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This study determined the reading level of intermediate pupils of Tagaytay Elementary School for the school year 2019-2020. The findings revealed that out of 76 pupil-respondents, in the word recognition area, 28 or 37% were at the frustration level, 27 or 36% were at the instructional level, and only 21 or 27% were at the independent level. On word recognition, the intermediate pupils were at the frustration reading level. In the Phil IRI Pre-test result in reading comprehension, out of 76 pupil-respondents, 41 or 54%, were in the frustration level; 21 or 28% were in the instructional level; and 14 or 18%, were in the independent level. In the second part, the results obtained in the Phil-IRI pre-test showed that more intermediate pupils were at the frustration level. There was a reading intervention action plan proposed and a book entitled “On your mark, get set… READ!” based on the results of the study. For the Phil-IRI pre- and post-test results of the intermediate pupils in the area of word recognition level, the following were found: In the frustration reading level, from 37%, it decreased to 20%; in the instructional reading level, from 36%, it increased to 43%; and for the independent reading level, from 27%, it successfully increased to 37% for Phil IRI pre- and post-test results of Intermediate pupils in the area of reading comprehension level. For the frustration reading level, it decreased from 58% to 32%; for the instructional reading level, it increased from 28% to 42%; and for the independent reading level, it increased from 18% to 26%. The statistical comparison proved that there was a significant difference in the Phil-IRI pre- and post-test results of the intermediate pupils. From word recognition to reading comprehension, there was an improvement after the reading intervention was implemented.

This study aims to investigate the implementation of practice models of Listening Comprehension proposed by John Morley in his article “Listening Comprehension Instructional Models-Matching Theory and Practice” (Morley, 1995). Morley has suggested four types of models of aural comprehension for all types of students and all four models are outlined for the foreign language learners. This paper will discuss how these models can be followed inside class sessions of English Language Learning. What are the advantages and problems of applying these models in classroom. The classroom environment is different from outside and that is why some syllabus-oriented materials should be modified according to the needs of the students. In this case, Hilda Taba’s (Taba, 1967) inductive approach is followed to identify and talk about students’ needs. From model numbers 1 to 4 of Morley, the procedures and techniques have been followed in English Masters of Arts (MA) in Applied Linguistics and English language Teaching (ALELT) classroom to investigate which model is the best one to be followed. The adults 17 learners are the targeted group. The course title assigned is “Teaching Different Areas and Skills of Language”. The students were asked to listen to two songs- “Secret Love Song” and “Don’t Cry Joni”. Then they were asked to do several activities based on Communicative Language Teaching (CLT) and Eclectic approach. The effects of implementation and some positive and negative outcomes will be critically analyzed and discussed in this article. The method of the data collection is a case study of students’ performances, classroom observation, note taking and video-recording from pair and group discussion sessions of student’s collaborative tasks given by the teacher. The data is then organized by the researcher and discussed in findings. How theory and models of instruction can be effectively practiced in real classroom and what results are found.

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.