Resource Mobilization and Utilization Through School Activities in Relation to Academic Achievement of Students

This chapter presents the background of the study, theoretical and conceptual framework, statement of the problem, hypotheses, significance of the study, scope and limitations, and definition of terms. These sections provide the foundation and direction of the study.

Resource ,Mobilization , Utilization ,School Activities

1. Magazine/Publication/Journal/Researches [Google Scholar] [Crossref]

3. Acierto, C. M. M. (2026). School community partnership an index towards productive educational output. International Journal of Sustainability and Advanced Integrated Research, 8(1), 15–28. https://jippublication.com [Google Scholar] [Crossref]

4. Acierto, M. V. (2026). Educational capital and social synergy: Evaluating school-community partnerships in developing public tracks. Journal of Educational Productivity, 14(1), 45–62. https://scholar.google.com [Google Scholar] [Crossref]

5. Adam, B. H., Torres, M. F., & Cruz, D. S. (2025). Bridging the classroom and the market: The dual impact of school-based income projects on financial resilience and experiential learning. Asia-Pacific Educational Management Journal, 14(1), 52–69. [Google Scholar] [Crossref]

6. https://www.science-gate.com/IJAAS/Articles/2025/2025-12 11/1021833ijaas202511021.pdf [Google Scholar] [Crossref]

7. Al-Hail, M. A., Al-Fagih, L., & Koç, M. (2021). Partnering for sustainability: Parent-teacher-school interactions in the Qatar education system. Sustainability, 13(12), 6432–6450. [Google Scholar] [Crossref]

8. https://www.mdpi.com/journal/sustainability [Google Scholar] [Crossref]

9. Arrieta, J. L., & Santos, M. R. (2024). Event-driven stakeholder engagement: Reconceptualizing school activities as platforms for community-based resource generation. Journal of Educational Governance and Policy, 12(2), 89–104. [Google Scholar] [Crossref]

10. https://www.researchgate.net/publication/378942115_Event-driven_stakeholder_engagement_in_educational_governance [Google Scholar] [Crossref]

11. Asif, M., Fatima, S., & Imran, M. (2024). Optimizing institutional inputs: Assessing the direct correlation between active instructional resource utilization and secondary student test scores. International Education Studies, 17(1), 64–78. [Google Scholar] [Crossref]

12. https://ccsenet.org/journal/index.php/ies/article/view/25664 [Google Scholar] [Crossref]

13. Baker, B. D., Weber, M., & Atzbi, M. (2020). The adequacy and fairness of state school finance systems. Educational Policy Analysis Archives, 28(14), 1–34. https://epaa.asu.edu [Google Scholar] [Crossref]

14. Bautista, D. K. (2025). Sustaining public secondary education through synchronized institutional programs and stakeholder partnerships. Philippine Journal of School Administration, 19(1), 45–61.https://www.philjosedu.org/index.php/pjsa/article/view/2025-045 [Google Scholar] [Crossref]

15. Benson, O. K., & Chijioke, U. N. (2025). Activity-driven asset deployment and educational efficiency: Transforming school inventory into academic competencies. Journal of Educational Planning & Management, 11(2), 142–159. [Google Scholar] [Crossref]

16. https://www.researchgate.net/publication/361763158_Resource_Mobilization_and_Academic_Performance_of_Public_Secondary_Schools [Google Scholar] [Crossref]

17. Bozkurt, A., & Sharma, R. C. (2023). Digital transformation in educational ecosystems: Frameworks for mobilizing technological capital through structured student activities. International Journal of Distance Education Technologies, 21(1), 45–62.https://www.scielo.org.za/pdf/saje/v43n1/02.pdf [Google Scholar] [Crossref]

18. Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications. https://us.sagepub.com [Google Scholar] [Crossref]

19. Cabusor, R. D., & Antonio, L. K. (2025). Asset mapping and technical efficiency: Optimizing physical infrastructure in secondary public schools. Southeast Asian Journal of School Governance, 9(2), 112–129.https://ijmaberjournal.org [Google Scholar] [Crossref]

20. Cabusor, S. M., & Antonio, V. V. (2025). Availability, accessibility, and teachers' utilization of science laboratory resources in public secondary schools. International Journal of Multidisciplinary Applied Business and Education Research, 6(3), 742–755.https://ijmaberjournal.org [Google Scholar] [Crossref]

21. Cadiz, M. L., & Torres, D. R. (2026). Exploring the characteristics of well-performing principals and their impact on learning outcomes in public schools. EDCOM 2 Research Series on Educational Governance, 9(1), 14–32.https://edcom2.gov.ph/media/2026/01/9_Cadiz-Exploring-the Characteristics_20251215.pdf [Google Scholar] [Crossref]

22. Chien, L. J., Wang, C. Y., & Lin, H. M. (2025). Ecosystemic educational management: Tracking the pipeline from activity-mediated resource deployment to multi-dimensional student engagement and GPA. Asia-Pacific Educational Review Series, 8(4), 180–197. [Google Scholar] [Crossref]

23. https://link.springer.com/article/10.1007/s40299-025-00812-y [Google Scholar] [Crossref]

24. Department of Education. (2015). DepEd Order No. 8, s. 2015: Policy guidelines on classroom assessment for the K to 12 Basic Education Program. DepEd Central Office. [Google Scholar] [Crossref]

25. https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/ [Google Scholar] [Crossref]

26. Department of Education. (2023). DepEd Order No. 21, s. 2023: Brigada Eskwela implementing guidelines. DepEd Central Office.https://www.deped.gov.ph/2023/08/04/deped-order-no-021-s-2023/ [Google Scholar] [Crossref]

27. Dewey, J. (1938). Experience and education. Macmillan.https://scholar.google.com [Google Scholar] [Crossref]

28. Drucker, P. F. (2006). The practice of management (Reissue ed.). Harper Business. [Google Scholar] [Crossref]

29. https://scholar.google.com [Google Scholar] [Crossref]

30. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge. https://www.routledge.com [Google Scholar] [Crossref]

31. Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (Eds.). (2021). Handbook of student engagement interventions: Working with disengaged students. Academic Press. https://www.elsevier.com [Google Scholar] [Crossref]

32. Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2022). Handbook of student engagement: Interventions, context, and the role of institutional resource distribution. Springer International Publishing. https://eric.ed.gov/?id=EJ1398542 [Google Scholar] [Crossref]

33. Gomez, P. B., & Labarda, M. S. (2026). Corporate social responsibility and public school alignment: Operationalizing event sponsorships for capital development. Philippine Journal of Educational Leadership, 21(1), 74–91.https://www.philjosedu.org/index.php/pjsa/article/view/2026-074 [Google Scholar] [Crossref]

34. Guzman-Mercado, E. R., & Bautista, T. L. (2024). Resource dependence and fiscal autonomy: Optimizing income-generating activities within the Philippine public school ecosystem. Journal of Interdisciplinary Perspectives, 11(2), 143–158. [Google Scholar] [Crossref]

35. https://jippublication.com/index.php/jip/article/download/1175/878/2165 [Google Scholar] [Crossref]

36. Haleem, A., Javaid, M., & Qadri, M. A. (2024). Understanding the role of modern technologies and active resource mobilization in optimizing student learning outcomes. Journal of Interdisciplinary Perspectives, 11(5), 412–429. [Google Scholar] [Crossref]

37. https://jippublication.com/index.php/jip/article/download/1175/878/2165Hattie, J. (2023). Visible [Google Scholar] [Crossref]

38. learning: The sequel. Routledge. https://www.routledge.com [Google Scholar] [Crossref]

39. Jaso, G. G., & Moleño, R. B. (2023). Extent of participation of schools' stakeholders to school-initiated activities: A convergent parallel approach. Asian Journal of Education and Social Studies, 44(2), 18–32.https://journalajess.com [Google Scholar] [Crossref]

40. Jaso, P. L., & Moleño, J. M. (2023). Stakeholder mobilization contexts in Western Visayas public high schools. Philippine Educational Management Review, 31(3), 204–221.https://journalajess.com [Google Scholar] [Crossref]

41. Likoko, S., Barasa, J., & Khaemba, P. (2022). Resource mobilization and academic performance of public secondary schools. Journal of Educational Planning & Management, 8(3), 45–59.https://www.researchgate.net/publication/361763158_Resource_Mobilization_and_Academic_Performance_of_Public_Secondary_Schools [Google Scholar] [Crossref]

42. Ma, Y., & Ooi, P. B. (2025). School environment, learning resources, and academic achievement among secondary school students. International Journal of Educational Research and Innovation, 19(2), 45–61.https://ejournals.ph [Google Scholar] [Crossref]

43. Mendoza, F. T., & Cruz, E. G. (2023). Optimizing institutional asset deployment: The role of co-curricular activities in school resource utilization. International Journal of Educational Management Systems, 31(4), 212–228.https://eric.ed.gov/?id=EJ1398542 [Google Scholar] [Crossref]

44. Mestry, R. (2023). The constitutional and pedagogical imperative of effective resource utilization in public schools for improving learner performance. South African Journal of Education, 43(1), 1–11.https://www.scielo.org.za/pdf/saje/v43n1/02.pdf [Google Scholar] [Crossref]

45. Ocampo, R. J., Santos, L. D., & Medina, E. F. (2025). Event-based resource generation: Reimagining community-school partnerships through localized academic milestones. Asia-Pacific Journal of Educational Management, 16(2), 112–129.https://www.science-gate.com/IJAAS/Articles/2025/2025-12-11/1021833ijaas202511021.pdf [Google Scholar] [Crossref]

46. Onyango, J. A., & Abraham, P. M. (2024). Breaking the inventory silos: The role of co-curricular activities and academic clubs in maximizing school resource utility. Journal of Interdisciplinary Perspectives, 11(4), 310–325.https://jippublication.com/index.php/jip/article/download/1175/878/2165 [Google Scholar] [Crossref]

47. Organisation for Economic Co-operation and Development (OECD). (2021). Education Policy Outlook 2021: Shaping Responsive and Resilient Education in a Changing World. OECD Publishing. https://www.oecd.org/education/policy-outlook [Google Scholar] [Crossref]

48. Organisation for Economic Co-operation and Development (OECD). (2023a). Education at a Glance 2023: OECD Indicators. OECD Publishing. https://www.oecd.org/education/education-at-a-glance [Google Scholar] [Crossref]

49. Organisation for Economic Co-operation and Development (OECD). (2023b). PISA 2022 results (Volume II): Learning during disruptions, governance, and equity. OECD Publishing.https://www.oecd-ilibrary.org/education/pisa-2022-results-volume-ii_a97db61c-en [Google Scholar] [Crossref]

50. Paccaud, A., Keller, R., Luder, R., Pastore, G., & Kunz, A. (2021). Satisfaction with the collaboration between families and schools: The parent's view. Frontiers in Education, 6, 645917. https://www.frontiersin.org/journals/education [Google Scholar] [Crossref]

51. Salazar, K. M., & Peralta, J. V. (2024). Sustaining educational equity: The role of school activities as mechanisms for multi-stakeholder asset mobilization. Journal of Interdisciplinary Perspectives, 11(3), 204–219.https://jippublication.com/index.php/jip/article/download/1175/878/2165 [Google Scholar] [Crossref]

52. Savasci, H., & Tomul, E. (2023). The relationship between educational resources of school and academic achievement. International Education Studies, 16(2), 114–127. [Google Scholar] [Crossref]

53. https://ccsenet.org/journal/index.php/ies/article/view/25664 [Google Scholar] [Crossref]

54. Schleicher, A. (2023a). Empowering teachers and school leaders for educational excellence. OECD Publishing. https://www.oecd.org [Google Scholar] [Crossref]

55. Schleicher, A. (2023b). Building a resilient school ecosystem: Allocative efficiency of human and material resources. International Journal of Educational Development, 88, 102–117. [Google Scholar] [Crossref]

56. https://www.oecd.org [Google Scholar] [Crossref]

57. Soriano, L. M., & Del Rosario, P. J. (2024). The academic dividends of institutional resource cycles: Linking stakeholder funding, activity utilization, and student GPA. Journal of School Effectiveness and School Improvement, 15(2), 304–321. [Google Scholar] [Crossref]

58. https://scholar.google.com/scholar?q=academic+dividends+of+institutional+resource+cycles+soriano [Google Scholar] [Crossref]

59. Tawakal, A. H., Rahmawati, S., & Yusuf, M. (2025a). Sourcing community philanthropy: Creative resource mobilization strategies in public secondary schools. Journal of School Leadership and Administration, 19(1), 78–95.https://scholar.google.com [Google Scholar] [Crossref]

60. Tawakal, A. H., Rahmawati, S., & Yusuf, M. (2025b). Resource mobilization and school effectiveness. International Journal of Educational Leadership, 12(2), 14–29.https://scholar.google.com [Google Scholar] [Crossref]

61. Tolentino, R. C. (2026). Ecosystemic educational management: How activity-mediated resource mobilization and utilization shape learner competencies. Philippine Contemporary Education Quarterly, 22(1), 78–95.https://ejournals.ph/article.php?id=21445 [Google Scholar] [Crossref]

62. Trinidad, J. E. (2020). Material deprivation and educational outcomes in the Philippines. International Journal of Educational Development, 76, 102–119.https://doi.org/10.1016/j.ijedudev.2020.102119 [Google Scholar] [Crossref]

63. UNESCO. (2021a). Sustainable funding matrices and diversified resource mobilization in basic education global report. UNESCO Digital Library. [Google Scholar] [Crossref]

64. https://unesdoc.unesco.org/ark:/48223/pf0000379173 [Google Scholar] [Crossref]

65. UNESCO. (2021b). Reimagining Our Futures Together: A New Social Contract for Education. UNESCO Publishing. https://unesdoc.unesco.org [Google Scholar] [Crossref]

66. Valdez, A. C. (2024). Mobilizing social capital: Alumni engagement networks and structural funding in public secondary institutions. Journal of Educational Governance and Policy, 12(4), 145–162.https://www.researchgate.net/publication/378942115_Event-driven_stakeholder_engagement_in_educational_governance [Google Scholar] [Crossref]

67. Villanueva, S. N. (2025). Breaking the silos: Event-based resource activation and instructional efficiency in public schools. Asia-Pacific Educational Review Series, 8(3), 115–130. [Google Scholar] [Crossref]

68. https://link.springer.com/article/10.1007/s40299-025-00812-y [Google Scholar] [Crossref]

69. World Bank. (2020). Philippines basic education public expenditure review. World Bank. https://documents1.worldbank.org/curated/en/429921603168506339/pdf/Philippines-Basic-Education-Public-Expenditure-Review.pdf [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study