Reading comprehension plays a pivotal role in understanding the material at hand. Without this skill, readers would encounter difficulties comprehending what they read, ultimately impeding their academic performance. The study investigated the effectiveness of teaching strategies, including Vocabulary Knowledge, Context Clues, Identifying the Main Idea and Key Details, and Sequencing a Passage into Ordinal Series, to improve the reading comprehension competence of Grade 7 students. The initial scores on the pretest for all measures were relatively low, ranging from 1.98 to 2.66. However, the post test scores showed a significant increase, ranging from 3.47 to 4.58. The t-values for all measures were highly significant (p < .001), indicating that the improvements observed between the pretest and post test scores were not due to chance. The study included a sample size of 64 respondents, with 63 degrees of freedom for each measure. In summary, the results of the study indicated that the implementation of various teaching strategies resulted in significant improvements in all aspects of reading comprehension. The negative t-values demonstrate statistically significant enhancements in scores from the pretest to the post test. Moreover, the p-values (all less than .001) indicate that these improvements were highly unlikely to have occurred by chance alone. Therefore, it can be concluded that strategies such as reading aloud in the classroom, using the QAR strategy (Question-Answer Relationship), and incorporating contextual clues were effective in enhancing the students reading comprehension competence.

Reading competence refers to the comprehending, using, thinking about and engaging with written texts to help the students gain and develop knowledge and skills. The purpose of this study was to find out the effectiveness of using video subtitles in improving reading competence when teaching selections from world literature compared to one of the conventional ways of teaching literature, utilizing read aloud through guided reading approach and with the use of handouts. Results revealed that the null hypotheses among the pre-tests and post-test of control group, pre-test and posttest of the experimental groups, pre-tests of control experimental groups, and also its posttest being compared are not rejected but not fully accepted. The strategies are not fully effective in improving all areas the reading competence. Thus, the hypothesis is supported. Results show that there is a significant difference in the posttest scores of the following reading competencies, sequencing events and answering direct recall questions of the control and experimental groups. Meanwhile, there is no significant difference in the posttest scores of the control and experimental groups based from the results shown in identifying main idea and key details, making inference/predictions, and identifying unfamiliar vocabulary. Therefore, it is concluded that the said strategies are not fully effective in improving all areas of reading competence.

A number of manufacturing firms in Nigeria are folding up. Although, there are several reasons why this is happening, the study investigated the corporate financial problems: A case study of listed manufacturing firms in Nigeria because of the crucial roles they play in the Nigerian economy. The results of the previous studies reviewed showed that equity financing had a positive significant impact on the financial performance of listed manufacturing firms in Nigeria. However, the findings on debt financing were not consistent. While some studies reported that debt financing had a positive significant impact on the financial performance of listed manufacturing firms in Nigeria, some revealed that debt financing had a negative significant impact on the financial performance of listed manufacturing firms in Nigeria. Thus, the study recommends that the listed manufacturing firms in Nigeria should continue to use the optimal level of equity in financing their operations because by using equity, they have directly avoided the payment of high interest that may impact negatively on their performance. In using equity to finance their activities, the excess profits can either be paid as dividend or they can be reinvested into the business for better performance if the management considers it that it is better do so.

The study sought to determine the relationship of the multifactor leadership styles of school heads with that of schoolbased management in Sariaya West District, Schools Division of Quezon for school year 2022-2023. The study utilized a quantitative descriptive-correlational design where a researcher-made survey questionnaire was employed in gathering the data needed. The data were statistically analyzed using mathematical average and Pearson Product-Moment Correlation Coefficient. The respondents of the study were composed of 152 teachers from six (6) big schools in the District. Transformational leadership is moderately correlated with school-based management at 0.01 level. According to the survey, the majority of school heads used a transactional leadership style with an average mean of 4.01. The accountability and ongoing development of school-based management show the power of the school leaders. According to Muturi (2021), in laissez-faire leadership, the head teacher believes that there should be no rules and regulations since everyone has a sense of responsibility. As a result, a laissez-faire schools environment may be more creative and fulfilling for those involved in the school management system. The results of the study helped generate the following conclusion: At the 0.01 significant level, the null hypothesis that there is no significant relationship between school leaders multifactor leadership styles and the level of school-based management is statistically not supported. The findings of this study may enhance leadership and school governance curriculum and learning, accountability and continuous improvement and management of resources., School heads may implement a variety of leadership philosophies and assessment tools. Teachers may participate in decision-making processes, particularly those involving schoolbased management and its procedures. The current study may serve as the foundation for future research on management practices in schools on leadership styles of school heads.

This research aims to show the effect of commitment, work participation, remuneration on the Performance of Local Government Agencies in Taliabu Island District. The sample used is the local government in the Department, Agency, and SKPD Office of Taliabu Island District which includes heads, heads of fields, heads of sub-divisions, and employees. This study used a purposive sampling method. The type of data used in this research is primary data. Based on the distribution of questionnaires obtained a sample of 160 respondents. The results of the research show that commitment has a positive effect on the performance of local government agencies, while work participation and remuneration have no effect on the performance of local government agencies.

The purpose of this research is to test and prove the effect of participation in budgeting and information asymmetry on budgetary slack in local agencies of Taliabu Island District. Budgetary slack requires supervision because it can have a negative impact on the organization if not done wisely. The research uses quantitative methods with preliminary information sources or distributes questionnaires directly to respondents. The research sample was taken by using arbitrary examining technique and the sample was determined using the slovin formula. The information analysis technique in this study is using the SmartPLS Windows v.3.0 application programming. the results of the study prove that the budgetary participation variable has no effect on budgetary slack. Furthermore,

In making investment decisions, the role of emotions is very important because of investors irrational symptoms in decision making. This study aims to analyze the effect of emotional bias, cognitive bias, and herding bias on the investment decision making of investors in Indonesia. The research approach used is a quantitative approach. By using primary data from respondents spread throughout Indonesia, this study uses the partial least squares as a data analysis technique. The research hypothesis is that there is a positive influence of emotional bias, cognitive bias and herding bias in the process of making investment decisions

The study sought to determine the extent to which students perceive level of self-directedness, motivation, and their performances as a Grade 10 students. The study employed a descriptive-correlational research design. This focused on describing the students perceptions of the level of self-directedness in TLE in terms of being a dependent learner, interested learner, involved learner, and self- directed learner. The studys findings revealed that student respondents perceptions of their level of selfdirectedness fall only on being a dependent learner which is the stage 1 on self-directed learner. They are merely dependent on extrinsic variables which most of the learner-respondents always perceive and consider themselves as a dependent learner. This reflected the result on their perceived level of motivation which findings shown that the learners corresponded a lot on extrinsic variables. The study revealed that self-directedness and students performance have no significant relationship. However, there is a weak relationship between the learners level of motivation and written performance variable. Further research must be conducted along this light, to explore the extent of self-directedness to have positive effect to the students performance in TLE.

This study attempted to find out the effectiveness of PQ4R Strategy in the development of reading comprehension among Grade 7 students. It also sought to determine the results of conducting pre-test and post-test in reading comprehension in terms of identifying fact and opinion, making inferences, getting the main idea, and self-questioning. Thus, it also sought to determine if there is a significant difference in the reading comprehension of respondents before and after the implementation of PQ4R Strategy. This study employed the experimental method of research which made use of pre-test and post-test as the main gathering tools. The respondents of the study were selected 83 Grade 7 students at Malvar School of Arts and Trade for the school year 2022-2023. From the findings, it revealed that the student-respondents got an overall mean of 3.80 with a standard deviation of 1.60 in identifying fact and opinion, overall mean of 4.37 with a standard deviation of 2.21 in making inference, overall mean of 3.11 with a standard deviation of 1.47 in getting the main idea, and overall mean of 2.58 with a standard deviation of 1.65 in self-questioning. Furthermore, it revealed that the post-test scores of the respondents in reading comprehension are higher than their pre-test scores. The null hypothesis stating that “There is no significant difference in the reading comprehension of the respondents before and after the implementation of PQ4R strategy.” is rejected. There is a significant difference in the reading comprehension of the respondents before and after the implementation of PQ4R strategy.

Writing is an important part of communication. It allows one to communicate with a wider audience with greater understanding and simplicity. However, poor writing skills have a significant impact on a students ability to communicate with others. The writing process itself interferes with learning for a student who is struggling with a writing problem. The purpose of the study was to find out if using the portfolio assessment strategy in terms of reflective journal writing and picture series will be an effective writing strategy in improving writing skills performance in Grade 8 English. Specifically, it was geared towards answering the following questions: 1. What is the frequency and percent distribution of the students scores in English Writing? 2. What is the mean pretest score of the respondents before utilizing the portfolio assessment strategy in writing? 3. What is the mean posttest score of the respondents after using the portfolio assessment strategy in writing? and 4. Is there a significant difference in the pretest and posttest of the students in writing before and after using the portfolio assessment strategy in writing? Results revealed that there is a significant difference in the mean pretest and posttest scores of the respondents in writing activities using the portfolio assessment strategy.

This study aimed to improve the performance in Empowerment Technologies subject of the Grade 11 TVL students, the researcher sought to find out if creating an interactive application would make an impact to the teaching and learning process. The study employed an experimental design where the researcher used the mobile-based education app to improve the written and hands-on performance of the students in Empowerment Technologies subject. This study is also descriptive where the respondents’ perception about the application in terms of the aspects of mobile learning was evaluated. Thus, the researcher tested whether the perception of the students in terms of the aspects of mobile learning on the developed mobile-based education app is significantly related to students’ performances. The findings reveal that there were more female among the respondents. The parents’ educational attainment was high school graduate and have an income of less than 10,000 pesos per month. Majority of the respondents have a smartphone as their available gadgets at home. Furthermore, the mobile-based education app on the aspects of mobile learning such as device aspect, learner aspect and social aspects were strongly agreed. The majority of the respondents were fair level during the pre-test written performance and has significantly improved after using the mobile-based education app. Thus, majority of the respondents were very satisfactory in their hands-on performances. The perception of the respondents in the aspects of mobile-based education app is not significantly related to their performances.; the hypothesis was Sustained. It is recommended that the developed mobile-based education app be used in other grade levels whenever applicable for any intervention or enrichment activities.

The study was conducted in Our Lady of Mount Carmel Seminary in Sariaya, Quezon. The respondents were composed thirty (30) Grade 11 senior high school students. It sought to determine the oral communication proficiency of the students based on articulation, modulation, stage presence, facial expression, and rapport with the audience before and after being exposed to the teaching strategies in speaking story completion and picture description in terms of pretest and post-test. Moreover, the significant difference between pretest and post-test of students was also explored. This study used experimental research design with the use of speaking activities, and a statistical tool employing frequency and percentage and Test of Difference. Random sampling was used to select the sample respondents. The findings of the study revealed that there is a significant difference between the pretest and post-test result of the student respondents. Based on the results, since the interpreted results on all variables under pretest and post-test conform to the significant difference of 0.00 level, the overall result states that there is a significant difference between the pretest and post-test of the grade 11 students when exposed to the speaking activities, story completion and picture description. The researcher recommends educators may apply the same speaking strategies in learning environment. Furthermore, language educators must consider that the speaking strategies must be appropriate, relevant, and useful. Likewise, the speaking strategies must have the ability to attract learners and sustain their interest and be helpful in terms of attainment of essential learning outcomes. They may also explore and endeavor other speaking strategies that may help improve the oral communication proficiency needs of the students.