Manuscript Details - IJARW2727

ManuScript Details
Paper Id: IJARW2727
Title: FROM ISOLATION TO INTEGRATION: EVALUATING STUDENT OUTCOMES IN REMOTE PUBLIC INTEGRATED SCHOOL
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 1
Pages: 8
Published On: 7/16/2025 1:48:27 AM      (MM/dd/yyyy)
Main Author Details
Name: Joyce S. Signo
Institute: Kibongkog Integrated School
Co - Author Details
Author Name Author Institute
James L. Paglinawan Central Mindanao University
Abstract
Research Area: Education
KeyWord: integration, isolation, integrated school
Abstract: Remote learning is one of the most important things that have happened in global education particularly after the advent of Covid-19. The integration of remote learning schools in the Philippines post problems such as resource constraints, poor internet connectivity, and divergent learner-attendance and participation needs, which might affect exclusive outcomes within the integrated learning environment. While several attempts have been made to implement distance education, a knowledge gap persists concerning how resource availability and flexible teaching methods correlate to the teaching-learning outcomes in this environment. This study aims to understand the student experience, struggles, and benefits towards learning in remote integrated public schools. Data collection was achieved using the interview method involving subjects enrolled in remote-integrated schools. The main findings suggest that there are major challenges to address- notably, facilities such as laboratories for science subjects and computer technology to access modern teaching aids, reliable internet connectivity, and comprehensive training for teachers in modern digital learning and flexible pedagogy. These aspects were proposed to be central to the continuing effort to bridge the divide between learners from rural and urban environments and engender an inclusive and efficacious learning environment. In the current study, the interplay between resource delivery and suitable pedagogy designed to ameliorate the profound diversity in the educational expectations of the students involved in remote learning is imperative. The results should also guide policymakers and educators who continue to seek solutions to enhance quality in remote learning. Future research must focus on the actual impact of the intervention on student learning and come up with scalable yet contextualized remote education models for similar settings. This study raises the need for a total intervention for enhanced educational outcomes for remote students in integrated schools.
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.

IEEE
Joyce S. Signo, James L. Paglinawan, "FROM ISOLATION TO INTEGRATION: EVALUATING STUDENT OUTCOMES IN REMOTE PUBLIC INTEGRATED SCHOOL", International Journal Of All Research Writings, vol. 7, no. 1, pp. 194-201, 2025.
MLA Joyce S. Signo, James L. Paglinawan "FROM ISOLATION TO INTEGRATION: EVALUATING STUDENT OUTCOMES IN REMOTE PUBLIC INTEGRATED SCHOOL." International Journal Of All Research Writings, vol 7, no. 1, 2025, pp. 194-201.
APA Joyce S. Signo, James L. Paglinawan (2025). FROM ISOLATION TO INTEGRATION: EVALUATING STUDENT OUTCOMES IN REMOTE PUBLIC INTEGRATED SCHOOL. International Journal Of All Research Writings, 7(1), 194-201.
FROM ISOLATION TO INTEGRATION: EVALUATING STUDENT OUTCOMES IN REMOTE PUBLIC INTEGRATED SCHOOL
Number Of Downloads - 2


Last downloaded on 27/07/2025
FROM ISOLATION TO INTEGRATION: EVALUATING STUDENT OUTCOMES IN REMOTE PUBLIC INTEGRATED SCHOOL

Search On Google
Similar-Paper
Manuscript
ORGANIZATIONAL COMMITMENT AND EMOTIONAL AGILITY ON INSTRUCTIONAL LEADERSHIP OF BASIC EDUCATION TEACHERS
ASSESSING STUDENTS’ DIGITAL COMPETENCE: EVIDENCE FROM THAI NGUYEN UNIVERSITY OF EDUCATION
A SYSTEMATIC REVIEW OF THE IMPLEMENTATION OF DEPED ORDER NO. 23, S. 2022: CHILD FIND POLICY FOR LEARNERS WITH DISABILITIES TOWARDS INCLUSIVE EDUCATION
TECHNOLOGY-ENHANCED COGNITIVE CONFLICT ON STUDENTS’ STRATEGIC COMPETENCE AND PRODUCTIVE DISPOSITION
CONCEPTUAL UNDERSTANDING ON PROBABILITY AND STATISTICS AMONG SENIOR HIGH SCHOOL LEARNERS USING META-COMPREHENSION STRATEGY
WORK ENGAGEMENT AND PSYCHOLOGICAL WELL-BEING ON INSTRUCTIONAL ADAPTABILITY OF TEACHERS
"21ST CENTURY ATTRIBUTES, FINANCIAL LITERACY, AND INNOVATIVE WORK BEHAVIOR OF PUBLIC SCHOOL TEACHERS"
CAREER MOTIVATION AND ORGANIZATIONAL SUPPORT ON TEACHING EFFECTIVENESS OF BASIC EDUCATION TEACHERS
A CASE STUDY ON THE PRACTICES OF AN ANGANWADI CENTRE IN NUAHAT
EXAMINING STUDENTS' PROCEDURAL FLUENCY AND SELF EFFICACY THROUGH COVER-COPY-COMPARE (CCC) STRATEGY
QUALITY ASSURANCE AND TECHNOLOGICAL EFFICACY ON THE INSTRUCTIONAL COMPETENCE OF MATHEMATICS TEACHERS
ORGANIZATIONAL COMMITMENT AND WELL-BEING ON TEACHERS’ INSTRUCTIONAL PRACTICES
SUPERVISORY PRACTICES AND ORGANIZATIONAL COMMITMENT ON LEADERSHIP CAPABILITY OF SCHOOL HEADS
INSTRUCTIONAL SUPPORT AND TECHNOLOGY INTEGRATION ON TEACHERS’ RETENTION IN PRIVATE SCHOOLS
PROFESSIONAL EDUCATION AND CURRICULUM ASSESSMENT PRACTICES ON SELF-EFFICACY OF TEACHERS
TRANSLANGUAGING IN THE EFL CLASSROOM: EXPLORING FIRST-YEAR STUDENTS' LANGUAGE PRACTICES IN READING AND WRITING ENGLISH 1 AT THAI NGUYEN UNIVERSITY
TECHNOLOGICAL LITERACY AND PSYCHOLOGICAL WELL-BEING ON TEACHING COMPETENCE OF PUBLIC SCHOOL TEACHERS
TECHNOLOGY COMPETENCE AND LEARNING ACTION CELL ENGAGEMENT ON PEDAGOGICAL ADAPTABILITY OF TEACHERS
A STUDY ON USING PROJECT-BASED LEARNING IN ENHANCING ENGLISH LEARNING MOTIVATION AND IMPROVING ENGLISH PRODUCTIVE SKILLS FOR STUDENTS OF GRADE 10 AT CHU VAN AN HIGH SCHOOL, THAI NGUYEN PROVINCE.
FINANCIAL LITERACY AND PROFESSIONAL DEVELOPMENT OF INSTRUCTIONAL DELIVERY PRACTICES OF BASIC EDUCATION TEACHERS
THE PATH OF RESILIENCE AND SUCCESS MINDSET: VOICES OF ALTERNATIVE LEARNING SYSTEM LEARNERS IN VALENCIA CITY
EFFECTS OF PERSONALIZED CHIPS ON STUDENTS ENGAGEMENT IN MATHEMATICS
ISYUNG PANLIPUNAN SA FACEBOOK AT KASANAYANG PANGGRAMATIKA NG KRITIKA NG MGA MAG-AARAL SA PANAHON NG DIGITALISASYON
THE INFLUENCE OF TEACHING EXPERIENCE ON IDENTITY CONSTRUCTION AMONG EFL UNIVERSITY TEACHERS
Call for Papers : Vol.7 & Issue.11
Submission
Last date 		25/05/2026
Acceptance Status In 15 Days
Submit Manuscript
ISSN Online Number
Approved By
News & Updates
Submit Article

Dear Author,Submit your article for next issue Vol.7 & Issue.11 Submit Manuscript


Join As Board

Dear Reviewer, It's opportunity to join the one of the reputed journal by following link: Join As Board
For Author
Journal Policies

Feel free to visit our FAQ section. You can also send us an email here or give us a call on +91 8347459448.