This study utilized Provus’ Discrepancy Evaluation Model (DEM) to assess the Bachelor of Elementary Education (BEEd) program of a particular state college in alignment with academic accreditation standards outlined in CHED Memorandum Order No. 74, series of 2017. The evaluation covered four stages: design, installation, process, and product. Using a concurrent triangulation mixed-methods design, the study utilized a researcher-made questionnaire to gather quantitative data as well as semi-structured interviews and documentary analysis to obtain qualitative insights. The results revealed that while the program adheres to most minimum standards, some critical discrepancies were identified, including curriculum congestion, qualification of administrative assignments and faculty workload issues, inadequacies in library resources, lack of laboratory and physical facilities. Despite these challenges, the institution demonstrates a strong commitment to continuous improvement through initiatives to align the program with accreditation standards.

Rey S. Pepito & Ruther D. Bianan

Date Recieved: May 16, 2025 | Date Accepted: July 28, 2025

This study examines the function of lexical cohesion in student writing, emphasizing how students employ collocation and repetition strategies to attain coherence. The study examines student essays from an essay-writing competition using Halliday and Hasan's (1976) framework to find the reiteration (synonyms, repetition, superordinates, generic terms). To find the collocation patterns, the study utilizes Halliday and Hasan's (1976) framework and Xu’s (2015) syntactic Taxonomy of Collocation. The results shows a heavy reliance on repetition and synonyms, indicating a preference for more straightforward reiteration techniques. Collocation pattern analysis revealed that "noun + verb" and "adjective + noun" structures are more common. The study concludes that although students successfully employ simple lexical cohesion tactics to increase coherence, extra training in more complex techniques may boost writing quality and fluency. The study advances linguistic theory and writing pedagogy by shedding light on how students attain coherence and proposing practical recommendations for writing instruction.

Ruth J. Ituralde

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This study examined the use of Discourse Markers (DMs) in the formal writing of elementary learners, a relatively underexplored area in English language education. Employing a qualitative content analysis, the research analyzed 10 essays selected from 50 Grade 5 and 6 learners. Drawing on Fraser’s Semantic Perspective Framework and Taboada and Mann’s Rhetorical Structure Theory (RST), the study explored the frequency, types, and functions of DMs in learners’ compositions. Findings revealed a dominant use of Elaborative Discourse Markers (EDMs), with “and” being significantly overused. This reflects a reliance on basic additive constructions, indicative of early cognitive and linguistic development. Other DM categories were rarely employed, suggesting limited ability to construct more complex rhetorical relationships. The results highlight the developmental nature of DM use and advocate for explicit targeted instruction in a wider range of markers to foster coherence and discourse competence in young learners’ academic writing.

Edward D. Bularon

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This qualitative research explored the placement of segment starters in learner’s opinion-editorial writing to determine how adolescent writers structure discourse, express argumentation, and attain coherence. Grounded in discourse analysis, the study analyzed an editorial article written by a senior high school learner from a public school. Segment initiators that start paragraphs and control textual flow were examined for rhetorical purpose, frequency, and conformity to genre conventions. Six segment starters from the article were elicited and grouped according to discourse marker typology and cohesion categories. These consisted of topical introducers, additive connectors, temporal and contrastive adverbials, and concessive markers. Each segment starter served a rhetorical function: introducing a topic, contrasting opinions, adding evidence, or conceding counterarguments. These markers contributed to the logical flow of the opinion-editorial and overall coherence. Findings indicated choices were suitable for the op-ed style, reflecting sensitivity to rhetorical strategies and audience expectations. Conclusions support targeted writing instruction.

Joyce Ethel L. Sienes

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This study investigates the pronunciation of word stress among Kolibugan learners of English at a particular high school in Sirawai, Zamboanga del Norte, Philippines. The Kolibugan learners, an Indigenous Muslim ethnolinguistic group facing distinctive obstacles in mastering English stress patterns, primarily due to the phonological characteristics of their first language, do not prioritize stress in the same manner as the proficient English language speakers. The study combines acoustic analysis using PRAAT software with learner interviews to evaluate stress placement accuracy and the factors influencing learners’ performance and perception. Findings reveal that stress misplacement is common, particularly in multisyllabic words, with a noticeable decline in accuracy as word length increases. These errors suggest negative transfer from the learners' native prosodic rules. The study highlights the significance of teaching suprasegmental features, such as word stress, within English language instruction. It also calls for culturally and linguistically responsive pedagogical strategies to improve pronunciation outcomes among learners from diverse linguistic backgrounds.

Dea Novieann T. Oliveros

Date Recieved: May 13, 2025 | Date Accepted: July 25, 2025

This study investigates the effectiveness of Modified Orwell’s Six Rules as an intervention to improve high school students’ academic writing skills in English. Using a pre-experimental one-group pretest-posttest design, 14 average writers were identified through a diagnostic test from the pool of 50 students. They were exposed to three writing interventions focusing on grammar, clarity and simplicity using modified writing rules validated by experts. The paired samples t-test was used to analyze the data. Results revealed a statistically significant improvement in posttest scores indicating enhanced performance on students’ essays. Findings support the use of simplified and structured writing guidelines to improve students’ academic writing skills. Furthermore, the study recommends integrating the modified rules into classroom instruction to enhance clarity and cohesion in writing.

Cathlea Justine S. Capalac, Dennie Claire B. Mapo & Divine Antonnette S. Magbanua

Date Recieved: May 15, 2025 | Date Accepted: July 31, 2025

This study examined the representations of Moro in newspaper articles from MindaNews. This was done by identifying the collocates using Sketch Engine, a corpus manager and text analysis program. The top five collocates (front, people, leaders, group, and woman) were considered for the analysis. A Focus Group Discussion (FGD) participated in by the Muslim student leaders from three universities in the region was also done to know their perceptions about the collocates. Findings revealed that representations of Moro both in news articles and students’ perceptions are seen as divided groups, sometimes violators and marginalized, yet they are also active participants and collaborators in achieving peace and security in the country. The term is also associated with people who have a strong desire for self-determination and who are known for preserving their cultural values and traditions.

Michelle C. Reyes

Date Recieved: May 16, 2025 | Date Accepted: July 29, 2025

To establish the profile of the target university graduates, this study seeks to generate actionable insights from the alumni of the university from 2019-2021 through a Graduate Tracer Study (GTS). It assesses the relevance of curricular programs, alignment with labor market needs, and graduate satisfaction. Results reveal an overall employment rate of approximately 68%, with most graduates finding jobs within one year after graduation. A significant portion passed licensure examinations, particularly from teacher education programs. The study’s insights will inform institutional planning, accreditation compliance, and policy formulation, contributing to the university’s quality assurance initiatives and its goal of producing globally competitive graduates who are responsive to evolving workforce demands.

Mario R. Obra, Jr. , Nora D. Lai, Lea E. Usman, Oscar S. Sicat & Herne B. Esguerra

Date Recieved: May 16, 2025 | Date Accepted: July 31, 2025

Understanding the prevalence of reading electronic and printed texts across educational institutions and beyond is crucial for effectively addressing associated challenges. This study explored the senior high school students’ reading preferences in one of the senior high schools of Pagadian City division. Qualitative research method was used, specifically, a narrative analysis for structured individual interview with the aid of an interview guide. Codes and themes were formulated from the transcribed data. Findings revealed that printed and online texts reading varied transactional experiences. Readers showed varied intentions for reading printed texts, such as educational communication and spiritual purposes. However, the consequences of reading electronic texts were their distractive tendencies, complex navigations, and expensive reading tool. In conclusion, there were similarities in the transactional experiences of reading from both formats, such as both facilitate the students’ imagination skills, challenge their thinking, and benefit them effectively in their reading tasks.

Sarah Jean B. Bayocot & Arnel R. Madrazo

Date Recieved: Oct.24, 2025 | Date Accepted: Jan. 27, 2026

This study assessed faculty research engagement at Western Mindanao State University (WMSU), its factors, and challenges among faculty stratified by rank across colleges and campuses. Results showed low overall engagement, high in mentorship, proposals, and teaching integration, but low in dissemination and publications. Organizational support was moderate. Strong in incentives and integrity tools, however, weak in travel, presentations, and resources. Statistical analysis identified significant positive correlations between research engagement and educational attainment, male sex, academic rank, and program status (Center of Excellence/Development). Teaching load had a significant inverse relationship. Organizational support trended positively but was not significant. Key challenges included lack of time, administrative burden, research skill gaps, and limited resources/mentorship.

Dennis R. Marcelino

Date Recieved: Oct.12 , 2025 | Date Accepted: Jan. 17, 2026

This study examined the evolving role of Sentro ng Wika at Kultura (SWAK) in Mindanao within the shifting landscape of contemporary Language Policy and Planning (LPP). Moving beyond top-down governance, the research utilized an ecological qualitative design to evaluate SWAK’s effectiveness in a region with over 40 living languages. An analysis of terminal and annual reports (2018–2025) from six centers revealed uneven language vitality: while dominant regional languages expand, minoritized indigenous languages face endangerment. Although SWAKs function as critical "ecological nodes," findings indicated strategic gaps in intergenerational transmission and regenerative revitalization. To address these disparities, the study proposed an Ecological Language Planning Framework emphasizing biodiversity mapping, institutional planning continua, and identity-memory integration. This research provided a foundational empirical basis for decentralized planning, reinforcing the need for contextresponsive strategies to preserve Mindanao’s linguistic diversity.

Melba B. Ijan & Marie Joy D. Banawa

Date Recieved: Dec.22, 2025 | Date Accepted: Jan. 20, 2026

This study examined the role of cultural nuances in the ecological translation of Bukidnon folk narratives into Filipino. Indigenous terms in these narratives function not merely as lexical units but as carriers of symbolism, meaning, and ecological worldviews that reflected the interdependence of language, culture, and environment. Grounded in ecological translation, the study identified culturally and ecologically significant terms, analyzed the translation strategies used in rendering these terms into Filipino, and explained the implications of these strategies for the preservation, adaptation, or reduction of ecological and cultural meanings. Anchored in the concept of ekosalin, ecological terms were categorized into flora, fauna, climate and weather, geographic features, and ecological places. Findings showed that literal translation often led to partial semantic loss, while descriptive and cultural equivalence better sustained ecological and cultural integrity.

Tilshane R. Yap, Mary Ann S. Sandoval & Alia D. Ramber

Date Recieved: Oct.22, 2025 | Date Accepted: Jan. 18, 2026

This study examined the perceived quality of work life (QWL) among public school teachers and investigated whether differences exist based on sex, age, and marital status. Using a descriptive– quantitative research design, a standardized survey questionnaire was administered to a representative sample of public elementary teachers within the division. Data was analyzed using mean, independent samples t-test, and one-way ANOVA to determine variations across demographic groups. Results indicated that teachers generally perceived their QWL as satisfactory, reflecting a supportive and collegial work environment. The study found no significant differences in satisfaction levels based on gender, age, or marital status among the teachers. These findings point to the importance of institutional factors—such as administrative support, professional development opportunities, and collegial relationships—in shaping overall work experiences.

Henry M. Bibas, Rakim I. Isirail, Eric-Roland R. Natividad, Arnold M. Ferolino,
Bryan Ber S. Bondoc & Kent Adnil C. Lao

Date Recieved: Dec. 21 , 2025 | Date Accepted: Jan. 17, 2026

This descriptive research investigated the challenges experienced by non-mathematics major teachers facilitating the math intervention in the Philippines. Due to a shortage of specialized teachers, non-majors often facilitate these critical interventions. This study utilized thematic analysis based on a semi-structured interview and focus group discussions with 12 non-mathematics majors. Findings revealed that teachers struggled profoundly with content knowledge and lesson preparation due to limited background, often relying heavily on scripted lessons and online tutorials to cope, albeit, they employed strategies like peer mentoring and technology during execution. In conclusion, addressing these systemic issues through comprehensive training and structured mentoring is essential for the success of math intervention programs.

Geobert B. Pardillo, Nurmina O. Francisco , Annie Rose M. Suplio , Marlyn P. Kangah
& Rona V. Francisco

Date Recieved: Dec. 22 , 2025 | Date Accepted: Jan. 20, 2026

Viewing materials with subtitles are used for effective, modern instruction. The study evaluated the effectiveness of subtitled English films in learning English vocabulary of English Literacy Program (ELP) learners. Sixty-three learners participated – thirty (30) learners for the control group and thirty-three (33) learners for the experimental group – employing quasi-experimental design. Validated 40-item vocabulary test was used to measure the vocabulary levels of respondents before and after the intervention. The data were statistically treated using M, SD, t-test, and ANCOVA, Levene’s Test, and Shapiro-Wilk. Subsequently, the results illustrated that there were significant differences to both groups (controlled and experimental), yet experimental group had increased its vocabulary level with the aid of subtitles. Therefore, this showed the potential subtitles hold in increasing vocabulary learning to learners compared to those who only viewed films with no subtitles. Furthermore, the use of subtitles served as ‘bridge’ which linked the visual and auditory components of the film with the written word, while strengthening vocabulary acquisition. The findings advocate integrating subtitled English films to supplement vocabulary instruction and improve learning outcomes.

Julienne Izabel B. Garcia & Alnahar M. Hapas

Date Recieved: Oct.12 , 2025 | Date Accepted: Jan. 17, 2026

This study examined the implementation and lived realities of the Philippine Catholic School Standards (PCSS) in selected archdiocesan schools, focusing on five domains: Catholic identity and mission, leadership and governance, learners’ environment, learners’ development, and operational vitality. Using a mixed-methods approach, data were gathered through surveys, interviews, and focus group discussions with various school stakeholders. Findings indicated strong implementation across all domains, with Catholic identity evident in curricular integration, school activities, and institutional ethos. Leadership and governance were effective, supported by clear structures and competent administrators. Learners’ development was reinforced through values education, fostering both character and academic growth, while operational vitality was demonstrated in efficient management systems. Key factors influencing PCSS implementation included strong leadership, professional development, curriculum coherence, and effective monitoring.

Elmer G. Sumile & Arnel R. Madrazo

Date Recieved: Dec. 8, 2025 | Date Accepted: Jan. 26, 2026