American Research Journal of Humanities and Social Sciences

Harniel B. Buaron1, Grace G. Tizon1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2

The Academic Recovery and Accessible Learning (ARAL) Program is a targeted educational initiative designed to support learners in recovering academic skills and enhancing learning accessibility. This study explores the dynamics of implementing targeted educational programs in Philippine primary schools. Using a case study research design, the study was conducted at Aloran Central School in the Division of Misamis Occidental. It involved three participant groups: 10 teachers, five school heads, and five learners. Data were gathered through semi-structured interviewguides. The study identifies eight emerging themes: navigating instructional and curricular constraints and managing learner diversity; addressing institutional-level challenges; adapting instructional practices to sustain academic recovery; cultivating collaborative learning communities; and confronting multi-level constraints, systematizing core structures, and intensifying learner-centered practice. Effective implementation of ARAL Programs and sustained academic recovery requires addressing classroom and institutional challenges, integrating collaborative and adaptive instruction, and ensuring coordinated, systemic support through consistent, learner-centered practices.Recommendations include providing targeted professional development and resources, implementing structured peer collaboration and differentiated instruction, ensuring systemic support for learner-centered practices, and conducting future research on the long-term effects of integrated ARAL strategies.

Mary Chelle G. Abe1, Grace G. Tizon1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2

Differentiated instruction in English classes involves tailoring teaching methods, materials, and assessments to meet students’ diverse abilities, interests, and learning needs. This study explored junior high school students’ perspectives on differentiated instruction and its relationship to inclusive and effective learning environments. Using a descriptive correlational design, 120 students from a university in Misamis Occidental completed three 20-item researcher-made questionnaires. Mean, standard deviation, frequency, percentage, and Pearson Product-Moment Correlation Coefficient (Pearson r) were employed in the study. The study found that junior high school students perceived differentiated instruction positively, and this perception was significantly associated with inclusive and effective learning, particularly through learner engagement, instructional clarity, and language skill development.Differentiated instruction in junior high school English classes effectively promotes inclusivity, engagement, motivation, skill development, and meaningful learning outcomes. It is recommended that junior high school English teachers implement clear, inclusive, and differentiated instructional strategies to enhance student engagement, motivation, language development, and overall learning effectiveness.

Rubylyn P. Casiano1, Grace G. Tizon1, Rochelan Lumasag1, Elsa B. Buenavidez2, Cynthia S. Superable2

The Learning Action Cell (LAC) program of the Department of Education serves as a professional learning community aimed at enhancing teachers’ instructional practices, collaboration, and continuous professional growth. This study explored the lived experiences of 10 purposively selected public-school teachers in Calamba District, Misamis Occidental, Northern Mindanao, as they participated in LAC sessions. The study utilized Moustakas’ (1994) Existential Learning framework. Five emerging themes were identified in the study, namely: living collaborative relationships in professional learning, navigating supportive leadership to learner success, experiencing a holistic and empowering professional space, encountering time as a structuring force for professional growth, and engaging in embodied and emotional professional learning.Collaborative relationships, supportive leadership, holistic professional spaces, structured time, and embodied and emotional engagement collectively facilitated teachers’ instructional competence, professional growth, reflective practice, sustained engagement, and effective classroom performance. The study recommends .that school administrators, leaders, program designers, and professional development coordinators intentionally create collaborative, supportive, and holistic LAC environments, allocate time for planning and reflection, and design engaging activities, while future research should examine the long-term impact of such professional learning on teacher effectiveness and student outcomes

Charlita G. Cabug1, Grace G. Tizon1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2

Creating a supportive and conducive school environment is essential for fostering learners’ well-being and enhancing their learning satisfaction. This study investigated the correlation between school environmental conditions and learners’ well being and learning satisfaction among 120 elementary students in a public school in Misamis Occidental Division. Using a descriptive correlational design, the study assessed learners’ perceptions of classroom temperature, air quality, lighting, and noise levels, alongside their emotional, social, physical, and cognitive well-being, and their learning satisfaction in terms of perceived learning, teacher effectiveness, learning environment, and relevance and engagement. Data were analyzed using mean and standard deviation to determine the levels and consistency of the variables. At the same time, Pearson’s correlation coefficient was employed to examine the strength and direction of the relationships between school environmental conditions and learners’ well-being and learning satisfaction. Findings revealed that learners generally perceived their school environment as favorable, reported high levels of well-being and learning satisfaction, and showed that only specific environmental factors, such as air quality and lighting, were positively correlated with certain aspects of well-being. At the same time, no significant relationship was found between environmental conditions and learning satisfaction. The study highlights the importance of maintaining optimal school environmental conditions to support learners’ holistic development. It informs educators and administrators on areas for improvement in promoting both well-being and compelling learning experiences.

Axella Mae O. Rodriguez1, Rochelan Lumasag1, Perlito D. Jomuad2, Cynthia S. Superable2, Markdy Y. Orong2, Imelda O. Reyes2

Climate change presents significant environmental and educational challenges, particularly in climate-vulnerable countries such as the Philippines. This study examined the levels of climate change knowledge, attitudes toward climate action, and climate action behavior among first-year college students and explored the relationships among these variables as a basis for a proposed Climate Change Education Program. A quantitative, explanatory-correlational research design was employed, involving 120 first-year college students selected through purposive sampling. Data were gathered using a researcher-developed climate change knowledge test, an attitude toward climate action scale, and a climate action behavior scale. Descriptive statistics, Spearman rank-order correlation, and bootstrapped mediation analysis were used for data analysis. Results indicated that students generally demonstrated high to very high levels of climate change knowledge, positive attitudes toward climate action, and a high level of engagement in climate action behaviors. Correlation analysis revealed that climate change knowledge was not significantly related to attitudes or behavior, while attitudes toward climate action showed a strong and positive association with climate action behavior. Further, mediation analysis revealed that attitudes toward climate action fully mediated the relationship between climate change knowledge and climate action behavior. These findings highlight the critical role of attitudes in translating climate knowledge into meaningful action and provide empirical support for the Knowledge–Attitude–Behavior model. The study recommends integrating attitudinal and action-oriented strategies into climate change education programs in higher education.

Jedah J. Baculio1, Rochelan Lumasag1, Grace G. Tizon1, Elsa B. Buenavidez2, Cynthia S. Superable2, Imelda O. Reyes2, Perlito D. Jomuad2

Understanding the factors that hinder reading development is essential for improving literacy outcomes among struggling learners. This study investigated the challenges teachers face in addressing the needs of learners who are at the frustration level of readers. Employing a case study research design, the study focused on how teachers addressed the needs of readers at varying levels of frustration through their instructional strategies in multigrade classroom settings. Conducted at a selected higher education institution in Misamis Occidental that offers a basic education program, the research involved 10 teachers, five parents, and five learners. The findings revealed that teachers encountered multiple barriers in addressing the frustration levels of readers who needed adequate reading support, including limited home reinforcement, generalized instructional approaches, and persistent cognitive and emotional challenges. These results led to the conclusion that individualized, adaptive, and culturally responsive strategies are crucial in addressing both the cognitive and affective needs of these learners, particularly in multigrade settings where diverse reading levels coexist. The study recommends that educators implement differentiated, culturally meaningful reading strategies, leverage technology to support personalized learning, strengthen teacher–parent collaboration, and consider future research on technology-assisted, individualized reading interventions to further enhance support for readers at the frustration level.

Leo Kihoon Yeo

For centuries, the question of free will and determinism has sparked deep debate among philosophers, scientists, and scholars from various fields. This discussion is driven not only by the apparent conflict between the two concepts but also by the complex relationship they share. Free will refers to the ability of individuals to make choices without being constrained by external forces, while determinism is the belief that events, including human actions, are shaped by preceding causes according to the laws of nature. Some philosophers, including Hobbes and Spinoza, have defended determinism throughout the course of its history by arguing that human decisions are governed by natural law and shaped by past experience. Kant, on the other hand, introduces a concept of autonomy grounded not in desire but in the principles of moral duty, which becomes the foundation of his idea of the natural man as someone who affirms a kind of freedom. More recently, neuroscience has joined this conversation by examining whether our decisions arise from conscious intention or are determined by unconscious brain activity, further complicating how we define free will.In neuroscience, researchers study whether our decisions are the result of conscious intent or unconscious brain activity, raising new questions about the reality of free will. These issues are also central to current discussions on artificial intelligence, where predictive models may influence or even override human judgment. As technology grows more capable of anticipating and shaping behavior, understanding how free will, determinism, and autonomy interact becomes more important.In the following analysis of these scientific and philosophical viewpoints, we will seek to show that, while the existence of free will may remain open to debate, the idea of autonomy is an important consideration that we should take into account in our understanding of determinism as it relates to the nature of responsibility, especially in relation to the advent of technology and AI

Edward Lee

This paper investigates redlining’s lasting impact on educational opportunity in Newark, Camden, and Paterson, New Jersey. Redlining, implemented by the Home Owners’ Loan Corporation in the 1930s, systematically denied mortgage financing to predominantly Black and immigrant neighborhoods, creating patterns of segregation that persist today. Although outlawed in 1968, its consequences remain embedded in New Jersey’s educational landscape through property tax-dependent funding, municipal fragmentation, and intergenerational wealth disparities. Analysis reveals educational disadvantages in all three cities: academic performance rates lag significantly behind state averages, districts face persistent teacher shortages, and per-pupil funding gaps persist. Despite increased state aid, urban districts allocate disproportionate resources to social challenges that suburban schools rarely encounter, limiting enrichment investments. New Jersey remains among the most educationally segregated states, with municipal and district boundaries reinforcing geographic and racial isolation. Examining integration models from Connecticut, Massachusetts, Minnesota, and Maryland demonstrates that voluntary transfer programs, state financial incentives, and housing integration policies offer viable pathways toward educational equity. The study concludes that overcoming the legacy of redlining requires comprehensive reforms, including regional governance models, equitable funding systems, and the removal of exclusionary housing and district boundaries, to ensure equal educational opportunity for all children.

Dr. Tabitha Harriet Deh, Rev. Fr. Dr. Aaron Yeboah Annan, Dr. Felicia Owusu-Ansah

Drama in education, as a classroom-based methodology, fundamentally helps to expound on problematic subjects and to make learning delightful. The dramatic processes are aimed at developing skills of imagination, spontaneity, and mental flexibility. These skills are geared towards personal development; self-discovery and self-esteem. Autism on the other hand is a condition or a developmental disability that affects communication, social interacting and repetitive behavior. According to Stuart Duncan, “Autism is not a disability, it is a different ability. (Stuart 2023). Scientists believe there are multiple causes of autism spectrum disorder that acts together to change the most common ways people develop. Diagnosing ASD can be very difficult since there is no medical test like a blood test to diagnose the disorder. ASD can sometimes be detected at 18 months after birth or even younger. However, many children do not receive a final diagnosis until they are much older. Drama therapy, psychodrama and the expressive arts therapies are all creative devices explored primarily to achieve healing. The tentacles of these strategies encompass other jurisdictions to include Clinical Psychology and Neuroscience. Clinical Psychology came into existence with the outstanding contributions and efforts to respect and treat all humankind with dignity and respect to ensure healthy human development. Neuroscience has also made us aware of the two hemispheres; and how the right hemisphere or the right brain is more inclined to artistic or visual imagery, and processes more intuitively, holistically and randomly. Drama therapy is a developmental model that places increasing demand on participants to demonstrate great spontaneity, flexibility, intuition and interactive capabilities in creative processes to achieve healing. My students are encouraged to do their volunteer work, and extension works in various regular and special needs schools to help others.