education, as well as the

challenges associated with integrating technology into the classroom. Additionally, it

acknowledges the dual role of technology as both a tool and an instructor. The study

also emphasizes the importance of understanding external factors such as social

media, distractions, and attitudes that influence the secondary education system.

According to Haleem (2022), High-quality education is a cornerstone of the

Sustainable Development 2030 agenda of the United Nations. It aims to ensure that

every student receives an inclusive, high-quality education. Digital technology is now

an essential tool for achieving this goal. By utilizing energy-efficient fossil fuel

substitutes and lowering their carbon footprint, one can readily identify the sources of

emissions, prevent additional harm from happening, and even completely remove

excess greenhouse gas emissions from the environment. The goal of digital

technology is to reduce or eliminate waste and pollution while simultaneously

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increasing production and efficiency. These technologies have had a big impact
EFOR on
MAT 2
the educational system. The COVID-19 pandemic that is currently raging has

reinforced the usage of digital tools in education even more.

From the study by Haleem (2022), The researchers learned that digital

technology plays a crucial role in achieving the United Nations’ sustainable

development goal of quality education by 2030. It aids in identifying emissions

sources, promoting energy-efficient alternatives, and reducing carbon footprints and

greenhouse gas emissions. The COVID-19 pandemic has further accelerated the

integration of digital tools in education, leading to a paradigm shift in the educational

system. These technologies serve various roles, including mentorship, assessment,

and co-creation of information, ultimately making learning more accessible and

efficient for students. While digital advancements ease students’ lives by replacing

traditional tools like pen and paper with software and e-books, the study also

addresses the challenges associated with their use and emphasizes their necessity in

modern education.

The study conducted by Carstens et al. (2021) set out to examine how

technology affects students’ ability to learn. Given the dynamic nature of technology,

schools are acquiring more equipment and must use it to enhance the educational

experience for their students. Technology has the potential to enhance student

learning, but it can also have negative effects on the educational process. While

technology makes studying more convenient for students and improves many learning

possibilities, it can also be a tool that excessive reliance may have an adverse

influence on students’ ability to acquire fine motor skills and solve problems. To
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gather input on how technology affects K–12 educators, the researchers polled EFOR
in the
MAT 2
classroom. This research helped determine how technology affects student learning.

The findings showed that more training for teachers and students is necessary to

better implement technology in the classroom. Furthermore, this research pointed out

that students are more engaged and comfortable with technology, yet they can

become a management concern.

In the study conducted by Carstens et al. (2021), The researchers learned that

technology has both positive and negative effects on students’ ability to learn. While

it can enhance learning possibilities and make studying more convenient, excessive

reliance on technology may hinder students’ fine motor skills and problem-solving

abilities. The research highlighted the importance of providing more training for

teachers and students to effectively implement technology in the classroom.

Additionally, it revealed that students are more engaged and comfortable with

technology, but it can also pose management concerns for educators.

Web-Based Communication

Web-based communication is any communication done through the use of the

internet such as websites, email, social media, blogs, live chats, video chats, and web

calling. Web-based communication aims to provide a more effective, convenient, and

efficient mode of communication. According to Lucchi (2015) digital technologies

such as the Internet, present new opportunities to organize and access data and

information more efficiently. It has become an integral part of a human's everyday

life and changes the way how they communicate, learn, and conduct business. Web-

based technology can be the present and the future of our tech-based society.
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According to Alehpour and Behjat (2016), older adolescents use the Internet
EFOR
MAT 2
for communication more than younger adolescents. As they get older, they

simultaneously use the internet and offline communication. But due to the lack of

social skills most adolescents are more active in virtual space and less active in an

offline environment. This explains that web-based communication is a trend of today

especially for young adults. The new generation of citizens is inclined to use web-

based communication which is why using it can have a larger impact on a wider

population in comparison to the traditional media.

According to Joe and Ramakrishnan (2015), the web communication

architecture that they integrated into Vehicular Ad hoc Network (VANET) provides

better communication. It reduces the overheads existing in the previous

communication models. This amplifies that web-based communication can have a

larger impact and a better outcome for a Vehicular Network in comparison to other

modes of communication.

Another project that uses web-based communication is the TRACE project or

“Tracing Food Commodities in Europe”. According to Vermuelen (2009), It uses

tools such as the Intranet and a public website to spread information about food

authenticity and traceability. It was stated that all of these tools are functional as long

as all participants use them and that continuous improvement and harmonization of

these web tools is necessary to improve their use and shorten the project's learning

curve for the researchers involved. This shows that a web-based tool can be effective

and efficient. It can help in disseminating information across the web but constant

work needs to be done to keep it operational and convenient.

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Despite the advantages utilizing web-based communication can
EFORbe
MAT 2
challenging and inconvenient. According to a study conducted by Williamson and

Parolin (2012) using interactive tools for responsive dialog and mutual discourse

communication proved to be a challenge for the Local governments. The main cause

of the difficulty is the lack of technical expertise. The public was also putting a lot of

pressure on US planning departments to improve the functionality of their websites

making it tougher for the departments. This shows that utilizing web-based

communication can pose a lot of problems and difficulties. That is why careful

consideration is needed before using such systems.

In a study conducted by Francisco and Barcelona (2020), they utilized a web-

based classroom called Eliademy and measured its effectiveness. A qualitative

interview is conducted at La Consolacion University Philippines to achieve this goal.

Based on their perceptions of the benefits and drawbacks of the platform, the students

majority agreed that Eliademy may be utilized as an alternative teaching and learning

tool. The study discovered that while Eliademy demands reliable internet connections

and time constraints, it is accessible, and can help users improve time management,

promptness, and challenge themselves.

According to Oducado and Estoque (2021), Online communications can pose

a major challenge. Their study focuses on determining undergraduate nursing

students' stress, satisfaction, and academic performance during their online learning.

According to the findings, undergraduate nursing students found online learning to be

both very stressful (47.2%) and stressful (44.4%) during the COVID-19 pandemic.

Furthermore, during the COVID-19 outbreak, undergraduate nursing students

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reported moderate satisfaction (46.3%) and low satisfaction (37%) with their online
EFOR
MAT 2
education. Stress related to online learning was significantly inversely correlated with

both academic achievement (p=0.012) and satisfaction with online learning

(p=0.000). This indicates another downside of web-based communication where it

can be a cause of stress and low satisfaction in terms of learning and studying through

this medium.

As stated by Buan (2010), Students perceived Web 2.0 to be user-friendly for

conducting research and communicating with instructors and peers. They say that

these tools help with online collaboration, social connection, information access, self-

direction, and the development of critical thinking and communication skills. These

Web 2.0 tools include wikis, blogs, media sharing, online collaborative documents,

and social networking sites. Although learning online can be difficult, web-based

systems can help academically in terms of disseminating information thus helping

students with their research and projects.

In a study by Esmaquilan et al. (2023), they aimed to determine the

effectiveness of an online approach to the pupil's academic performance. The degree

of effectiveness with which information and communication technology was

employed in lesson design, delivery, monitoring, and assessment was very high.

When categorized based on the previously indicated characteristics, the degree of

effectiveness of the use of information and communication technology was also very

effective. Furthermore, the student's academic achievements are satisfactory.

According to Soso (2020), The use of an online method in the discussion had

an impact on the student's performance, as shown by the experimental group's better

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performance on the post-test than the control group. Students who have been exposed
EFOR
MAT 2
to the discussion web strategy have become proficient problem solvers, and it,

therefore, matters that they continue to practice and use this strategy in all areas of

mathematics. Although online methods can pose problems to some, this study shows

that they can still be effective and students can still have better performance despite

using web-based communication.

These examples show that web-based communication has proven to be

effective and convenient in many aspects. Web-based communication has helped

families, patients, companies, and organizations to communicate, prepare, transfer,

and handling of data, reduce time consumption, enhance coordination, and relieve

mental stress. It also proved to be efficient by simplifying the work and reducing the

time needed to accomplish the work. These studies help the researchers to see that

even though web-based communication can pose problems and difficulties it can still

be effective and convenient.

Efficiency and Effectiveness of a Digital Approach

As stated by Abid Haleem (2022) digital technologies aim to reduce or

eliminate waste and pollution while boosting productivity and efficiency, claims Abid

Haleem (2022). The educational system has been significantly impacted by these

technologies. The recent COVID-19 Pandemic has solidified the use of digital tools

in education even more. The entire educational system has undergone a paradigm

shift as a result of these digital technologies. For pupils, technological advancements

in education have made life easier. These days, students prepare presentations and

projects utilizing a variety of software and tools rather than pen and paper. An iPad is
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rather light in comparison to a stack of notebooks. It's simpler to navigate an e-book
EFOR
MAT 2
than a thick book. These techniques support raising research interest.

According to Kumi-Yeboah and Kim (2020), In asynchronous online learning

environments, digital technologies, multimedia presentations, and social networking

tools help participants' educational experiences and accomplishments. In order to

interact and contribute to knowledge development within the Learning Management

Systems (LMS) and improve their academic performance in an online setting,

participants utilized digital technologies. The results corroborate the necessity for

virtual educators to use digital tools to promote the academic success and

involvement of learners from a variety of backgrounds in virtual education.

According to Zhylin et al. (2024), Considerable changes are seen in the way

mentors and students engage, in how educational content is developed, and in how

instruments are used to convey information. The contact between professors and

students has been the primary emphasis of digital technology up until now. However,

in the current setting, this approach has developed into comprehensive horizontal

communication throughout the educational community. Most respondents agree that

using digital technologies is a productive and helpful measure. Simultaneously, a

sizable portion of participants utilize digital tools frequently—many of them even on

a daily or weekly basis. This suggests that educators and psychologists generally use

digital tools extensively; Ukrainian respondents mostly emphasize the use of Zoom,

Microsoft Teams, Google Meet, Moodle, Google Classroom, etc. This is in line with

current trends in assessing the impact of digitalization on the professional activities of

teachers and psychologists. The conclusions indicate that it is equally important to

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further develop research in the direction of using foreign experience that actively
EFOR
MAT 2
implements the capabilities of artificial intelligence.

According to Tulinayo, Sentume, and Najjuma (2018), Opportunities provided

by digital technologies enable hybrid, online, and mobile learning. On the other hand,

not much is known about their acceptability and usefulness at higher education

institutions with limited resources. A model is derived from this. Relevant theoretical

and practical consequences have resulted from the findings. It has been investigated

to what degree students incorporate digital tools into their learning processes. We

have approached this from two perspectives: the acceptability of digital technology

by students and their usability. The TAM model and higher education institutions

operating in resource-constrained environments have been the main areas where the

ideas have been used. In these settings, the choice of students to study various topics

is heavily influenced by the particular issues that need to be resolved. This paper

aimed to lay a foundation that enables researchers to reason about the many models of

viewpoints that are already available.

According to Timotheou et al. (2022), The recent COVID-19 epidemic, which

accelerated the use of digital technologies in education, prompted concerns about

digitalization in classrooms. The epidemic brought these challenges to light. The

findings suggest that, in addition to student performance, ICT integration in the

classroom affects stakeholders and several other school-related characteristics.

Furthermore, a variety of factors affect how digital technology impact education. The

study's findings provide insight into how ICTs might help schools undergo a digital

transition and what needs to be taken into account for change to be successful.
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According to Trecene (2021), The development of ICT infrastructure, moving
EFOR
MAT 2
government operations and policies online, encouraging citizen digital engagement,

enacting ICT laws and policies, and closing digital divides were the main objectives

of the Philippine e-Government Master Plan of 2012 and the current Philippine digital

transformation strategy of 2022. Nonetheless, the government's policy initiatives

should acknowledge the relationship between ICT infrastructures, digital literacy, and

the accessibility of inexpensive connectivity.

According to Nueva (2019), Since the 1980s, most researchers have been

interested in how technology is adapted by society. An increasing number of research

have been conducted that present several angles from which this phenomenon might

be investigated. There are several perspectives on how technology is distributed to its

final consumers. The findings of this study of the literature show that technology is

utilized in the classroom as a platform for communication and cooperation, as well as

to support instruction. Due to their differences in digital proficiency, institutional

perceptions about the use of technology in the classroom, and their own beliefs,

teachers encountered digital inequality. The ability of students to use technology for

academic purposes determines digital inequality in schools, and this ability is linked

to instructors' technological proficiency and interventions.

According to Abella and Dela Rosa (2023), It was discovered that teachers

with fewer than 10 years of experience possess more proficiency in digital literacy.

DL and DC were highly correlated with pre-service education, access to ICT

resources, and a positive attitude toward ICT use. The research's key contribution is
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its validation of the usefulness of DC and DL, which can be applied to critically
EFOR
MAT 2
approach new technologies and incorporate them into digital pedagogy.

As stated by Lagas II and Isip (2023), The implementation of a digitization

program was hampered by a lack of personnel, a dedicated physical area, insufficient

finance, and unsuitable equipment. Instead of being the start of an all-encompassing

plan to offer digital library services, the majority of the respondents' digitization

activities started in reaction to outside stimuli. The sustainability of digitization

efforts is impacted by the project-based methodology used in these operations. The

report suggests setting up additional digitization consulting programs, teaching ICT

applications for digitization in LIS schools, information companies providing

digitization services, communities of practice for digitization, and consortia for

pooling resources. Philippine academic libraries need to assess their short- and long-

term objectives and determine how digitization fits into them in order to meet the

demands of a more robust digital framework that allows for flexible access.

del Mundo (2022), the implementation of a digitization program was

hampered by a lack of personnel, a dedicated physical area, insufficient finance, and

unsuitable equipment. Instead of being the start of an all-encompassing plan to offer

digital library services, the majority of the respondents' digitization activities started

in reaction to outside stimuli. The sustainability of digitization efforts is impacted by

the project-based methodology used in these operations. The report suggests setting

up additional digitization consulting programs, teaching ICT applications for

digitization in LIS schools, information companies providing digitization services,

communities of practice for digitization, and consortia for pooling resources.

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Philippine academic libraries need to assess their short- and long-term objectives and
EFOR
MAT 2
determine how digitization fits into them in order to meet the demands of a more

robust digital framework that allows for flexible access.

Chapter 3

RESEARCH METHODOLOGY

This chapter provides the research design and statistical treatment used in the

study. Likewise, this identified the research locale, respondents, population, and

sampling techniques. Validation techniques for the instrument and data gathering

complete the procedures utilized.

Specifically, this chapter presents the methods used in the study “Utilization

of Web-based Early Alert System at TRACE College”. It aimed to measure the web-

based early alert system’s efficiency, convenience, and effectiveness compared to the

traditional early alert system.

Research Design
The researchers used the experimental method because it is best suited to the

study's goal of testing and observing the effectiveness of a web-based alert system for

TRACE College students. A quantitative approach was used to analyze the statistical

data gathered from the students and parents’ survey results to determine the

effectiveness of a web-based early alert system.

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According to Mitchell (2015), the main objective of experimental research
EFOR
MAT 2
design is to create studies with strong causal (internal) validity. Randomized

experimental designs provide the highest levels of causal validity. There are several

potential threats to the causal validity of quasi-experimental approaches. The level of

causal validity provided by new quasi-experimental designs adapted from disciplines

other than criminology is comparable to experimental designs.

The research focused primarily on Grade 12 Humanities and Social Sciences

(HUMSS) and Technical Vocational Livelihood – Information Communication

Technology (TVL – ICT) students. The researchers employed the web-based early

alert system for the second semester - third quarter.

Three parts of the questionnaire were dedicated to efficiency, convenience,

and effectiveness. Thirty-six (36) pupils and nine (9) teachers were the respondents.

After sending and receiving the early warning, the researchers surveyed to evaluate

the effectiveness of the online early warning system.

Research Locale

The study was conducted at TRACE College, located in El Danda Street,

Brgy. Batong Malake, Los Baños, Laguna, Philippines- the main educational setting

for this study, which provided a suitable environment for putting the web-based alert

system into action. The TRACE students along with their respective teachers

contributed to the comprehensive gathering of information required to evaluate the

system's effectiveness.

Population and Sampling

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The population of this study included students under the Technical Vocational
EFOR
MAT 2
and Livelihood – Information Communication Technology (TVL – ICT) strand which

consists of fifty-seven (57) students and students under the Section A of Humanities

and Social Sciences (HUMSS) strand consisting of thirty-eight (38) students. This

study’s repondents also included the teachers of the Basic Education Department, in

total, there are forty-eight (48) teachers in the said department.

From the said population, the researcher used the Purposive Sampling

Technique to determine the main respondent for the study. As indicated by Creswell

(2014), Purposive sampling involves choosing participants thoroughly to see if they

can shed light on your research subject. Choosing participants for purposeful

sampling entails doing so because you think they could add value to your analysis.

The respondents were chosen purposively since the study is primarily focused

on students with early alerts. This is for the reason that they were the ones who could

give clear insights into the effectiveness of the Web-based Early Alert System.

Respondents of the Study

The targeted respondents of the study were composed of twenty-two (22)

students from the Grade 12 Technical Vocational and Livelihood – Information

Communication Technology (TVL – ICT) and fourteen (14) students from the section

A of the Humanities and Social Sciences (HUMSS) strand of TRACE College for the

Academic Year 2023 – 2024 and their respective subject teachers. The teachers were

composed of nine (9) teachers from the Grade 12 HUMSS-A and TVL-ICT. The

respondents were chosen to offer their perspectives on the use of a web-based early

alert system. In total, the research had 45 respondents.

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Research Instrument EFOR
MAT 2
Survey-style questionnaires were used by the researchers to collect data from

the students and teachers. The questionnaire was used as the main data-gathering

instrument for the study.

The questionnaire had three sections consisting of efficiency, convenience,

and effectiveness that will assess the website’s level of usability.

Validation of the Instrument

Before being administered, the questionnaire had been checked, assessed, and

scrutinized with the research adviser for validation purposes in order to gain feedback

on its layout, statement structure, and appropriateness for the intended respondents.

The researchers then sought the expertise of two external validators. Afterwards, the

instrument was then critiqued by a Language Critic. Lastly, the researchers consulted

a statistician. The researchers sought valuable feedback to enhance the quality and

depth of their study, appreciating the validators' time and expertise in this matter.

Data Gathering Procedures

The researchers first secured the necessary permits through a Request Letter at

the Office of the Principal of TRACE College. After securing the necessary permits,

permission from the research adviser was sought to conduct instructional material

used for the questionnaire.

A. Development of Questionnaire. The questionnaire was prepared in three (3)

sections consisting the Level of Efficiency, Convenience, and Effectiveness

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B. Validation of the Questionnaire. The research adviser, external validators, and
EFOR
MAT 2
language critic then checked and evaluated the content of the survey in terms of the

distribution of questions, grammar, and accuracy of the survey before administration.

C. Administration of the Questionnaire. The instrument was administered to thirty-

six (36) Grade 12 HUMSS and TVL-ICT students and their nine (9) subject teachers.

D. Transcription, Analysis, and Interpretation. Afterward, transcriptions of the

survey and analysis of the results of the study were done using the quantitative

method. This is followed by the analysis and interpretation of the gathered data.

Ethical Considerations

To ensure the success of this research, every respondent in this study was

assured of their safety and the confidentiality of their data. Each one understood the

purpose of the study and how it could support appropriate communication between

parents, teachers, and students and they voluntarily shared their knowledge and

perspectives on the importance of using web-based early alerts in contrast with the

traditional early alert system. Additionally, respondents were also considered during

the process of conducting the research giving them protection from any possible

problems associated with this research.

Treatment of Quantitative Data

The researchers utilized the mean and standard deviation. According to Frost

(2023), in mathematics and statistics, the mean is a single number representing a

dataset's center point or usual value. It summarizes the entire dataset. The most often
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used indicator of central tendency is the arithmetic mean, as it is also known. It's
EFOR
MAT 2
commonly referred to as the "average”.

According to Cheung (2023), Standard Deviation is a measurement with

respect to the mean. If the standard deviation is small, it suggests that the data points

are closely packed around the mean. If the standard deviation is large, it suggests that

the data points are distant from the mean.

A survey was conducted on students and teachers to determine the level of

usability of the TRACE College Web-based Early Alert System. The data collected

were encoded and analyzed. The weighted mean and standard deviation determined

the level of efficiency, convenience, effectiveness, and satisfaction. The following

scale points and adjectival interpretation were referred to for analysis.

Scale Points Range Adjectival Interpretation

4 3.51-4.00 Strongly Agree (SA)

3 2.51-3.50 Agree (A)

2 1.51-2.50 Disagree (D)

1 1.00-1.50 Strongly Disagree (SD)

The researchers also utilized an independent t-test. According to Bevans

(2023), A statistical test for comparing the means of two groups is called a t-test.

It is frequently employed in hypothesis testing to ascertain whether two groups

are distinct from one another or whether a procedure or treatment genuinely

affects the population of interest.

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The independent t-test was used to determine if there is a significant
EFOR
MAT 2
difference between the level of usability and functionality of the TRACE College

Web-Based Early Alert System as rated by teachers and students.

Chapter 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents a comprehensive analysis and interpretation of gathered

data shown through tabular presentations and analyzed statistically to answer the

problem stated in the study.

Table 1. Level of usability of the TRACE College Web-Based Early Alert System
as rated by teachers in terms of Efficiency
Verbal
Statements Mean SD
Interpretation
1. The web-based system helps create seamless work 3.89 0.33 Strongly Agree
and has no bugs.
2. The performance of the web-based system is fast 3.67 0.50 Strongly Agree
and reliable.
3. The web-based system helps in accessing the early 4.00 0.00 Strongly Agree
alert more easily.
4. The web-based system decreases the work time in 3.67 0.50 Strongly Agree
sending academic early alerts.
5. The web-based system turns routine tasks, such as 3.89 0.33 Strongly Agree
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve 3.67 0.50 Strongly Agree
issues promptly.
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7. The mechanism of inviting and joining within 3.89 0.33 EFOR
Strongly Agree
classes is well-systematized. MAT 2
8. The early alert messages provide options for 4.00 0.00 Strongly Agree
customization depending on user preference.
9. The parental reply slip system is efficient in terms 3.33 0.71 Strongly Agree
of uploading and submitting signatures.
10. Signing up is fast. It does not require too much 3.89 0.33 Strongly Agree
information.
Overall Mean 3.79 0.44 Strongly Agree
Legend:

Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

Table 1

presents the Level of usability of the TRACE College Web-Based Early Alert System

as rated by teachers in terms of Efficiency.

The teachers' good response to the TRACE College Web-Based Early Alert

System is demonstrated by the examination of mean evaluations. High mean ratings

were seen for elements including the simplicity of accessing early alerts, the ability to

customize alert messages, and the flawless operation free of problems, with mean

ratings of 3.89, 4.00, and 4.00, respectively. With mean scores of 3.33, 3.67, and

3.67, respectively, the lowest mean values include the effectiveness of the parental

reply slip system, system performance, and the influence on reducing work time in

issuing academic early notifications were noted as areas for improvement. The overall

mean has a 3.79 rating with a Strongly Agree verbal interpretation.

Dwyer (2017) examines the impact of an early alert system on student

persistence in the Virginia Community College System, particularly focusing on

developmental mathematics students. Gammon (2017) discusses Central Piedmont

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Community College's use of the STAR early-warning system to support at-risk
EFOR
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students. These studies highlight the importance of early alert mechanisms in

fostering student achievement, echoing our investigation into the efficiency of the

TRACE College web-based early alert system as rated by teachers.

Johnetta Elishia Price's (2023) research at Keiser University delves into

university technology transfer efficiency, emphasizing the need to optimize

educational systems. Meanwhile, Matthew T. Liberatore's (2019) study at Concordia

University Chicago explores the effectiveness of district-embedded Early Warning

Systems (EWS) in enhancing counselor practices. These insights underscore the

relevance of our web-based system's efficiency in streamlining educational processes.

Overall, Despite these shortcomings, teachers strongly agreed that the system did a

great job of supporting their pedagogical responsibilities.

Table 2. Level of usability of the TRACE College Web-Based Early Alert System
as rated by teachers in terms of Convenience
Verbal
Statements Mean SD
Interpretation
1. The web-based system's classes' design and layout are 0.4
3.78 Strongly Agree
organized. 4
2. The web-based system is easily accessible from various 0.4
3.78 Strongly Agree
devices (e.g. desktops, cell phones). 4
3. The various sections of the web-based system are easy 0.3
3.89 Strongly Agree
and simple to navigate. 3
4. The website meets the needs and expectations of the 0.5
3.67 Strongly Agree
user in terms of sending and accessing early alerts. 0
5. Finding the necessary information such as student
0.5
information and alert notifications within the web-based 3.56 Strongly Agree
3
system is easy and simple.
6. The web-based system can be easily navigated without 0.5
3.56 Strongly Agree
prior training or support. 3
0.4
7. It is easy and simple to log in on the web-based system. 3.78 Strongly Agree
4
0.5
8. The reply slip is easy and simple to fill up. 3.67 Strongly Agree
3
9. It is easy for students to check if they have current 0.0
4.00 Strongly Agree
alerts. 0
10. The requirements for filling up the registration page 4.00 0.0 Strongly Agree
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are easy to understand. 0 EFOR
0.4 MAT 2
Overall Mean 3.77 Strongly Agree
3
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree
Table 2
2 1.75-2.49 Disagree
indicates 1 1.00-1.74 Strongly Disagree the Level

of usability of the TRACE College Web-Based Early Alert System as rated by

teachers in terms of Convenience.

It includes several convenience statements, mean ratings, standard deviations

(SD), and verbal interpretations. Among the statements, those with the highest mean

ratings are the convenience of availability from various devices, the ease of

navigating if they have current alerts, and the registration page are easy to understand,

with mean scores of 4.00, 3.89, and 3.78. Statements with the lowest mean ratings, on

the other hand, lower ratings for aspects such as using the system without assistance

or training indicate that teachers may find certain aspects challenging without

additional support. with mean scores of 3.78, 3.68, and 3.56. The overall mean has a

3.77 rating indicating a Strongly Agree verbal interpretation.

According to Joe and Ramakrishnan (2015), the web communication

architecture that they integrated into Vehicular Ad hoc Network (VANET) provides

better communication. It reduces the overheads existing in the previous

communication models. According to Zhylin et al. (2024), the use of digital tools is a

productive and useful measure, which is recognized by most respondents. These

studies amplify that web-based communication can have a more convenient and

better outcome than other modes of communication.

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In addition, as stated by Uzorka (2021), teachers use technology inEFOR
their
MAT 2
communication according to their research’s concluding statements. Faculty members

look to early enablers to share the best technology practices. Furthermore, according

to Haight (2011), the quantitative data collected in their study revealed a strong

correlation between the self-efficacy and computer self-efficacy of the participating

teachers. Those educators who were optimistic toward their self-belief to perform a

variety of tasks were also optimistic in their self-belief to perform technology-related

tasks. These studies explain that educators really use technology and web-based

communication. That makes technology convenient and easy to understand for them.

Overall, these evaluations suggest that students generally think the system is quite

usable in terms of accessibility, navigation, and organization, while features like

logging in and system navigation without training may need to be improved.

Table 3. Level of usability of the TRACE College Web-Based Early Alert System
as rated by teachers in terms of Effectiveness
Verbal
Statements Mean SD
Interpretation
1. The web-based system effectively sends the early
3.89 0.33 Strongly Agree
alert on time.
2. The web-based system sends precise and accurate
3.89 0.33 Strongly Agree
early alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students 4.00 0.00 Strongly Agree
in resolving the academic difficulties of students.
4. The registration form is effective in acquiring
3.89 0.33 Strongly Agree
necessary information.
5. The usage of a web-based system is more cost-
3.89 0.33 Strongly Agree
effective compared to paper-form early alerts.
6. The web-based system is more effective in reaching
3.78 0.44 Strongly Agree
the intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email,
cellphone number) helps to make sure that the 4.00 0.00 Strongly Agree
recipients receive the information.
8. The web-based system effectively sends an early
3.89 0.33 Strongly Agree
alert containing the subject of concern.
9. The web-based system's parent's reply slip is 3.56 0.53 Strongly Agree
effective in informing teachers about the parent's
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response. EFOR
10. The web-based system supports collaboration
3.89 0.33 MAT
Strongly 2
Agree
among teachers in marking and sending early alerts.
Overall Mean 3.87 0.34 Strongly Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

Table 3 shows the Level of usability of the TRACE College Web-Based Early

Alert System as rated by teachers in terms of Effectiveness

Among the statements, those with the highest mean ratings are the system that helps

teachers connect with parents and students, resolving academic issues effectively. Its

effectiveness in alerting through website, email, and cellphone notifications, making

communication easy and timely with mean scores of 4.0, 3.89, and 4.0. Statements with the

lowest mean ratings, on the other hand, the system surpasses paper-based methods in both

delivery speed and alert notifications to recipients. While there's room for enhancing parental

response efficiency, statistics validate its effectiveness in alert communication and facilitating

parent-teacher interactions with mean scores of 3.89, 3.78, and 3.56. The overall mean has

a 3.87 rating with a Strongly Agree verbal interpretation.

According to Catherine et al. (2016) and Wilson and Danette (2020).

emphasizing a broader approach to school accountability beyond test scores and

aiming to refine testing procedures to enhance educational improvement.

Additionally, Wilson & Danette reveal the methodology of their study, which is a

qualitative phenomenological study, reveals that technology can help to illuminate

reading boost comprehension, and achieve desired test scores differentiate instruction
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monitor progress emotionally encourage the student, and motivate. These findings
EFOR
MAT 2
together prove the benefits of the technology power in these two directions.

Williams (2022) explores the perceived usefulness of early alert technology

for professional academic advisors at a Midwest flagship university, filling a gap in

the literature concerning advisors' perspectives on such systems. Additionally,

Halvorsen et al. (2023) investigate the role of technology in educational interventions,

using a web-based fidelity application to measure the implementation fidelity of a

social and emotional learning intervention in Norway. Both studies highlight

technology's potential to enhance educational practices. Overall, these evaluations

suggest that teachers generally strongly agreed that the system is usable in terms of

effectiveness, while features like sending early alerts without using paper and sending

it directly to their parents.

Table 4. Level of usability of the TRACE College Web-Based Early Alert System
as rated by students in terms of Efficiency
Verbal
Statements Mean SD
Interpretation
1. The web-based system helps create seamless work
2.97 0.65 Agree
and has no bugs.
2. The performance of the web-based system is fast
3.00 0.68 Agree
and reliable.
3. The web-based system helps in accessing the early
3.42 0.55 Strongly Agree
alert more easily.
4. The web-based system decreases the work time in
3.28 0.78 Strongly Agree
sending academic early alerts.
5. The web-based system turns routine tasks, such as
3.25 0.50 Strongly Agree
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve
3.00 0.68 Agree
issues promptly.
7. The mechanism of inviting and joining within
3.33 0.53 Strongly Agree
classes is well-systematized.
8. The early alert messages provide options for
2.94 0.53 Agree
customization depending on user preference.
9. The parental reply slip system is efficient in terms
3.22 0.59 Agree
of uploading and submitting signatures.
10. Signing up is fast. It does not require too much
3.17 0.74 Agree
information.
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Overall Mean 3.16 0.64 Agree EFOR
Legend: MAT 2
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree Table 4

reveals the Level of usability of the TRACE College Web-Based Early Alert System

as rated by students in terms of Efficiency.

The study analyzed the mean ratings provided by students to assess the

efficiency of the system. The aspects of the system that received high mean ratings,

such as 3.42, 3.33, and 3.28, indicate that students strongly agreed that the system

was efficient in terms of providing easy access to early alerts and simplifying routine

tasks. These ratings suggest that students found the system to be effective and user-

friendly. On the other hand, there were aspects of the system that received lower

mean ratings, such as 3.25, 3.22, and 3.00. The overall mean has a rating of 3.16

indicating an Agree verbal interpretation. Although these ratings are slightly lower,

they still fall within the "Agree" range. This suggests that students found the system

to be satisfactory overall in terms of efficiency.

In relation to this, Abid Haleem (2022) indicated that technological

improvements in education have made life easier for students. Additionally, Rapael

Santos (2015) stated in his study that technology provides easy access to resources,

decreases work time, and simplifies routine tasks for both teachers and students,

based on the positive feedback from students using the e-tutor tool, a web-based
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learning aid designed to monitor student learning behavior and provide the instructor
EFOR
MAT 2
with reports.

Furthermore, Karthik (2019), demonstrates the efficiency of a web-based

early alert system in identifying and responding to at-risk students in his study.

Through this system, at-risk students were assisted and monitored to prevent

academic failure. This shows that using a web-based early alert system can be

efficient for students. Overall, based on the interpretation of the mean ratings, it can

be concluded that the Trace College Web-Based Early Alert System performed well

in terms of efficiency, according to the feedback provided by the students.

Table 5. Level of usability of the TRACE College Web-Based Early Alert System
as rated by students in terms of Convenience
Verbal
Statements Mean SD
Interpretation
1. The web-based system's classes' design and layout
3.36 0.54 Strongly Agree
are organized.
2. The web-based system is easily accessible from
3.42 0.60 Strongly Agree
various devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are
3.39 0.55 Strongly Agree
easy and simple to navigate.
4. The website meets the needs and expectations of the
3.11 0.52 Agree
user in terms of sending and accessing early alerts.
5. Finding the necessary information such as student
information and alert notifications within the web- 3.14 0.54 Agree
based system is easy and simple.
6. The web-based system can be easily navigated
3.03 0.65 Agree
without prior training or support.
7. It is easy and simple to log in on the web-based
2.78 0.80 Agree
system.
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8. The reply slip is easy and simple to fill up. 3.19 0.58 Agree EFOR
9. It is easy for students to check if they have current MAT 2
3.28 0.74 Strongly Agree
alerts.
10. The requirements for filling up the registration
3.19 0.52 Agree
page are easy to understand.
Overall Mean 3.19 0.63 Strongly Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree Table 5 shows

the Level of usability of the TRACE College Web-Based Early Alert System as rated

by students in terms of Convenience.

Among the statements, those with the highest mean ratings are the

convenience of availability from various devices, the ease of navigating different

sections, and the structure of the system's classes' design and layout with mean scores

of 3.42, 3.39, and 3.36. Statements with the lowest mean ratings, on the other hand,

are about how easy it is to log in, navigate the system without prior training, and

match the needs and expectations for early notifications with mean scores of 2.78,

3.03, and 3.11. The overall mean has a rating of 3.19 indicating an Agree verbal

interpretation.

According to Alehpour and Behjat (2016), as adolescents get older, they

simultaneously use the Internet and offline communication. But due to the lack of

social skills most adolescents are more active in virtual space and less active in an

offline environment. This explains that web-based communication is a trend of today

and can be more convenient, especially for young adults. In addition, Lara et al.

(2022) discussed the usefulness of a technology-based web system in Chilean

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schools, emphasizing its importance in increasing collaboration among stakeholders
EFOR
MAT 2
and enhancing convenience by simplifying communication while providing important

insights into student performance. These findings show how the TRACE College

Web-Based Early Alert System improves convenience by enhancing communication

and accessibility in educational settings.

Furthermore, Thaneshan, Mat Yamin, and Othman (2020) emphasize

convenience as a key factor guiding users to access websites through mobile devices.

Their research emphasizes the importance of convenience in improving user

experience and influencing user behavior, with a focus on the TRACE system's

usability. Additionally, Yucha (2004) discusses efforts at Virginia Commonwealth

University (VCU) to provide web-based services that reduce the need for physical

presence on campus, indicating a commitment to convenience and efficiency. These

findings demonstrate the TRACE system's focus on convenience to improve usability

and user happiness. Overall, these evaluations suggest that students generally think

the system is quite usable in terms of accessibility, navigation, and organization,

while features like logging in and system navigation without training may need to be

improved.

Table 6. Level of usability of the TRACE College Web-Based Early Alert System
as rated by students in terms of Effectiveness
Verbal
Statements Mean SD
Interpretation
1. The web-based system effectively sends the early
3.33 0.68 Strongly Agree
alert on time.
2. The web-based system sends precise and accurate
3.33 0.48 Strongly Agree
early alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students 3.19 0.62 Agree
in resolving the academic difficulties of students.
4. The registration form is effective in acquiring
3.19 0.47 Agree
necessary information.
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5. The usage of a web-based system is more cost-
3.17 0.74 Agree EFOR
effective compared to paper-form early alerts. MAT 2
6. The web-based system is more effective in reaching
3.11 0.75 Agree
the intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email,
cellphone number) helps to make sure that the 3.42 0.55 Strongly Agree
recipients receive the information.
8. The web-based system effectively sends an early
3.47 0.51 Strongly Agree
alert containing the subject of concern.
9. The web-based system's parent's reply slip is
effective in informing teachers about the parent's 3.36 0.59 Strongly Agree
response.
10. The web-based system supports collaboration
3.42 0.50 Strongly Agree
among teachers in marking and sending early alerts.
Overall Mean 3.30 0.60 Strongly Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

Table 6 shows the Level of usability of the TRACE College Web-Based Early

Alert System as rated by students in terms of effectiveness.

Among the component, high mean ratings of 3.47, 3.42, and 3.36 suggest that

students strongly agreed that the system was effective in delivering early alerts

containing a subject of concern, assisting instructors with marking and sending early

alerts, and notifying teachers about parent concerns. While components with lower

mean ratings of 3.11, 3.17, and 3.19 remained in the “agree” category, it appears that

students judged the system to be good in terms of overall performance. The overall

mean has a rating of 3.19 indicating an Agree verbal interpretation.

In line with this, Dwyer (2017) examines the impact of an early alert system

on student persistence in the Virginia Community College System, particularly

focusing on developmental mathematics students. Gammon (2017) also discusses

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Central Piedmont Community College's use of the STAR early-warning system
EFORto
MAT 2
support at-risk students. These studies highlight the importance of early alert

mechanisms in fostering student achievement, echoing our investigation into the

efficiency of the TRACE College web-based early alert system as rated by teachers.

In addition, Johnetta Elishia Price's (2023) research at Keiser University

examines university technology transfer efficiency using a multistage capital

efficiency model. Moreover, Liberatore's (2019) study from Concordia University

Chicago focuses on high school counselors' perceptions of district-embedded Early

Warning Systems (EWS). These findings emphasize the importance of assessing

efficiency in educational systems and the role of data systems in enhancing counselor

effectiveness. Overall, based on the interpretation of the mean ratings, it is possible to

state that the system performed well in terms of effectiveness according to the

student's feedback.

Table 7. Test on the Significant Difference Between the Level Of Usability and
Functionality of The TRACE College Web-Based Early Alert System as Rated
by Teachers and Students
p-
TRACE College Web-Based Early Alert System as rated LEVEL OF Computed Critical
valu Analysis
by USABILITY t-value t-value
e

Teachers
Efficiency -7.073 2.063 0.000 Significant
Students

Teachers
Convenience 6.556 2.063 0.000 Significant
Students
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Teachers
EFOR
Effectiveness -7.143 2.063 0.000 Significant
MAT 2
Students

Alpha level at 0.05

Table 7 reveals the Test on the significant difference between the level of

usability and functionality of the TRACE College Web-Based Early Alert System as

rated by teachers and students.

There is a significant difference between teachers and students in their ratings

of certain aspects of the system's usability and functionality. This is evidenced by the

computed t-values either being lower than the critical t-value of -2.063 or higher than

2.063 across all three categories, which are efficiency, convenience, and

effectiveness.

According to Gan et al. (2021), teacher feedback is often perceived as more

favorable than student feedback due to the perceived authority, expertise, and

structured nature of teacher feedback. According to Thompson (2019), teacher

feedback in educational scholarship is considered more valuable than student

feedback due to its role in providing expert guidance, constructive criticism, and

personalized support tailored to individual student needs. Thompson highlights that

teacher feedback offers a deeper understanding of curriculum goals and learning

objectives, ensuring alignment with academic standards and facilitating meaningful

academic progress. Overall, the research suggests that the system is effective,

efficient, and convenient for both teachers and students but there is a significant

difference in their perception of the website.

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EFOR
MAT 2

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study conducted. This also presents

the findings derived from the analysis and interpretation of the results. Moreover, this

imparts the conclusions framed and the recommendations thereafter.

Summary
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This study sought to determine the level of usability of the web-basedEFOR
early
MAT 2
alert system at TRACE College according to teachers and students and if there is a

significant difference in their responses. There were thirty-six (36) Grade 12 students

from the section A of the Humanities and Social Sciences (HUMMSS) and Technical

Vocational Livelihood – Information Communication Technology (TVL-ICT) strands

and nine (9) teachers from the Basic Education department that were purposively

chosen in this study. The researchers utilized a survey questionnaire to assess the

performance of the web-based system as rated by teachers and students. The

researchers let the students and teachers create an account and utilize the web-based

system. The researchers then handed the students and teachers the survey

questionnaires afterward. The researchers used the average weighted mean and

standard deviation to analyze the results. An independent t-test was used to analyze if

there was a significant difference between the level of usability as rated by teachers

and students.

Summary of Findings

From the interpretations and analysis of the data collected, the following

findings are presented:

1. The web-based early alert system at TRACE College had a high level of usability

according to teachers in terms of efficiency with 3.79 average weighted mean or

strongly agree, convenience with 3.77 average weighted mean or strongly agree,

and effectiveness with 3.87 average weighted mean or strongly agree.

2. The web-based early alert system at TRACE College had a great level of usability

according to students in terms of efficiency with 3.16 average weighted mean or

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agree, convenience with 3.19 average weighted mean or agree, and effectiveness
EFOR
MAT 2
with 3.30 average weighted mean or agree.

3. There was a significant difference between the level of usability and functionality

of the TRACE College Web-Based Early Alert System as rated by teachers and

students with a Critical t-value of 2.063.

Conclusion

1. Teachers had rated the web-based early alert system at TRACE College highly in

terms of efficiency. The teachers viewed the system to be efficient in terms of

helping them to recognize and solve concerns with students more rapidly,

allowing them to intervene when necessary.

2. The teachers also found the system simple and convenient. It fitted seamlessly

into their workflow and required little extra effort to use efficiently.

3. The teachers believed that the system was effective in accomplishing its goals. It

aided them in accurately identifying pupils who may require more assistance or

intervention.

4. The students found the system efficient and simple to navigate and interact with.

This suggests that the system's design helped to a seamless user experience.

5. The students concluded that the system was convenient and easy to use. This

indicates that the system is available from a variety of devices and locations,

allowing students to access information.

6. Students believed that the approach was effective in identifying and supporting

pupils who were struggling academically or otherwise. This means that the system
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provided significant information and tools to help teachers support childrenEFOR
more
MAT 2
effectively.

7. There is a statistically significant difference between how teachers and students

perceive the usability and functionality of the TRACE College web-based early

alert system.

Recommendations

Based on the conclusions, the following recommendations are offered:

1. Instead of deleting, the researchers must have an archive button to keep the

previous early alert records of the students to help the teachers better recognize

students with additional academic attention needs.

2. The website can utilize a drop-down button for subject selection instead of typing

it manually.

3. A Select All button can be used to make early alert sending more efficient for

teachers, instead of checking the students with alerts one by one.

4. The researchers can make the parental reply slip simpler and more user-friendly to

make it more convenient for parents.

5. The One-Time Password (OTP) can be simplified to make it more convenient for

students to log in.

6. Future researchers can replicate this study using other locales and with an

increased number of respondents.

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EFOR
MAT 2

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toward the Inclusion of Learners with Hearing Impairment in Regular
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%27&id=ED638496
Cai, Q.; Lewis, C. L.; Higdon, J. (2015) Learning Assistance Review, v20 n1 p61-
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Campbell, J. A. (2022) Screening for Potential, Assessing for Achievement: A Study
of Instrument Validity for Early Identification of High Academic Potential in
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Capili, J. D., & Pinon, R. M. (2019). Exploring the Relationship and Labels
Attached by Students: How Classroom Management Styles in a Philippine
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Carstens, K.; Mallon J.; Bataineh, M.; Al-Bataineh A. (2021). Effects
EFORof
Technology on Student Learning. Retrieved from https://eric.ed.gov/?
MAT 2
id=EJ1290791
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on Remote Learning Support for Students with Disabilities, Region 10
Comprehensive Center, 2021
Curran, S. A. C. (2022) The Creation of Successful Student Subjects: Foucault’s
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Del Mundo H. J. C. (2022). 21st Century Digital Skills, Technology Integration in
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Dwyer, L. J. ( 2017). An Analysis of the Impact of Early Alert on Community
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Esmaquilan, A. L., Edaño J., & Vasquez J. G. (2023). Effectiveness of the
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Fisher, Colleen M.; Hitchcock, Iverson L. (2022) Enhancing Student Learning and
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Haleem A., Javaid M., Qadri M. A., Suman R. (2022). Understanding the role of
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Halvorsen, J., Ertesvåg, S. K., & Roland, P. (2023). Teachers’ participation in
evaluating a Web-Based tool to monitor intervention fidelity. Retrieved from
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Hui, W., Hu, P., Clark, T. H. K., Tam, K. Y., and Milton, J. (2008) Technology-
Assisted Learning: A Longitudinal Field Study of Knowledge Category,
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Learning Effectiveness and Satisfaction in Language Learning. RetrievedEFOR
from
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education: perspectives of parents, children, and teachers in select elementary
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Perspectives from Graduate Teaching Assistants in a College/University
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in a College/University Physical Activity Program, Physical Education and
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Lipscombe, K., Buckley-Walker, K., & Tindall-Ford, S. (2023). Middle Leaders’
Facilitation of Teacher Learning in Collaborative Teams. School Leadership &
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Lucchi N. (2015). Internet-Based Communication: Rights, Risks and opportunities.
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Manuel, N. L., & Vargas, D. S. (2022). Kindergarten Parents’ Capabilities, Roles,
And Challenges In Home Supported Learning In The Philippines. Journal of
Positive School Psychology, 6(8), 9724-9737. Retrieved from
https://journalppw.com/index.php/jpsp/article/view/11558
Marcal L. (2019) Early alert system pilot in a microeconomics principles course.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1233125.pdf
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Marinenko; Olga (2021)Assistance and Support Provided to International Students
EFOR
by University Teachers. Retrieved from ERIC - EJ1367123 - Enhancing Student
MAT 2
Learning and Engagement Using Digital Stories, Journal of Teaching in Social
Work, 2022 (ed.gov)
Meletiado E. (2022) Using Educational Digital Storytelling to Enhance Multilingual
Students' Writing Skills in Higher Education. Retrieved from ERIC - EJ1359937
- Using Educational Digital Storytelling to Enhance Multilingual Students'
Writing Skills in Higher Education, IAFOR Journal of Education, 2022
Monserate C. A. (2018). Impact of Technology on the Academic Performance of
Students and Teaching Effectiveness. Retrieved from
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5340.pdf
Mydin, F. & Surat, S. (2021). Research Capability: Early-Career Academics'
Perception of Doctoral Studies. Retrieved from
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Nueva M. G. C. (2019). A Literature Review on the Current Technocology in
Education: An Examination of Teachers Use of Technology and Its Association
to Digital Inequality in School. Retrieved from https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/arts-congress-proceedings/2019/CP-04.pdf
Oducado, R. M. F. & Estoque H. V. (2021). Online Learning in Nursing Education
during the COVID-19 Pandemic: Stress, Satisfaction, and Academic
Performance. Retrieved from https://eric.ed.gov/?q=web-
based+Communication+Location
%3a+Philippines+&ff1=locPhilippines&id=ED613284
Patikorn, Thanaporn; Heffernan, Neil T.(2020) Effectiveness of Crowd-Sourcing
On-Demand Assistance from Teachers in Online Learning Platforms. Retrieved
from ERIC - ED636099 - Student Perception on the Effectiveness of On-
Demand Assistance in Online Learning Platforms, Grantee Submission, 2022-Jul
Patterson C. R., York E., Maxham D., Molina R., and Mabrey P. (2023)
Applying a Responsible Innovation Framework in Developing an Equitable
Early Alert System: A Case Study. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1387174.pdf
Rubin-Wilson, La'Shon Danette (2020). Technology Use for Literacy Development
in Children with Reading Disabilities. Retrieved from ERIC - ED631970 -
Technology Use for Literacy Development in Children with Reading
Disabilities, ProQuest LLC, 2022
Sapungan, G. M., & Sapungan, R. M. (2014). Parental involvement in child’s
education: Importance, barriers and benefits. Asian Journal of Management
Sciences & Education, 3(2), 42-48. Retrieved from
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Saracostti, M., de Toro, X., Rossi, A., Lara, L., & Sotomayor, M. B. (2022).
EFOR
Implementation of a web-based system to measure, monitor, and promoteMAT
school
2
engagement strategies: A Chilean experience. Frontiers in Psychology, 13,
Article 980902. https://doi.org/10.3389/fpsyg.2022.980902
Sena et al. (2023). Multimedia Alternative Tool Application for Teaching Science
Subject to Grade 5 Students in Colegio de San Juan de Letran – Calamba.
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Smith J. G. (2018) Early Alert Academic Warning System: A Quantitative Study of
Two Characteristics of Early Alert Warnings and the Impacts Toretention
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ad72031d085e/content
Soso, H. T. (2020). Discussion Web Strategy: Its influence of enhancing the
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id=15562
Tampke, D. R. (2013). Developing, implementing, and assessing an early alert
system. Journal of College Student Retention: Research, Theory and Practice,
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Teaching: Perceptions of Senior High School Teachers in the Philippines.
Pedagogy, Culture and Society, 31(5), 933–953. Retrieved from
https://eric.ed.gov/?q=language+support+in+philippines*&id=EJ1397635
Thaneshan, L., Mat Yamin, F., & Othman, S. N. (2020). The Role of Convenience,
Compatibility and Media Richness in Accepting Mobile Web in Malaysia.
Journal of Information System and Technology Management, 5(17), 12-19.
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ion_Strategies_of_the_Philippines_from_1992_to_2022_A_Review
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Uzorka, A. (2021). Faculty Members’ Communication Needs with Regards EFORto
Technology. Retrieved from https://eric.ed.gov/?
MAT 2
q=technology+teachers+convenience&id=EJ1294980
Vermeulen, P. (2009). Web-based communication tools in a European research
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https://www.researchgate.net/publication/378255856_Study_of_digital_approac
h_in_education_and_psychology_among_selected_users_in_Ukraine

II. Unpublished Materials

A. Unpublished Thesis

Brown, C.; Boser, U.; Sargrad, S.; Marchitello, M. (2016) Implementing the Every
Student Succeeds Act: Toward a Coherent, Aligned Assessment System.
Retrieved from ERIC - ED568079 - Implementing the Every Student Succeeds
Act: Toward a Coherent, Aligned Assessment System, Center for American
Progress, 2016-Jan
Dwyer, L. J. (2017). An analysis of the impact of early alert on community college
student persistence in Virginia. Retrieved from:https://eric.ed.gov/?
q=Academic+Early+Alert+Utilisation&ff1=dtySince_2015&id=ED579570
Francis J. (2017). The Effects Of Technology On Student Motivation And
Engagement In Classroom-Based Learning. Retrieved from
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Gammon, J. B. (2017). An evaluation of the Early Alert (STAR) program at Central
Piedmont Community College. Retrieved from:https://eric.ed.gov/?
q=Academic+Early+Alert+Utilisation&ff1=dtySince_2015&id=ED575545
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Gammon, J. B. (2017). An evaluation of the Early Alert (STAR) program at Central
EFOR
Piedmont Community College. Retrieved from:https://eric.ed.gov/?
MAT 2
q=Academic+Early+Alert+Utilisation&ff1=dtySince_2015&id=ED575545
Haight K. (2012) . The Adoption and Integration of Technology Within the
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accountid=9362&sourcetype=Dissertations%20&%20Theses
Johnetta E. (2023). Introduction and Utilization of a University Technology Transfer
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Technology Transfer Success. Retrieved from https://eric.ed.gov/?q=https
%3A&pg=422&id=ED639975
Libertore, M. T. (2019). Data Systems to Increase Counselor Efficiency and
Understanding of their Caseload. Retrieved from:https://eric.ed.gov/?
q=Academic+Early+Alert+Utilisation&ff1=dtySince_2015&id=ED579570
Libertore, Matthew T. (2019). Data Systems to Increase Counselor Efficiency and
Understanding of their Caseload. Retrieved from:https://eric.ed.gov/?
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Martin E. (2022). The Impact of Technology Integration on Secondary Student
Learning. Retrieved from https://spark.bethel.edu/cgi/viewcontent.cgi?
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Faculty Use Impacts Course Completion & Student Retention. Retreived from
https://eric.ed.gov/?
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Price J. E. (2023). Introduction and Utilization of a University Technology Transfer
Capital Efficiency Model for the Evaluation of Technical and Capital
Efficiencies and the identification of Institutional Factors That Contribute to
Technology Transfer Success. Retrieved from:https://eric.ed.gov/?
q=Academic+Early+Alert+Utilisation&ff1=dtySince_2015&id=ED575545
Rubin-Wilson, La'Shon Danette (2020). Technology Use for Literacy Development
in Children with Reading Disabilities. Retrieved from ERIC - ED631970 -
Technology Use for Literacy Development in Children with Reading
Disabilities, ProQuest LLC, 2022
Williams, M. L. (2022). Exploring the perspectives and lived experiences of
academic advisors who use an academic early alert system at the University of
Missouri. Retrieved from ERIC - ED639513 - https://eric.ed.gov/?
q=effectiveness+of+web+based+early+alert+system+by+teachers&id=ED63951
3

B. Internet
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Ahmad A. R. (2021) "An artificial intelligence approach to monitor student
EFOR
performance and devise preventive measures.s Retrieved MAT
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ation
Arkansas State University (2010). Early Alert Listserv. Retrieved from
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Standard Deviation. Retrieved from
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simplify-your-assessment-process
Frost, J. (2024). What is the Mean and How to Find It: Definition & Formula.
Statistics by Jim. Retrieved from
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from: https://spaces4learning.com/Articles/2019/12/04/online-monitoring.aspx
Ganesh V. (2020) Academic Monitoring Systems: The missing piece in the education
puzzle Retrieved from :https://www.samagragovernance.in/blog/2020-01-14-
academic-monitoring systems-the-missing-piece-in-the-education-puzzle/ a
Gray, L., & Lewis, L. (2021). Use of Educational Technology for Instruction in
Public Schools: 2019–20 (NCES 2021- 017). U.S. Department of Education.
Washington, DC: National Center for Education Statistics. Retrieved from
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Karthik (2019). Need for Early Alert System in Higher Education. Retrieved from
https://www.engage2serve.com/uk/blog/early-alert-systems-in-higher-education/
Lara L. (2022). Implementation of a web-based system to measure, monitor, and
promote school engagement strategies. Retrieved from:
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Matheo J. (2019). DepEd to monitor technology use in public schools Retrieved
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40/deped-monitor-technology-use-public-schools/amp/.
Montoya S. and Barbosa A. (2020) The importance of monitoring and improving ict
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education-post-confinement
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National Association of Special Education Teachers (2011). Strategies
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Managing Defiance and Non-Compliance. Retrieved MAT from
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managing-defiance-and-non-compliance
Obatuase E. & Ositelu M. (2022) Early Alert Systems: Why the Personal Touch is
Key. Retrieved from
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Oerlemans DR. K. (2018)"Planning, implementing and monitoring student group
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Rouse, M. (2017). Bootstrap. Retrieved from
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students-do- online/

C. Conference Paper

Santos R., Luz B., Martins V., Dias D. & Guimarães M. (2015) Teaching-Learning
Environment Tool to Promote Individualized Student Assistance Retrieved from
Teaching-Learning Environment Tool to Promote Individualized Student
Assistance | SpringerLink
Yucha, J. B. (2004). Convenience: are you providing it? SIGUCCS '04: Proceedings
of the 32nd annual ACM SIGUCCS conference on User services, 44-46.
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EFOR
MAT 2

APPENDIX A
LETTER OF REQUEST (STATISTICIAN)
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EFOR
MAT 2

APPENDIX A
LETTER OF REQUEST (LANGUAGE CRITIC)
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EFOR
MAT 2

APPENDIX A
LETTER OF REQUEST (EXTERNAL VALIDATOR)
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EFOR
MAT 2

APPENDIX A
LETTER OF REQUEST (RESEARCH ADVISER)
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EFOR
MAT 2

APPENDIX A
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LETTER OF REQUEST (EXTERNAL VALIDATOR) EFOR
MAT 2
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APPENDIX B EFOR
VALIDATION OF INSTRUMENT MAT 2
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EFOR
MAT 2
APPENDIX C

SURVEY QUESTIONNAIRE

To our Dear Respondents,

Greetings of Peace and Goodwill!

We the Grade 12 TVL-ICT students of Senior High School in TRACE College Inc.,
are currently working on our research paper entitled “UTILIZATION OF WEB-
BASED EARLY ALERT SYSTEM AT TRACE COLLEGE” as part of our
requirements for our Practical Research 2 and Inquiries, Investigation, and Immersion
subjects. In connection with this, we prepared this survey questionnaire in order to
gather information and data needed for our study. Kindly answer the following
questions with honesty. Rest assured that the information and data obtained will be
used for the purpose of this study only.

Your cooperation will be a great contribution for our study. Thank you and God
bless!

- The Researchers

SURVEY-QUESTIONNAIRE

Name (Optional): ________________________

DIRECTION: Read the following questions carefully. Put a check ( / ) in the

box that corresponds to your responses for each statement. Kindly answer the
questions honestly for the researchers to be able to gather reliable data for this
study.
Legend:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
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EFOR
MAT 2
A. Efficiency 4 3 2 1

1. The web-based system helps create seamless work and

has no bugs.

2. The performance of the web-based system is fast and

reliable.

3. The web-based system helps in accessing the early alert

more easily.

4. The web-based system decreases the work time in

sending academic early alerts.

5. The web-based system turns routine tasks, such as

individual message sending, to just a few clicks.

6. Log in failure messages are clear and help resolve

issues promptly.

7. The mechanism of inviting and joining within classes is

well-systematized.

8. The early alert messages provide options for

customization depending on user preference.

9. The parental reply slip system is efficient in terms of

uploading and submitting signatures.

10. Signing up is fast. It does not require too much

information.

B. Convenience 4 3 2 1

1. The web-based system's classes' design and layout are

organized.

2. The web-based system is easily accessible from various

devices (e.g. desktops, cell phones).

3. The various sections of the web-based system are easy

and simple to navigate.

4. The website meets the needs and expectations of the

user in terms of sending and accessing early alerts.

5. Finding the necessary information such as student

information and alert notifications within the web-based
system is easy and simple.
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6. The web-based system can be easily navigated without EFOR
prior training or support. MAT 2
7. It is easy and simple to log in on the web-based system.

8. The reply slip is easy and simple to fill up.

9. It is easy for students to check if they have current

alerts.

10. The requirements for filling up the registration page

are easy to understand.

C. Effectiveness 4 3 2 1

1. The web-based system effectively sends the early alert

on time.

2. The web-based system sends precise and accurate early

alerts.

3. The web-based system effectively promotes

communication between teachers, parents, and students in
resolving the academic difficulties of students.

4. The registration form is effective in acquiring necessary

information.

5. The usage of a web-based system is more cost-effective

compared to paper-form early alerts.

6. The web-based system is more effective in reaching the

intended recipients than the paper-form early alerts.

7. The triple alert mechanism (website, email, cellphone

number) helps to make sure that the recipients receive the
information.

8. The web-based system effectively sends an early alert

containing the subject of concern.

9. The web-based system's parent's reply slip is effective

in informing teachers about the parent's response.

10. The web-based system supports collaboration among

teachers in marking and sending early alerts.
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EFOR
MAT 2

Dear Ma’am/Sir,

Greetings!

We, the undersigned, are student researchers from Grade 12 TVL – ICT and are
currently conducting a study entitled “ UTILIZATION OF WEB-BASED EARLY
ALERT SYSTEM AT TRACE COLLEGE .”

The survey would last only about 15-20 minutes and would be arranged at a time convenient
to the teachers’ schedule (e.g. during break). Participation in the survey is entirely voluntary
and there are no known anticipated risks to participation in this study. All information provided
will be kept in utmost confidentiality and will be used only for academic purposes. The names
of the respondents will not appear in any thesis or publications resulting from this study unless
agreed to.

We will ask our respondents to utilize our website in marking, sending, or viewing students
with early alert in the Grade 12 TVL-ICT Enthusiasm and answer the questionnaire afterwards.
In this regard, we guarantee you that we will not disturb your precious schedule. We will highly
appreciate the time you may allot to us upon conducting our use. Your response to this letter is
crucial in providing the necessary information for our study to help us achieve the factual result.

Your response and time are greatly appreciated. We are hoping for your kind approval and
support regarding this undertaking

Sincerely,

REUEL GILEAD H. GLORIOSO JEAMUEL A. AMADO JASMENE CATHE P. CATEDRILLA

FRANCINE DENISE P. ACUÑA ENRICO JIAN A. BLANCO JOSHUA H. DE VERA

JOANA MAY S. GABRIEL WILHELM H. LANCERAS GIAN CARLO B. MENDOZA

JUSTIN CARL P. PELEÑO MARCO JAY V. REYES MATTHEW A. SUAREZ

Noted by:

MARLENE C. PANAGLIMA
Research Adviser
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DIRECTION: Read the following questions carefully. Put a check ( / ) in the EFOR
box that represents your responses for each statement. Answer the questions MAT 2
honestly for the researchers to be able to gather reliable data for this study.
Legend:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree

A. Efficiency 4 3 2 1
1. The web-based system helps create seamless work and
has no bugs.
2. The performance of the web-based system is fast and
reliable.
3. The web-based system helps in accessing the early alert
more easily.
4. The web-based system decreases the work time in
sending academic early alerts.
5. The web-based system turns routine tasks, such as
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve
issues promptly.
7. The mechanism of inviting and joining within classes is
well-systematized.
8. The early alert messages provide options for
customization depending on user preference.
9. The parental reply slip system is efficient in terms of
uploading and submitting signatures.
10. Signing up is fast. It does not require too much
information.

B. Convenience 4 3 2 1
1. The web-based system's classes' design and layout are
organized.
2. The web-based system is easily accessible from various
devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are easy
and simple to navigate.

4. The website meets the needs and expectations of the

user in terms of sending and accessing early alerts.
5. Finding the necessary information such as student
information and alert notifications within the web-based
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system is easy and simple. EFOR
6. The web-based system can be easily navigated without MAT 2
prior training or support.
7. It is easy and simple to log in on the web-based system.
8. The reply slip is easy and simple to fill up.
9. It is easy for students to check if they have current
alerts.
10. The requirements for filling up the registration page
are easy to understand.

C. Effectiveness 4 3 2 1
1. The web-based system effectively sends the early alert
on time.
2. The web-based system sends precise and accurate early
alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students in
resolving the academic difficulties of students.
4. The registration form is effective in acquiring necessary
information.
5. The usage of a web-based system is more cost-effective
compared to paper-form early alerts.
6. The web-based system is more effective in reaching the
intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email, cellphone
number) helps to make sure that the recipients receive the
information.
8. The web-based system effectively sends an early alert
containing the subject of concern.
9. The web-based system's parent's reply slip is effective
in informing teachers about the parent's response.
10. The web-based system supports collaboration among
teachers in marking and sending early alerts.
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APPENDIX D EFOR
DATA MATRIX MAT 2
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MAT 2
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APPENDIX E
DOCUMENTATION
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Figure 2. Registration of ICT students.

Figure 3. Logging in of ICT students.

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Figure 4. Registration of HUMSS students.

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Figure 5. Registration and logging in of teachers.

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Figure 6. Recording students with received alerts.

Figure 7. Surveying ICT students.
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Figure 8. Surveying HUMSS students.

Figure 9. Surveying teachers

APPENDIX F
RESULT OF TURN IT-IN
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EFOR
MAT 2

CURRICULUM VITAE
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EFOR
MAT 2
ACUÑA FRANCINE DENISE P.
Address: 210 Purok 1 Brgy. Tadlak, Los Baños,
Laguna 4030
Contact number: 09927343117
Email: fdeniseacuna@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake
Los Baños, Laguna
2018 - 2022 : Castor Alviar National High School
Brgy. Masili, Calamba City, Laguna

Elementary 2012 - 2018 : Tadlac Elementary School

Brgy. Tadlak, Los Baños, Laguna
B. Skills
Collaboration
Communication
Creativity
Adaptivity
Analytical

FRANCINE DENISE P. ACUÑA

CURRICULUM VITAE

AMADO, JEAMUEL A.
Address: 539 Purok 3 Brgy. Bucal, Calamba City,
Laguna 4028
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Contact number: 09669072388 EFOR
MAT 2
Email: ajeamuel@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 - 2022 : Calamba City School for the Arts
Chipeco Ave, Calamba, 4027 Laguna

Elementary 2012 - 2018 : Bucal Elementary School

Manila S Rd, Calamba, 4027 Laguna
B. Skills
Collaboration
Communication
Editing photos and videos
Multitasking

JEAMUEL A. AMADO

CURRICULUM VITAE

BLANCO, ENRICO JIAN A.

Address: Purok 4 Masapang Victoria Laguna 4011
Contact number: 09150643602
Email: eblanco.f2f@tracecollege.edu.ph
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A. Educational Background MAT 2

Secondary 2023 - 2024 : TRACE College

El Danda St., Brgy. Batong Malake,
Los Banos, Laguna 4030
2019 – 2021 : MCA of Calo Bay Inc.
Calo Bay, Laguna 4033
Elementary 2011 - 2018 : MCA of Masapang
Brgy. Masapang Victoria, Laguna 4011

B. Skills
Computer Literate
Athletic/Sports
Good Communication

C. Honors and Awards

2018 3rd Honor
Recognition Rites
Brgy. Masapang Victoria, Laguna 4011

ENRICO JIAN A. BLANCO

CURRICULUM VITAE

CATEDRILLA, JASMENE CATHE P.

Address:1618 Lower Dampalit Lalakay Los Baños,
Laguna, 4030
Contact number: 09774736792
Email: keikei10305@gmail.com

A. Educational Background
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Secondary 2022 – 2024 : TRACE College EFOR
MAT 2
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 – 2022 : Los Baños National High School
Jamboree Road, Brgy. Timugan,
Los Baños, Laguna
Elementary 2016 – 2017 : Lalakay Elementary School
Brgy. Lalakay, Los Baños,
B. Skills
Illustration making
Graphic design
Character and story design
Film and picture editing
Digital / Traditional
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C. Trainings/Workshops/Seminars Attended EFOR
2019 Art Workshop MAT 2
Municipal Government of Los Banos
2019 Science Camp
Los Baños National High School (Poblacion)
2018 Math Camp
Los Baños National High School
2017 GSP Encampment
Los Banos Central Elementary School
2016-2018 Journalism (Editorial Cartooning)
Lalakay Elementary School
D. Honors and Awards
2024 2nd Place
National Arts Month On the spot Painting
Municipal of Los Baños
2023 “People’s Choice Award”
National Arts Month Painting
Municipal of Los Baños
2019 1st Place
Poster Making “National Children’s Month”
Municipal of Los Baños
2018-2020 With Honors
Recognition
Los Baños National High School

JASMENE CATHE P. CATEDRILLA

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CURRICULUM VITAE EFOR
MAT 2

DE VERA, JOSHUA H.
Address: Purok 5 Extension, BLIPAI, Barangay
Bambang Los Baños, Laguna 4030
Contact number: 09514054532
Email: deverajoshua951@gmail.com

A. Educational Background
2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
Secondary 2018 - 2022 : Eduardo Barretto Senior National
High School
Jalandoni St., Brgy. Pansol, Calamba
Elementary 2012 - 2018 : Jose Rizal Memorial School
Brgy. 2, Calamba, Laguna

B. Skills
Computer Literate
Crafting
Photography
Film and Picture Editing
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C. Trainings/Workshops/Seminars Attended EFOR
2023 Festival Dance (Bañamos Festival) MAT 2

Los Baños, Laguna

2023 Festival Dance (Anilag Festival)
Sta Cruz, Laguna
2019 Festival Dance (Buhayani Festival)
Calamba, Laguna
2018 Math Camp
Eduardo Barretto Sr Nation High School

D. Honors and Awards

2023 2nd Place
‘Anilag Festival’
Sta. Cruz, Laguna
2019 Grand Champion
‘Buhayani Festival’
Calamba, Laguna

JOSHUA H. DE VERA

CURRICULUM VITAE
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GABRIEL, JOANA MAY S. EFOR
Address: Blk 99, Lot 2 Site 1 NHA, Dayap, MAT 2

Calauan, Laguna 4012

Contact number: 09922648283
Email: joanamaygabriel@gmail.com

A. Educational Background

Secondary 2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 - 2022 : Dayap National High School Main
Purok Ilaya, Brgy. Dayap, Calauan, Laguna
Elementary 2012 - 2018 : Dayap Elementary School Annex
Brgy. Dayap, Calauan, Laguna

B. Skills
Self – motivation
Creativity
Communication
Customer Service
Interpersonal

C. Trainings/Workshops/Seminars Attended
April 27, 2019 Computer Literacy Training Program
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3a Hermanos Belen St. San Pablo City, LagunaEFOR
January 11-12, 2019 Astro Camp MAT 2

Dayap National High School- Main

February 22, 2017 GSP Councilwide World Thinking Day Camp

Dayap Elementary School Annex

January 21, 2017 GSP Council Wide Trip-out
Binakayan Kawit, Cavite
August 12-13,2016 GSP Council Wide Troop Camp
Dayap Elementary School- Annex

D. Honors and Awards

2021-2022 With Honors
Graduation S.Y. 2021-2022
Dayap National High School Main
2018-2021 Achiever
Moving-up and Recognition Day
Dayap Elementary School- Annex
2014-2015 Achiever
Moving-up and Recognition Day
Dayap Elementary School- Annex
2011-2012 Outstanding Award
Moving-up Kindergarten and Recognition Day
Dayap Elementary School- Annex

JOANA MAY S. GABRIEL

CURRICULUM VITAE
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GLORIOSO, REUEL GILEAD H. EFOR
MAT 2
Address: Rosario Cortez St. Brgy. Batong Malake,
Los Baños, Laguna 4030
Contact number: 09081314524
Email: gloriosoreuel.cdlb@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El danda St., Brgy. Batong Malake,
Los Baños, Laguna 4030
2018 - 2022 : Colegio de Los Baños
Lopez Ave., Brgy. Batong Malake,
Los Baños, Laguna 4030

Elementary 2012 - 2018 : Colegio de Los Baños

Lopez Ave., Brgy. Batong Malake,
Los Baños, Laguna 4030
B. Skills
Computer Literacy
Intermediate Skills in Java Programming
Basic Skills in HTML, PHP, and SQL
Proficient in MS Word, MS Excell, MS PowerPoint, and MS Visio
Communication and Public Speaking
Collaboration
Driving 2-wheeled and 4-wheeled vehicles

C. Trainings/Workshops/Seminars Attended
March 8, 2018 Envirobot 2018: Robotics for a
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Greener Society EFOR
MAT 2
Joy in Learning School Inc., Los Baños, Laguna

D. Honors and Awards

2023 With Honors
Recognition Rites
TRACE College
2021 With Honors
Recognition Rites
Colegio de Los Baños
2017 With Honors
Recognition Rites
Colegio de Los Baños

REUEL GILEAD H. GLORIOSO

CURRICULUM VITAE
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LANCERAS, WILHELM H. EFOR
MAT 2
Address: 418 Purok 4 Barangay Calo, Bay, Laguna
Contact number: 09060080954
Email: willanceras@gmail.com

A. Educational Background
Secondary 2022 - 2024 :
TRACE College
El Danda St. Brgy. Batong Malake Los
Baños, Laguna
2018 - 2022 : Maranatha Christian Academy of Bay
507 Calo, Bay, Laguna
Elementary 2012 - 2018 :
2016 - 2018 : San Agustin Learning Center of Bay
F Arieta, Bay, Laguna
2013 - 2016 : Maquiling School Inc.
College, Los Baños, Laguna
2012 - 2013 : Father Angelico Lipani School
Asiaville Subdivison, Masaya, Bay,
Laguna
B. Skills
Communication
Computer Literate
Collaboration

WILHELM H. LANCERAS
CURRICULUM VITAE

MENDOZA, GIAN CARLO A.

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Address: Purok 5 Brgy. San Benito, Victoria, Laguna EFOR
MAT 2
Contact number: 09649834460
Email: mendozagiancarlo390@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 - 2022 : Masapang Integrated National High
School
Brgy. Masapang, Victoria, Laguna

Elementary 2012 - 2018 : San Benito Elementary School

Brgy. San Benito, Victoria, Laguna

B. Skills
Collaboration
Communication
Creativity

GIAN CARLO A. MENDOZA

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CURRICULUM VITAE

PELEÑO JUSTIN CARL P.

Address: El Danda St. Brgy. Batong Malake,
Los Baños, Laguna 4030
Contact number: 09516019466
Email: jpeleno.f2f@tracecollege.edu.ph

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna 4030
2018 - 2022 : Batong Malake National High School
Brgy. Batong Malake, Los Baños,
Laguna
Elementary 2012 - 2018 : Maahas Elementary School
Brgy. Maahas, Los Baños, Laguna
B. Skills
Creativity
Problem Solving
Active Listening
Computer Literacy
D. Honors and Awards
2014 With Honors
Recognition
Maahas Elementary School

JUSTIN CARL P. PELEÑO

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CURRICULUM VITAE EFOR
MAT 2

REYES, MARCO JAY V.

Address: Brgy. Tagumpay, Bay, Laguna 4033

Contact number: 09670312025

Email: marcojayreyes98@gmail.com

A. Educational Background
Secondary 2022 – 2024 : TRACE College
El Danda St, Brgy. Batong Malake,
Los Baños, Laguna
2018 – 2022 : Nicolas L. Galvez Memorial
Integrated High School
Brgy. San Antonio, Bay, Laguna
Elementary 2012 – 2018 : Tagumpay Elementary School
Brgy. Tagumpay, Bay, Laguna

B. Skills
Adaptability
Communication
Collaboration
MARCO JAY V. REYES
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CURRICULUM VITAE EFOR
MAT 2

SUAREZ, MATTHEW A.
Address: Arieta St. Brgy. San Antonio Bay,
Laguna 4033
Contact number: +63 965 368 2649
Email: mathewsuarez20@gmail.com
A. Educational Background
Secondary 2022 - 2024 : TRACE
College
El Danda St. Brgy Batong Malake,
Los Baños, Laguna
2018 - 2022 : Nicholas L. Galvez Memorial Integrated
National High School
Brgy. San Antonio, Bay, Laguna

Elementary 2012 - 2018 : San Antonio Elementary School

Brgy. San Antonio, Bay, Laguna
B. Skills
Basic Computer Programming
Effective Communication
Computer Literate
Problem Solving
Logical & Critical Thinking

MATTHEW A. SUAREZ