Template-Type: ReDIF-Article 1.0 Author-Name: Randy Maño Author-Workplace-Name: Molino Elementary School, Schools Division of Bacoor City Author-Name: Benita Borromeo Author-Workplace-Name: Molino Elementary School, Schools Division of Bacoor City Title: Word Drills and the Reading Ability of Grade V Pupils in Molino Elementary School Publication-Status: Published Abstract: Reading is a foundational life skill, yet many upper-elementary pupils still struggle to recognize common words, which slows their reading and weakens comprehension. This action research examined whether structured word drills improve the reading ability of Grade V pupils. Specifically, it sought to identify the reading difficulties of the pupils, the word drill strategies that could help them, and whether these drills improved their reading performance. A descriptive design with a pre-test and post-test was employed among 40 Grade V pupils, ten from each of four sections of Molino Elementary School, Bacoor City, selected through universal sampling. The instrument was a validated 20-item yes-no checklist drawn from the Dolch Basic Sight Words (Levels 1–6). Over two weeks, the pupils underwent a series of drills: backward build-up, repetition and chain, single-slot and multi-slot substitution, transformation, and question-and-answer drills. Data were analyzed using mean, percentage, paired t-test, and one-way ANOVA. The pupils struggled with unfamiliar words, inaccurate decoding, comprehension, and reading speed. Their mean score rose from 9.05 (SD = 2.97) in the pre-test to 17.83 (SD = 2.15) in the post-test, and every pupil improved. The paired t-test showed a highly significant difference, t(39) = 22.80, p < .001, while no significant difference was found among the four sections (p = .089). The study concludes that varied, systematic word drills effectively develop the sight-word recognition and reading ability of Grade V pupils. It recommends that teachers sustain and extend the drills across grade levels and that school heads provide the necessary reading materials. Keywords: sight word recognition; Dolch Basic Sight Words; drilling technique; reading intervention; reading difficulties; action research; elementary education; Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 1-10 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23132738 File-URL: https://universitasjournal.com/index.php/about/article/view/50 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/50/34 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:50 Template-Type: ReDIF-Article 1.0 Author-Name: Karen S. Ligab Author-Workplace-Name: Kalinga State University Title: Strengthening Community-Based Maternal Health: Pregnancy Complications, Associated Risk Factors, and Development of an Enhanced Prenatal Program in Selected Barangays of Tanudan, Kalinga Publication-Status: Published Abstract: Pregnancy complications remain a concern in geographically isolated communities where distance, transportation difficulties, and cultural barriers affect access to maternal care. This study examined pregnancy complications in selected barangays of Tanudan, Kalinga, and associated factors to inform enhancements to a community-based prenatal program. A descriptive comparative design combined Rural Health Unit records for 2021–2025 with survey responses from 93 mothers selected through stratified random sampling in Dacalan, Gaang, Lower Lubo, Upper Lubo, and Babbanoy. A structured questionnaire collected demographic, socioeconomic, and health profiles and ratings of social, economic, behavioral, and environmental factors. The questionnaire underwent expert validation and yielded a Cronbach’s alpha of 0.78. Frequencies, means, prevalence calculations, and statistical comparisons were used to summarize the data. Health records documented 99 pregnancy complications, with pregnancy-induced hypertension the most frequent condition. The overall mean for associated factors was 1.76, interpreted as rarely at risk. Behavioral factors had the highest category mean of 2.06, followed by environmental factors at 1.75, economic factors at 1.68, and social factors at 1.54. The reported analyses identified significant relationships between complications and behavioral factors (p = .002) and environmental factors (p = .03). The findings support attention to prenatal attendance, maternal health education, and access to timely care. The proposed InaAlerto program combines barangay learning sessions, partner participation, mobile prenatal services, emergency transport arrangements, and health communication in locally understood languages. These proposed measures provide a basis for cooperation among local government, health personnel, families, and community leaders to strengthen culturally responsive maternal care in remote communities. Further assessment is needed before program implementation and evaluation. Keywords: maternal health; antenatal attendance; geographic isolation; indigenous communities; health service access; maternal health education; local health systems; Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 11-27 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23133326 File-URL: https://universitasjournal.com/index.php/about/article/view/60 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/60/35 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:60 Template-Type: ReDIF-Article 1.0 Author-Name: Marlon Fortunato Author-Workplace-Name: Lyceum of the Philippines University Author-Name: Earl Denzel Tan Author-Workplace-Name: Lyceum of the Philippines University Author-Name: Michelle Lei Victorino Author-Workplace-Name: Lyceum of the Philippines University Title: The Role of Philippine Higher Education Institutions in Empowering Indigenous Communities through Enterprise Development: A Systematic Scoping Review Publication-Status: Published Abstract: There is an emerging awareness of the role Higher Education Institutions play in promoting inclusive development through enterprise-oriented extension services, especially by Indigenous Peoples. This scoping review was guided by PRISMA framework and aimed to explore Higher Education Institution programs and initiatives related to enterprise development involving indigenous communities in the Philippines. The review included 20 published literatures from 2015 to 2025. Various literature types and sources were searched and considered, including journal articles, theses, government publications, and institutional reports. The inclusion criteria focused on enterprise program categories, higher education interventions, and outcome patterns. The result of the scoping review identified higher education’s role in microenterprise development. It was found that HEIs contribute to livelihood and microenterprise development through interventions, capacity-building, enabling institutional environment, and research. Most interventions follow a skills-to-enterprise pathway, emphasizing participatory engagement, contextualized enterprise design, and alignment with rights-based and policy frameworks. Outcomes are strongest in capacity and skills development, participation, and early livelihood gains, while evidence on long-term enterprise sustainability remains limited. The study emphasized the need for sustained incubation support, market integration, and more robust evaluation designs to strengthen the long‑term impact of HEI-led indigenous enterprise initiatives. Keywords: Higher Education Institutions; Indigenous Peoples; Enterprise Development; Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 28-47 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23140497 File-URL: https://universitasjournal.com/index.php/about/article/view/61 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/61/36 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:61 Template-Type: ReDIF-Article 1.0 Author-Name: Joel D. Anajao Author-Workplace-Name: Cavite State University Author-Name: Jerard Noel M. Martinez Author-Workplace-Name: Cavite State University Author-Name: Amiel M. Cortez Author-Workplace-Name: Cavite State University Title: Utilizing Pool Noodles as Padded Sticks in Arnis Sparring Among College Students: Basis for Equipment Innovation Publication-Status: Published Abstract: Sparring in Arnis is rarely incorporated into typical physical education classes. This is due to the inaccessibility or unavailability of protective gear, which is only available to varsity athletes in Arnis. The researchers used polyethylene foam sticks, commonly called pool noodles, in the sparring sessions to make the activity enjoyable and safe. This study aimed to determine the advantages, disadvantages, and limitations of using pool noodles as an alternative sparring tool in Arnis classes. College students (50) participated in the study. The findings identified several advantages and disadvantages associated with using pool noodles as sparring sticks. The dominant theme was the contribution to student safety and enjoyment during the sparring sessions. However, participants identified limitations, particularly the excessive softness and flexibility of the materials, which may reduce their effectiveness and realism during sparring. The finding may serve as a basis for developing an improved Arnis sparring stick that retains the safety, affordability, and user-friendly characteristics of pool noodles while incorporating the firmness, handling, and performance characteristics of traditional rattan sticks. Keywords: Arnis; Physical Education; Polyethylene Foam; Pool Noodles Journal: Universitas: Journal of Global Research and Innovation Pages: 48-66 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23175080 File-URL: https://universitasjournal.com/index.php/about/article/view/53 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/53/37 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:53 Template-Type: ReDIF-Article 1.0 Author-Name: Maria Rencelyn V. Valdenarro Author-Workplace-Name: Polytechnic University of the Philippines Title: An Assessment of the Sendai Framework in the Province of Laguna Publication-Status: Published Abstract: The rising frequency of extreme climate events highlights the urgent need for effective local disaster risk reduction and management (DRRM). In the 2024 World Risk Report, the Philippines ranked highest globally on the World Risk Index for the third consecutive year. This study assessed the awareness, utilization, satisfaction, and perceived effectiveness of the UN Sendai Framework for Disaster Risk Reduction (2015–2030) among Local Disaster Risk Reduction and Management Offices (LDRRMOs) in Laguna. Anchored in Uses and Gratifications Theory and Social Judgment Theory, the research employed a quantitative survey design targeting 94 local DRRM officers across 30 municipal and city LGUs. The findings revealed a key implementation paradox: officers exhibit moderate theoretical awareness of specific global targets, yet report high operational utilization, high satisfaction, and high perceived effectiveness. Statistical testing confirmed a strong positive relationship between utilization and satisfaction. Inferential analysis demonstrated that educational attainment and years of service have statistically significant positive relationships with overall awareness. The study concludes that local implementation relies primarily on top-down statutory compliance under national mandates—specifically Republic Act 10121 and the NDRRMP 2020–2030—rather than a deep institutional understanding of the international blueprint. Key recommendations include conducting targeted orientations for newly appointed officers and institutionalizing clear, grassroots strategic risk communication channels. Keywords: Sendai Framework; Republic Act 10121; Local Disaster Risk Reduction and Management Office; Disaster Risk Governance; Risk Communication; Social Judgment Theory; Uses and Gratifications Theory; Laguna Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 67-90 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23175086 File-URL: https://universitasjournal.com/index.php/about/article/view/62 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/62/38 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:62 Template-Type: ReDIF-Article 1.0 Author-Name: Cathelyn T. Oculam Author-Workplace-Name: Cebu Technological University Title: Improving Reading Achievement Through the ARAL Learning Recovery Program: A Multilevel Study Using Phil-IRI Publication-Status: Published Abstract: Many learners reach the end of junior high school still reading at the frustration level, just before the Senior High School curriculum demands independent, research-based reading. The Academic Recovery and Accessible Learning (ARAL) Program is the Philippines’ national learning recovery intervention, yet independent evidence of its effect at the secondary level remains limited. To determine the effectiveness of the ARAL Program in improving the reading achievement of Grade 10 frustration-level readers at Pinamungajan National High School, Cebu Province, School Year 2025–2026, as measured by the Philippine Informal Reading Inventory (Phil-IRI). A quantitative, single-group pretest–posttest design was used. All 86 Grade 10 learners classified at the frustration level in both Word Reading and Reading Comprehension were enumerated, together with six ARAL tutors. Data came from the Phil-IRI (before and after the program), a learner profile questionnaire, and a researcher-made tutor questionnaire on perceived reading challenges. Data were analyzed using frequency, percentage, weighted mean, standard deviation, and the exact McNemar test. Most learners were aged 15–16 (90.7%), male (75.6%), and had parents or guardians with a high school education (74.4%); 82.6% attended eight or fewer ARAL sessions. Tutors rated learner-, home-, school-, and teacher-related factors as very serious concerns (overall M = 3.46). After the program, 52 learners (60.5%) advanced from the frustration to the instructional level in Word Reading and 11 (12.8%) did so in Reading Comprehension; no learner declined and none reached the independent level. Both changes were statistically significant (exact McNemar p < .001 and p = .001, respectively). The ARAL Program was associated with significant gains in reading achievement, with markedly larger gains in decoding than in comprehension. Closing the comprehension gap likely requires explicit comprehension instruction, more consistent attendance, and stronger home, school, and tutor support. A Reading Achievement Enhancement Plan is proposed on this basis. Keywords: ARAL Program; reading achievement; Phil-IRI; frustration level; reading intervention; pretest–posttest design; Cebu, Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 91-104 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23208714 File-URL: https://universitasjournal.com/index.php/about/article/view/63 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/63/39 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:63 Template-Type: ReDIF-Article 1.0 Author-Name: Ramy D. Demotica Author-Workplace-Name: Iloilo State University of Fisheries Science and Technology Title: Reflections of Teenage Mothers: A Phenomenological Study Publication-Status: Published Abstract: Teenage motherhood presents complex emotional, social, educational, health, and economic challenges, yet the personal voices of young mothers are often overlooked. This study explored the lived experiences and reflections of teenage mothers aged 13–19 in Barangay Calumpang, Molo, Iloilo City, focusing on their experiences during pregnancy, childbirth, and early motherhood, the challenges and emotional experiences they encountered, and the meanings they derived from their experiences. A qualitative phenomenological design was employed. Nine teenage mothers were purposively selected and interviewed using semi-structured, open-ended questions. Data were analyzed using Colaizzi’s method, involving familiarization with the data, extraction of significant statements, formulation of meanings, clustering of themes, development of an exhaustive description, participant validation, and finalization of the findings. The findings revealed that pregnancy was commonly experienced as an unexpected and frightening life transition characterized by shock, fear, isolation, regret, social judgment, disrupted education, and difficulties accessing healthcare. Childbirth was associated with fear, economic hardship, inadequate support, emotional distress, and feelings of being unprepared for motherhood. During early motherhood, participants experienced disrupted schooling, isolation, financial difficulties, family rejection, and social stigma. Despite these hardships, the participants demonstrated resilience, personal growth, strengthened relationships, acceptance, and a deep sense of love and responsibility toward their children. The findings emphasize the need for holistic and compassionate interventions that integrate emotional support, accessible healthcare, educational opportunities, family guidance, and community-based support systems for teenage mothers. Keywords: adolescent pregnancy; teenage motherhood; lived experiences; phenomenology; Colaizzi’s method; resilience; social stigma; educational disruption; support systems Journal: Universitas: Journal of Global Research and Innovation Pages: 105-125 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23208767 File-URL: https://universitasjournal.com/index.php/about/article/view/64 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/64/40 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:64 Template-Type: ReDIF-Article 1.0 Author-Name: Jacky Ann Llander Author-Workplace-Name: Polytechnic University of the Philippines-Graduate School Title: Dual Identities of Weekend Soldiers: A case study on reservist soldiers in the Philippines Publication-Status: Published Abstract: This study explores the lived experiences of reservist soldiers in the Philippines as they navigate their dual identities as civilian professionals and members of the military reserve force. Titled Dual Identities of Weekend Soldiers: A Case Study on Reservist Soldiers in the Philippines, the research aims to examine how reservists manage role conflict, balance responsibilities, and integrate their civilian and military roles. Using a qualitative descriptive case study design, data were gathered through semi-structured interviews with selected reservist soldiers. The study focused on understanding their personal motivations for joining the reserve force, strategies for balancing dual responsibilities, the reciprocal influence of military and civilian experiences, the challenges encountered, the coping mechanisms employed, and the support systems available to them. Findings revealed that reservists continuously negotiate their dual roles through effective time management, prioritization, and strong personal values such as discipline, commitment, and adaptability. Their military training positively influences their civilian work ethic, leadership, and resilience, while their civilian skills enhance their performance in military duties. However, participants also face significant challenges, including time constraints, role conflict, physical and mental fatigue, and limited institutional support. To cope, reservists employ various strategies such as maintaining structured routines, seeking social support, and developing adaptive mindsets. The study reveals the critical need to strengthen organizational and institutional support systems for reservists, including workplace understanding, policy development, and enhanced military training/programs. It further highlights the importance of comprehensive support mechanisms coming from civilian organizations, families, and reserve units. Workplace flexibility and understanding from civilian employers, combined with the emotional and practical support of families, enable reservists to manage their dual responsibilities effectively. Moreover, sustained support from reserve units, including essential resources such as uniforms, transportation, and other operational requirements during training, mobilization, and call to duty, is crucial to ensuring their readiness and effectiveness. These findings contribute to a deeper understanding of the dual-role experience of reservist soldiers and provide a basis for developing programs that holistically support their well-being and operational performance in both civilian and military roles. Keywords: Weekend soldiers; reservist soldiers; dual identities; identity negotiation; military reservists; civilian-military roles; role conflict; identity integration; qualitative case study; Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 126-135 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23208846 File-URL: https://universitasjournal.com/index.php/about/article/view/55 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/55/41 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:55 Template-Type: ReDIF-Article 1.0 Author-Name: Mirra D. Baguiwan Author-Workplace-Name: Kalinga State University Title: Compliance With Core Infection Prevention and Control Practices: Associated Factors and Impact on Healthcare Workers in Paracelis District Hospital Publication-Status: Published Abstract: Compliance with Core Infection Prevention and Control Practices: Associated Factors and Impact on Healthcare Workers in Paracelis District Hospital. Infection Prevention and Control (IPC) is critical to patient safety and occupational health, yet compliance remains suboptimal especially in district-level hospitals where resources and staffing are limited. This study aims to assess compliance with core IPC practices, its associated factors, and occupational impact among healthcare workers in Paracelis District Hospital, Paracelis, Mountain Province. The study will employ a quantitative, descriptive cross-sectional design. Using total enumeration or proportionate stratified sampling, all eligible healthcare workers currently employed with at least three months of service and with direct or potential exposure to patients or infectious materials will be included. Participants include registered nurses, physicians, midwives, nursing assistants/attendants, medical technologists, radiologic personnel, and other allied health workers. A structured questionnaire developed from WHO standard precautions framework and recent empirical literature will be utilized. It consists of six parts: (1) demographic and professional profile (age, sex, professional category, educational attainment, years of service, department/unit, employment status, and previous IPC training); (2) knowledge on core IPC; (3) attitude toward IPC; (4) compliance along eight domains — hand hygiene, personal protective equipment, sharps safety, respiratory hygiene and cough etiquette, safe injection practices, healthcare waste management, environmental infection prevention, and transmission-based precautions; (5) organizational factors including availability of supplies/facilities, organizational support and supervision, workload and staffing conditions, and safety climate; and (6) occupational impact such as needlestick/sharps injury, blood and body fluid exposure, respiratory exposure, perceived infection risk, work disruption/absenteeism, and exposure-related concerns. The instrument undergoes expert content validation using Item-Level and Scale-Level Content Validity Index (I-CVI/S-CVI) and pilot testing for reliability using Cronbach's alpha. Data will be gathered after securing ethics clearance and institutional permission, with informed consent. Data will be analyzed using descriptive and inferential statistics to determine compliance levels, differences when grouped by profile, and significant relationships between individual/organizational factors and compliance. Findings will serve as empirical basis for an evidence-based IPC Enhancement Plan to strengthen compliance, organizational support, and occupational safety in the hospital. Keywords: Infection Prevention and Control; Compliance; Healthcare workers; District Hospital; Occupational impact; Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 136-175 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23273612 File-URL: https://universitasjournal.com/index.php/about/article/view/68 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/68/48 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:68 Template-Type: ReDIF-Article 1.0 Author-Name: Ailyn Jamelarin-Cablas Author-Workplace-Name: Northern Negros State College of Science & Technology Title: Organizational Development Plan for Labigan Farmers Association Publication-Status: Published Abstract: The Labigan Farmers Association is composed of newly installed Agrarian Reform Beneficiaries (ARBs) in Sara, Iloilo, covering 222 hectares and involving 96 beneficiaries. Although the property was awarded in 1995, the farmers gained actual possession only in September 2016. The association was organized to respond to members’ limited knowledge of the Agrarian Reform Program, difficulty in accessing credit and financial assistance, and limited access to government programs and projects. This study presents an organizational development plan designed to strengthen the association and support its transition toward a cooperative. A case-based organizational development planning approach was used, drawing on the organization’s situational analysis, SWOT matrix, project logframe, strategic direction, and implementation and risk management plan. The assessment identified strong membership support, supportive officers, a large agrarian reform area, willingness to convert into a cooperative, an office, and an existing capital build-up as important strengths. Key weaknesses included insufficient production funds, limited knowledge, lack of capability-building opportunities, low member income, weak access to credit, and the absence of business and service activities. The proposed plan focuses on legal personality, membership, leadership, policies and procedures, capital build-up, savings mobilization, business enterprises, books of accounts, and networking and linkaging. The plan provides measurable targets and an implementation framework intended to promote effective management, sustainable enterprise development, stronger access to financial assistance, and improved member welfare. Keywords: agrarian reform beneficiaries; cooperative development; organizational development plan; capital build-up; leadership; business enterprise; capacity development; rural development Journal: Universitas: Journal of Global Research and Innovation Pages: 176-186 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23275146 File-URL: https://universitasjournal.com/index.php/about/article/view/69 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/69/49 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:69 Template-Type: ReDIF-Article 1.0 Author-Name: Robert N. Lontayao Author-Workplace-Name: University of Northeastern Philippines Title: The Effectiveness of the Thematic Integration of Music, Arts, Physical Education, and Health (MAPEH) in Grades 4 and 5 in Nabua West District, Division of Camarines Sur Publication-Status: Published Abstract: This study examined teachers’ assessments of thematic integration in Music, Arts, Physical Education, and Health (MAPEH) in Grades 4 and 5 in Nabua West District, Division of Camarines Sur, during school year 2025–2026. Using a descriptive–evaluative–inferential survey design, it assessed perceived integration in relation to critical thinking, problem-solving, memory retention, learner motivation, and collaboration; examined perceived effectiveness for instructional practice; compared rank-order assessments; and developed policy recommendations. All 34 Grade 4 and Grade 5 MAPEH teachers from 17 elementary schools participated, comprising 17 teachers from each grade level. A researcher-developed, five-point questionnaire collected responses. Weighted means, ranking, descriptive distributions, and Mann–Whitney U tests were reported, with a nominal significance level of .05. Perceived thematic integration averaged 3.68 (Much Evident), with Grade 4 teachers reporting 3.90 and Grade 5 teachers reporting 3.46. Learner motivation ranked highest (3.83), while problem-solving ranked lowest (3.49). Perceived instructional effectiveness averaged 3.70 (Much Effective), including 3.94 for Grade 4 and 3.46 for Grade 5; enhancing integration ranked highest (3.89), and teacher collaboration lowest (3.45). The detailed statistical tables indicated significant rank-order differences for three learner-related domains and four instructional domains, but not for the remaining domains. Findings support targeted collaborative planning, coherent theme identification, curricular alignment, and district monitoring. Because findings represent teacher perceptions rather than directly measured pupil outcomes, the study establishes perceived implementation and effectiveness, not causal learning gains. Keywords: interdisciplinary instruction; curriculum integration; elementary education; teacher perceptions; instructional coherence; learner motivation; school-based policy; MATATAG Curriculum Journal: Universitas: Journal of Global Research and Innovation Pages: 187-207 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23293561 File-URL: https://universitasjournal.com/index.php/about/article/view/71 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/71/50 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:71 Template-Type: ReDIF-Article 1.0 Author-Name: Ehrol Benedik H. Leva Author-Workplace-Name: Marinduque State University Author-Name: Raoul J. Magcamit Author-Workplace-Name: Marinduque State University Title: Civic Trust and Local Accountability: Public Ethics Among Barangay Officials in the Seaside A, B, and Poblacion Clusters of Boac, Marinduque, Philippines Publication-Status: Published Abstract: Republic Act (RA) No. 6713 defines the ethical standards for Philippine public servants, yet its observance at the barangay level, where citizens meet the state most directly, has received limited empirical attention. This study examined how elected officials in 20 barangays of Seaside A, Seaside B, and Poblacion clusters of Boac, Marinduque, understand and apply the law, how accountability mechanisms operate, and what these conditions imply for civic trust. Under a mixed-methods triangulation design, structured questionnaires were administered to 272 purposively selected officials, comprising Punong Barangays, Sangguniang Barangay members, and Sangguniang Kabataan chairpersons and members; responses were analysed using weighted means and standard deviations. Key informant interviews and focus group discussions supplied qualitative data, which were analysed thematically. Respondents reported complete familiarity with the provisions of RA 6713 and consistent observance of its standards in leadership (WM = 3.61), service delivery (WM = 3.64), and the use of public resources (WM = 3.65). Barangay assemblies and financial disclosure emerged as the most firmly established accountability mechanisms, whereas participatory budgeting and feedback channels lagged behind. Among ethical challenges, resisting political pressure received the lowest rating (WM = 3.54). Interviews identified transparency boards, social media groups, and community reputation as informal yet effective sources of accountability. The findings indicate that ethical knowledge and compliance are no longer the binding constraint; the more pressing gaps lie in limited citizen participation and persistent political influence. The study recommends strengthening participatory structures, introducing digital transparency platforms, and extending ethics training to appointed barangay personnel. Keywords: Republic Act 6713; ethical governance; participatory budgeting; transparency mechanisms; political pressure; conflict of interest; citizen participation; grassroots governance; mixed-methods research Journal: Universitas: Journal of Global Research and Innovation Pages: 208-236 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23294248 File-URL: https://universitasjournal.com/index.php/about/article/view/72 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/72/51 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:72 Template-Type: ReDIF-Article 1.0 Author-Name: Reynalyn M. Inocencio Author-Workplace-Name: Malagab-i Elementary School Title: SIGLA (Strategic Intervention Guided by Learning Analytics): From Learning Data to Learning Gains through a Data-Informed Intervention in Araling Panlipunan Publication-Status: Published Abstract: This study determined the effectiveness of SIGLA (Strategic Intervention Guided by Learning Analytics): From Learning Data to Learning Gains through a Data-Informed Intervention in Araling Panlipunan. The study was conducted in response to the need to address learning gaps and improve learners' mastery of Araling Panlipunan competencies through the use of assessment data and targeted instructional interventions. Specifically, it examined the learners' performance before and after the implementation of the SIGLA intervention and determined whether a significant difference existed between their pretest and posttest scores. A one-group pretest-posttest pre-experimental research design was employed involving eighteen (18) Grade 5 learners of Malagab-i Elementary School during the School Year 2026-2027. A validated 40-item achievement test based on the Most Essential Learning Competencies (MELCs) in Araling Panlipunan was utilized as the research instrument. Data were analyzed using mean, Mean Percentage Score (MPS), and paired-samples t-test. Results revealed that learners obtained a pretest mean score of 20.10 with an MPS of 52.64%, indicating low mastery of the competencies. Following the implementation of SIGLA, the posttest mean score increased to 32.80 with an MPS of 81.94%, demonstrating improved performance and mastery. The paired samples t-test showed a statistically significant difference between the pretest and posttest scores (t = -9.79, p < .001). Moreover, the computed effect size (Cohen's d = 2.31) indicated a very large effect of the intervention. The findings suggest that SIGLA was effective in addressing learning gaps and enhancing learners' academic performance in Araling Panlipunan. The study highlights the value of learning analytics and data-informed instructional interventions in promoting improved learning outcomes and learner achievement. Keywords: learning analytics; data-driven instruction; strategic intervention; academic performance; learning gains; learning gaps; educational intervention; learner achievement Journal: Universitas: Journal of Global Research and Innovation Pages: 237-249 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23330719 File-URL: https://universitasjournal.com/index.php/about/article/view/74 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/74/52 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:74 Template-Type: ReDIF-Article 1.0 Author-Name: Gretel A. Barwelo Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Instructional Leadership and Operational Challenges in Multi-Grade Schools Across Aguinaldo District: Inputs for a District Management Framework Publication-Status: Published Abstract: Effective instructional leadership is essential in multi-grade schools, where school heads must balance instructional responsibilities with operational demands. This study examined instructional leadership practices and operational challenges among school heads in Aguinaldo District, Schools Division of Ifugao, and developed a District Management Framework based on the findings. Employing a descriptive-correlational research design, the study involved 43 respondents selected through purposive sampling. Data were gathered using a panel-validated structured questionnaire administered through Google Forms and analyzed using descriptive statistics, Pearson product-moment correlation, and supplementary Spearman rank-order correlation. Results revealed that instructional leadership practices obtained a composite mean of 3.86, with teacher professional development recording the highest mean (3.98) and instructional resource management the lowest (3.73). Operational challenges likewise obtained a composite mean of 3.86, with resource availability emerging as the highest-rated challenge (3.92) and teacher deployment and workload the lowest (3.76). Pearson correlation revealed a statistically significant moderate positive relationship between instructional leadership practices and operational challenges (r = .514, p < .001), supported by Spearman correlation (ρ = .501, p < .001). These findings indicate that school heads reporting more frequent instructional leadership practices also tended to report greater operational challenges, without establishing causation. Consequently, a District Management Framework was developed to strengthen resource coordination, professional development, instructional support, workload management, stakeholder collaboration, and monitoring. The study recommends stakeholder consultation, coordinated district-level interventions, and periodic evaluation to support effective and sustainable multi-grade school management. Keywords: Instructional Leadership; Operational Challenges; Multi-Grade Education; School Heads; District Management Framework; Professional Development; Resource Management; Educational Administration Journal: Universitas: Journal of Global Research and Innovation Pages: 250-263 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23330879 File-URL: https://universitasjournal.com/index.php/about/article/view/75 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/75/53 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:75 Template-Type: ReDIF-Article 1.0 Author-Name: May Joy C. Fausto Author-Workplace-Name: University of Perpetual Help System – DALTA Title: Ensuring Health and Safety in Technical-Vocational Education: An Evaluation of First Aid Preparedness and Safety Practices in Cookery Laboratories Publication-Status: Published Abstract: It is imperative to provide health and safety among technical-vocational learners, especially those in cookery laboratories who are prone to occupational hazards that arise from the preparation of food and the utilization of kitchen equipment and gadgets. Although safety measures have been developed in schools, there is still a need to assess students’ first aid preparedness and safety practices to know if they are ready to handle any emergency that may occur within the laboratory. Little information about the correlation between first aid preparedness and safety practices among cookery learners makes it necessary to carry out further studies. This study sought to assess the degree of first aid preparedness and safety practices among cookery learners in a public secondary school. It also assessed the differences between the degree of preparedness and safety practices according to selected demographic characteristics as well as the relationship between first aid preparedness and safety practices. From the findings, it was evident that the respondents were highly prepared in terms of first aid and practiced safety measures in laboratory. The results also indicated that there were no significant differences between the demographics in terms of the preparedness of respondents and their safety measures. Finally, there was a positive, though insignificant, correlation between preparedness and safety practices in the laboratory. Even though the respondents are well prepared for emergencies and have been practicing safety in laboratory, first aid training and more emergency preparedness exercises, coupled with increased safety education programs, are vital in promoting safety measures. Keywords: first aid preparedness; safety practices; cookery laboratory; technical–vocational education; food safety Journal: Universitas: Journal of Global Research and Innovation Pages: 264-286 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23410250 File-URL: https://universitasjournal.com/index.php/about/article/view/78 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/78/54 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:78 Template-Type: ReDIF-Article 1.0 Author-Name: Manuel Gelato Layosa Ergina Author-Workplace-Name: Eulogio "Amang" Rodriguez Institute of Science and Technology Author-Name: Thania Nicole Estojero Author-Workplace-Name: Eulogio "Amang" Rodriguez Institute of Science and Technology Author-Name: Princess Dianne Mendoza Nacianceno Author-Workplace-Name: Eulogio "Amang" Rodriguez Institute of Science and Technology Author-Name: Christopher John Magpatok Reyes Author-Workplace-Name: Eulogio "Amang" Rodriguez Institute of Science and Technology Author-Name: Ranny Boy Bremen Rizada Author-Workplace-Name: Eulogio "Amang" Rodriguez Institute of Science and Technology Author-Name: Reign Yumi Aba Santiago Author-Workplace-Name: Eulogio "Amang" Rodriguez Institute of Science and Technology Title: Content Creation Strategies on the Monetization and Revenue Optimization of Digital Platforms Publication-Status: Published Abstract: This study examines the content creation strategies that contribute to the monetization and revenue optimization of digital platforms, with a particular focus on student audiences. As social media continues to play a significant role in the daily lives of students, content creators must understand audience preferences and behaviors to produce engaging, relevant, and impactful content. The study aims to determine how audience analysis, content type, platform utilization, and engagement strategies influence the success and profitability of digital content. Using a quantitative research approach, data will be gathered from student respondents to identify the factors that attract them to content creators and influence their viewing habits, motivation, and online behavior. The research will also explore how content creators can balance audience engagement with responsible and meaningful content production. The findings are expected to provide insights into practices that enhance audience retention, increase engagement, and support revenue generation on digital platforms. The results may also help content creators, digital marketers, and platform managers develop strategies that align with audience interests while promoting positive social influence. Ultimately, the study emphasizes understanding target audiences as a key factor in sustainable monetization and long-term success in the digital content industry. Keywords: content creation strategies; monetization; revenue optimization; digital platforms; social media; audience engagement; content creators; students Journal: Universitas: Journal of Global Research and Innovation Pages: 287-294 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23410289 File-URL: https://universitasjournal.com/index.php/about/article/view/79 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/79/55 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:79 Template-Type: ReDIF-Article 1.0 Author-Name: Manolo S. Paragas, Jr. Author-Workplace-Name: Northeastern College, Isabela, Philippines Title: Improving English Reading Comprehension Skills of Grade 3 Pupils Through Teacher-Made ContextualizedShort Reading Selections Publication-Status: Published Abstract: This study examined the effectiveness of teacher-made contextualized short reading selections in improving the English reading comprehension skills of Grade 3 pupils at Paulino L. Bautista Elementary School, Dinalungan District, Schools Division of Aurora, Philippines. Guided by the Active View of Reading, the study employed a quantitative quasi-experimental pretest–posttest comparison-group design involving 100 pupils, equally distributed between the intervention and comparison groups. Reading comprehension was measured using a 30-item assessment covering literal comprehension, inferential comprehension, and vocabulary in context. Data were analyzed using descriptive statistics, paired-samples t-tests, and Welch's independent-samples t-test. Results showed that the intervention group's mean score increased from 14.16 to 20.22, representing a mean gain of 6.06 points, while the comparison group's mean increased from 13.34 to 15.32, with a gain of 1.98 points. Both groups demonstrated statistically significant pretest–posttest improvements (p < .001). The difference in mean gains between groups was also statistically significant, t(94.31) = 9.16, p < .001, favoring the intervention group. Among the assessed dimensions, inferential comprehension recorded the greatest numerical improvement, followed by vocabulary in context and literal comprehension. These findings suggest that teacher-made contextualized short reading selections may contribute to improved English reading comprehension among Grade 3 pupils. The study highlights the potential value of integrating locally relevant reading materials and guided comprehension activities into elementary English instruction. Keywords: contextualized reading materials; English reading comprehension; Grade 3 pupils; inferential comprehension; literal comprehension; quasi-experimental research; vocabulary in context Journal: Universitas: Journal of Global Research and Innovation Pages: 295-306 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23410843 File-URL: https://universitasjournal.com/index.php/about/article/view/80 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/80/56 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:80 Template-Type: ReDIF-Article 1.0 Author-Name: Joldyn C. Cayari Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Aral Reading Program and Reading Skills DevelopmentAmong Elementary Learners Publication-Status: Published Abstract: This study examined reading skills development among elementary learners participating in the Academic Recovery and Accessible Learning (ARAL) Reading Program in Lasam West District, Schools Division of Cagayan, Philippines. Specifically, it assessed changes in reading fluency, word recognition, and reading comprehension following an eight-week intervention period. A quantitative descriptive research design involving paired pre-test and post-test assessments was employed among 67 learners from Grades 1 to 6. Reading assessments were personally administered by the researcher using Department of Education reading materials. Reading fluency was measured through correct words per minute, while word recognition and reading comprehension were assessed using 10-item and five-item measures, respectively. Data were analyzed using descriptive statistics, paired-samples t-tests, and supplementary Wilcoxon signed-rank tests. Results revealed increases in mean reading fluency from 50.09 to 57.78 correct words per minute, word recognition from 4.87 to 6.00, and reading comprehension from 2.22 to 2.78. Statistically significant differences were observed across all three reading dimensions (p < .001). Individual progress analysis showed improvements in reading fluency among 79.1% of learners, word recognition among 70.1%, and reading comprehension among 49.3%. Although overall performance improved, variations in individual progress indicated continuing instructional needs, particularly in reading comprehension. The absence of a comparison group limits causal attribution of these improvements to the program. The findings provide localized evidence to support differentiated reading instruction, systematic progress monitoring, and targeted intervention enhancement to address learners' varying reading needs. Keywords: ARAL Reading Program; elementary education; reading fluency; word recognition; reading comprehension; literacy intervention; pre-test and post-test assessment Journal: Universitas: Journal of Global Research and Innovation Pages: 307-321 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23410896 File-URL: https://universitasjournal.com/index.php/about/article/view/81 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/81/57 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:81 Template-Type: ReDIF-Article 1.0 Author-Name: Blossom Pearl P. Tabuada Author-Workplace-Name: College of Education Graduate School, West Visayas State University Author-Name: Chive G. Gabasa Author-Workplace-Name: College of Education Graduate School, West Visayas State University Title: Technological, Pedagogical, and Content Knowledge (TPACK) of Physics Teachers Publication-Status: Published Abstract: This study aims to assess the Technological, Pedagogical, and Content Knowledge (TPACK) levels of Junior High School Physics teachers in the Philippines by evaluating teachers' strengths in each of the three TPACK domains with the goal of designing an in-service training program to inform future professional development and enhance physics education. A descriptive-correlational research design was used to assess the TPACK levels among 100 Junior High School Physics teachers selected through cluster random sampling from selected public secondary schools in Iloilo Province. A researcher-made TPACK questionnaire and interview guide, which underwent expert validation and pilot testing, were the instruments used. Results show that teachers have strong content and pedagogical knowledge, which they attribute to their teaching experience and ongoing professional development. However, confidence in technological knowledge is lower, likely due to limited use of technology in their teaching. The study also found a moderate positive correlation among all three TPACK domains, with the strongest link between pedagogical and content knowledge. This suggests that while teachers are effective in linking instructional strategies to subject content, technology integration remains an area for improvement. To enhance Physics instruction, the study recommends focusing professional development on technology integration. Providing more hands-on experience with educational technology will help teachers bridge the gap between their pedagogical, content, and technological knowledge, leading to more engaging and effective Physics teaching Keywords: In-service training program; Physics teachers; Professional development; Technology integration; TPACK Journal: Universitas: Journal of Global Research and Innovation Pages: 322-338 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23411137 File-URL: https://universitasjournal.com/index.php/about/article/view/82 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/82/58 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:82 Template-Type: ReDIF-Article 1.0 Author-Name: Noimy L. Saet Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Interactive Storytelling and Contextualized Reading Passages for Key Stage 2 Araling Panlipunan: A Qualitative Document Analysis Publication-Status: Published Abstract: This qualitative document analysis synthesized published research and official documents concerning reading comprehension, content-area literacy, storytelling, and contextualized reading for Key Stage 2 Araling Panlipunan (AP). Seventeen publicly accessible documents dated 2021–2026 were purposively selected and examined using a structured coding matrix and reflexive thematic analysis. Six themes were developed: persistent reading-comprehension difficulties alongside reported improvements in Philippine assessments; the contribution of language and background knowledge; benefits and limits of integrated literacy and content instruction; associations between story-based approaches and language or literacy outcomes; the importance of medium and multimedia design; and inconsistent evidence concerning motivation as a pathway to comprehension. None of the documents in the selected corpus directly evaluated the combined use of interactive storytelling and contextualized passages in Key Stage 2 AP. A six-component, literature-derived instructional framework was therefore proposed, encompassing knowledge activation, interactive story delivery, contextualized passage reading, multimedia design, engagement support, and delivery-medium decisions. The framework was not empirically tested or validated. The synthesis offers a conceptual basis for developing and subsequently evaluating AP instructional materials, rather than evidence that the proposed approach improves learner outcomes. Keywords: interactive storytelling; contextualized reading passages; reading comprehension; Araling Panlipunan; Key Stage 2; document analysis; MATATAG Curriculum Journal: Universitas: Journal of Global Research and Innovation Pages: 339-352 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23429085 File-URL: https://universitasjournal.com/index.php/about/article/view/84 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/84/59 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:84 Template-Type: ReDIF-Article 1.0 Author-Name: Sandy D. Omas Author-Workplace-Name: Northeastern College, Isabela, Philippines Title: Economic Feasibility of Wind–Solar Hybrid Systems Compared with Diesel Generators for Off-Grid Households: A Scoping Review with Implications for Nueva Vizcaya, Philippines Publication-Status: Published Abstract: Access to affordable and reliable electricity remains a challenge in geographically isolated communities where conventional grid expansion is costly. This study examined the economic feasibility of wind–solar hybrid systems compared with diesel generators for off-grid households, with implications for Nueva Vizcaya, Philippines. A scoping review design was adopted, guided by the Joanna Briggs Institute methodology and PRISMA-ScR guidelines. The study considered published research and institutional reports on decentralized electricity generation. A structured search strategy, eligibility screening checklist, and data-extraction matrix were developed to examine system configurations, economic indicators, and financial assumptions. Descriptive mapping and narrative synthesis were selected to assess comparative costs and factors influencing economic feasibility. Preliminary Philippine evidence indicated that hybrid renewable-energy systems could reduce electricity-generation costs and diesel dependence under favorable conditions. One comparative study reported potential cost savings of 34.03% relative to diesel-based systems. However, economic performance depended on renewable-resource availability, electricity demand, storage requirements, fuel prices, capital investment, and financing arrangements. Findings from island microgrids also had limited direct applicability to household systems in mountainous communities. The study concludes that wind–solar hybrid systems represent a potential alternative for off-grid electrification, although their economic feasibility in Nueva Vizcaya remains uncertain. Further location-specific assessments incorporating renewable-energy resources, household electricity demand, and life-cycle costs are recommended to support sustainable rural electrification planning. Keywords: wind–solar hybrid systems; diesel generators; economic feasibility; off-grid electrification; techno-economic analysis; life-cycle cost; rural electrification; scoping review Journal: Universitas: Journal of Global Research and Innovation Pages: 353-370 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23429106 File-URL: https://universitasjournal.com/index.php/about/article/view/85 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/85/60 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:85 Template-Type: ReDIF-Article 1.0 Author-Name: Diana-Vi N. Gacula Author-Workplace-Name: Isabela State University, Echague, Isabela, Philippines Author-Name: Eva U. Cammayo Author-Workplace-Name: Isabela State University, Echague, Isabela, Philippines Title: Innovative Human Resource Management Strategies in the Food Service Industry: Basis for an Enhanced HRM Framework Publication-Status: Published Abstract: This descriptive-comparative study examined innovative human resource management (HRM) strategies among food service establishments in Cauayan City, Isabela, Philippines, as a basis for an enhanced HRM framework. Using purposive sampling, the investigation surveyed 40 owners, HR managers, and employees associated with qualifying food service small and medium-sized enterprises. A structured questionnaire measured seven dimensions: flexible work systems and employee lifecycle, digital infrastructure and resource support, training and skill development, communication and motivation, employee well-being, health and safety, and organizational effectiveness and leadership. Frequency, percentage, weighted mean, independent-samples t-tests, and analysis of variance were used. Health and safety obtained the highest composite rating (3.43, very high), whereas communication, engagement, and motivation received the lowest (2.18, low). Organizational effectiveness and leadership (3.22), digital resource support (3.00), training (2.97), employee welfare (2.87), and flexible work systems (2.74) were rated high. Most demographic comparisons did not indicate statistically significant differences, although selected item-level exceptions were reported in the original thesis. The findings support an adaptive and resilient HRM framework linking employee safety, digital and flexible operations, workforce development, internal communication, and continuing evaluation. The survey captures respondents’ ratings of practices, rather than directly establishing effects on productivity or causal effectiveness. The proposed framework offers a structured basis for managerial planning in food service SMEs under economic uncertainty. Keywords: workforce resilience; employee engagement; food service SMEs; contingency theory; crisis management; human capital; employee welfare; organizational adaptability Journal: Universitas: Journal of Global Research and Innovation Pages: 371-389 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23447893 File-URL: https://universitasjournal.com/index.php/about/article/view/87 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/87/61 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:87 Template-Type: ReDIF-Article 1.0 Author-Name: Franz M. Olinares Author-Workplace-Name: Polytechnic University of the Philippines Title: An Assessment of the Leadership Styles of DepEd Rizal Management and Its Relation to Their Communication Patterns in the Workplace by Its Employees Publication-Status: Published Abstract: This study examines the perceptions of DepEd Rizal subordinates regarding their superiors’ leadership styles and explores its relationship with communication patterns within the organization. Utilizing a quantitative research design, the study employed a structured survey distributed to systematically selected subordinates within DepEd Rizal. The leadership styles and communication patterns were analyzed using descriptive and inferential statistics to determine prevailing trends and correlations. Findings indicate that the delegative leadership style emerged as the most favored among subordinates based on the weighted mean, suggesting that employees value autonomy and trust in decision-making. Additionally, horizontal communication was the dominant communication pattern, indicating that employees frequently engage in peer-to-peer interactions rather than top-down or bottom-up communication. Furthermore, the results show a significant relationship between leadership styles and communication patterns, highlighting how different leadership approaches influence workplace communication dynamics. These insights provide valuable implications for enhancing leadership strategies and fostering effective communication within the organization. Given its scope, the study is limited to the perceptions of DepEd Rizal subordinates. It does not account for external variables such as organizational policies or the personal leadership preferences of superiors. Future research may explore school leaders' perspectives to gain a holistic view of leadership-communication dynamics in educational institutions. Keywords: Leadership styles; Communication patterns; DepEd Rizal; Delegative leadership; Horizontal communication Journal: Universitas: Journal of Global Research and Innovation Pages: 390-429 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23465612 File-URL: https://universitasjournal.com/index.php/about/article/view/77 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/77/62 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:77 Template-Type: ReDIF-Article 1.0 Author-Name: Meeko C. Masangcap Author-Workplace-Name: Polytechnic University of the Philippines, Bataan Peninsula State University Author-Name: Kenneth Bryan M. Tana Author-Workplace-Name: Polytechnic University of the Philippines Title: Assessment and Evaluation Study of Railway Engineering Education in the Philippines using a Triple Helix-Based Framework Composite Index Approach Publication-Status: Published Abstract: Rapid modernization of the Philippine railway network demands a highly skilled domestic engineering workforce, yet higher education institutions lack standardized quantitative metrics to evaluate how academic programs align with industry needs and government policies. This study assessed and evaluated the state of railway engineering education in the Philippines using a Triple Helix-based composite index approach that integrates the academic, government, and industry dimensions of an innovation ecosystem. Specifically, the investigation sought to determine the relative importance of ten Triple Helix capacity indicators and to measure the institutional performance of partner universities offering railway-related programs in Metro Manila. Using a quantitative descriptive-evaluative research design, the Analytic Hierarchy Process was employed to derive indicator weights from pairwise comparisons completed by forty-two expert respondents drawn from the academic, government, and industry sectors. Expert judgments were aggregated through the geometric mean method, validated using consistency ratios, and combined with MinMax normalized institutional data and General Appropriations Act funding records to compute composite index scores. Results revealed that the academic dimension carried the highest priority weight at 72.24%, followed by the government dimension at 19.03% and the industry dimension at 8.73%, with all comparison matrices satisfying the consistency threshold below 0.10. Globally, specialized railway engineering courses emerged as the single most critical indicator at 33.56%, followed by faculty lecturers at 15.71% and student enrollment and graduates at 14.48%. Composite index scores ranked the Polytechnic University of the Philippines first at 0.8433, FEATI University second at 0.6928, and the Technological Institute of the Philippines third at 0.2218, confirming that a specialized railway curriculum supported by qualified faculty, government partnerships, and sustained industry linkages drives institutional readiness. Keywords: railway engineering education; Triple Helix Model; Analytic Hierarchy Process; composite index; higher education institutions; curriculum evaluation; Philippines; engineering workforce development Journal: Universitas: Journal of Global Research and Innovation Pages: 430-459 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23535998 File-URL: https://universitasjournal.com/index.php/about/article/view/99 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/99/64 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:99 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffrey E. Iniwan Author-Workplace-Name: Labas Senior High School Santa Rosa, Laguna Title: Development of a Contextualized Performance-Based Assessment Plan for Reading and Writing Publication-Status: Published Abstract: Abstract. This action research aimed to develop a contextualized performance-based assessment plan for Grade 11 Reading and Writing by addressing gaps in existing assessment practices and ensuring alignment with Most Essential Learning Competency (MELC). A qualitative action research design was employed, utilizing purposive sampling with the teacher-researcher’s own classes at Labas Senior High School as participants. The study involved approximately one class of Grade 11 students, with data gathered through self-reflection logs and classroom observations. Data was analyzed using thematic analysis to identify recurring issues related to assessment practices, content relevance, and student engagement. Findings revealed that instructional materials were predominantly Westernized, resulting in limited relatability and engagement among learners, and that assessment practices were often misaligned with intended competencies and lacked meaningful feedback mechanisms. In response, a contextualized assessment plan incorporating locally relevant texts from Santa Rosa, Laguna was developed, integrating varied and performance-based assessment methods aligned with content and performance standards. The study concluded that contextualization and alignment are essential in improving the effectiveness of assessment in Reading and Writing. It is recommended that educators adopt localized and Most Essential Learning Competency (MELC) assessment strategies, continuously reflect on their practices, and utilize diverse assessment tools to better capture students’ competencies and enhance overall learning outcomes. Keywords: Contextualized Learning; Performance-Based Assessment; Reading and Writing; Competency-Based Education; Localized Learning Materials; Action Research Journal: Universitas: Journal of Global Research and Innovation Pages: 460-467 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23548958 File-URL: https://universitasjournal.com/index.php/about/article/view/100 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/100/65 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:100 Template-Type: ReDIF-Article 1.0 Author-Name: Adela B. Lindawan Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Identifying the Reading Difficulties of Grade 2 Pupils in Developing Reading Fluency Publication-Status: Published Abstract: Reading fluency is essential to early literacy development because it supports accurate word recognition, efficient reading, and comprehension across learning areas. This study examined the reading difficulties of Grade 2 pupils at Ammoweg Elementary School, Asipulo District, Schools Division of Ifugao, Philippines, with emphasis on English reading activities and written Mathematics problems. A quantitative descriptive research design was employed using a modeled population of 30 Grade 2 pupils selected through total enumeration. Reading performance was assessed through a 30-item word recognition task, an oral reading passage, a 10-item comprehension assessment, and five mathematical word problems. Frequencies, percentages, means, and standard deviations were used to describe performance and identify common difficulties. Results showed a mean word recognition score of 21.4 out of 30, oral reading accuracy of 88.6%, reading rate of 48.2 correct words per minute, and comprehension score of 6.3 out of 10. The most frequent difficulties involved decoding unfamiliar words (70.0%), hesitant oral reading (63.3%), and recognizing common words (56.7%). Understanding mathematical vocabulary (60.0%) and identifying relevant information in word problems (56.7%) were also common difficulties. Pupils with higher reading rates generally demonstrated better comprehension scores, although the descriptive design did not establish causality. The findings highlighted the importance of differentiated reading instruction, systematic decoding activities, vocabulary development, guided oral reading, and comprehension support. The study provided a classroom-based framework for identifying reading difficulties and organizing targeted literacy interventions. Keywords: reading difficulties; reading fluency; Grade 2 pupils; word recognition; oral reading accuracy; reading comprehension; foundational literacy; mathematical word problems Journal: Universitas: Journal of Global Research and Innovation Pages: 468-486 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23554662 File-URL: https://universitasjournal.com/index.php/about/article/view/101 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/101/66 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:101 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Ann L. Navarra Author-Workplace-Name: Iloilo State University of Fisheries Science and Technology Title: SCIENCE QUEST: A Structured Inquiry - Based Learning Intervention for Improving Learners’ Scientific Inquiry Skills Publication-Status: Published Abstract: Scientific inquiry supports scientific literacy by helping learners formulate investigate questions, develop hypotheses, plan investigations, analyze evidence, and communicate explanations rather than merely recall facts. At Leganes National High School in Iloilo, classroom observations identified difficulties among Grade 11 Science learners in applying these processes. This action research examined whether SCIENCE QUEST, a structured inquiry-based intervention, could improve learners’ scientific inquiry skills. It focused on pretest–posttest performance across five dimensions: question formulation, hypothesis development, investigation design, data analysis, and communication of explanations. The study employed a quantitative, one-group pretest–posttest action research design with 40 Purposively selected Grade 11 General Science learners. Data were collected before and after a six-week intervention using the Scientific Inquiry Skills Assessment Questionnaire (SISAQ), described as a 35-item assessment covering five inquiry dimensions. SCIENCE QUEST followed six phases: Scientific Exploration, Question Development, Guided Investigation, Evidence Analysis, Scientific Explanation, and Reflection and Application. Analyses included descriptive statistics, a paired-samples test, and effect-size estimation. The results of the study show a mean increase from 14.60 to 23.15 out of 35, a gain of 8.55 points. The reported paired-test result was t(39)=12.59, p<.001, with Cohen’s dz=1.99. Gains were reported across all five dimensions, with the largest effect estimate for data analysis. The also results would to indicate that structured inquiry activities may strengthen learners’ inquiry skills. The study recommends validating and refining the intervention and assessment, applying SCIENCE QUEST in other science classes, and conducting further research with larger samples and comparison groups. Keywords: SCIENCE QUEST; scientific inquiry skills; inquiry - based learning; Senior High School; scientific literacy; evidence - based reasoning; action research; structured inquiry Journal: Universitas: Journal of Global Research and Innovation Pages: 487-501 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23558956 File-URL: https://universitasjournal.com/index.php/about/article/view/103 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/103/67 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:103 Template-Type: ReDIF-Article 1.0 Author-Name: Diana G. Allaga Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Reading Intervention Practices and Instructional Adaptation for Struggling Readers Among Public Elementary School Teachers in Ambaguio, Nueva Vizcaya Publication-Status: Published Abstract: The present study explored reading intervention practices and instructional adaptations of struggling readers in the first to sixth grade level of the public elementary schools in Ambaguio District, Nueva Vizcaya. It included teachers' reported use of early identification, small group instruction, use of phonics and decoding, fluency, vocabulary, comprehension, use of localized materials, individualized remediation, home-school coordination, and instructional adjustments and perceived needs. This study employed a descriptive survey cross-sectional research design, a researcher made up questionnaire and 60 teacher respondents. Data was analyzed using frequencies, percentages, averages and standard deviations, where it was needed. A five-point interpretation scale was used, 1.00–1.80 = Very Low, 1.81–2.60 = Low, 2.61–3.40 = Moderate 3.41–4.20 = High, and 4.21–5.00 = Very High. The biggest domain mean was found in reading intervention practices (M = 4.06), then instructional adaptation practices (M = 3.77), and finally the perceived barriers and support needs (M = 3.67). Early identification had the highest mean response rating (M = 4.17) for the intervention practice and the repeated practice was the highest mean response rating (M = 3.98) for the instructional adaptation. There was a strong concern for the need for more specialized training (M = 4.25) and large class size (M = 4.18). The results identified needs for enhancing teaching support, reading resources, and teaching adjustment. Keywords: reading intervention; struggling readers; instructional adaptation; elementary teachers; English literacy; Ambaguio District Journal: Universitas: Journal of Global Research and Innovation Pages: 502-514 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23612237 File-URL: https://universitasjournal.com/index.php/about/article/view/106 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/106/68 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:106 Template-Type: ReDIF-Article 1.0 Author-Name: Jerilyn M. Campos Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Project GABAY-BASA: A Parent-Supported Home Literacy Intervention for Improving the Foundational Reading Skills of Grade 1 ARAL Learners in Alfonso Castaneda Central School Publication-Status: Published Abstract: Foundational reading difficulties among early-grade learners highlight the need for structured literacy interventions that extend instructional support beyond the classroom. This study examined changes in the foundational reading skills of 21 Grade 1 learners participating in the Academic Recovery and Accessible Learning (ARAL) Program at Alfonso Castaneda Central School, Philippines, following the implementation of Project GABAY-BASA, a parent-supported home literacy intervention. A quantitative, one-group pretest–posttest pre-experimental design was employed over eight weeks. Learners were assessed in five domains: letter recognition, phonological awareness, phonics and decoding, word recognition, and beginning reading fluency. The intervention incorporated teacher-prepared reading materials, differentiated exercises, parent-guided home activities, and progress monitoring. Data were analyzed using descriptive statistics, particularly mean scores and mean differences. Results showed that the overall mean reading score increased from 42.10 to 69.81 out of 100, representing a mean gain of 27.71 points. Improvements were observed across all five domains, with word recognition recording the greatest mean gain (6.00 points), followed by phonics and decoding (5.60), beginning reading fluency (5.51), letter recognition (5.50), and phonological awareness (5.10). Despite these improvements, beginning reading fluency remained the lowest-performing domain after the intervention. The findings indicated positive descriptive changes in foundational reading performance and identified competencies requiring continued instructional support. Sustained differentiated instruction, structured home reading practice, and school–home collaboration were recommended. Keywords: Project GABAY-BASA; Foundational Reading Skills; Parent-Supported Literacy; Home Literacy Intervention; Grade 1 Learners; ARAL Program; Phonological Awareness; Reading Fluency Journal: Universitas: Journal of Global Research and Innovation Pages: 515-529 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23614597 File-URL: https://universitasjournal.com/index.php/about/article/view/107 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/107/70 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:107 Template-Type: ReDIF-Article 1.0 Author-Name: Julia M. Pulintino Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Improving the Reading Performance of Struggling Grade 1 Learners Through Individualized Reading Intervention Publication-Status: Published Abstract: Early reading difficulties remain a concern among Grade 1 learners who have not fully developed foundational literacy competencies. This study examined changes in the reading performance of 20 struggling Grade 1 learners following an eight-week individualized reading intervention at Ammoweg Elementary School, Asipulo District, Schools Division of Ifugao, Philippines. A quantitative, one-group pretest–posttest pre-experimental research design was employed, with participants selected through purposive sampling. The intervention consisted of four 20-minute sessions weekly, incorporating targeted instruction, guided practice, corrective feedback, and progress monitoring across four domains: phonological awareness, word recognition and decoding, oral reading fluency, and reading comprehension. Reading performance was assessed using a researcher-developed 40-point assessment administered before and after the intervention. Data were analyzed using descriptive statistics and a paired-samples t-test. The overall mean reading performance increased from 15.20 to 26.80, representing a mean gain of 11.60 points. The paired-samples t-test indicated a statistically significant difference between pretest and posttest scores, t(19) = 16.29, p < .001. Word recognition and decoding demonstrated the greatest mean improvement (3.30 points), whereas reading comprehension recorded the smallest gain (2.30 points). The findings indicated improvements across all four reading domains and identified comprehension as an area requiring continued instructional support. Sustained differentiated instruction, systematic progress monitoring, and integrated comprehension activities were recommended. Keywords: Individualized Reading Intervention; Struggling Readers; Grade 1 Learners; Reading Performance; Foundational Literacy; Phonological Awareness; Word Recognition; Oral Reading Fluency; Reading Comprehension Journal: Universitas: Journal of Global Research and Innovation Pages: 530-542 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23615339 File-URL: https://universitasjournal.com/index.php/about/article/view/108 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/108/71 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:108 Template-Type: ReDIF-Article 1.0 Author-Name: Abraham A. Maniquiz Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Effectiveness of Game-Based Learning in Improving Mathematical Word Problem-Solving Skills Among Grade 6 Learners Publication-Status: Published Abstract: Mathematical word problem-solving remains a challenge among elementary learners, particularly in understanding problem statements, identifying appropriate operations, applying computational procedures, and verifying solutions. This study examined changes in the mathematical word problem-solving performance of Grade 6 learners following a six-week game-based learning intervention at San Jose Integrated School, San Mariano II District, Schools Division of Isabela, Philippines. A quantitative, one-group pretest–posttest pre-experimental research design was employed involving 30 Grade 6 learners selected through purposive sampling. The intervention incorporated mathematical board games, collaborative problem-solving challenges, operation-matching activities, and solution-verification games aligned with Polya’s problem-solving framework. Data were gathered using a researcher-developed 20-item mathematical word problem-solving assessment with a maximum score of 80 points. Descriptive statistics and a paired-samples t-test were used to analyze performance differences. Results showed that the overall mean score increased from 46.80 (58.50%) in the pretest to 61.20 (76.50%) in the posttest, representing a mean gain of 14.40 points. A statistically significant difference was reported, t(29) = 14.08, p < .001, with a large standardized within-group effect (dz = 2.57). Verifying solutions demonstrated the greatest mean improvement (3.70 points), although it remained the lowest-performing competency in the posttest. The findings indicated improved mathematical word problem-solving performance during the intervention period and highlighted the importance of structured mathematical games, guided feedback, and continued support for solution verification. Keywords: Game-Based Learning; Mathematics Instruction; Mathematical Word Problems; Grade 6 Learners; Problem-Solving Skills; Instructional Intervention; Elementary Education; Pretest–Posttest Assessment Journal: Universitas: Journal of Global Research and Innovation Pages: 543-557 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23618685 File-URL: https://universitasjournal.com/index.php/about/article/view/109 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/109/72 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:109 Template-Type: ReDIF-Article 1.0 Author-Name: Roger Morillo, MBA, CMP Author-Workplace-Name: Northwestern University, Philippines Author-Name: Jerry Castro Jr. Author-Workplace-Name: Northwestern University, Philippines Title: Innovation and Employee Productivity in Selected Private Higher Education Institutions in Laoag City: A Descriptive-Correlational Study Publication-Status: Published Abstract: This study investigated the relationship between technological, process, and product innovation and employee productivity among employees of selected private higher education institutions (HEIs) in Laoag City, Philippines. It also examined whether age, sex, educational attainment, job tenure, and nature of work moderated the innovation–productivity relationship and developed a strategic action plan for institutional utilization of the findings. The participants were 271 full-time academic and non-academic employees from selected private HEIs. The findings showed that the institutions reported high levels of technological, process, and product innovation and high employee productivity. Process innovation had the strongest positive and statistically significant relationship with employee productivity, while technological innovation had a statistically significant but weaker positive relationship. Product innovation did not have a statistically significant relationship with employee productivity. None of the demographic characteristics significantly moderated the innovation–productivity relationship. The study recommends institutionalizing feasible policies for process innovation, strengthening technology utilization and responsible artificial intelligence integration, refining academic programs through Business Analytics and Artificial Intelligence in Research Methods, and establishing participatory and governance mechanisms that can sustain innovation within existing institutional resources. Keywords: employee productivity; process innovation; technological innovation; product innovation; higher education; Technology Acceptance Model; organizational processes; Philippines Journal: Universitas: Journal of Global Research and Innovation Pages: 558-584 Volume: 1 Issue: 3 Year: 2026 Month: October DOI: 10.5281/zenodo.23628024 File-URL: https://universitasjournal.com/index.php/about/article/view/110 File-Function: Abstract page File-Format: text/html File-URL: https://universitasjournal.com/index.php/about/article/download/110/73 File-Function: Full text File-Format: application/pdf Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:3:id:110