Randwick International of Education and Linguistics Science Journal

Indistinguishable Gender Ideology and the Transcendence of Bissu Gender in Bugis–Makassar Literary Representations

2026-06-11T08:45:19+00:00

Indistinguishable gender ideology in literary works refers to a concept in which the roles, attributes, and social positions of female and male characters are no longer confined by traditional binary stereotypes (masculine–feminine) or biological determinism. This concept is closely related to gender transcendence, understood as an ideological meaning rooted in the internal cultural framework of Bugis–Makassar society. This study examines the representation of indistinguishable gender ideology and the transcendence of Bissu gender in modern Indonesian literature set within the socio-cultural context of Bugis–Makassar society in South Sulawesi. It analyzes how gender roles, characteristics, and issues are constructed and represented in selected literary works. Focus of research includes the shifts in gender narratives over time, the stereotypes that are reproduced or deconstructed, and the social implications of these representations. The study employs a qualitative descriptive content analysis method applied to a selection of significant novels, short stories, and poems within the canon of modern Indonesian literature. Data were collected through close reading of literary texts, identification of patterns in the portrayal of male and female characters, and thematic analysis of issues related to identity, power, and gender relations.The findings reveal that Bissu transcend conventional gender categories, integrating both masculine and feminine elements within a single embodied existence, and are regarded as cosmologically “complete” beings. In this context, Bissu do not occupy a position of gender absence; rather, they exist at a different ontological level beyond ordinary gender divisions, functioning as intermediaries between the human and the spiritual realms.

The Nexus of Digital Learning Ecosystem, Techno-Pedagogical Self-Efficacy, and Teaching Competence of Selected Public Junior High School English Teachers in Misamis Oriental: A Sequential Explanatory Mixed Methods Study

2026-06-09T17:56:27+00:00

This study investigated the relationship among the Digital Learning Ecosystem (DLE), Techno-Pedagogical Self-Efficacy (TPSE), and Teaching Competence (TC) among public junior high school English teachers in selected cities and municipalities of Misamis Oriental. Employing an explanatory sequential mixed-method design, quantitative data were first collected to determine the extent of DLE, the level of TPSE, and the degree of TC, as well as the relationships among these variables. Qualitative data from focus group discussions and in-depth interviews were subsequently gathered to explain and contextualize the quantitative findings. Results revealed that teachers generally experienced a high extent of digital learning ecosystem support, demonstrated high techno-pedagogical self-efficacy, and exhibited outstanding teaching competence. While a significant positive relationship was found between DLE and TPSE, neither DLE nor TPSE significantly predicted teaching competence. Mediation analysis further showed that TPSE did not significantly mediate the relationship between DLE and TC, and the null model emerged as the best-fitting structural model for teaching competence. Qualitative findings indicated that teaching competence is more strongly influenced by teacher agency, pedagogical translation, learner readiness, reflective practice, adaptability, and contextual realities than by digital resources and technological confidence alone. Based on the integrated findings, the study proposed the Contextually Mediated, Agency-Driven Digital ELT Upskilling Framework for Generative Teaching Competence, which conceptualizes teaching competence as a context-sensitive and process-driven outcome shaped by the interaction of digital support, pedagogy, teacher agency, and classroom conditions.

Development and Validation of Contextualized Learning Materials in Grade 5 Pupils’ Math Word Problem- Solving in Selected Schools in North 2 District, Division of Gingoog City

2026-06-12T19:52:47+00:00

This study developed and validated contextualized learning materials to address the least learned mathematical word problem-solving competencies of Grade 5 learners in selected schools in the North 2 District, Division of Gingoog City. Employing a developmental research design guided by the Analysis, Design, Development, and Evaluation (ADDE) model, the study analyzed the consolidated Beginning-of-School-Year Rapid Mathematics Assessment (BoSY RMA) results of 39 Grade 5 learners from San Jose Elementary School and Malibud Central School. Findings revealed that the most difficult competencies involved adding dissimilar fractions including mixed numbers (79.5%), solving multi-step problems involving multiplication of decimals (79.5%), illustrating and describing solid figures and their nets (71.8%), and interpreting data presented in tables and line graphs (48.7%). Based on these identified learning gaps, a contextualized workbook entitled Where Math Meets Life was developed. The workbook integrated community-based situations, real-life applications, guided examples, visual representations, vocabulary support, and progressive learning activities aligned with the Grade 5 Most Essential Learning Competencies (MELCs). The developed materials were evaluated by mathematics and language experts using the Department of Education Learning Resources Management and Development System (LRMDS) evaluation tool. Results indicated very high validity in both content and language, confirming the instructional quality, curriculum alignment, readability, and suitability of the materials for Grade 5 learners. A clustered Learning Action Cell (LAC)-based implementation plan was likewise proposed to facilitate future utilization of the validated workbook.

Learning Style Profiles and Adaptive Teaching Needs in EFL Higher Education: A Felder–Silverman-Based Mixed-Methods Study

2026-06-12T20:21:55+00:00

This study investigates the learning style profiles of EFL undergraduate students and the relationship between these profiles and the necessity of adaptive teaching in higher education. The study builds on the understanding that students respond differently to instructional input, while classroom teaching continues to be delivered through a fairly homogenous approach. This study used the Felder–Silverman Learning Style Model as the analytical framework to identify students’ learning style tendencies and to analyse the perceptions of the lecturers and students on the need of adaptive teaching. To gain a broader understanding of the issue, a convergent mix-methods design was employed. Quantitative data were collected from 98 students, using the Index of Learning Styles and an adaptive teaching needs questionnaire. 11 lecturers filled in a similar needs questionnaire. Qualitative data were gathered through structured interviews with selected lecturers and students. The questionnaire data were analyzed using descriptive statistics, whereas the interview data were examined thematically and integrated during the interpretation stage. The findings revealed that active, sensing, visual, and sequential tendencies were the most dominant among the students. However, the presence of reflective, intuitive, verbal, and global learners indicates that instruction should remain flexible and varied rather than being guided by fixed learning-style labels. Both lecturers and students reported strong needs for adaptive teaching, especially in relation to learner profile data, varied instructional strategies, multimodal resources, flexible learning activities, adaptive assessment, remedial support, and enrichment. The study concludes that learning style profiles are most useful as diagnostic information for supporting inclusive, responsive, and adaptable EFL instruction.

The Efficacy of Self-Paced Video Lessons on the Performance of Grade 7 Students in Mathematics

2026-06-15T02:48:09+00:00

This study investigated the effectiveness of self-paced video lessons delivered through Khan Academy in improving the Mathematics achievement of Grade 7 students at Lunao National High School, Division of Gingoog City, during the 2025–2026 academic year. The research utilized a quasi-experimental pretest–posttest control group design involving seventy Grade 7 learners who were assigned to either a control group or an experimental group through matched-pair random sampling based on their Mathematics Mean Percentage Scores (MPS). Students in the control group received conventional classroom instruction, whereas those in the experimental group participated in a blended learning approach incorporating Khan Academy self-paced video lessons for five weeks. A researcher-adapted 50-item multiple-choice examination aligned with the MATATAG curriculum served as the primary data-gathering instrument. Descriptive statistics, including mean and standard deviation, together with t-test analysis, were employed to evaluate the data. Results indicated that both groups demonstrated improvement after the intervention; however, the experimental group achieved significantly greater learning gains than the control group. Statistical analysis yielded a t-value of 3.671 and a p-value below .001, confirming a significant difference between the two groups in favor of the experimental condition. The findings suggest that integrating self-paced video lessons through Khan Academy is more effective than traditional teaching methods in enhancing Grade 7 students’ Mathematics performance. Consequently, the study recommends the incorporation of Khan Academy as a supplementary instructional resource to support student achievement, engagement, and learning outcomes in Mathematics.