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