Chinese Policies in the Golden Decade for the Belt and Road

https://doi.org/10.55902/BVWU3297

Deng Lingyun¹ and Li Zhenjuan²

ORCID: ¹0009-0002-2157-9034, ²0009-0006-3848-2641

¹De La Salle University-Dasmariñas, Cavite, Philippines

²Zhenzhou Foreign Language School – New Fengyang Campus, Zhengzhou City, Henan Province, China

ABSTRACT

The year 2023 is the first decade of the Belt and Road Initiative (BRI). Language, as the bridge and bond between different cultures, plays an essential role in building BRI. At this stage, the paper examined the development process and achievements of Chinese language policies over the past decade. It highlights achievements such as increased exchanges and cooperation with partner countries, as well as improvements in the international status of the Chinese language. This paper also identifies two shortcomings: a lack of a comprehensive language resource database and an insufficient number of qualified Chinese language teachers. Chinese language teachers should be equipped with profound and professional language education knowledge and skills to achieve specific teaching objectives. Training in listening and speaking skills needs to be more focused. As the BRI enters a new stage of high-quality development, the study of Chinese language policies becomes necessary, to continuously make relevant adjustments to adapt to the new environment in and out of China.

Keywords: International Chinese language education, Language policies, the Belt and Road Initiative

Cite this Article:

Lingyun, D. & Zhenjuan, L. (2025). Chinese Policies in the Golden Decade for the Belt and Road. Academia Lasalliana Journal of Education and Humanities, 6(2), 1-9. https://doi.org/10.55902/BVWU3297

The Relationship of Work Environment and Employee Compensation on Employee Retention of Special Education Teachers in Selected Schools in Cavite

https://doi.org/10.55902/VQKN2151

Ma. Anne Loraine F. Cedro¹, Janille A. Falcotelo², Herlyn Jane C. Lasanas³, Robert Jan R. Bayan⁴, and Jamaica Ann L. Santos⁵

Cavite State University-Carmona Campus, Cavite, Philippines

ORCID: ¹0009-0002-6595-2259, ²0009-0007-2380-1395, ³0009-0008-8740-7917, ⁴0009-0003-7835-1580, ⁵0009-0000-5351-1099

ABSTRACT

This research aims to determine the quality of the work environment, employee compensation, and the retention rate of special education teachers in selected schools in Cavite, as well as to identify the significant relationship between the three variables. A modified research instrument was used to gather data from 135 special education teachers for this descriptive-correlational study. Weighted mean, standard deviation and Pearson r were used to analyze the results. The results revealed that teachers perceived their work environment as excellent, meaning that they feel safe, included, and accepted in their school community as Special Education Teachers. Additionally, the teachers perceived their monetary and non-monetary compensation as satisfactory, which means they receive non-monetary benefits other than their salary and additional training for their professional growth. It was also revealed that the participants were willing to retain their jobs. Furthermore, the work environment and employee compensation were found to have a significant relationship with the employee retention of the participants with a weak positive correlation.

Keywords: Work Environment, Employee Compensation, Employee Retention, Monetary and Non-Monetary Compensation

Cite this Article:

Cedro, M.A.L., Falcotelo, J.A., Lasanas, H.J.C., Bayan, R.J.R., & Santos, J.A.L. (2025).  The Relationship of Work Environment and Employee Compensation on Employee Retention of Special Education Teachers in Selected Schools in Cavite. Academia Lasalliana Journal of Education and Humanities, 6(2), 11-24. https://doi.org/10.55902/VQKN2151

Syntactic Role of Gender Referents in the Official Memoranda of Indang Municipal Office

https://doi.org/10.55902/BRPB3939

Julie Ann Perey¹ and Jonathan Gochuico²

ORCID: ¹0009-0003-0084-9864, ²0000-0003-0160-2794

¹Cavite State University, Cavite, Philippines

²De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

This study employed a qualitative research approach, particularly content analysis, to describe the gender referents in the memoranda of the municipal office of Indang, Cavite. Specifically, this study aimed to categorize the gender referents in terms of masculine referent, feminine referent, and gender-neutral referent, identify the grammatical function of the gender referents, and determine the effect of the gender referent’s syntactic role on gender representation in the memoranda of the Indang municipal office. Criterion sampling was used to gather data. The official issuances, such as memoranda issued by the Indang Municipal Office from January 2022 to September 2023, served as the primary source of data for this study. Gender referents appeared in the form of nouns and pronouns as gender neutral, masculine, and feminine referents in the official memoranda of Indang municipal office. The most common gender-neutral referent utilized by authors of memoranda is the pronoun “they”. Gender neutral referents found in the issuances mainly functioned as subject. On the other hand, masculine and feminine referents found in the issuances functioned primarily as object. Gender neutral referents appearing dominantly in all the issuances as subject ensured the visibility of all existing genders. Considering that the issuances were occasionally disseminated outside the Indang municipal office, this occurrence may stimulate balance among the existing genders in the community. Conducting a similar study that focuses on other aspects of sentence structure and other concepts like gender firstness, title and honorifics, and generic masculine referents used in the memoranda of other municipal and city offices is recommended.

Keywords: Gender referents, gender neutral, nouns, pronouns

Cite this Article:

Perey, J.L. & Gochuico, J. (2025). Syntactic Role of Gender Referents in the Official Memoranda of Indang Municipal Office. Academia Lasalliana Journal of Education and Humanities, 6(2), 25-36. https://doi.org/10.55902/BRPB3939

‘My First Love’ through a Gender Lens: Epistemic and Social Relations in HUMSS Students’ Narrative Writing Styles

https://doi.org/10.55902/VWSZ9861

Monique C. Cristobal-Mallanao^1*, Rea May C. Andrada^2*, and Junar P. Marquez^3*

ORCID: ¹0009-0008-5969-0524, ²0009-0002-0284-4920, ³0009-0002-0284-4920

¹Academy of St. John- La Salle Green Hills Supervised;

Colegio De San Francisco Inc.; General Trias City, Cavite

²Lumil Integrated National High School, Schools Division Office of Cavite, Cavite, Philippines

^*College of Professional and Graduate Studies, De La Salle University-Dasmariñas, Province of Cavite, Philippines

ABSTRACT

Distinctive writing styles are classified through vocabulary selection, sentence arrangement, and overall storytelling method or narrative technique; narrative style has four (4) categories, namely linear, non-linear, descriptive, and viewpoint. ‘Gender’, as an analytic category plays a role in writers’ narration. Thus, this study aims to know the gendered narrative writing styles of Humanities and Social Sciences students based on structure (how the authors narrate) and the thematic foci (what the authors narrate) when grouped according to gender, and its role in narrative writing. Mixed-Method approach was applied for the data gathering and data analysis. Through content analysis of the narratives about the participants’ first love, the gendered writing styles of the participants were revealed using descriptive statistics (frequency distribution). Thematic foci were investigated through textual analysis; each analysis was anchored on Maton’s (2000) theory of Epistemic Relation and The Social Relation of Knowledge. It is evident that gendered writing exists in writing narratives. The writing styles of female authors differ to those of males: female writers follow viewpoint structure combining two POVs, 1st and 3rd, and nonlinear style. In contrary, male authors style of narration was linear and show dominance in the use of 1st person POV. The thematic foci of the narratives revealed masculinity and femininity in writing as how authors were influenced through sociocultural construct and ideological nuances of knowledge about their first love experiences. It was revealed that authors styles in narrating are grounded based on the relations of knowledge, the epistemic (relation to, how knowledge is related) and social relations (relation within, what are the factors within). It is recommended for the future researchers to conduct a more in-depth exploration of gendered narrative styles through linguistic theorizing focusing on the behavior of language of authors when group accordingly.

Keywords: Collective Narratives, Epistemic Relation of Knowledge, Gendered Writing Styles, Language Legitimacy, Social Relation of Knowledge

Cite this Article:

Cristobal-Mallanao, M.C., Andrada, R.M.C., & Marquez, J.P. (2025). ‘My First Love’ through a Gender Lens: Epistemic and Social Relations in HUMSS Students’ Narrative Writing Styles. Academia Lasalliana Journal of Education and Humanities, 6(2), 37-53. https://doi.org/10.55902/VWSZ9861

Student Experiences on Digital Storytelling in English Communication Classes

https://doi.org/10.55902/BOAO1020

Jeff Jeremiah Perea¹ and Jonathan Gochuico²

ORCID: ¹0009-0003-6875-5135, ²0000-0003-0160-2794

¹City College of Tagaytay, Cavite, Philippines

²De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

This study explores the potential of digital storytelling as a transformative tool for enhancing English communication classes in the digital age. Using a qualitative research design, this study examines the integration of digital storytelling into traditional English teaching approaches and its impact on students’ learning experiences, attitudes, and behaviors. Data were gathered through reflection logs and semi-structured interviews conducted before, during, and after digital storytelling activities which covered both the preparation and presentation processes. Several findings are notable. First, participants exhibited heightened motivation and engagement throughout the digital storytelling process and reflected increased interest in their learning tasks. Second, the study found that digital storytelling contributed to the development of essential skills such as critical thinking, creativity, and collaboration. Third, emotional and social connections emerged as a crucial aspect of digital storytelling that allows for a deeper understanding of different perspectives and strengthening the sense of community among participants. This study concludes that digital storytelling is an effective and engaging pedagogical approach in English communication classes that promotes both cognitive and affective learning outcomes. The findings have implications for educators and curriculum developers, particularly in integrating digital storytelling to enhance digital literacy and create supportive language learning environments.

Keywords: digital storytelling, English communication, digital literacy, student engagement, language learning

Cite this Article:

Perea, J.J. & Gochuico, J. (2025). Student Experiences on Digital Storytelling in English Communication Classes. Academia Lasalliana Journal of Education and Humanities, 6(2), 55-71. https://doi.org/10.55902/BOAO1020

Utilizing Flipped Classroom for Effective Teaching and Learning in Social Studies

https://doi.org/10.55902/RABE3661

Israel Olusegun Adedeji

ORCID: 0000-0001-6440-7991

Department of Educational Foundations, School of Education,

Federal College of Education (Technical) Gusau, Zamfara State, Nigeria

ABSTRACT

This study examined the effect of utilization of flipped classroom on students’ academic performance in Social Studies. With the use of experimental method, the effectiveness of learning through flipped classroom was tested by comparing the achievement scores (Pre-test and Post-test) of the experimental group (students who learned through flipped classroom) and the control group (traditional lecture method). This study was conducted on a sample of 60 (Experimental group-30; Control group-30) students from Junior Secondary School 3 studying Social Studies in Gusau Metropolis, Zamfara State. Inferential statistic two-way ANOVA (t-test) was used to analyse the hypotheses raised for this study at 0.05 level of significance. The findings of this study revealed that there was no significant difference between mean scores of the pre-test of control and experimental groups in students’ engagement, participation, critical thinking and lesson outcomes. Also, the post-test performance of the experimental groups was better than the post-test performance of the control group in terms of students’ engagement, participation, critical thinking and learning outcomes in Social Studies lessons. Additionally, there was a significant difference between the control and experimental group in their scores. This study recommended, among others, that lesson time should be used for discussions, problem-solving, and hands-on activities to enhance student engagement and critical thinking. The study concluded that the flipped approach fosters deeper understanding and active learning by allowing students to explore lesson materials before class sessions.

Keywords: Flipped Classroom, Social Studies, Critical Thinking, Learning Outcomes

Cite this Article:

Adedeji, I. (2025). Utilizing Flipped Classroom for Effective Teaching and Learning in Social Studies. Academia Lasalliana Journal of Education and Humanities, 6(2), 73-83. https://doi.org/10.55902/RABE3661

Portraying the Philippines: Scrutinizing Adjectives and Adverbs used in Chinese Online News Articles about the South China Sea Issue

https://doi.org/10.55902/VOYF5960

Junar Marquez¹ and Jonathan Gochuico²

ORCID: ¹0009-0005-3149-6146, ²0000-0003-0160-2794

College of Professional and Graduate Studies,

De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

The disputed waters in the South China Sea have been one of the featured stories in different online news outlets since 2016 when the Philippines received its Arbitration Award. This is where the maritime tensions between the Philippines and China have intensified. Through this idea, the present study has utilized a descriptive qualitative research design to scrutinize and document the most frequently used adjectives and adverbs in the selected Chinese online news articles to create a portrayal of the Philippines. The online news articles included in this study were extracted from Xinhua and Global Times online news outlets. These articles are published from June to September 2024. The analysis revealed that Chinese online news articles have described the Philippines negatively, stating that its actions are illegal and provocative. Due to the repeated actions done by the Philippines, online news articles have created an image of the Philippines as the aggressor in such maritime issues. This portrayal of the Philippines is further emphasized by framing China on the positive side of this issue. The results further show a huge difference between the sociocultural beliefs of both countries, resulting in a lack of political consensus. With this, it is recommended that the policymakers in the Philippines should use the inferences embedded in this study as their reference in refining the communicative strategies of the Philippines towards China.

Keywords: Adjectives, Adverbs, Chinese Online News Articles

Cite this Article:

Marquez, J. & Gochuico, J. (2025). Portraying the Philippines: Scrutinizing Adjectives and Adverbs Used in Chinese Online News Articles about the South China Sea Issue. Academia Lasalliana Journal of Education and Humanities, 6(2), 85-97. https://doi.org/10.55902/VOYF5960

Factors Influencing Violence Towards Post-Level One Teachers and Its Impact on Their Daily Lives in Township Schools

https://doi.org/10.55902/RLPS5541

Tryphina Matlale Matemane and Thulani Andrew Chauke¹

¹ORCID: 00000-0002-4891-0017

University of South Africa, Pretoria, South Africa

ABSTRACT

This study explores factors influencing violence towards post-level one teachers in township schools and examines the impact of such violence on their lives. To understand the violence experienced by these educators, this study undertook qualitative research method, and semi-structured interviews to gather data. Collected data were analysed using thematic analysis. This study found that factors influencing the violence included lack of job prospects for teachers, contextual issues, and contextual aspects. Effects of the violation on post-level one teachers incorporated psychological, physical, and financial bearing. Recommendations include creating partnerships with relevant stakeholders, including NPOs led by youth to guide learners even outside of school premises. Learners can be encouraged to participate in programs such as conflict management and resolution programs, helping them engage in effective conflicts management without violence. These NPOs led by the youth can coordinate youth programs to inspire learners to evade substance abuse through after-school initiatives.

Keywords: Daily lives, teachers, factors, impact, township schools, post level one teachers

Cite this Article:

Matemane, T.M. & Chauke, T.A. (2025). Factors Influencing Violence Towards Post-Level One Teachers and Its Impact on Their Daily Lives in Township Schools. Academia Lasalliana Journal of Education and Humanities, 6(2), 99-114. https://doi.org/10.55902/RLPS5541

Student Management System in the Era of Information Technology in Local Colleges and Universities in China

https://doi.org/10.55902/SOCG8563

Xu Guoqing¹, Gladiolus M. Gatdula²*, Russel E. Gatdula³ and John Casidsid²

^*ORCID: 0000-0002-0432-2715

¹Student Affairs Department of Suzhou University Party Committee, China

²De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

³Kolehiyo ng Lungsod ng Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study adopted a mixed methods approach to investigate the application of student management systems (SMS) in local universities. A quantitative survey questionnaire was used to assess impact of the integration information technology in SMS on student management in universities, followed by semi-structured interviews to expand the quantitative results and identify the challenges of integrating information technology. The results revealed that the participating universities achieved good results in using information technology. The impact of information technology on SMS is multifaceted. It improves management efficiency, strengthens communication with parents, promotes interactive learning, enhances data analysis capabilities, and strengthens security management. However, the study also found shortcomings in the SMS of local universities. Therefore, the study proposes an enhancement plan for SMS of local universities under the influence of information technology. It is recommended that universities keep up with the times, expand student management work, enhance the system, and reasonably utilize technologies such as the Internet to improve management level. The results of this study provide a basis for using information technology to enhance SMS in higher education.

Keywords: Student Management System, Information Technology, Local Universities

Cite this Article:

Guoqing, X., Gatdula, G.M., Gatdula, R.E., & Casidsid, J. (2025). Student Management System in the Era of Information Technology in Local Colleges and Universities in China. Academia Lasalliana Journal of Education and Humanities, 6(2), 115-128. https://doi.org/10.55902/SOCG8563

Wika ng Mangingisda

https://doi.org/10.55902/WSJB5530

Brenda A. Hermogeno

ORCID: 0009-0001-8981-2368

Pangasinan State University – Lingayen Campus

San Carlos City, Pangasinan

ABSTRAK

Ang pananaliksik na ito ay nagsusuri sa masalimuot na ugnayan ng wika at kabuhayan sa kontekstong baybaying pamayanan ng Barangay Capandanan, Lingayen, Pangasinan. Layunin nitong itampok ang mga natatanging leksikal na anyo at semantikal na gamit ng wikang ginagamit ng mga mangingisda sa kanilang arawang diskurso at hanapbuhay. Gumamit ng metodolohiyang deskriptibo-kwalitatibo at etnograpikong lapit upang mailahad ang mga salitang humuhubog sa kanilang praktika at identidad. Lumilitaw sa datos na ang mga mangingisda ay gumagamit ng isang espesyalisadong rehistro ng wika na nakaugat sa kanilang karanasang pangkabuhayan. Ilan sa mga terminong lokal gaya ng alang, banwal, karukor, bubo, gamayan, karkar, at bentol ay may tiyak na gamit sa pagtukoy ng mga kagamitan at paraan ng panghuhuli ng isda, hipon, at alimango. Ang mga terminong ito ay manipestasyon ng kolektibong karunungang-bayan at sistemang pangkultura ng pamayanan. Dagdag pa rito, isiniwalat ng pag-aaral ang mataas na antas ng disiplina ng mga mangingisda sa pangangalaga ng kalikasan at ang pagsunod sa mga itinakdang panahon ng pangingisda. Gayunman, namamataan ang pagkaluma at tuluyang pagkawala ng mga katutubong termino sa bokabularyo ng kabataang henerasyon. Kaya’t mariing iminumungkahi ang pagbuo ng isang komprehensibong leksikon at ang malalimang pag-aaral ng mga diskursong pangkomunidad upang mapanatili at mapalaganap ang wikang nakaugat sa tradisyon, kabuhayan, at kolektibong kamalayan ng baybaying sambayanan.

Susing Salita: Wika ng mangingisda,  alang, kambong , sulao, lundayan

ABSTRACT

This study focused on the complex relationship between language and livelihood in the coastal community context of Barangay Capandanan, Lingayen, Pangasinan. It highlights the unique lexical forms and semantic uses of the language employed by fishermen in their daily discourse and livelihood. A descriptive-qualitative methodology and ethnographic approach were used to present the words that shape their practices and identity. Data revealed that the fishermen use a specialized language register rooted in their economic experiences. Some local terms such as alang, banwal, karukor, bubo, gamayan, karkar, and bentol have specific uses in identifying tools and methods for catching fish, shrimp, and crabs. These terms manifest the community’s collective indigenous knowledge and cultural system. The study further revealed the fishermen’s high level of discipline in environmental conservation and adherence to designated fishing seasons. However, there is a noticeable decline and eventual disappearance of indigenous terms in the vocabulary of the younger generation. As such, the study strongly recommends the creation of a comprehensive lexicon and an in-depth study of community discourses to preserve and promote a language rooted in tradition, livelihood, and the collective consciousness of the coastal community.

Keywords: language of fiherfolks, alang, kambong, sulao, lundayan

(This English abstract was translated from Filipino with the help of M365 Copilot.)

Cite this Article:

Hermogeno, B.A. (2025). Wika ng Mangingisda. Academia Lasalliana Journal of Education and Humanities, 6(2), 129-146. https://doi.org/10.55902/WSJB5530

Supreme Court Rulings on Teacher Misconduct and Immorality

https://doi.org/10.55902/LDVQ8925

Federico B. Besa, Jr.

De La Salle University-Damariñas, Cavite, Philippines

ABSTRACT

This qualitative study aimed to examine court decisions on teacher misconduct and immorality cases covering 54 cases filed with the Supreme Court from 1960 to 2021. Document analysis was the sole data collection method employed.  Seven key issues concerning teacher’s cases were found, including misconduct and immorality, jurisdiction, due process, evidence, penalty, remedy of appeal, and consequences of wrongful dismissal/suspension. The study highlighted a comprehensive list of actual grounds for disciplinary actions in administrative cases involving public and private school teachers identifying dishonesty (involving deceit in financial dealings and falsification of documents/records or misrepresentation) as the most cited reason for termination of employment. The findings imply the need for clear and regularly updated policies on teacher’s conduct, training programs to enhance teachers’ understanding of their legal rights and responsibilities, school administrator training on disciplinary procedures, emphasis on legal literacy in education courses, and consultation with legal counsel concerning complex misconduct cases.

Keywords: Teacher Immorality, Teacher Misconduct Cases, Court Rulings and Education

Cite this Article:

Besa, F. (2025). Supreme Court Rulings on Teacher Misconduct and Immorality. Academia Lasalliana Journal of Education and Humanities, 6(2), 147-162. https://doi.org/10.55902/LDVQ8925

A Narrative Analysis of the Development of the Diocese of Imus

https://doi.org/10.55902/GIWM9366

Jose Arvin I. Gacelo, Frank S. Villanueva, and Jose D. De Leon, Jr.

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This research aimed to collect and to organize and analyze the stories and experiences of some retired clergymen of the Diocese of Imus who had the opportunity of serving the diocese during the early years of its canonical erection in 1961 until the present time.  This study focuses on Tuckman’s five stages of group development namely: Forming Stage, Storming Stage, Norming Stage, Performing Stage and Adjourning Stage; to come up with a presentation about the development of the diocese as the research participants see it. This study used typical methods of narrative analysis to gather data from its participants, namely the use of interview guide and recording of their recollection of events and experiences (first-hand stories, anecdotes, etc.).  The researchers concluded that the Diocese of Imus exemplifies how Tuckman’s five stages of group development applied to organizational change, particularly during the transformative period of Vatican Council II. Each stage contributed uniquely to the diocese’s evolution from the time of its canonical erection (forming stage), highlighting the importance of managing conflict (storming stage), adapting new norms (norming stage), and fostering cohesion (performing)or sustainable growth and effectiveness in religious governance.  From the forming stage of overcoming implementation challenges and refining process, and finally to the norming ang performing stages of effective governance and coordinated decision-making, these enhanced diocesan efficiency and responsiveness to community needs.

Keywords: Church, Group Development, Diocese of Imus, Experience, Tuckman’s Model

Cite this Article:

Gacelo, J.A.I, Villanueva, F.S., & De Leon, J. (2025). A Narrative Analysis of the Development of the Diocese of Imus. Academia Lasalliana Journal of Education and Humanities, 6(2), 163-178. https://doi.org/10.55902/GIWM9366

Promoting Social Responsibility in Higher Education through Religious Education Courses: A Qualitative Case Study

https://doi.org/10.55902/ANRD6456

Henry L. Bernardo¹, Gladiolus M. Gatdula², and Marnon Regis

ORCID: ¹0000-0002-4491-1995, ²0000-0002-0432-2715

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

Promoting social responsibility is integral to Catholic schools’ identity and mission.  At De La Salle University-Dasmariñas (DLSU-D), students are required to take religious education (REED) courses as an institutional requirement. This case study explored how the Religious Education Department at DLSU-D fostered social responsibility among higher education students. Using a qualitative case study approach, the research draws on data from classroom observations, semi-structured interviews with selected administrators, faculty, and staff, focus group discussions with students, and document analysis.  Anchored on the Christian formation framework—doctrine, morals, and worship—this study determined that the promotion of social responsibility was embedded across all four REED courses in DLSU-D.  The doctrine dimension linked Catholic Church teachings to social awareness and action, the moral dimension encouraged faith in action through concern for others, and the worship dimension fostered participation in spiritual and liturgical activities that deepened commitment to community involvement. The following themes that attest to the promotion of social responsibility in the REED courses were identified: integration of social responsibility in the curriculum and instruction; emphasis on the connection between doctrine and social realities; cultivation of social awareness and community engagement; the commitment and leadership of the faculty; and collaboration and coordination with other university units. Additionally, several recommendations to further improve the promotion of social responsibility in the university were highlighted.

Keywords: Social responsibility, religious education, higher education, case study, Catholic education

Cite this Article:

Bernardo, H.L., Gatdula, G.M., & Casidsid, J. (2025). Promoting Social Responsibility in Higher Education through Religious Education Courses: A Qualitative Case Study. Academia Lasalliana Journal of Education and Humanities, 6(2), 179-196. https://doi.org/10.55902/ANRD6456

Paggalugad sa mga Hamon at Tagumpay ng mga Gurong Nagtuturo ng Filipino na Taliwas sa Kanilang Medyor

https://doi.org/10.55902/JZGQ8996

Olivia L. Yangat

ORCID: 0009-0006-0433-2426

Mountain Province State Univeristy, Bontoc, Mountain Province, Philippines

ABSTRAK

Sinuri ng kwalitatibong pag-aaral na ito ang mga karanasan ng mga gurong naitalaga sa pagtuturo ng Filipino na hindi nila larangan sa mga pampublikong paaralan ng Mountain Province. Sa pamamagitan ng semi-structured na panayam at tematikong pagsusuri, natuklasan na bagama’t ipinamalas ng mga guro ang katatagan at pagkamalikhain, nakaranas sila ng mga hamon tulad ng kakulangan sa kaalaman sa asignatura, limitadong kasanayan sa wika, hindi sapat na estratehiya sa pagtuturo, at kakulangan sa kagamitang panturo. Ang mga ito ay nagdulot ng negatibong epekto sa kanilang kumpiyansa at bisa sa pagtuturo. Upang matugunan ang mga isyung ito, nagsagawa ang mga guro ng sariling pananaliksik, konsultasyon sa kapwa guro, at malikhaing pedagohiya. Inirerekomenda nila ang patuloy na propesyonal na pag-unlad tulad ng pagdalo sa mga seminar sa Filipino, pagkuha ng karagdagang kurso, at pagsailalim sa mentorship upang mapalakas ang kanilang kakayahan sa pagtuturo. Itinatampok ng mga natuklasan ang kagyat na pangangailangan para sa sistematikong suporta para sa mga gurong out-of-field, kabilang ang mga oportunidad sa pagsasanay, pagbibigay ng mga kagamitan, at pagpapatupad ng mga patakaran upang matugunan ang hamon sa pagtatalaga at paghahanda ng guro. Sa ganitong paraan, masisiguro ang mas mabuting kinalabasan ng pagkatuto ng mga mag-aaral at mapapalakas ang propesyonalismo ng mga guro. Nagwawakas ang pag-aaral sa mga rekomendasyon para sa mga institusyong pang-edukasyon at mga tagagawa ng patakaran upang magpatupad ng mga pangmatagalang interbensyon. Hinihikayat din ang pagsasagawa ng mga longitudinal na pag-aaral upang masuri ang pangmatagalang epekto ng pagtuturong out-of-field sa pag-unlad ng guro at pagganap ng mag-aaral. Ang pananaliksik na ito ay nagbibigay-ambag sa lumalawak na diskurso hinggil sa propesyonalisasyon ng guro at sa mga hamong kinakaharap sa mga multilinggwal at multikultural na konteksto ng edukasyon.

Susing Salita: Filipino, out-of-field teaching, hamon, estratehiya, propesyonal na pag-unlad

ABSTRACT

This qualitative study examined the experiences of teachers assigned to teach Filipino, a subject outside their area of expertise, in public schools in the Mountain Province. Through semi-structured interviews and thematic analysis, it was found that although the teachers demonstrated resilience and creativity, they faced challenges such as lack of subject knowledge, limited language proficiency, insufficient teaching strategies, and inadequate instructional materials. These issues negatively affected their confidence and teaching effectiveness. To address these challenges, the teachers engaged in self-directed research, consulted with fellow educators, and employed creative pedagogies. They recommended ongoing professional development, such as attending seminars on the Filipino language, taking additional courses, and undergoing mentorship to strengthen their teaching capabilities. The findings highlight the urgent need for systematic support for out-of-field teachers, including training opportunities, provision of teaching resources, and implementation of policies to address teacher assignment and preparation challenges. This would help ensure better learning outcomes for students and enhance teacher professionalism. The study concludes with recommendations for educational institutions and policymakers to implement long-term interventions. It also encourages conducting longitudinal studies to assess the long-term impact of out-of-field teaching on teacher development and student performance. This research contributes to the growing discourse on teacher professionalization and the challenges faced in multilingual and multicultural educational contexts.

Keywords: Filipino, out-of-field teaching, challenges, strategies, professional development

(This English abstract was translated from Filipino with the help of M365 Copilot.)

Cite this Article:

Yangat, O.L. (2025). Paggalugad sa mga Hamon at Tagumpay ng mga Gurong Nagtuturo ng Filipino na Taliwas sa Kanilang Medyor. Academia Lasalliana Journal of Education and Humanities, 6(2), 197-210. https://doi.org/10.55902/JZGQ8996

Entitled to Succeed? Examining the Psychometric Properties of the Academic Entitlement Scale in the Philippines

https://doi.org/10.55902/ZERY3134

Jeannie A. Perez

ORCID: 0000-0001-7159-2902

De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study examines the psychometric properties of the seven-dimensional Academic Entitlement Scale (AES) developed by Jackson et al. (2020) using a sample of 500 Filipino undergraduates. Utilizing secondary data, the AES was evaluated through Partial Least Squares Structural Equation Modeling (PLS-SEM).  Five dimensions demonstrated satisfactory loadings on the higher-order construct of academic entitlement (AE). The AES exhibited strong discriminant validity, while convergent validity was satisfactory for four dimensions. Concurrent validity was supported by significant correlations with related constructs, including narcissism and external locus of control. Differences across groups enhanced the construct validity of the scale. Specifically, gender differences were observed in four dimensions, while age showed no relationship with AE. School type influenced two AE dimensions, and students receiving scholarship benefits scored significantly higher in four AE dimensions than those without scholarships. The findings provide implications and recommendations for future research

Keywords: academic entitlement, validity, reliability, psychometric properties

Cite This Article:

Perez, J.A. (2025). Entitled to Succeed? Examining the Psychometric Properties of the Academic Entitlement Scale in the Philippines. Academia Lasalliana Journal of Education and Humanities, 6(2), 211-223. https://doi.org/10.55902/ZERY3134

Effectiveness of Contextualized Guidebook on Crafting Action Research Proposal on the Enhancement of Research Development Skills of Master Teachers

https://doi.org/10.55902/PHGR4709

Edward R. Manuel* and Manuel G. Camarse

*ORCID: 0009-0009-0308-8777

De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

Doing action research is a part of teachers’ annual appraisal in the Department of Education (DepEd) which promotes professional growth and development to improve the delivery of basic education services and achieve higher learning outcomes. However, they remain unmotivated in doing action research. This study underscores the effectiveness of contextualized guidebook on crafting action research proposal on the enhancement of research development skills of master teachers. The participants were 50 master teachers who had difficulty in writing action research. The study employed explanatory mixed method research design. In the quantitative aspect, quasi-experimental research design was used to investigate the significant difference between the pre and post assessment of research development skills of master teachers using t-Test of dependent means. Thematic analysis was used to interpret qualitative data that described the experiences of master teachers which supported the quantitative results. The study concludes with a statistically significant improvement in the research development skills of participants. This improvement was directly attributed to the utilization of the contextualized guidebook on crafting action research proposals, highlighting the guidebook’s effectiveness in enhancing master teachers’ research development skills. It is recommended that novice researchers utilize the contextualized guidebook to successfully complete their research projects. By adopting this guidebook, teachers can overcome common barriers to research and develop the skills and motivation needed to conduct high-quality and meaningful action research.

Keywords: action research, contextualization, guidebook, innovation, research development skills

Cite this Article:

Manuel, E.R. & Camarse, M.G. (2025). Effectiveness of Contextualized Guidebook on Crafting Action Research Proposal on the Enhancement of Research Development Skills of Master Teachers. Academia Lasalliana Journal of Education and Humanities, 6(2), 225-249. https://doi.org/10.55902/PHGR4709

Ethical Leadership in Higher Education Institutions: Practices at Some Universities of Sudan

https://doi.org/10.55902/JKXE1724

Saifaldin Idris Onia* and Ahmed Taha Mitugn

*ORCID: 0000-0002-7451-7761

Faculty of Education, Sinar University, Sudan

ABSTRACT

Ethical leadership receives a certain degree of consideration in education and institutional systems because it addresses many factors that affect its success. This study aimed to examine the ethical leadership practice in universities of Khartoum state. The study used a survey research design with three hundred sixty-five (365) participants taken through simple random sampling. Quantitative data was collected from teachers using a closed-ended questionnaire and were analyzed using descriptive and inferential statistics like mean scores, one-sample t-test, and linear regression analysis. The study found that the extent of practicing ethical leadership in the universities of Khartoum state was in general, almost in the range of average. The study’s findings also illustrated that the practice of ethical leadership showed a high average in terms of internal factors by communicating ethical values when dealing with subordinates with honesty, and integrity. Moreover, it is evident that the average score for external factors and the behavior and actions of ethical leadership was high, indicating that belief and values are unimportant factors for practicing ethical leadership in the study locale. The study recommended the need to encourage employees, including university administrators, faculty deans, and department heads, to practice ethical behaviors and values to avoid unethical behaviors.

Keywords: Ethical leadership, External factors, Internal factors, Leadership, Universities

Cite this article:

Onia, S.I. & Mitugn, A.T. (2025). Ethical Leadership in Higher Education Institutions: Practices at Some Universities of Sudan. Academia Lasalliana Journal of Education and Humanities, 6(2), 251-265. https://doi.org/10.55902/JKXE1724

2C1V Eisner and Bradley’s Integrated Models in Evaluating Edukasyon sa Pagpapakatao Curriculum Content and Implementation

https://doi.org/10.55902/YLTB1185

Jaina F. Loza¹* and Wilma S. Reyes²

*ORCID: 0009 0000-8599-8487

¹Tanza National Comprehensive High School, Tanza, Cavite, Philippines

²Philippine Normal University, Manila, Philippines

ABSTRACT

This study critically evaluated the Edukasyon sa Pagpapakatao (EsP) curriculum within the K-12 educational framework to assess its effectiveness in fostering holistic student development. Using Eisner’s Connoisseurship and Criticism Model, which emphasizes rich educational experiences, and Bradley’s Effectiveness Model, which focuses on seamless progression, the evaluation examined students’ moral reasoning and cognitive growth across grade levels. Stakeholder interviews highlighted both strengths and areas for improvement, particularly in the domains of respect, fairness, socialization, critical thinking, and decision-making. Heat mapping revealed an imbalance, while critical thinking and decision-making scored high (30 and 29 out of 40), key moral values, such as respect and fairness, received lower scores (2 to 10 out of 40). These findings show a strong cognitive focus but insufficient attention to social and moral development. To address these gaps, the study recommends enhancing curriculum content and teacher training to better integrate social values. A comprehensive curriculum design model is proposed for a balanced development of students’ cognitive, ethical, and social competencies.

Keywords: Bradley’s effectiveness model, Edukasyon sa Pagpapakatao, Eisner’s Connoisseurship and Criticism model, Holistic development

Cite this Article:

Loza, J.F. & Reyes, W.S. (2025). 2C1V Eisner and Bradley’s Integrated Models in Evaluating Edukasyon sa Pagpapakatao Curriculum Content and Implementation. Academia Lasalliana Journal of Education and Humanities, 6(2), 263-273. https://doi.org/10.55902/YLTB1185

Educational Disparities: A Global Comparative Analysis of Social and Family Problems in Developing and Developed Nations

https://doi.org/10.55902/DYUA1273

Nohil Kodiyatar

Gujarat, India

ABSTRACT

This study investigates the pervasive impact of social and family problems—community violence, discrimination, domestic violence, and family instability—on educational outcomes across developing and developed nations, emphasizing academic performance and equity. In developing countries, such as El Salvador and South Africa, community violence disrupts 30-50% of school attendance (UNICEF, 2021; International Crisis Group, 2020), while domestic violence increases dropouts by 20-25% (WHO, 2021). In developed nations like the USA and UK, socioeconomic disparities and family stress contribute to a 10-15% underperformance rate, mitigated by a 15-20% grade boost from parental involvement (OECD, 2023; NCES, 2021). Employing a systematic literature review of 48 studies from 2019-2023, sourced from UNESCO, WHO, and others, the analysis identifies mental health as a critical barrier. Proposed interventions include fortified schools (e.g., Convivencia Escolar, reducing disruptions by 15% in El Salvador), inclusive curricula (e.g., CAPS in South Africa, narrowing gaps by 10%), digital learning platforms, and enhanced parental engagement programs. These holistic strategies, adaptable to local contexts, offer actionable insights for policymakers. Future research should explore longitudinal impacts and AI-driven solutions, addressing data gaps in underrepresented regions like Southeast Asia.

Keywords: Educational inequality, community violence, domestic violence, discrimination, mental health, educational interventions, parental involvement, Southeast Asia

Cite this Article:

Kodiyatar, N. (2025). Educational Disparities: A Global Comparative Analysis of Social and Family Problems in Developing and Developed Nations. Academia Lasalliana Journal of Education and Humanities, 6(2), 275-281. https://doi.org/10.55902/DYUA1273

Proxemics Post COVID-19 Pandemic: Social Space in the New Normal

https://doi.org/10.55902/VDCM5906

Jonathan Gochuico*, Jeffrey Lubang, and Marlon Pareja

*ORCID: 0000-0003-0160-2794

De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

Cite this Article:

Gochuico, J., Lubang, J. & Pareja, M. (2025). Proxemics Post COVID-19 Pandemic: Social Space in the New Normal. Academia Lasalliana Journal of Education and Humanities, 6(2), 283-295. https://doi.org/10.55902/VDCM5906

Proposed Strengthened and Resilient Flexible Learning Program Anchored on Pandemic Challenges in Physical Therapy Instructional Delivery

https://doi.org/10.55902/VRGT3920

Raymond B. Esperida*¹ and Alvin D. Crudo²

*ORCID: 0009-0006-5793-9862

¹Institute of Rehabilitative Science, Silliman University, Dumaguete City, Philippines

²De La Salle Medical and Health and Sciences Institute, Dasmariñas, Cavite, Philippines

ABSTRACT

Cite this Article:

Esperida, R.B. & Crudo, A.D. (2025). Proposed Strengthened and Resilient Flexible Learning Program Anchored on Pandemic Challenges in Physical Therapy Instructional Delivery. Academia Lasalliana Journal of Education and Humanities, 6(2), 297-325. https://doi.org/10.55902/VRGT3920

Semi-systematic Review on the Use of Artificial Intelligence in Enhancing Writing Skills from 2020-2024

https://doi.org/10.55902/MIQF8759

Jedithvic A. Almuestro

ORCID: 0009-0000-8866-5717

Cavite Sate University, Cavite, Philippines

ABSTRACT

The rapid growth of Artificial Intelligence (AI) has brought significant changes in several ar­eas of society, including education. This semi-systematic review centers on the analysis of the features of AI to improve writing skills in Basic Education and Higher Education. It focuses on research articles done between 2020 and 2024 through a semi-systematic review proposed by Snyder. According to the analysis, there are four potential benefits of AI for writing: (1) improves writing mechanics, (2) helps with content creation, (3) offers constructive feedback, and (4) encourages flexible learning. The results imply that AI can greatly help in the devel­opment of writing skills. It also draws attention to important ethical issues surrounding the application of AI, like academic integrity and the risk of over-reliance on these technologies, which may hamper the development of critical thinking and creativity. Moreover, issues like inaccurate information, data privacy, digital divide, lack of human interaction, and limitations of AI detection tools were also highlighted. To ensure responsible AI use, the paper concludes the need for (1) clear guidelines or policies and (2) relevant training, resources, and support for both educators and students on the features of AI tools to improve writing skills while considering ethical concerns and maintaining academic integrity in educational institutions.

Keywords: Artificial Intelligence, writing skills, semi-systematic review

Cite this Article:

Almuestro, J.A. (2025). Semi-systematic Review on the Use of Artificial Intelligence in Enhancing Writing Skills from 2020-2024. Academia Lasalliana Journal of Education and Humanities, 6(2), 327-338. https://doi.org/10.55902/MIQF8759

Students’ Insights and Motivational Beliefs in Studying English 7 and 8 through Modular Distance Learning

https://doi.org/10.55902/JYMT6924

Junar P. Marquez¹ and Angeline Verzosa- Cayago²

ORCID: ¹0009-0005-3149-6146, ²0009-0007-4034-5774

De La Salle University-Dasmariñas, Province of Cavite, Philippines

ABSTRACT

Modular Distance Learning (MDL) was designed and implemented by the Department of Ed­ucation (DepEd) due to the threat of COVID-19. This study utilized a descriptive qualitative design to describe the insights and motivational beliefs of grades 7 and 8 students in learning English under MDL for school year 2021-2022. The participants were students from the Sci­ence, Technology, and Engineering (STE) program of Muntinlupa National High School. The findings revealed that MDL in English is an efficacious alternative to face-to-face instruction in terms of the language exposure it provides. The students' extrinsic motivation postulates an interconnection with their intrinsic motivation; this helps them meet their language objectives. With these objectives, MDL in English emphasizes the language input-output relationship which utilizes students' reading, listening, and viewing skills in processing the language inputs while outputs are established through language tasks. This resembles a task-based language program that served as a venue for students to be engaged with different communicative opportunities that promote linguistic and interactional competency. While this is perceived to have helped the students develop their language competency, the modality has also fluctuated the language motivation of the students due to a variety of external factors such as technolo­gy-related issues, environmental distractions, and numerous activities. Results further show that the motivational beliefs of the learners are influenced by their language learning situation. With this, the reduction of activities, consideration of technological capabilities, and the pro­vision of distraction-free space are recommended.

Keywords: Modular Distance Learning, Insights, Motivational Beliefs

Cite this Article:

Marquez, J.P. & Versoza-Cayago, A. (2025). Students’ Insights and Motivational Beliefs in Studying English 7 and 8 through Modular Distance Learning.  Academia Lasalliana Journal of Education and Humanities, 6(2), 339-357. https://doi.org/10.55902/JYMT6924

Awareness and Compliance of Delivery Riders to Anti-Distracted Driving Act of 2016 (Known as Republic Act No. 10913)

https://doi.org/10.55902/LBRN8019

John Lenard Evangelista¹, Reymark Fernandez², and Wilfredo Dalugdog³

ORCID: ¹0009-0009-1677-6501, ²0009-0007-9582-5222, ³0000-0002-6048-3564

Laguna State Polytechnic University, College of Criminal Justice Education, Province of Laguna, Philippines

ABSTRACT

Delivery riders play a crucial role in modern transportation and logistics, yet their compliance to traffic laws, such as the Anti-Distracted Driving Act of 2016 (RA 10913), remains a concern. This study aimed to determine the awareness and compliance of delivery riders with RA 10913 across Siniloan to Sta. Cruz, Laguna. Descriptive cross-sectional research design was adopted. Stratified random sampling was used and identified 138 delivery riders as respondents. The majority of the respondents were male, aged 25–31 years, and with high school as their highest educational attainment. Most had over 10 years of driving experience. The findings revealed that delivery riders were generally aware of RA 10913 and frequently complied with its provisions. The highest compliance was observed in avoiding mobile phone use while driving on public streets while lower compliance was noted when vehicles were momentarily stopped. No significant correlation was found between demographic factors, awareness, and compliance levels. However, a significant relationship existed between compliance and the factors influencing it. These findings highlight the need for companies to implement training programs and awareness campaigns, particularly focusing on less understood provisions of the law. It also recommends providing delivery riders with affordable hands-free devices and phone holders, proper positioning of mobile holders, and emergency support systems to minimize distractions. Collaborations with local authorities for stricter enforcement and community awareness programs are encouraged to promote road safety and ensure higher compliance with RA 10913.

Keywords: Anti-Distracted Driving Act of 2016, Awareness, Compliance, Factors

Cite this Article:

Evangelista, J.L., Fernandez, R., & Dalugdog, W. Awareness and Compliance of Delivery Riders to Anti-Distracted Driving Act of 2016 (Known as Republic Act No. 10913). Academia Lasalliana Journal of Education and Humanities, 6(2), 359-370. https://doi.org/10.55902/LBRN8019

The Learning Experience and Preference of Data Analytics Learners in a Non-Formal Education Set-Up: The Case of Project SPARTA, Philippines

https://doi.org/10.55902/IAZY7462

Nikko B. Visperas¹, Donna Pamella D. Gonzales, Alan S. Cajes, Jerby V. Lopez², Mary Therese C. Fernandez², and Ragella Phoebe P. Terrado²

¹Department of Communication, Far Eastern University, Philippines

²Development Academy of the Philippines, Cavite, Philippines

ABSTRACT

This research study aims to determine the overall learning experience of Data Analytics learners who are enrolled and who graduated from the project Smarter Philippines through Data Analytics, Research and Development, Training and Adoption (SPARTA) – a non-formal education offering of the Development Academy of the Philippines through massive open online courses (MOOCs). It also answers the learners' and graduates' learning modality preferences to evaluate its project offering. The study adopted the Community of Inquiry (CoI) Theory to identify the learning experience of the respondents through the social, cognitive, and instructional presence of Project SPARTA. A validated self-made instrument was developed to acquire data from the identified 338 respondents through stratified random sampling. The results revealed that learners and graduates of Project SPARTA enrolled and took courses to increase their competence through asynchronous learning, particularly through online recorded sessions of subject matter experts. Their overall experience matches their need; thus, the effectiveness of Project SPARTA’s course content; online social media marketing, including online events; and online instructional approach – all anchored to the Community of Inquiry Theory. Therefore, these presences would implicate possible contributions to the advancement of learners’ careers in data analytics.

Keywords: SPARTA, Data Analytics, Learning Experience, Learning Preference, MOOCs, Non-Formal Education

Cite this Article:

Visperas, N.B., Gozales, D.P.D., Cajes, A.S., Lopez, J.V., Fernandez, M.T.C., & Terrado, R.P.P. (2025). The Learning Experience and Preference of Data Analytics Learners in a Non-Formal Education Set-Up: The Case of Project SPARTA, Philippines. Academia Lasalliana Journal of Education and Humanities, 6(2), 371-386. https://doi.org/10.55902/IAZY7462

Education Undergraduates’ Disposition to Virtual Learning and their Academic Performance in a Nigerian Public University

https://doi.org/10.55902/VKQN2340

Idayat N. Balogun¹ and Jumoke I. Oladele²

ORCID: ¹0009-0005-2187-7674; ²0000-0003-0225-7435

¹Department of Social Sciences Education, Faculty of Education University of Ilorin, Nigeria

²Department of Sciences and Technology Education, Faculty of Education, University of Johannesburg, South Africa

ABSTRACT

The study assessed the impact of virtual learning on undergraduate students of the Faculty of Education in a public university in Nigeria. The study adopted a non-experimental approach using a descriptive survey research design. The target population was 300 level Social Studies and Economics Education undergraduates for the 2021/2022 Academic Session sampled purposively. The instrument used for data collection was a researcher-constructed questionnaire with a reliability coefficient of 0.79 using the Cronbach Alpha statistical tool. The data was evaluated using percentage, mean, and t-test statistics at a 0.05 level of significance. The study revealed that education undergraduates were positively disposed to virtual learning with above-average academic performance, which was significant. The social constructivism of learning theory chosen for this study becomes relevant in fostering meaningful engagements in virtual teaching and learning, emphasising the need for shared workspaces for students to improve interaction and learning through cooperation.

Keywords: Academic Performance, CGPA, Disposition, Education Undergraduates, Virtual Learning

Cite this Article:

Balogun, I.N. & Oladele, J.I. (2025). Education Undergraduates’ Disposition to Virtual Learning and their Academic Performance in a Nigerian Public University. Academia Lasalliana Journal of Education and Humanities, 6(2), 387-398. https://doi.org/10.55902/VKQN2340

Experiences of Tolerance within Family Dynamics: An Interpretative Phenomenological Analysis on Bisexual Orientation

https://doi.org/10.55902/TAJJ5054

Natalie Kristin G. Pernia¹, Francesca C. Dy², Aira Yssa Nilda M. Ramos³, Anne Lorraine S. Sorgon⁴, Keziah Angeliq S. Escalante⁵, James Philip Ray V. Pinggolio⁶, Dan Albert D. Merais⁷, and Jemerson Dominguez⁸

ORCID: ¹0009-0006-2250-8763; ²0009-0002-1356-5388, ³0009-0006-1290- 9635, ⁴0009-0009-4810-905X, ⁵0009-0002-9591-6435, ⁶0009-0004-5647- 7980, ⁷0009-0007-2805-7657, ⁸0000-003-3032-0876

De La Salle University- Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

Tolerance remains a complex and ambiguous concept, positioned between acceptance and discrimination. While other researchers have examined challenges involving discrimination and tolerance among LGBTQIA+ members, limited attention has been given to tolerance experiences of bisexual individuals, particularly in the familial context. This study explored the lived experiences of six self-identified, young adult bisexual individuals who met the criteria of disclosing their orientation to at least one family member and had an adequate understanding of the concept of tolerance. The data gathered through semi-structured interviews using Interpretative Phenomenological Analysis (IPA) as an approach revealed their experiences of emotionally unsettling phenomenon, which involved three interconnected personal experiential themes: (1) struggling with emotional ambivalence; (2) grounding of self-concept; and (3) concealing the authentic self. It emphasized how tolerance results into the participants’ emotional disconnection and limitation of self-expression, leading to inadequate sense of belongingness within the household, despite of being considered as less harmful than outright discrimination. Considering the findings, this study recommends fostering supportive family dynamics, cultivating inclusive educational settings, and reinforcing legal protections. These efforts aim to facilitate a broader social shift from mere tolerance to genuine acceptance of individuals with a bisexual orientation.

Keywords: bisexual orientation, family, Filipino, phenomenology, tolerance

Cite this Article:

Pernia, N.K.G., Dy, F.C., Ramos, A.Y.N.M., Sorgon, A.L.S., Escalante, K.A.S., Pinggolio, J.P.R.V., Merais, D.A.D, & Dominguez, J. (2025). Experiences of Tolerance within Family Dynamics: An Interpretative Phenomenological Analysis on Bisexual Orientation. Academia Lasalliana Journal of Education and Humanities, 6(2), 399-411. https://doi.org/10.55902/TAJJ5054

Vagueness in Biden’s Language during Diplomatic Interviews: A Pragmatic Analysis

https://doi.org/10.55902/RLMG8004

Lyu Yinglan

ORCID: 0009-0002-7058-1253

Qilu Medical University, Renminxi Road No.1678, Zibo City, Shandong Province, China

De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

This study explores Joe Biden's use of vague language (VL) during controlled genre-specific diplomatic interviews, focusing on its linguistic characteristics and pragmatic functions. By examining approximators, modal verbs, and generalized noun phrases such as "about," "could," and "stuff," the analysis highlights how Biden strategically employs VL to navigate the complexities of political discourse. These linguistic choices reflect a calculated balance between precision and ambiguity, allowing him to maintain credibility, avoid overcommitment, and engage diverse audiences. The findings situate VL as a critical tool for political face management and strategic ambiguity, enabling Biden to address contentious issues flexibly and inclusively. This discourse approach resonates with the Socratic ideal of dialogue, where meaning emerges collaboratively, fostering audience participation and inclusivity. Moreover, Biden’s reliance on VL aligns with the existential acknowledgment of uncertainty as a shared human condition, transforming ambiguity into a space for engagement and possibility rather than evasion. The study contributes to Vague Language Theory (VLT) by extending its scope beyond politeness and uncertainty to include high-stakes political communication. It underscores VL's role in managing public perception, negotiating meaning, and sustaining dialogue in polarized contexts. The research offers recommendations for future studies, emphasizing the expansion of VLT frameworks, practical guidelines for communicators, and technological innovations for analyzing VL in real-time. Deliberate and strategic use of VL is also recommended to serve as an effective tool to mitigate confrontation and promote collaborative dialogue These insights advance the understanding of VL's strategic utility in shaping discourse and fostering effective communication across domains.

Keywords: vague language, diplomatic interviews, pragmatic analysis, modal verbs, genre-specific interviews, vague language theory (VLT), political communication

Cite this Article:

Yinglan, L. (2025). Vagueness in Biden’s Language during Diplomatic Interviews: A Pragmatic Analysis. Academia Lasalliana Journal of Education and Humanities, 6(2), 413-430. https://doi.org/10.55902/RLMG8004

Teacher-Researchers’ Experiences and Adjustment Techniques Towards A Positive Research Culture in the District of Rosario, Cavite

https://doi.org/10.55902/EFBA6461

Regie D. Pugay, Rodel M. Aguirre, Ma. Victoria C. Balbio, Alvin M. Ignao, Mary Ann J. Salvador, Lovelle Jane C. Villarin, and Henry L. Bernardo

De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

This paper presents the results of a qualitative study that explores the experiences, challenges, and adjustment techniques of teacher-researchers in the District of Rosario, Cavite, Philippines as they navigate the complexities of integrating research in their teaching responsibilities. Employing a basic qualitative research design, the study utilized in-depth semi-structured interviews with purposively selected teacher-researchers. Thematic analysis was used to identify the following key themes: (1) dual facets of research: achievements and obstacles, (2) systemic and personal barriers to research participation, (3) strategic adaptation and resilience in research, and (4) research as a catalyst for personal and professional growth. Each theme is further divided into subthemes. The findings underscore the role of research as a catalyst or personal and professional growth, enhancing teaching practices, pedagogical knowledge, and reflective capabilities. The implications of this research highlight the necessity of strengthening institutional support through dedicated time, resources, professional development, and fostering a supportive research culture within schools.

Keywords: Teacher-researcher, adjustment techniques, research challenges, research strategies, research cultures, professional growth

Cite this Article:

Pugay, R.D., Aguirre, R.M., Balbio, M.V.C., Ignao, A.M., Salvador, M.A.J., Villarin, L.J.C., & Bernardo, H.L. (2025). Teacher-Researchers’ Experiences and Adjustment Techniques Towards A Positive Research Culture in the District of Rosario, Cavite. Academia Lasalliana Journal of Education and Humanities, 6(2), 431-447. https://doi.org/10.55902/EFBA6461

See-through: Seeing the Photojournalists’ Perspectives through a Semiotic Lens

https://doi.org/10.55902/LZWJ9985

Noel D. Anciado¹, Orven Francis G. De Pedro², Sun Liang³, and Maria Nornelyn L. Cachuela³

¹CSDO Department of Education, Dasmariñas, Cavite, Philippines

²Tagaytay City Science Integrated High School, Tagaytay City, Cavite, Philippines

³De La Salle University-Dasmariñas, Cavite, Philippines

ABSTRACT

This paper examines the symbols, their denotative and connotative meanings, and the depicted social and philosophical contexts in the select photojournalism outputs. Utilizing the qualitative approach as the design, this study uses seven (7) research objects using a purposive sampling technique. Photograph analysis is utilized to reveal the underlying meanings and context using the lens of photojournalism. The study reveals that common symbols used by student photojournalists are something related to social issues such as public utility vehicles (congested traffic, poverty), trolleys and push carts (unemployment), piles of garbage, and food scrap (poverty and scarcity). Moreover, the study reveals these signs and other elements of photojournalism contribute to the generation of denotative and connotative meanings. The colors, camera angle, focal point, and the location where the subject is looking contribute to the meanings of the photographs. Moreover, it is revealed that the common underlying ideological concepts are the value of education, inclusivity amidst diversity, the significant role of all the members of society, and the role of everyone in economic stability. Lastly, this study implies that semiotic analysis and photojournalism can intertwine in the classroom as a teaching strategy for language and critical skill development.

Keywords: semiotics, connotative, denotative, philosophical, photojournalism

Cite this Article:

Anciado, N.D., De Pedro, O.F.G., Liang, S., & Cachuela, M.N.L. (2025). See-through: Seeing the Photojournalists’ Perspectives through a Semiotic Lens. Academia Lasalliana Journal of Education and Humanities, 6(2), 449-465. https://doi.org/10.55902/LZWJ9985

Comparative Analysis of Artificial Intelligence Models and their Impact on Sustainable Teaching and Learning

https://doi.org/10.55902/PUUC1413

Mendon Dewa

ORCID: 0000-0002-0061-3654

Durban University of Technology

ABSTRACT

The advances in artificial intelligence (AI) have drawn more attention to its imminent influence on teaching and learning in higher-education institutions. However, the focus on comparative research on how specific AI models vary in their ability to support sustainable teaching and learning has been limited. Using a case study, this paper aims to compare the effectiveness of ChatGPT and Deepseek in educational settings by investigating the use of AI chatbots by industrial engineering students and use by lecturers to generate complex multiple-choice questions. The results demonstrated that when compared to Deepseek, ChatGPT is handier for the industrial engineering students to generate sketches for problem solving tools. Considering multiple choice questions generated by ChatGPT and Deepseek, the overall results demonstrated that Deepseek was superior in terms of efficiency. It was concluded that it is imperative that students and lecturers embrace and utilize AI chatbots to facilitate sustainable teaching and learning.

Keywords: Artificial Intelligence, Teaching and learning, DeepSeek, ChatGPT

Cite this Article:

Dewa, M. (2025). Comparative Analysis of Artificial Intelligence Models and their Impact on Sustainable Teaching and Learning. Academia Lasalliana Journal of Education and Humanities, 6(2), 467-476. https://doi.org/10.55902/PUUC1413

Perceived Influence of Professional Development on Teachers' Competence in Secondary Schools

https://doi.org/10.55902/FTKD9385

Florence Adeleke¹, Israel Olusegun Adedeji², and Anthonia Ayobami Oyelade³

ORCID: ¹0000-0002-1907-9914, ²0000-0001-6440-799, ³0000-0003-4814-5236

Osun State University, Department of Educational Management

Department of Educational Foundations, School of Education, Federal College of Education (Technical) Gusau, Zamfara State

ABSTRACT

This study examined the perceived influence of Professional Development (PD) programmes on teachers’ competence in the knowledge of curriculum content, utilization of innovative teaching methods, classroom management, and students’ assessment practices. This descriptive quantitative study imvolved 381 secondary school teachers selected through stratified and simple random sampling techniques. A validated researcher-designed questionnaire was used to collect data, which were analysed using descriptive statistics specifically mean and standard deviation. The findings of this study revealed that professional development programmes influenced positively the teachers' competence in the knowledge of curriculum content (x = 3.0) and classroom management (x = 3.0) while the professional development programmes did not influence the teachers’ competence in the utilization of innovative teaching methods (x = 2.4) and students assessment practices (x = 2.3) in secondary schools of Osun State, Nigeria. The study concluded that for professional development programmes to attain its intended objectives, it is imperative to address the specific domains where teachers perceive a lack of preparedness or support. The study recommends that singular workshops or seminars may prove insufficient in cultivating enduring transformation, therefore, sustained support through mentoring, coaching, or follow-up sessions is crucial and should be periodically organized in enabling teachers to gradually assimilate innovative approaches and contemporary assessment strategies into their instructional practices.

Keywords: Professional Development Programme, Teachers’ Competence, Curriculum Contents, Classroom Management, Innovative Teaching Methods

Cite this Article:

Adeleke, F., Adedeji, I.O., & Oyelade, A.A. (2025). Perceived Influence of Professional Development on Teachers' Competence in Secondary Schools. Academia Lasalliana Journal of Education and Humanities, 6(2), 477-489. https://doi.org/10.55902/FTKD9385

Conflict Talk among Family Members in Cross- National Marriage

https://doi.org/10.55902/DCUR7242

Chen Dawei

ORCID: 0009-0003-4893-5737

De La Salle University-Dasmariñas, Cavite, Philippines

School of Foreign Languages, Henan Polytechnic University, Jiaozuo, China

ABSTRACT

Conflict talk is a universal language phenomenon in everyday communication. It is generally believed that conflict talk has a negative effect on interpersonal relationships and is associated with impoliteness. With the impoliteness theory as theoretical framework, this study aims to study conflict talk between family members in cross-national marriages with qualitative research method. The study found three newly identified impoliteness strategies, that is complaining, defiance and cultural superiority. The realization of the Offensive-Offensive Response Pattern in conflict talk between family members in cross-national marriages are: intensifying conflict talk over authority; revealing individual vulnerabilities or past mistakes; direct insults; questioning established cultural or familial norms; mockery and irony; dismissive responses to emotional expressions; threats or conditional ultimatums. The realization of the Offensive-Defensive Response Pattern are denial and justification; minimizing the offense; deflecting with humor; explaining or rationalizing behavior; appealing to emotions; using grace to counter impoliteness; redirecting blame; expressing vulnerability; defensive apology and using cultural differences as a defense. The realization of the Offensive-Compromise Response Patterns are criticism and concession; complaint and solution offering; challenging and apology. Beyond impoliteness, self-identity and personal expression play a part in triggering conflict talk in international marriages.

Keywords: conflict talk, face, impoliteness, face-threatening acts, cross-national marriage

Cite this Article:

Dawei, C. (2025). Conflict Talk among Family Members in Cross- National Marriage. Academia Lasalliana Journal of Education and Humanities, 6(2), 491-507. https://doi.org/10.55902/DCUR7242

Manipur Conflict: A Critical Analysis of the Impact on Kuki Community

https://doi.org/10.55902/DWWF8843

Sonkhothang Haokip

ORCID: 0000-0003-2184-4555

Department of Political Science, Arunachal University of Studies, Namsai, Arunachal Pradesh, India

ABSTRACT

This paper examines the Kuki-Meitei conflict in Manipur, which has inflicted heavy losses on the Kuki population. More than 224 Kukis were killed during the conflict, which extended from May 3, 2023 until November 2024. As many as 196 Kuki villages were torched in various locations owing to the long-standing ethnic conflict, and 95 Kuki churches were unfortunately brought to ashes. The conflict has also resulted in grievous injuries, with 90 Kuki village volunteers and civilians injured between May 3, 2023, and November 2024. This article also investigates the causes of Kuki casualties and causes of injury in the conflict. It also identifies the names of the dead, villages or places of residence, districts, and dates of death; the names of churches that were set on fire; and victim villages and districts. It highlights the villages that were destroyed, the dates of incidents in different districts, and the names of village chiefs. The findings, therefore, indicate that there must be humanitarian assistance, negotiation, and reconciliation to minimize the destructive impact of the conflict.

Keywords: Kuki Victims,Causes of Deaths, Causes of Injuries, Villages burnt, Churches burnt

Cite this Article:

Haokip, S. (2025). Manipur Conflict: A Critical Analysis of the Impact on Kuki Community. Academia Lasalliana Journal of Education and Humanities, 6(2), 509-539. https://doi.org/10.55902/DWWF8843

Parental Perceptions and Involvement in the Transition to Matatag Curriculum: Implications for Home-School Collaboration

https://doi.org/10.55902/GMDN4940

Zyldjian Tepora

De La Salle University-Dasmariñas, Cavite, Philippines

Department of Education, City of Imus, Cavite, Philippines

ABSTRACT

This study explored parental perceptions and involvement during the transition to the MATATAG Curriculum in Kindergarten, Grade 1, and Grade 4 at Anabu II Elementary School. Using a mixed-method design, it combined survey data and qualitative insights. A total of 367 parents were purposively selected as respondents. Results showed generally positive views of the curriculum, noting its responsiveness to children’s needs despite varied levels of familiarity. Parental involvement was high, yet challenges like limited knowledge, resources, and communication issues were present. The study recommends better communication strategies, increased engagement in school activities, and more training and resources for parents and educators. It highlights the need for more effective communication and support structures to improve parental involvement. This research contributes original insights into the MATATAG Curriculum’s implementation, offering valuable guidance for improving parental engagement and collaboration in educational settings.

Keywords: MATATAG Curriculum, parental involvement, parental perceptions

Cite this Article:

Tepora, Z. (2025). Parental Perceptions and Involvement in the Transition to Matatag Curriculum: Implications for Home-School Collaboration. Academia Lasalliana Journal of Education and Humanities, 6(2), 541-561. https://doi.org/10.55902/GMDN4940

ACADEMIA LASALLIANA JOURNAL OF EDUCATION AND HUMANITIES

The Academia Lasalliana Journal of Education and Humanities (ALJEH), indexed in the Directory of Open Access Journals (DOAJ), CrossRef, and Andrew Gonzalez Philippine Citation Index, is a bi-annual peer-reviewed journal published by  De La Salle University – Dasmariñas through the University Research Office. It aims to offer a platform for the presentation of scientific knowledge pertaining to a myriad of subjects related to education and humanities. As a peer-reviewed academic journal, ALJEH is devoted to the publication of original papers and book reviews on the following areas: teaching and learning at all levels of education, education management, social science-related subjects, linguistics and humanities-related subjects. Some subjects that cuts across the disciplines of education and humanities are as follows: language, literature, psychology, history, philosophy, religion, visual and performing arts, communication studies, and cultural studies.

EDITORIAL BOARD

Editor-in-Chief

Jonathan V. Gochuico, PhD 

Associate Editor 

Henry L. Bernardo, EdD

Managing Editor 

Jaime Zeus C. Agustin

Members

Aiden Yeh, PhD (Wenzao Ursuline University of Languages, Taiwan)

Andrew G. Recepcion, DMiss (Pontificia Universita Greogriana, Rome)

Christine Diaz, PhD (Ateneo De Davao University, Davao City)

Evelyn R. Obo, PhD (De La Salle University- Dasmariñas)

Jeannie A. Perez, PhD (De La Salle University - Dasmariñas)

Manuel G. Camarse, PhD (De La Salle University- Dasmariñas)

Olivia M. Legaspi, EdD (De La Salle University- Dasmariñas)

Rodney Jubilado, PhD (University of Hawaii, Hilo, Hawaii)

Safari Wa-Mbaleka, EdD, PhD (Adventist University of Africa, Kenya)

Suzieleez Syrene Abdul Rahim (University Malaya, Malaysia)

Vaberlie Mandane-Garcia, PhD (University of Batangas)

Reviewers

Angeline Cayago, PhD (De La Salle University- Dasmariñas)

Christian George Francisco, PhD (De La Salle University- Dasmariñas)

Gladiolus Gatdula, PhD (De La Salle University- Dasmariñas)

Jacqueline L. Morta, PhD (De La Salle University- Dasmariñas)

Jeffrey Lubang, PhD (De La Salle University- Dasmariñas)

Josefina Madrid, PhD (De La Salle University- Dasmariñas)

Lourdes Rudio, PhD (De La Salle University- Dasmariñas)

Maria Nornelyn L. Cachuela, PhD (De La Salle University- Dasmariñas)

Maria Theresa D. Gochuico, PhD (De La Salle University- Dasmariñas) 

Mary Ann Escoto, PhD (De La Salle University- Dasmariñas)

May Mojica, PhD (De La Salle University- Dasmariñas)

Myra Almodiel, PhD (University of the Philippines Open University)

Palmo Iya, PhD (De La Salle University- Dasmariñas)

Roda N. Sanares, PhD (De La Salle University- Dasmariñas)

Roslin De Ala, PhD (De La Salle University- Dasmariñas)

Royce Salva, PhD (De La Salle University- Dasmariñas)

Teresita pareja, PhD (De La Salle University- Dasmariñas)

Vangie Montillano, PhD (De La Salle University- Dasmariñas)

Indexing

Indexing