Order	Time	ID	Full information
1	15:30-15:45	IT3213	Perceived Effectiveness of Social Media as Learning Tools in Grade 11 GAS Students’ Learning Outcomes Author(s): Apple Jane Sebarre Lima, Richel Demana Develos, Rolando Sol Estose Presenter: Apple Jane S. Lima, Caraga State University, Philippines Abstract: The research aimed to assess students’ perceptions of its academic performance, engagement, and skill development. A descriptive-correlational quantitative design was used, employing a structured survey. The instrument’s reliability was high, with a 0.943. Results showed that social media significantly enhanced student engagement by offering access to educational content and facilitating peer interaction. YouTube and Facebook were the most frequently used platforms. However, challenges such as distractions, misinformation, and difficulty balancing screen time with traditional study habits were noted. Despite these issues, statistical analysis revealed a moderately strong, significant correlation between social media effectiveness and learning outcomes. The study concludes that while social media is a valuable supplementary learning tool, its effectiveness relies on guided use and digital literacy. Educators are encouraged to implement literacy programs, and future research should explore strategies for optimizing social media use in varied educational settings.
2	15:45-16:00	IT3193	Implementation and Evaluation of Developed Mock-up Model for Teaching Grade 9 Trigonometry Author(s): Eubert Tagupa, Alvic Arnado, Hannah Margaret Obiedo, Whelmarie Limot, Johnrey Martinez Presenter: Eubert R. Tagupa, Caraga State University, Philippines Abstract: This study implemented and evaluated a hands-on mock-up model designed to support Grade 9 students’ learning of fundamental trigonometric concepts. The researchers used a pre-experimental one-group pretest–posttest design in Grade 9 Science, Technology, and Engineering (STE) section (N=32) at Ampayon National High School. A 30-item research-er-developed test (Cronbach’s α=0.701) assessed learning before and after instruction with the model. Student perception surveys and teacher evaluations complemented achieve-ment data. Mean test scores increased from 15.34 (SD=3.78) to 26.06 (SD=2.45) out of 30-item, a mean gain of 10.72 points (95% CI [9.14, 12.30]). The improvement was statistical-ly significant (paired t(31)=13.85, p<.001) and educationally large (Cohen’s d =3.39). Students reported that the model simplified concepts and improved visualization, while teachers rated its pedagogical usefulness as very high. The mock-up provides a low-cost, tactile aid for connecting angle measures to trigonometric ratios and for converting among degrees, radians, and ratio values. The developed mock-up model was a effective instructional tool, making it one of the suitable pedagogical tools for teaching trigonometry. It supported active learning, improved academic performance, and increased student motivation. The model was proposed to be embedded in teaching and learning in the classroom and was ready for further development to cater to students’ various learning preferences and to develop collaborative learning.
3	16:00-16:15	IT3196	Step-by-Step Detailed Training Operation According to Scenario in the "Network Security Engineering" Course: An OBE Perspective Author(s): Yu Wang, Weihua Li, Hongyan Wang Presenter: Weihua Li, Space Engineering University, China Abstract: To address issues in the teaching of the core course "Network Security Engi-neering" in the information security major, such as "incomplete training, lack of depth in training, lack of specialization in training", and insufficient quantitative analysis, this paper proposes a teaching model of step-by-step detailed training operation according to scenario based on OBE (Outcome Based Education) concept. Guided by the demands of job competencies, this model deconstructs the capability objectives covering the entire lifecycle of network security engineering into operable and assessable training units through engineering deconstruction, specialized analysis, detailed exercises, and systematic training. It constructs a three-dimensional integrated training system combining "separate training and integrated training", "individual and group work", and "qualitative and quantitative assessment". Practice shows that this model effectively enhances students' core abilities in network security solution design, risk assessment, operation, and maintenance man-agement. The comprehensive course achievement excellence rate reached over 90%, realizing the efficient transformation of theoretical knowledge in-to practical job competencies. It provides a referable teaching paradigm for cultivating application-oriented talents in the field of information security.
4	16:15-16:30	IT1040	Research on Homework Design Oriented by the Core Competencies of Primary School  Mathematics Author(s): Tana Guo, Zhibin Hu Presenter: Tana Guo, Jining Normal University, China Abstract: Based on the questionnaire of primary school mathematics homework design from the perspective of mathematics core competencies, this paper analyzes the current situation and existing problems of primary school mathematics homework design. Through the in-depth analysis of the questionnaire data, it can be seen that the primary school mathematics homework design has deficiencies in Teachers' understanding of core competencies, the diversity of homework forms, and the effectiveness of homework evaluation. To solve these problems, this paper puts forward some strategies, such as improving teachers' professional quality, enriching the forms of homework, and improving the homework evaluation system, aiming to provide reference for primary school mathematics homework design, so as to better implement the training goal of mathematics core competencies.
5	16:30-16:45	IT3218	Enhancing Grade 7 Students’ Conceptual Mastery of Free-Body Diagrams and Force Analysis Using CK-12 and PhET: A Mixed-Methods Investigation Author(s): Apple Jane S. Lima, Rolando S. Estose, Zio V. Tutor, Josiery Keziah L. Uayan Presenter: Apple Jane S. Lima, Caraga State University, Philippines Abstract: This mixed-methods, quasi-experimental study investigated the effectiveness of CK-12 and PhET Interactive Physics Simulations in enhancing Grade 7 students’ conceptual mastery of Free-Body Diagrams and force analysis. In the quantitative phase, students were assigned to an experimental group (CK-12) or a comparison group (PhET) and assessed using pre- and post-tests. Results of an independent samples t-test indicated that students using CK-12 achieved significantly higher post-test scores, suggesting that structured explanations and guided representations more effectively support conceptual understanding. In the qualitative phase, students’ perceptions were gathered through open-ended questionnaires and reflective responses. Thematic analysis highlighted complementary strengths: CK-12 was valued for its clarity and stepwise guidance, while PhET fostered interactivity, visual engagement, and exploratory learning. These findings suggest that strategically integrating CK-12 and PhET can reinforce foundational physics concepts while promoting engagement and experiential learning. Educators may leverage CK-12 to strengthen structured understanding and PhET to encourage inquiry-based exploration. Future research could examine long-term retention, hybrid platform use, and the role of teacher scaffolding in optimizing simulation-based learning outcomes.
6	16:45-17:00	IT4460	Project IMahenalyze : A Structures Intervention to Decode Figurative Meaning in Texts Author(s): Jenelin S. Enero, Sunday Joy Sophia P. Duaban, Januer Shane Mantua Presenter: Jenelin S. Enero, Caraga State University, Butuan City, Philippines Abstract: Grade 7 learners often struggle with reading comprehension, particularly in decoding figurative language, implied meaning, symbolism, and imagery. These challenges limit their ability to engage with literary texts and develop higher-order thinking skills, which are crucial at the start of Junior High School under the DepEd MATATAG Curriculum. To address these gaps, the researchers designed Project IMahenalyze, an Electronic Strategic Intervention Material (E-SIM) that integrates multimedia lessons, guided practice, gamified activities, and independent learning tasks. The E-SIM was further enhanced by incorporating the VARK model (Visual, Auditory, Reading & Writing, and Kinesthetic), to provide multimodal learning experiences. Anchored on Constructivist Learning Theory, Cognitive Theory of Multimedia Learning, and Vygotsky’s Zone of Proximal Development, the intervention offered structured scaffolding and active engagement. The study involved Grade 7 students from Alviola Integrated High School–Main Campus in Butuan City, purposively selected based on diagnostic assessments showing difficulties in figurative language comprehension. Unlike traditional interventions, the E-SIM uniquely integrated VARK strategies into digital modules, making learning more engaging and accessible in a resource-constrained public-school setting. Learners showed clear progress after the intervention, moving from the lowest performance level to a more proficient stage. They became more confident in interpreting figurative language and more engaged in reading tasks. This demonstrates that multimodal, technology-enhanced interventions can effectively strengthen comprehension and interpretation skills in Filipino classes. The intervention was implemented over only one week and limited to a single class, restricting generalizability and long-term impact assessment. Further studies should extend implementation time, include larger samples, and explore deeper integration of VARK strategies to maximize learner engagement and mastery of figurative language.
7	17:00-17:15	IT3335	Technological Narrative Structure of Cloud Teaching Research Community: A Grounded Theory Study Based on County High School Assistance Author(s): Jiang Xia Presenter: Jiang Xia, Northwest Normal University, China Abstract: In the context of digital transformation in education, Cloud Teaching Research (CTR) is regarded as a key pathway to overcoming the dilemmas of county high school education and achieving the sharing of high-quality resources. However, existing studies predominantly focus on the functional empowerment of technology, rarely delving into the micro-power dynamics and the reshaping of teacher subjectivity induced by technological embedding. To address this gap, based on a typical case of county high school assistance, this study adopts the Grounded Theory method to construct a "Technological Narrative Structure Model of Cloud Teaching Research Community" through in-depth interviews and participant observations with 30 frontline teachers and administrators. The findings indicate that: (1) The embedding of CTR technology features significant "asymmetrical technological power", where its "panoptic" surveillance and elite cultural capital trigger survival anxiety among county teachers. (2) To cope with this pressure, the teacher group develops a "dual narrative strategy": engaging in "performative collusion" (e.g., data brushing) on the "front stage" to meet assessment requirements, while practicing "implicit resistance" on the "back stage" through private mutual aid to dissolve hegemony. (3) Through continuous negotiation, "localization reconstruction" and virtual emotional connection eventually lead the community from fragmentation to "identity awakening and regeneration". The conclusion suggests that the key to empowering the revitalization of county high schools lies in transcending the logic of "digital surveillance" and shifting towards "professional service" and the activation of "local wisdom". This study recommends reshaping technological ethics, legitimizing localization adaptation, and building collaborative mechanisms based on emotional connections.
8	17:15-17:30	IT3385	Digitalizing Math Instruction: The Synergistic Effect of the L.E.A.R.N.E.R. Strategy on Sixth-Grade Metacognitive Development and Computational Fluency in Philippine Public School Author(s): Jereco F. Cultura, Samira P. Jalandoni, Jeanchil Gonzaga, Luchie P. Guinsod, Ariel U. Cubillas Presenter: Jereco F. Cultura, Caraga State University, Philippines Abstract: This study addresses the persistent challenge of low mathematics proficiency among Filipino learners, as evidenced by the Philippines ranking 77th out of 81 countries in the 2022 PISA results. Specifically, at Alviola Integrated School–Elementary, Grade 6 pupils demonstrated a mean percentage score of only 53% in multiplying decimals, identifying it as the least mastered competency due to traditional, procedure-heavy instruction. To bridge this gap, the research evaluates the L.E.A.R.N.E.R. (Launch–Engage–Apply–Relate–Narrow–Examine–Reflect) Strategy integrated with Wayground. Utilizing a quasi-experimental design with 49 participants, results revealed that the experimental group achieved significantly higher posttest scores compared to the control group. The study’s contribution lies in providing a scalable, learner-centered model that aligns with the DepEd MATATAG vision, offering a practical solution to numeracy gaps. Its novelty is the unique synergy of gamification and a structured seven-phase reflective cycle that fosters deep metacognitive awareness. Standardized assessments of metacognitive development were employed alongside qualitative data coding of reflective journals. A follow-up assessment conducted two months later demonstrated the strategy's efficacy in long-term knowledge retention and transfer. The findings suggest that L.E.A.R.N.E.R. is an effective intervention to improve students' mathematical skills while fostering self-regulation and metacognitive awareness.
9	17:30-17:45	IT3245	Pedagogical Effects of Traditional and Digital Teaching Resources on Classroom Learning Processes in Primary Chinese Education Author(s): Yaxin Xu, Krittawaya Thongkoo Presenter: Yaxin Xu, Chiangmai University, Thailand Abstract: This study investigates the pedagogical effects of traditional and digital teaching resources on classroom learning processes in primary Chinese language education. Moving beyond evaluations of technological performance or outcome-based effectiveness, the study focuses on how different instructional resources mediate learners’ classroom behaviors, cognitive processing, and error patterns during language learning activities. A quasi-experimental design was conducted with 60 sixth-grade students from a Thai primary school, who were assigned to either a traditional-instruction group or a digital-resource-supported group. Data was collected through systematic classroom observations, vocabulary recognition and sentence construction tasks, error pattern analysis, and learner perception questionnaires. The findings suggest that traditional teaching resources were associated with more stable classroom structure and sup-ported the acquisition of foundational lexical knowledge; however, learner engagement showed noticeable fluctuations as instructional demands shifted toward abstract vocabulary use and sentence construction. In contrast, digital teaching resources incorporating multimodal input and gamified activities fostered more stable learner participation and narrowed performance disparities between concrete and abstract language tasks. Further analysis of learner error patterns suggests that digital re-sources provided richer contextual support, facilitating learners’ application of abstract linguistic forms in communicative contexts. Overall, the results suggest that the pedagogical effectiveness of instructional re-sources is shaped less by technological novelty than by their alignment with learners’ cognitive characteristics and instructional objectives. This study offers classroom-based empirical evidence to inform pedagogically grounded decision- making in primary Chinese language education.