Volume 1, Issue 1, January 2026 - April 2026
The Metamorphosis of Filipina: Intersecting Cultural Beliefs and Norms in Teleserye
Sophomore T. Vacalares, Wenie Rose D. Canay, Fabian L. Singuil, Jr.
Philippines
Teleseryes have long been a cherished part of Filipino culture, serving as a shared experience for families and loved ones. This study conducts an intersectional analysis of the teleserye "Wildflower," focusing on themes and character portrayals to scrutinize the depiction of modern Filipina archetypes and their impact on Filipino perspectives. Through the lenses of Feminism (Helene Cixous), Deconstructionism (Jacques Derrida), and Semiotics (Ferdinand de Saussure), it examines how the actions of the lead character, intended to subvert patriarchal hegemony, are perceived and evaluated. While feminist analysis reveals women scriptwriters' tendency to emphasize action scenes, deconstructionist insights suggest that attempts at empowerment may inadvertently reinforce existing patriarchal structures. Additionally, semiotic analysis uncovers symbolic elements enriching the narrative. Therefore, the study synthesizes Filipino sensibilities regarding gender, power dynamics, and societal norms, illustrating the transformation of female characters from passive figures to empowered modern Filipinas, reflecting broader shifts in societal attitudes and values. This study proposes conducting a comparative analysis with other teleseryes featuring diverse themes and genres to observe the transformation of women in contemporary society.
Classroom Environment and Students’ Reading Comprehension Skills
Angelyn A. Condeza, Wennabeth M. Estrada, Jelamie Payla, Kim Shyne E. Yana, Sophomore T. Vacalares
Philippines
This study examined the relationship between language attitudes and writing self-efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024–2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students in English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.
The Correlation Between Language Attitude Towards College Students' Writing Self-Efficacy
Kyle Marie G. Bonane, Che-an F. Magdale, Ilyn G. Unson, Jericho B. Zulieta, Kent Leo Estaura
Philippines
This study examined the relationship between language attitudes and writing self-efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024–2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students of English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.
Self-Regulated Learning and Students’ Written Communication Skills
Allanie Bete, Dean Mark Ochoco, Earl Dave Sabasaje, Sandra Solon, Kent Leo Estaura
Philippines
This study investigated the relationship between self-regulated learning (SRL) strategies and the written communication skills of second-year teacher education students in a local community college in Mindanao, Philippines. It examined how key SRL strategies—goal setting, self-monitoring, and self-evaluation—correlated with aspects of written communication such as content, grammar, vocabulary, organization, and mechanics. The research utilized a descriptive-correlational design with 84 students from the Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs. Using a Likert-scale questionnaire to assess SRL behaviors and a rubric-based evaluation for written communication, the findings revealed weak, non-significant correlations between SRL strategies and writing skills. Despite high levels of SRL behaviors among students, the study suggested that other factors may have been more influential in improving writing performance, urging educators to consider alternative instructional methods or support systems to enhance written communication. The study encouraged educators to explore different teaching methods or support strategies to boost students' writing abilities and emphasized that improving writing skills might require a more holistic approach beyond just self-regulation.
The Katatau Research and Development Journal
Ronnel D. Pinto, Aga Emm D. Mahinay
Philippines
The Katatau Research and Development Journal is a dynamic platform designed to foster the exchange of knowledge and ideas across various disciplines. It aims to promote interdisciplinary research that addresses global challenges by encouraging collaboration among scholars, researchers, and professionals from diverse fields. With a focus on high-quality research in education, health, business, social sciences, and technology, the journal strives to provide innovative solutions to contemporary issues. The journal’s primary objective is to advance academic dialogue, disseminate cutting-edge research, and inform policy-making and practices. By embracing a multidisciplinary approach, it examines issues from various perspectives, contributing to holistic solutions. The journal also supports emerging scholars and encourages international scholarly engagement, ensuring the academic integrity of its content through a rigorous peer-review process.
The Correlation Between College Students' Flash Fiction Engagement and Perception of Their Creative Writing Skills
Rufo T. Abriol, Apple Mae C. Anino, Maria Fe R. Cayao, Kim Ryan Saludes, Kent Leo Estaura
Philippines
This study explores the correlation between college students' engagement with flash fiction and their perceived creative writing skills, focusing on flexibility and originality. Conducted among second-year Bachelor of Secondary Education students majoring in English at a local community college in Mindanao, Philippines, the research utilized a descriptive-correlational design with total population sampling. Data were collected through a structured survey and analyzed using descriptive statistics and Spearman’s correlation. Findings indicated a significant positive relationship between flash fiction engagement and flexibility, while originality showed a modest but significant correlation. In turn, flash fiction engagement was moderately linked to perceived improvements in both dimensions of creative writing. These findings suggest the potential of concise literary forms like flash fiction to foster adaptability and innovative thinking in creative writing education.
Prosodic Features and English-Speaking Skills Among Second-Year Bachelor of Secondary Education Major in English Students
Jino A. Alexander, Margie L. Magallanes, Jenny Ann P. Obial, Zai Kaye C. Vacalares, Kent Leo Estaura
Philippines
Effective communication in English hinges on more than just vocabulary and grammar; it is deeply influenced by prosodic features such as pitch, stress, intonation, and rhythm. This study explores how these elements correlate with speaking proficiency among second-year Bachelor of Secondary Education (BSED) Major in English students. Employing a predictive correlational research design, the study examined the relationships between prosodic features and key speaking competencies, including fluency, vocabulary, grammar, and pronunciation. The results reveal that while overall prosodic features do not significantly correlate with speaking skills, pitch and intonation show positive associations with fluency and pronunciation. Specifically, pitch was linked to smoother, more dynamic speech, while intonation contributed to effective communication and expressiveness. Despite these findings, stress and rhythm were not found to have a significant impact. These results suggest that instructors should prioritize teaching pitch and intonation to enhance speaking proficiency, while further attention is needed for developing stress and rhythm skills. Ultimately, the study emphasizes the importance of integrating prosodic training in language curricula to foster more fluent and articulate English speakers.
