perceived effectiveness

This study examined teachers’ readiness and perceived effectiveness in implementing Makabansa and Araling Panlipunan under the revised K to 10 (MATATAG) Framework across 33 public schools in the Schools Division of Parañaque City during School Year 2025–2026. Specifically, it sought to determine whether teacher readiness significantly predicted perceived effectiveness and to identify which readiness domains most strongly influenced outcomes. Employing a quantitative-correlational design, the study utilized stratified random sampling to ensure proportional representation across grade levels and supervisory contexts. The study involved 271 public school respondents, composed of 227 teachers handling learners in Key Stages 1–3 and 44 immediate coordinators, namely head teachers and master teachers. Data were collected through validated researcher-made survey instruments measuring readiness and perceived effectiveness and were analyzed using descriptive statistics, correlation, and regression techniques. Findings revealed that both teachers and coordinators demonstrated very high levels of readiness and effectiveness. Correlation analysis confirmed a significant positive relationship between readiness and effectiveness, while regression analysis demonstrated that readiness significantly predicted effectiveness. Teacher readiness explained 22.4% of the variance in perceived effectiveness (R² = .224, β = .473, p < .001), while coordinator readiness explained 53.9% (R² = .539, β = .734, p < .001). As a practical output, the study developed a Teacher Readiness Toolkit for Makabansa and Araling Panlipunan.

This study examined the implementation and perceived effectiveness of Inquiry-Based Learning (IBL) strategies in science among teachers and students in five public junior high schools in Panabo City, Davao del Norte. Anchored in Constructivist Learning Theory, Social Constructivism, Progressive Inquiry, and Cognitive Load Theory, it employed a quantitative descriptive-correlational design. Respondents comprised 31 Science teachers selected through total enumeration and 100 Grade 10 students selected through purposive sampling. Data were collected using validated researcher-developed questionnaires and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests. Teachers rated IBL implementation as Highly Implemented (M = 4.66) and its effectiveness as Highly Effective (M = 4.71), whereas students rated implementation as Implemented (M = 4.17) and effectiveness as Effective (M = 4.09). Significant positive relationships emerged between implementation and perceived effectiveness, with stronger associations in students’ assessments. Significant differences between teacher and student ratings indicated disparities in their classroom perceptions. The findings concerned student engagement, conceptual understanding, scientific inquiry skills, collaborative learning, and problem-solving abilities. The study proposed the INQUIRE+ Professional Development Program to strengthen Science teachers’ inquiry-based instruction through coaching, collaborative lesson study, reflective practice, and systematic monitoring and evaluation. It aligns with Sustainable Development Goal 4 (Quality Education) by supporting improved Science instruction and continuing teacher development. Its contribution to educational and institutional sustainability lies in promoting sustained professional learning, school-based collaboration, and evidence-informed instructional improvement across participating schools and varied local classroom learning contexts. Further evaluation of the proposed program is needed to establish its effectiveness after implementation.

Psychological Skills Training (PST) is widely recognized as part of athlete preparation and performance development, but less is known about how PST is learned, supported, delivered, and experienced in applied sport settings. This study compared coach and athlete perspectives on PST, with particular attention to familiarity, learning pathways, support structures, delivery, perceived effectiveness, and motivation for further development. A cross-sectional online survey was completed by 49 coaches and 94 athletes from a range of sports, with experience from two years or fewer to over ten years and from regional to international or elite level. Comparative analyses were restricted to conceptually similar items across the two surveys and were interpreted descriptively rather than causally. Coaches reported significantly greater familiarity with PST, higher levels of self-directed learning, stronger motivation to continue developing PST-related knowledge, and greater perceived importance of hands-on practice. Athletes reported significantly greater satisfaction with perceived current PST delivery, while no significant group difference emerged in perceived effectiveness of current methods. Exploratory subgroup analyses indicated that motivation to continue developing PST knowledge differed across competitive levels and was highest at international level. Among coaches, perceived effectiveness also differed by the performance level of the athletes they coached. These findings suggest that demand for further development may be particularly evident in higher-performance contexts. The clearest descriptive contrast concerned learning pathways. Athletes most commonly reported first learning about PST through their coach, whereas coaches most commonly reported first learning through online resources, workshops, and books or articles. Both groups also reported limited input from sport psychologists. These findings suggest that PST knowledge in applied sport may move through an uneven chain of transmission, with coaches acting as the principal route through which athletes encounter PST, while coaches themselves often learn through informal and weakly supported routes. All findings reflect coach- and athlete-reported perceptions rather than objectively assessed performance outcomes and should be interpreted with reference to the study’s descriptive design, non-validated survey instruments, and modest, unevenly distributed subgroup sizes. The study highlights the need to examine not only whether PST is valued, but how it is learned, supported, and translated into practice across the sporting system.

آموزش مهارت‌های روان‌شناختی (PST) به عنوان بخشی از آمادگی و توسعه عملکرد ورزشکاران به طور گسترده‌ای شناخته شده است، اما اطلاعات کمتری درباره نحوه یادگیری، حمایت، ارائه و تجربه PST در محیط‌های ورزشی کاربردی وجود دارد. این مطالعه دیدگاه‌های مربیان و ورزشکاران درباره PST را با تمرکز ویژه بر آشنایی، مسیرهای یادگیری، ساختارهای حمایتی، نحوه ارائه، اثربخشی ادراک‌شده و انگیزه برای توسعه بیشتر مقایسه کرد. یک پرسشنامه آنلاین مقطعی توسط ۴۹ مربی و ۹۴ ورزشکار از رشته‌های مختلف ورزشی، با سابقه‌ای از دو سال یا کمتر تا بیش از ده سال و از سطح منطقه‌ای تا بین‌المللی یا نخبه، تکمیل شد. تحلیل‌های مقایسه‌ای به موارد مفهومی مشابه در دو پرسشنامه محدود شد و به صورت توصیفی و نه علّی تفسیر گردید. مربیان آشنایی قابل توجه بیشتری با PST، سطوح بالاتر یادگیری خودراهبر، انگیزه قوی‌تر برای ادامه توسعه دانش مرتبط با PST و اهمیت ادراک‌شده بیشتری برای تمرین عملی گزارش کردند. ورزشکاران رضایت قابل توجه بیشتری از نحوه ارائه فعلی PST ابراز داشتند، در حالی که تفاوت معناداری بین گروه‌ها در اثربخشی ادراک‌شده روش‌های فعلی مشاهده نشد. تحلیل‌های اکتشافی زیرگروه‌ها نشان داد که انگیزه برای ادامه توسعه دانش PST در سطوح رقابتی مختلف متفاوت است و در سطح بین‌المللی بیشترین مقدار را دارد. در میان مربیان، اثربخشی ادراک‌شده نیز بر اساس سطح عملکرد ورزشکارانی که آموزش می‌دهند متفاوت بود. این یافته‌ها نشان می‌دهد که تقاضا برای توسعه بیشتر، به ویژه در زمینه‌های با عملکرد بالاتر، مشهودتر است. واضح‌ترین تفاوت توصیفی مربوط به مسیرهای یادگیری بود. ورزشکاران عمدتاً گزارش کردند که اولین بار از طریق مربی خود با PST آشنا شده‌اند، در حالی که مربیان عمدتاً اولین بار از طریق منابع آنلاین، کارگاه‌ها و کتاب‌ها یا مقالات با آن آشنا شده‌اند. هر دو گروه همچنین ورودی محدودی از روان‌شناسان ورزشی گزارش کردند. این یافته‌ها نشان می‌دهد که دانش PST در ورزش کاربردی ممکن است از طریق زنجیره‌ای نامتوازن منتقل شود، به طوری که مربیان به عنوان مسیر اصلی آشنایی ورزشکاران با PST عمل می‌کنند، در حالی که خود مربیان اغلب از طریق مسیرهای غیررسمی و با حمایت ضعیف یاد می‌گیرند. همه یافته‌ها بازتاب ادراکات گزارش‌شده توسط مربیان و ورزشکاران است و نه نتایج عملکردی که به طور عینی ارزیابی شده باشد و باید با توجه به طراحی توصیفی مطالعه، ابزارهای پرسشنامه‌ای غیرمعتبر و اندازه‌های زیرگروه نسبتاً کم و نامتوازن تفسیر شود. این مطالعه بر ضرورت بررسی نه تنها ارزشمندی PST، بلکه نحوه یادگیری، حمایت و ترجمه آن به عمل در سراسر نظام ورزشی تأکید می‌کند.