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The Culling System in every higher education institution ensures that only students who meet specific academic or performance standards remain in the program, which helps uphold the program's standards and effectiveness. Thus, this study aims to delve into the lived experiences of the students who were culled out from the board programs offered by the Kapalong College of Agriculture, Sciences and Technology in which qualitative research utilizing a phenomenological approach was utilized. The participants were the 14 students who were culled out from the board programs being offered by Kapalong College of Agriculture, Sciences and Technology who were purposively selected. Further, there were five (5) participants for the in-depth interview and another five (5) for the focus group discussion. The data gathered were analyzed through the use of coding and thematic analysis. The study is deemed beneficial since it can provide valuable insights into the effectiveness of culling practices in board programs wherein higher authorities can use this information to evaluate existing policies and programs related to student retention and support. It may lead to identifying potential flaws or areas for improvement in the current system.

Punctuality, defined as the ability to arrive or complete tasks at the designated time, it is a fundamental aspect of academic success and personal development. Punctuality remains a challenge for many students, with tardiness and absenteeism posing significant barriers to their academic progress. To assess the effectiveness of integrating time management, increased engagement, and technology-based solutions as a strategy to improve students' punctuality, quantitative research design was adopted by the researchers for the study. The researchers used a quantitative research design. It is a descriptive analysis research method since the objectives of the study is to determine the differences of the previous data gathered before the implementation of the proposed intervention and innovation and the present data after the implementation. The research participants comprised the Grade 10 students from sections Gold and Radium. The interventions, which included structured schedules, technology integration, and interactive learning activities, significantly improved the punctuality rates of students in the Grade 10 sections examined. Before the implementation of these interventions, the average tardiness rates were notably high, indicating a prevalent issue with punctuality. However, after the interventions were applied, there was a marked improvement in punctuality, highlighting the effectiveness of these strategies in addressing the problem. [ABSTRACT FROM AUTHOR]

This study, conducted at Doña Carmen Soriano National High School - Extension in Gabuyan, Kapalong, Davao del Norte, Philippines, examines the effectiveness of the Cover-Copy-Compare (CCC) strategy in enhancing spelling proficiency among Grade 7 learners. The CCC strategy, a method used to improve spelling, math, and sight word recognition, was implemented to address notable spelling difficulties observed among the students. The research objectives were to determine the level of spelling proficiency among Grade 7 learners before and after implementing the CCC strategy and to explore the impact of this strategy on their spelling proficiency. Additionally, the study sought to gather insights from teachers and students on the use of the CCC strategy in improving spelling proficiency. Employing a quantitative-descriptive method supplemented with interviews, the study provided a comprehensive understanding of the spelling proficiency challenges and the effectiveness of the CCC intervention. Thirty-seven Grade 7-Sampaguita students participated in pre-test, the CCC intervention, and post-test. Fourteen participants, including seven teachers and seven students, were selected for in-depth interviews and focus group discussions. Findings revealed that the initial spelling proficiency of students was very low across various areas, as measured by the Barnell-Loft Diagnostic Achievement Test. Post-intervention results showed a significant improvement in spelling proficiency, with students achieving high scores in the same areas. The impact of the CCC strategy was evident in improved recognition of word patterns, increased self-confidence, enhanced retention of word spellings, and a reduction in spelling mistakes. Teacher and student insights highlighted the effectiveness of the CCC strategy, its smooth integration into daily lessons, and its role in promoting self-monitoring and immediate feedback for self-correction. The study underscores the importance of research-based strategies like CCC in enhancing spelling proficiency, offering valuable implications for educational practices aimed at improving literacy skills. [ABSTRACT FROM AUTHOR]

This qualitative research study examines the experiences and coping mechanisms of individuals retaking the Elementary Licensure Examination for Teachers. It highlights the struggles with motivation, work-study balance, knowledge gaps, and emotional challenges faced by 14 Bachelor of Elementary Education graduates from Kapalong College of Agriculture, Sciences and Technology. To overcome these, they adopted improved study techniques, mentorship, emotional support, and positivity. The research emphasizes the importance of practice tests, community engagement, strong support networks, and well-being for effective exam preparation. This research sheds light on the resilience of Elementary LET retakers and the profound influence of personalized support mechanisms. It calls upon educational institutions to bolster retakers' prospects through specialized review sessions and innovative tools such as the Competency Skills Appraisal. The study questions traditional metrics of success in licensure examinations, proposing that individualized review programs are the cornerstone of success. It demonstrates that well-informed educational strategies can markedly enhance the effectiveness of support provided. The research emphasizes the necessity of a comprehensive preparation regimen that incorporates efficient study techniques, guidance, and emotional reinforcement to elevate pass rates. The pivotal role of practice tests and review centers in equipping retakers is also highlighted. Ultimately, the study advocates for the adoption of bespoke review programs that are instrumental in maximizing exam preparedness, underscoring the importance of self-driven learning, systematic study habits, and the sustenance of well-being. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive quantitative inquiry was to determine the level of writing difficulties of grade 3 pupils of Clementa F. Royo Elementary School. It aimed to find out the effectiveness of the intervention and provide valuable insights into the writing challenges faced by third graders through the adaptation of the instrument of Crocker et al., 2020, contingencies of self-worth theory and measurement. It aimed to find out if there was a difference of the mean from the pre-test and post-test of the CATS (Copy, Alter, Transform, and Supply). This inquiry utilized descriptivequantitative method in which numerical and non-numerical responds was analyzed. The participant of this research were the 40 of grade 3 section orange and pineapple in Clementa F. Royo Elementary School. The data collection was though Likert Scale and survey questionnaire which compose of In-Depth Interview (IDI) and Focus Group Discussion (FGD). The result found out that there was a difference between the pre-test and post-test based on its overall mean. The statistical evidence, indicated by the mean of the pre-test was 2.37 with 0.18 standard deviation while the post-test was 3.90 with 0.32 standard deviation. The pre-test determine that the pupils having difficulties in writing while the post-test, after implementation of the CATS determines that the pupils are good in writing. The success of this program could serve as a model for similar educational interventions aiming to bolster academic skills among young learners. The results shows implementing CATS can improve in writing skills in elementary pupils with writing difficulties. [ABSTRACT FROM AUTHOR]

This quantitative descriptive study aimed to investigate how Project DICE (DICE IT, CREATE, AND ENUNCIATE) affects pronunciation competence among Grade 7 Rose students at Baltazar Nicor Valenzuela National High School, Kapalong, Davao del Norte. It measured Strategies in Talking, Stress on Compound Words, and Strategies for Stress Intonation. Forty-four students participated by completing a survey questionnaire before and after the intervention. Before the intervention, scores were 1.89 for Strategies in Talking, 1.92 for Stress on Compound Words, and 1.90 for Strategies for Stress Intonation, with an average mean of 1.90, indicating low pronunciation competence. After the intervention, scores increased to 4.39 for Strategies in Talking, 4.40 for Stress on Compound Words, and 4.60 for Strategies for Stress Intonation, with an overall average of 4.46, indicating significant improvement. This demonstrated that Project DICE (DICE IT, CREATE, AND ENUNCIATE) effectively enhanced students' pronunciation competence. Additionally, the study investigated the effectiveness of Project DICE (DICE IT, CREATE, AND ENUNCIATE) and gathered insights from teachers and students. Fourteen participants, including students and teachers from the same school, took part in in-depth interviews and focus group discussions. The data revealed three themes regarding the effectiveness of Project DICE (DICE IT, CREATE, AND ENUNCIATE) in developing pronunciation competence: Enhancement of Communication Skills, Increased Student Confidence, and Improved Reading Skills. Furthermore, four themes emerged from the insights shared by teachers and students: Improving Students' Pronunciation Skills, Enhancing Reading Competence, serving as a Teacher's Tool for Effective English Teaching, and Encouraging Dedication and Self-Motivation. These findings confirmed that Project DICE (DICE IT, CREATE, AND ENUNCIATE) significantly improved the pronunciation competence of Grade 7 Rose students. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the disruptive behaviors exhibited by Grade 7 students at Baltazar Nicor Valenzuela National High School, exploring the reasons behind these behaviors, the experiences they faced, how they coped with them, and their perspectives on their situations. Employing a descriptive quantitative approach using pretest and posttest methods, the study involved Grade 7 students at the school. Through in-depth interviews, observations, and survey questionnaires, it was found that the participants had significant experiences and challenges, including struggling with various disruptive behaviors among their classmates. The findings also revealed that Grade 7 students managed these challenges by ignoring their classmates and utilizing the PROJECT PSIS (Proximity control, Signal interference, Ignoring, and Student arrangement) strategy, as well as maintaining dedication and self-discipline. Ultimately, the study emphasized the need for support from parents, teachers, and the entire school community to mitigate these behaviors. [ABSTRACT FROM AUTHOR]

This descriptive pre-experimental quantitative study employing pre-test and post-test approach aimed to address low reading comprehension levels among the 33 identified non-readers in Grade 9 students at Asuncion National High School through the Comp-Reading Initiative. Statistical tools are used to analyze the data obtained from the respondents. Pre-test and post-test results across four indicators showed significant improvements. Prior to the intervention, Positive Attitude Towards Reading had a mean score of 2.67 (Low) in the pre-test and 4.56 (Very High) in the post-test; Main Idea Identification and Question Answering improved from 2.52 (Low) to 4.37 (Very High); Vocabulary Understanding and Development rose from 2.90 (Moderate) to 4.55 (Very High); and Reading Fluency increased from 2.65 (Low) to 4.50 (Very High). These results indicate substantial enhancement in students' reading comprehension skills. Significant difference of the tests' scores shows the T-value of -20.949 and p-value of <.001 which indicates that the null hypothesis will be rejected, since the p-value is less than 0.05 level of significance. Indepth interviews and focus group discussions with stakeholders provided further insights. Themes from the interviews included Pre-initiative Challenges, Varied Levels of Comprehension, and Identified Areas for Improvement regarding pre-intervention reading comprehension. Post-intervention, themes such as Improved Comprehension Skills, Evidence of Enhanced Reading Comprehension, and Overall Positive Shift in Comprehension Levels emerged. Stakeholder perspectives highlighted themes like Diverse Interventions, Intended Outcomes and Goals, and Stakeholder Engagement and Collaboration, demonstrating comprehensive support for the intervention's effectiveness. Overall, the study underscores the success of the Comp-Reading Initiative in significantly improving Grade 9 students' reading comprehension levels. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive quantitative inquiry was to determine the level self-esteem of grade 10 students of Asuncion National High School. It aimed to find out the effectiveness of the intervention through the adaptation of the instrument of Crocker et al. (2003), contingencies of self-worth theory and measurement. It aimed to find out if there was a difference of the mean from the pre-test and post-test of the Soar to Self-Esteem Sufficiency (SSS) Program. This inquiry utilized descriptive-quantitative method in which numerical and non-numerical responds was analyzed. The participant of this research were the 45 students of grade 10 section Del Pilar in Asuncion National High School. After the implementation, an interview was made to determine the insights of the four (4) teachers and ten (10) students of the effectiveness of the intervention. The data collection was though Likert Scale and survey questionnaire which compose of In-Depth Interview (IDI) and Focus Group Discussion (FGD). The result found out that there was a difference between the pre-test and post-test based on its overall mean. The mean of the pre-test was 2.37 with 0.235 standard deviation while the post-test was 4.34 with 0.167 standard deviation. The pre-test determine that the students have low self-esteem while the post-test generates a very high self-esteem result. The insights of the teachers and students generates three (3) themes namely; active class participation, enthusiasm in learning and develop collaboration with other peers. [ABSTRACT FROM AUTHOR]

This study aimed to address the critical issue of student engagement among high school students, recognizing its importance for academic success and overall student well-being. The research employed a descriptive quantitative design, involving 43 ninth-grade students from Asuncion National High School. The intervention, termed GAME (Games-Based Approaches to Motivate Engagement), was implemented to enhance student engagement. The study utilized pre-test and post-test assessments to measure engagement levels. The pre-test results indicated a mean score of 2.00 (SD = 0.566), while the post-test results showed a significant increase, with a mean score of 4.31 (SD = 0.593). Statistical analysis revealed a t-value of -17.078 and a P-value of < .001, underscoring the highly significant improvement in student engagement due to the intervention. To enrich the quantitative findings, the researchers conducted interviews with selected students and teachers, revealing themes such as Active Participation, Improved Retention, Positive Attitude Towards Learning, Increased Motivation and Interest in Learning, Enjoyment and Fun in Learning Activities, and Enhanced Engagement and Collaboration. These results indicate that the GAME intervention effectively enhanced student engagement, providing valuable insights for educators seeking to foster a more interactive and motivating learning environment. [ABSTRACT FROM AUTHOR]