Asia Research Network Journal of Education

Integrating Contextualized Writing Activities in Lessons on Probability

Bashier S. Amen — 2026-04-30

Contextualized writing activities involve the use of real-life situations that enable students to articulate their problem-solving processes through writing, thereby strengthening both their mathematical and writing abilities. This study aimed to create probability lesson plans incorporating such contextualized writing activities for Grade 10 students. The researcher employed the Research and Development (R&D) model by Borg and Gall (2003), as cited by Sriwjaya (2019), to guide the development and validation of the lesson plans. A total of three lesson plans were crafted using a backward curriculum design approach, aligned with the K to 12 curriculum standards, and infused with contextualized writing activities. Three content experts evaluated the lesson plans, rating them as "Excellent" in terms of structure, contextual relevance, and practical application. Their feedback highlighted two main strengths: (1) the lessons’ strong alignment with learning competencies/objectives, and (2) the effective use of culturally relevant, real-life images and scenarios within the lessons. These insights and recommendations were incorporated into the final revision of the lesson plans.

Development of Lesson Guide on Triangle Congruence as Teacher-support on Teaching Through Problem Solving

Aiza T. Betalas — 2026-04-30

In mathematics education, recent studies have highlighted teaching through problem-solving (TTP) as an area of focus, with collegial support and guidance from experienced TTP practitioners being identified as key facilitators. The absence of support and appropriate materials for maintaining teaching techniques and problem-solving throughout the school year, as revealed in initial interviews with math teachers, led to the study's focus on developing a lesson guide for Grade 8 Triangle Congruence, identified as the least-learned competency in one public school. The participants in this study were chosen through convenience sampling. The TTP lesson guides are developed through the ADDIE Instructional Model. Results of the validation of the three lesson guides from two TTP practitioners showed that all were valid, with an overall mean of 3.56, 3.91, and 4.09 for each lesson guide. With revisions from their suggestions, it proceeded to the implementation phase. Two themes were generated from the Focus Group Discussion (FGD), namely (1) Supporting Professional Development of Teachers in Adopting the TTP Approach and (2) Fostering Student Engagement and Active Learning in Mathematics. Furthermore, the FGD showed that the developed lesson guide is acceptable as substantial support for teachers in sustaining TTP in the school.

MATATAG Curriculum Implementation: The Realities and Challenges of Grade 7 TLE Teachers

Angel May Dotillos — 2026-04-30

This study examined the challenges encountered by Grade 7 Technology and Livelihood Education (TLE) teachers in implementing the Information and Communication Technology (ICT) component of the MATATAG Curriculum in Lanao del Norte, Philippines. The MATATAG Curriculum, launched by the Department of Education (DepEd), aims to strengthen foundational learning, digital literacy, and 21st-century competencies through a decongested, mastery-based, and technology-integrated framework. Despite its potential to enhance educational outcomes, teachers face various obstacles that affect its effective implementation. Utilizing a mixed-method, descriptive research design, the study surveyed 58 Grade 7 ICT teachers using structured questionnaires distributed via Google Forms. Quantitative data were analyzed using descriptive and inferential statistics in SPSS, while qualitative responses provided contextual insights. Findings revealed that teachers generally possess moderate to high proficiency in technological, pedagogical, and content domains, as reflected in overall mean ratings of 3.67 for technological challenges, 3.76 for pedagogical challenges, and 3.66 for content knowledge challenges. However, teachers continue to face substantial barriers, including limited access to digital devices and stable internet connectivity, inadequate HyFlex-oriented training, and difficulties in balancing online and in-person instruction. Although teachers display competence in using learning management systems and designing contextualized lessons, they express less confidence in teaching emerging ICT topics such as artificial intelligence, cybersecurity, and robotics. The study concludes that while teachers demonstrate adaptability and dedication in implementing the MATATAG Curriculum, systemic issues—such as resource inadequacy, lack of continuous professional development, and insufficient institutional support—hinder full implementation. To ensure the curriculum’s long-term success, a comprehensive approach is required, emphasizing investment in teacher training, digital infrastructure, and administrative support. Strengthening these areas will better align curriculum intentions with classroom realities, thereby advancing the goal of delivering future-ready, quality education to Filipino learners.

Spatial Visualization Skills in High School Students Through the Integration of Spatial Vis

Kristy Avelina — 2026-04-30

This study investigates the integration of Spatial Vis—an accessible digital tool—into the exploratory technical drawing curriculum for Grade 8 Technology and Livelihood Education (TLE). Specifically, it assesses the application's effectiveness in enhancing spatial visualization skills and educational performance within the orthographic and isometric drawing lessons. The research was conducted with (45) Grade 8 students at Abuno National High School to address the need for innovative teaching methods in this area. A quasi-experimental design was utilized to evaluate the impact of Spatial Vis, delivered via mobile and desktop applications, compared to a traditional instructional approach. Spatial visualization ability was measured using the Purdue Spatial Visualization Test: Rotations (PSVT: R), administered before and after the intervention. The dependent variable was the gain in spatial visualization scores, with the independent variable being the mode of instruction (traditional, mobile, desktop). While the analysis between the three instructional methods in terms of their impact on spatial visualization gains were not significant, within-group improvements demonstrated a statistically significant improvement in the mobile Spatial Vis group (t=−3.322, p=0.006). This finding highlights the potential of the mobile Spatial Vis application to be utilized in the classroom for developing students' spatial visualization skills.

Psychological Resilience: Its Relationship with Overall Well-Being, Student-Athletes, Academic Performance, and Athletic Performance of Student-Athletes

Katrina Bautista — 2026-04-30

This study examined the level of psychological resilience among secondary student-athletes in Iligan City and its relationship with mental well-being, academic performance, and athletic performance. Using a descriptive–correlational research design, data were collected from 225 secondary student-athletes actively participating in organized school-based sports programs. Standardized instruments, including the Connor–Davidson Resilience Scale (CD-RISC-10) and the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS), along with researcher-developed measures for academic and athletic performance, were utilized. Descriptive statistics and inferential analyses were employed to determine levels, group differences, and relationships among variables. Results revealed that student-athletes exhibited low to moderate levels of psychological resilience, with strengths in goal orientation, confidence, and task focus, but limitations in emotional regulation, adaptability, and stress-related growth. Despite these limitations, respondents demonstrated high levels of mental well-being, academic performance, and athletic performance. Psychological resilience was found to be significantly and positively associated with all outcome variables. Significant differences in resilience were observed according to gender, type of sport, and years of athletic experience. The findings indicate that while structured school-based sports participation provides important protective benefits, psychological resilience remains an underdeveloped yet critical resource for student-athletes. The study underscores the need for intentional resilience-building interventions and supports the integration of a school-based Psychological Resilience Training Program within Physical Education and interscholastic sports initiatives to promote balanced performance, academic success, and long-term well-being among student-athletes.

Hataw Higaonon: Validation of Higaonon Creative Movements

Manuel Jr. Padayogdog — 2026-04-30

This study developed and culturally validated Hataw Higaonon, an Indigenous fitness routine derived from the basic and permissible creative movements of the Higaonon community in Iligan City. Anchored on four culturally approved performances, Anahaw, Binanog, Kapangamuti, and Saut, the routine aimed to integrate traditional movement elements into a structured fitness context while maintaining cultural integrity. Guided by the Successive Approximation Model (SAM), the study employed a qualitative research design involving iterative development, expert review, and community validation. Data were gathered through key informant interviews, focus group discussions, and movement demonstrations, with active participation of cultural elders, including the Datu and Baylan, in accordance with NCIP guidance and Indigenous ethical protocols. Findings revealed that the adapted movements preserved their symbolic meaning, respected cultural boundaries, and were acceptable for non-ritual fitness use. Community validation indicated strong acceptability, highlighting the routine’s cultural appropriateness, ease of execution, and potential to promote both wellness and cultural awareness. The study concludes that Hataw Higaonon demonstrates the viability of culturally grounded fitness development when guided by community participation and ethical practice, and may serve as a model for Indigenous-based physical education and wellness initiatives.