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This study examined the level of students’ knowledge on flood control corruption and its implications for enhancing teaching strategies in Araling Panlipunan. The respondents were 296 Junior High School students of the University of La Salette, Incorporated. The study employed a descriptive-quantitative research design, using a researcher-constructed questionnaire with a five-point Likert scale for data collection. Findings revealed that the respondents demonstrated a sufficient level of knowledge across all indicators, including flood control concepts, corruption in flood control projects, identification of involved officials, and awareness of related laws and penalties. Overall, students showed a general understanding of flood control corruption; however, their knowledge was limited in terms of legal frameworks, governance mechanisms, and institutional processes. The study further indicates that while students are aware of real-world issues on corruption and disaster risk management, there is a need to strengthen their critical thinking and legal literacy. It emphasizes the importance of improving instructional strategies in Araling Panlipunan through the integration of real-life issues, case-based learning, and civic education to enhance engagement, understanding, and civic responsibility among learners.

This study investigated the mediating role of career stress in the relationship between family influence on career choice and career construction among emerging adults. Utilizing a quantitative correlational survey design data were collected via online surveys from a sample of emerging adults in Turkey. Structural validity of the measurement model was confirmed through confirmatory factor analysis and the hypothesized mediation pathways were tested using bootstrapping methods. Correlation analyses revealed that family influence was negatively associated with career stress and positively associated with career construction. Furthermore mediation analysis demonstrated that family influence significantly and negatively predicted career stress which in turn exerted a negative impact on career construction. Career stress was found to play a partial mediating role in this relationship. These findings suggest that supportive family environments serve as a crucial stress-buffering mechanism that ultimately optimizes the career construction process for emerging adults.

This study investigates junior high school students’ satisfaction with the library’s service quality at a private institution and whether demographic factors influence their satisfaction with the services provided. The data showed that the students had high levels (M = 3.56) of overall satisfaction with the library’s service quality (Composite M = 3.53) and that students rated the library as being quiet and conducive to studying (M = 3.66), which were the two highest-rated areas of library service quality. On the other side, computer units and internet access had the lowest level of library service quality according to students’ ratings (M = 3.37). Also, a statistical analysis using the Kruskal-Wallis test found no differences in perceived library service quality (r = 3.41, p = 0.332) or student satisfaction (r = 7.47, p = 0.058) across grade levels. Therefore, it appears that students at the junior high level receive similar levels of library services regardless of grade. There was a strong positive correlation between perceived library service quality and student satisfaction (r = 0.850, p < 0.001), suggesting that as the library’s service quality improves, the level of student satisfaction will increase. Beyond digital infrastructure limitations as an impediment to student success, physical characteristics (e.g., atmosphere), hours of operation, and interpersonal relationships with library staff all contribute significantly to a student’s level of satisfaction. The researchers suggest that library managers create a more diverse digital infrastructure, ensure proper maintenance of existing computers, and increase their subscriptions to electronic resources so that traditional libraries can begin to operate as full digital learning ecosystems with active, living spaces.

Academic performance depends heavily on reading ability; however, a sizable number of young learners still face challenges in reading development even after teachers try to work on their basic literacy skills. This paper investigated the practices of teachers who are not specialized in reading as they deliver remedial reading lessons, generated a Guided Reading Program, and assessed its effectiveness. To gain a thorough knowledge of the setting, the qualitative case study method was selected, and interviews, observations, and document analysis were used as data gathering techniques. The results showed that around 80% of the teachers had no formal training in reading instruction, but they exhibited a lot of dedication and determination to help the learners overcome their reading problems. Besides limited teaching resources and a lack of sufficient training, teachers also pointed to low reading skills of learners as some of the issues preventing smooth instructional delivery; nevertheless, they recognized the great joy that came with helping struggling readers. The findings also pointed out that quite a lot of students had such great difficulties with reading that it really was a stumbling block for their academic progress, and these facts were brought out by the study of their reading behavior and analysis of different data sets. The introduction of the Guided Reading Program brought about desirable changes as reflected by learners’ enhanced results on the tests that were conducted before and after the training. Based on the research, the authors are of the opinion that if we want to solve the problem of literacy in a more effective way, then the reading intervention has to be done through a well-organized and directed method.

Teaching internships serve as a critical bridge between teacher education programs and classroom practice. However, pre-service teachers assigned to regional and resource-limited schools often encounter unique challenges that may shape their career trajectories. This narrative inquiry explored the internship-related challenges faced by pre-service science teachers in Masbate secondary schools, examined how these challenges influenced their intention to become science teachers, and drew implications for improving science teacher education programs.Using Clandinin and Connelly’s (2000) narrative inquiry approach, semi-structured interviews were conducted with seven pre-service science teachers who completed their teaching internships in Masbate secondary schools. Data were analyzed using a four-phase three-dimensional narrative framework (personal, social, temporal). Three major categories of challenges emerged: pedagogical and resource-related challenges (lack of laboratory equipment, frequent power interruptions, limited teaching aids), stakeholder-related challenges (student apathy, reading comprehension difficulties, variable mentor support), and contextual challenges (large class sizes, hybrid learning modalities, post-disaster infrastructure damage). Despite these difficulties, six of seven participants expressed continued intention to become science teachers, citing love of science, fulfillment from student learning, and mentor support as sustaining factors. One participant reconsidered the profession due to financial pressures and employment system concerns. Internship challenges do not automatically deter pre-service science teachers from the profession. Self-efficacy gained from overcoming challenges, passion for science, and supportive mentoring relationships play crucial protective roles. Systemic barriers, particularly employment corruption and financial instability, weakened career intention even when internships were successful.