IJAMS - International Journal of Advanced Multidisciplinary Studies, 27 San Gabriel, Macabebe (2025)

22/09/2025

🅲🅸🆃🅰🆃🅸🅾🅽 🅰🅻🅴🆁🆃!
( 𝑮𝑶𝑶𝑮𝑳𝑬 𝑺𝑪𝑯𝑶𝑳𝑨𝑹 𝑰𝑵𝑫𝑬𝑿)
September 22, 2025

Title:
Significant Influence and Legacy of the
Development of Educational System in the Philippines

Authors:
MARIA THERESA E. LOW,
VANESSA S. MAGHANOY,
VENUS S. VELASCO,
DONATO RAY A. CHRISTY,
ROXANNE KAYE S. BIHASA

Pit-os National High School, Cebu City, Cebu, Philippines
Mindanao State University – Iligan Institute of Technology, Iligan City, Philippines
Misamis University, H.T. Feliciano St., Ozamiz City, Philippines
Altamarino-Clasio High School, Curry, Pili, Camarines Sur, Philippines
Cebu Technological University Carmen Campus, Poblacion, Carmen, Cebu, Philippines
Corresponding Author: Maria Theresa E. Low, [email protected]

Abstract — Education in the Philippines has undergone various phases of development from the
past and up to the present. This paper describes the evolution of the Philippines' educational system
as influenced by the different periods of colonization. This study was conducted to identify factors
that contribute to the educational system and presents features and historical aspects of the stages
of evolution. The descriptive research method and the documentary analysis were carried out to
obtain the conceptual basis for records of this study. The paper recognized the advantages and
disadvantages in the system accumulated from every colonization period and the current setting.
There were inequalities in wealth, income and power, prestige, and opportunities in society during
the Spanish period. No state intends to establish schools that subvert its purpose, values, and ideas
in the American era. Japanese enabled awareness of materialism to raise the morality of the
Filipinos. The study reveals that the government only spends 12% of the national budget allocated
on education, far from the suggested 20% cut-offs of the World Bank. The people concerned must
examine the Philippines' education systems' practices and customs to point out errors in its
implementation. Therefore, there is a need to change and reform the system to uplift an efficient
standard of education in the country, if necessary. This paper may provide insights to educators,
school administrators, and the Department of Education in assessing factors concerning
developmental issues in education.

Keywords — Education, Spanish, American, Japanese, System

21/09/2025

🅲🅸🆃🅰🆃🅸🅾🅽 🅰🅻🅴🆁🆃!
𝑰𝑵𝑻𝑬𝑹𝑵𝑨𝑻𝑰𝑶𝑵𝑨𝑳 𝑱𝑶𝑼𝑹𝑵𝑨𝑳 𝑪𝑰𝑻𝑨𝑻𝑰𝑶𝑵
( 𝑮𝑶𝑶𝑮𝑳𝑬 𝑺𝑪𝑯𝑶𝑳𝑨𝑹 𝑰𝑵𝑫𝑬𝑿)
September 22, 2025

Cited Article :
Challenges Faced by School Heads and Teachers in the Implementation of the MATATAG Curriculum and Performance of Students

Author:
ENARCISA C. PO
Teacher I
Western Leyte College of Ormoc
Master of Arts in Education
Major in School Administration and Supervision
[email protected]

Cited Journal:
IJAMS - International Journal of Advanced Multidisciplinary Studies

Publisher:
Beyond Books Publication

To access and cite the article:
⬇️⬇️⬇️⬇️⬇️⬇️
https://www.ijams-bbp.net/wp-content/uploads/2025/04/ENARCISA-C.-PO.pdf

Abstract
Curriculum reform in the Philippines has long been recognized as a crucial avenue for improving the
quality and relevance of education. However, the implementation of new curricula, such as the MATATAG Curriculum,
has been fraught with challenges that underscore the multifaceted nature of educational reform efforts. This study delves
into the complexities surrounding curriculum reform in the Philippines, highlighting the diverse dimensions of challenges
encountered during the implementation of the MATATAG Curriculum. Hence, this study was formulated to determine
the significant relationship between the extent of challenges faced by school heads and teachers in the implementation of
MATATAG curriculum and the level of performance of Grade 7 students in quarter 2. The research surveys used to
gather the data from the respondents were of two parts. Part 1 of the instrument is a survey questionnaire which describes
the extent of challenges faced by the school heads in the implementation of MATATAG curriculum. Utilizing the survey
questionnaire from the study of Saro et al., (2024) entitled, "A Qualitative Exploration on the Perceived Impact of the
MATATAG Curriculum on Basic Education Teaching in the School Year 2024-2025 and gathering of the 2nd quarter
academic performance in all learning areas of the grade 7 students, the study revealed a strong correlation between the
difficulties teachers and school heads encountered in the curriculum implementation of MATATAG and the performance
of Grade 7 students during Quarter 2. This indicates that the challenges in curriculum implementation have a direct
impact on students’ performance. The difficulties-such as resource constraints, lack of trainings, issues with curriculum
adaptation, and instructional challenges-can prevent effective teaching and learning, causing differences in students'
performance. Overcoming these issues is imperative for improving the efficiency of curriculum delivery and student
learning outcomes.

Keywords — Challenges Faced, School Heads, Teachers, Implementation, MATATAG Curriculum, Performance,

To access and cite the article:
⬇️⬇️⬇️⬇️⬇️⬇️
https://www.ijams-bbp.net/wp-content/uploads/2025/04/ENARCISA-C.-PO.pdf

19/09/2025

🅲🅸🆃🅰🆃🅸🅾🅽 🅰🅻🅴🆁🆃!
𝑰𝑵𝑻𝑬𝑹𝑵𝑨𝑻𝑰𝑶𝑵𝑨𝑳 𝑱𝑶𝑼𝑹𝑵𝑨𝑳 𝑪𝑰𝑻𝑨𝑻𝑰𝑶𝑵
( 𝑮𝑶𝑶𝑮𝑳𝑬 𝑺𝑪𝑯𝑶𝑳𝑨𝑹 𝑰𝑵𝑫𝑬𝑿)
September 20, 2025

Cited Article :
Challenges Faced by School Heads and Teachers in the Implementation of the MATATAG Curriculum and Performance of Students

Author:
ENARCISA C. PO
Teacher I
Western Leyte College
Master of Arts in Education
Major in School Administration and Supervision
[email protected]

To access and cite the article:
⬇️⬇️⬇️⬇️⬇️⬇️
https://www.ijams-bbp.net/wp-content/uploads/2025/04/ENARCISA-C.-PO.pdf

Abstract
Curriculum reform in the Philippines has long been recognized as a crucial avenue for improving the
quality and relevance of education. However, the implementation of new curricula, such as the MATATAG Curriculum,
has been fraught with challenges that underscore the multifaceted nature of educational reform efforts. This study delves
into the complexities surrounding curriculum reform in the Philippines, highlighting the diverse dimensions of challenges
encountered during the implementation of the MATATAG Curriculum. Hence, this study was formulated to determine
the significant relationship between the extent of challenges faced by school heads and teachers in the implementation of
MATATAG curriculum and the level of performance of Grade 7 students in quarter 2. The research surveys used to
gather the data from the respondents were of two parts. Part 1 of the instrument is a survey questionnaire which describes
the extent of challenges faced by the school heads in the implementation of MATATAG curriculum. Utilizing the survey
questionnaire from the study of Saro et al., (2024) entitled, "A Qualitative Exploration on the Perceived Impact of the
MATATAG Curriculum on Basic Education Teaching in the School Year 2024-2025 and gathering of the 2nd quarter
academic performance in all learning areas of the grade 7 students, the study revealed a strong correlation between the
difficulties teachers and school heads encountered in the curriculum implementation of MATATAG and the performance
of Grade 7 students during Quarter 2. This indicates that the challenges in curriculum implementation have a direct
impact on students’ performance. The difficulties-such as resource constraints, lack of trainings, issues with curriculum
adaptation, and instructional challenges-can prevent effective teaching and learning, causing differences in students'
performance. Overcoming these issues is imperative for improving the efficiency of curriculum delivery and student
learning outcomes.

Keywords — Challenges Faced, School Heads, Teachers, Implementation, MATATAG Curriculum, Performance,

To access and cite the article:
⬇️⬇️⬇️⬇️⬇️⬇️
https://www.ijams-bbp.net/wp-content/uploads/2025/04/ENARCISA-C.-PO.pdf

19/09/2025

𝑭𝒆𝒂𝒕𝒖𝒓𝒆𝒅 𝑨𝒓𝒕𝒊𝒄𝒍𝒆!
September 19, 2025

Journal: IJAMS - International Journal of Advanced Multidisciplinary Studies (A Peer-Reviewed International Journal indexed in Google Scholar and Directory of Research Journal Indexing. Registered in ISSN National Centre of the Philippines and National Library of the Philippines)

Publisher: Beyond Books Publication
Contextualizing Deforestation and Climate Change in
Science 10 Curriculum
**Link to published article:https://www.ijams-bbp.net/wp-content/uploads/2025/08/5-IJAMS-MAY-2025-261-274.pdf

𝑨𝒖𝒕𝒉𝒐𝒓𝒆𝒅 𝒃𝒚
MAY CARCELLAR- ABRENCIA
Northwest Samar State University

𝑨𝒃𝒔𝒕𝒓𝒂𝒄𝒕
Climate change and deforestation remain pressing global concerns with profound
implications for highly climate-vulnerable nations like the Philippines. This study explored the
integration of climate change indicators and deforestation issues into the Grade 10 Science
curriculum to enhance environmental awareness and engagement among students. The research
specifically examined students’ environmental awareness levels, teachers’ instructional practices,
and the contextual relevance of environmental topics in public secondary schools in Samar. An
embedded mixed-methods research design was employed, combining quantitative and qualitative
approaches to capture comprehensive insights from both students and teachers. The methodology
involved administering structured surveys to 210 Grade 10 students and conducting in-depth
interviews and focus group discussions with 16 Science teachers from five public secondary
schools. Quantitative data were processed using descriptive and inferential statistics, while
qualitative data were subjected to thematic analysis to extract recurring patterns and insights.
Results revealed that students exhibited strong awareness of direct environmental impacts such as
flooding, biodiversity loss, and health risks, yet showed limited understanding of environmental
policy frameworks and institutional responses. Teachers demonstrated active integration of
deforestation-related topics in their classes but reported challenges related to instructional
resources, localized teaching materials, and professional development opportunities. Statistical
analysis also indicated significant relationships between students’ demographic profiles and their
levels of environmental awareness. The study concludes that strengthening environmental
education through contextualized and locally relevant curriculum content is essential, particularly
in climate-vulnerable communities. It recommends equipping educators with adequate teaching
resources and professional training while fostering participatory, inquiry-based learning activities
to enhance students’ environmental literacy and civic engagement.
Keywords — climate change education, deforestation, environmental awareness, contextualized
learning, mixed-methods research
-
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19/09/2025

𝑭𝒆𝒂𝒕𝒖𝒓𝒆𝒅 𝑨𝒓𝒕𝒊𝒄𝒍𝒆!
September 19, 2025

Journal: IJAMS - International Journal of Advanced Multidisciplinary Studies (A Peer-Reviewed International Journal indexed in Google Scholar and Directory of Research Journal Indexing. Registered in ISSN National Centre of the Philippines and National Library of the Philippines)

Publisher: Beyond Books Publication
Differentiated Instructional Strategies Among
Technology And Livelihood Education (TLE) And
Music, Arts, Physical Education, And Health
(MAPEH) Teachers And Students

**Link to published article:https://www.ijams-bbp.net/wp-content/uploads/2025/08/5-IJAMS-MAY-2025-288-301.pdf

𝑨𝒖𝒕𝒉𝒐𝒓𝒆𝒅 𝒃𝒚
CARL ALJHES B. CAUILAN
ARLYN P. ROBIEGO
MYREL L. PASCUA
Northwest Samar State University

𝑨𝒃𝒔𝒕𝒓𝒂𝒄𝒕
This study examined the differentiated instructional strategies employed by
Technology and Livelihood Education (TLE) and Music, Arts, Physical Education, and Health
(MAPEH) teachers at Sumoroy Agro-Industrial School in Northern Samar. Using a descriptivecorrelational research design, the study involved 103 teachers and 341 students selected through
cluster random sampling. Data were collected using researcher-made survey questionnaires
validated through pilot testing. The study assessed teacher and student profiles, the extent of
utilization of differentiated instructional strategies in terms of instructional differentiation, active
learning strategies, and assessment-driven instruction, and the outcomes regarding student
engagement and teacher adaptability. Results showed that teachers perceived their utilization of
differentiated strategies as excellent (median = 5.00), while students rated them as above average
(median = 4.00). Significant relationships were found between teacher profiles and strategy
utilization, particularly regarding s*x, civil status, educational attainment, years of service, and
subject handled. Major challenges identified included lack of resources, limited access to subjectspecific materials, and insufficient planning time. Based on these findings, an enhancement
program was proposed to address identified challenges and improve the implementation of
differentiated instructional strategies in TLE and MAPEH education.
Keywords — differentiated instruction, instructional strategies, TLE education, MAPEH
education, teacher adaptability, student engagement, enhancement program
-
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Call us at 0933 556 4886 or email us at [email protected]
Or simply scan the QR code in the picture below to submit your article.
Insights Foresights- International Monthly Magazine

18/09/2025

𝑰𝑵𝑻𝑬𝑹𝑵𝑨𝑻𝑰𝑶𝑵𝑨𝑳 𝑱𝑶𝑼𝑹𝑵𝑨𝑳 𝑪𝑰𝑻𝑨𝑻𝑰𝑶𝑵
( 𝑮𝑶𝑶𝑮𝑳𝑬 𝑺𝑪𝑯𝑶𝑳𝑨𝑹 𝑰𝑵𝑫𝑬𝑿)
September 18, 2025

Cited Article:
Teachers’ Teaching Reading Practices For Non-Readers: Towards Developing A Teaching Framework For Reading

Author:
FREDIE B. FEROLINO
Deped-Liloy National High School
[email protected]

Journal:
IJAMS - International Journal of Advanced Multidisciplinary Studies

Publisher:
Beyond Books Publication

Abstract
—The study
employed descriptive-analytic method of research and it was limited to teachers handling
nonreaders and students enrolled in National High School within the Municipality of Liloy,
Zamboanga del Norte. The researcher together with his Adviser constructed a self-made-
questionnaire to assess the teaching practices for nonreaders in terms of adjustment, strategies and
scaffolds.
The questionnaire consisted of two (2) parts. The first part focused on the profile of the teachers
on educational attainment, length of services, trainings and seminars on reading attended. The
second part focused on the perception of respondents on the teaching practices employed by
teachers on nonreaders in terms of adjustment, strategies, and scaffolds.
The items in the questionnaires were submitted to three experts in the field of education for
validation for suggestions and recommendations.
Items found not relevant to the study were deleted and changed to more relevant items before the
final questionnaires were fielded to the respondents for pre-testing.
A total of fifty (50) respondents were made to answer the questionnaire in advance to test the
validity and reliability of the items stated that answered the problems stated.
The reliability and validity of the instrument used were determined using the SPSS software. The
instrument has high reliability and validity. Results:
Summarily, the data shows that all items such as adjustment, teaching strategies and reading
scaffolds were all rated as “Always Practiced” there was no statistical evidence to support the
difference between the educational attainment and on the extent of the teachers’ teaching practices
for nonreaders ,no statistical evidence to support the difference between the length of service and
on the extent of the teachers’ teaching practices for nonreaders, the difference between the
seminars and trainings on teacher’s reading attended and on the extent of the teachers’ teaching
practices for nonreaders, On the relationship between the extent of teachers’ teaching practices for
nonreaders and the level of students’ reading ability As reflected on the table, there was a moderate
positive correlation between the effect of differentiated instruction and the pupils’ reading
comprehension which was statistically significant. Conclusions: Based on the findings of the
study, it is hereby concluded that the teachers’ teaching practices for nonreaders were very
effective and the students’ reading ability was high proficient. Through the result of the study, it
was deduced that the teachers’ reading practices moderately improved nonreaders’ reading ability.
Specially, this study concluded the following: This denotes that the adjustment, teaching strategies
and reading scaffolds of the teachers for nonreaders is “Very Effective”. This simply means that
the extent of the teacher’s teaching practices for nonreaders does not differ on the teachers’educational attainment, length of service and seminars and trainings on reading attended.
Generally, the mean score of 4.10 indicated that the students had high proficient level of reading
comprehension and none was recorded to have basic and below basic level of reading
comprehension. This simply means that the relationship between the teachers’ teaching practices
for nonreaders relates to their reading ability.
Keywords — Teachers’ Teaching Reading Practices For Non-Readers: Towards Developing A
Teaching Framework For Reading

TO CITE & ACCESS THE ARTICLE,
Click the link below:
⬇️⬇️⬇️⬇️

https://www.ijams-bbp.net/wp-content/uploads/2023/07/1-IJAMS-MAY-2023-90-118.pdf

16/09/2025

𝑭𝒆𝒂𝒕𝒖𝒓𝒆𝒅 𝑨𝒓𝒕𝒊𝒄𝒍𝒆!
September 16, 2025

Journal: IJAMS - International Journal of Advanced Multidisciplinary Studies (A Peer-Reviewed International Journal indexed in Google Scholar and Directory of Research Journal Indexing. Registered in ISSN National Centre of the Philippines and National Library of the Philippines)
Publisher: Beyond Books Publication

𝐒𝐭𝐮𝐝𝐞𝐧𝐭-𝐏𝐚𝐫𝐞𝐧𝐭𝐬’ 𝐄𝐱𝐩𝐞𝐫𝐢𝐞𝐧𝐜𝐞𝐬 𝐨𝐧 𝐓𝐡𝐞 𝐅𝐥𝐞𝐱𝐢𝐛𝐥𝐞 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐌𝐨𝐝𝐚𝐥𝐢𝐭𝐢𝐞𝐬 𝐔𝐧𝐝𝐞𝐫 𝐭𝐡𝐞 𝐍𝐞𝐰 𝐍𝐨𝐫𝐦𝐚𝐥
**Link to published article: https://www.ijams-bbp.net/archive/vol-5-issue-2-february/student-parents-experiences-on-the-flexible-learning-modalities-under-the-new-normal/

𝑨𝒖𝒕𝒉𝒐𝒓𝒆𝒅 𝒃𝒚
VENUS B. ALMINAZA
Northern Iloilo State University - Batad Campus

𝑨𝒃𝒔𝒕𝒓𝒂𝒄𝒕
This qualitative-phenomenological research aimed to find out the experiences and of student parents on flexible learning modalities during COVID 19 Pandemic and how they manage and handled the academic requirements. The participants were the student parents enrolled for the A.Y. 2021-2023. The sample size was chosen through purposive sampling. Semi-structured individual interview was used as the instrument of the study to determine the student parents’ experiences and coping strategies during the pandemic and a focused group discussion was employed to validate the theme or commonalities of their experiences. The participants’ responses were transcribed and interpreted through thematic analysis. The results revealed five commonalities in the experiences of the student parents: 1) difficulty in understanding concepts and topics in the self-directed modules; 2) difficulty balancing time between family and studies; 3) slow and intermittent internet connectivity;4) lack of resources for load expenses and 4) opportunity to work and engage in entrepreneurial activity. The coping strategies identified are: proper time management; joining group study; entrusting care of children to parents, in-laws and other family members; sharing gadget with others, and installation of Wi-Fi connectivity at home or sharing with others. This study showed that the pedagogical method employed to carry on instruction during the pandemic period have both positive and negative impacts on the student parents. The study also shows the coping ability, and resilience of the student parents as they toiled for the completion of their academic requirements.

𝑲𝒆𝒚𝒘𝒐𝒓𝒅𝒔 — 𝑺𝒕𝒖𝒅𝒆𝒏𝒕 𝑷𝒂𝒓𝒆𝒏𝒕𝒔, 𝑭𝒍𝒆𝒙𝒊𝒃𝒍𝒆 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝑴𝒐𝒅𝒂𝒍𝒊𝒕𝒊𝒆𝒔, 𝑬𝒙𝒑𝒆𝒓𝒊𝒆𝒏𝒄𝒆𝒔, 𝑪𝒐𝒑𝒊𝒏𝒈 𝑺𝒕𝒓𝒂𝒕𝒆𝒈𝒚, 𝑵𝒆𝒘 𝑵𝒐𝒓𝒎𝒂𝒍

-
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Insights Foresights- International Monthly Magazine
Dr. Leonilo Doi Capulso
Leonilo B Capulso

08/09/2025

𝑰𝑵𝑻𝑬𝑹𝑵𝑨𝑻𝑰𝑶𝑵𝑨𝑳 𝑱𝑶𝑼𝑹𝑵𝑨𝑳 𝑪𝑰𝑻𝑨𝑻𝑰𝑶𝑵
( 𝑮𝑶𝑶𝑮𝑳𝑬 𝑺𝑪𝑯𝑶𝑳𝑨𝑹 𝑰𝑵𝑫𝑬𝑿)
September 8, 2025

Effectiveness of Localized Self-Learning Module in Grade 11 Students’ Performance in Hairdressing

Author:
VICKY S. DAWANG
Calamba Bayside Integrated School
Laguna State Polytechnic University, Philippines

Journal:
IJAMS - International Journal of Advanced Multidisciplinary Studies

Volume 3 Issue6
Pages 483-495

Publisher:
Beyond Books Publication

Abstract
— The COVID19 pandemic has created a serious catastrophic impact on the world’s education systems, affecting almost 1.6 billion students all over the globe was seriously affected
due to school closures and other learning area. To address this teacher have started to localize the learning materials to make it relatable to the learner’s context least, which in a way sustains, and
enlivens their learning motivation.
This study conducted to determine the effectiveness of localized self -learning module in Grade 11 student’s performance in hairdressing of Calamba Bayside Integrated School Division of
Calamba.Pre-experimental design-one group pretest, formative and posttest design was used in this study.

The respondents were given three instruments: pretest, formative, and posttest. Each test consists
of 35 items which measure the learners understanding of Hair and Scalp Treatment and Hair Perming.
Based on the finding the researcher concluded that there is no significant difference between pretest and posttest mean score of the experimental group in the 1st quarter and 2nd quarter.
The researcher recommends that there is examine and sharing of localized instructional materials and best practices in localizing learning materials must be pursued to equip teachers with skills
and competence in executing lessons using localization process.

TO CITE & ACCESS THE ARTICLE,
Click the link below:
⬇️⬇️⬇️⬇️
https://www.ijams-bbp.net/wp-content/uploads/2023/07/1-IJAMS-JUNE-2023-483-495.pdf

05/09/2025

ⒸⓊⓇⓇⒺⓃⓉ ⒾⓈⓈⓊⒺ | ②⓪②⑤
IJAMS - International Journal of Advanced Multidisciplinary Studies

To access the articles:
⬇️⬇️⬇️⬇️
https://www.ijams-bbp.net/current-issue/

IJAMS - International Journal of Advanced Multidisciplinary Studies

22/09/2025

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