This study explored the lived experiences of elementary teachers who were assigned in schools along coastal areas as they employed modular instruction amidst the COVID-19 pandemic. It inquired into the ways these teachers perceived modular instruction, their experiences with it, and the mechanisms they adopted as they met challenges brought by its abrupt implementation due to the pandemic. As a qualitative study, it utilized a profile questionnaire and in-depth interviews among 12 participants to gather the needed data and applied Collaizi’s method of phenomenological data analysis to interpret the same. Results revealed that the teacher-participants, regardless of age, sex, and the number of years in service, were all dedicated, committed, and passionate about teaching their students despite the new mode of instructional delivery as using modules was the only suitable and appropriate method of teaching in coastal areas. Their lived experiences were very much different from the experiences that they had in the traditional face-to-face classes because, despite the tight schedule and bundles of paperwork they faced every day (e.g., the printing of modules, accomplishing school reports, etc.), they still had to conduct house-to-house visitation to facilitate students’ learning while staying at home. Although they considered going to school and to their students’ homes as a risk to their health and to their own families, they remained faithful to their profession because they believed that it was only through modules that their students could learn amidst the pandemic. The study also showed that to be able to adapt to the new normal education, teachers in coastal areas should just embrace this peculiar learning setup, develop skills in time management, and be more flexible, resourceful, responsible, patient, and passionate.

This study determined the level of computer literacy and its influence on the academic performance of junior high school students. Specifically, it probed into the students’ attitude toward computers and sought answers to the following: the extent of students’ computer literacy in terms of Word Processing, Spreadsheet, Presentation, and General Computing; their academic performance based on the mean percentage scores during the first and second quarters of the school year 2019-2020; issues and problems encountered by them relative to the extent of their computer literacy; and the solutions that may be suggested by themselves to address the constraints they encountered relative to the extent of their computer literacy. Also, by employing descriptive-correlational analysis, the study examined the significant differences in the extent of students’ computer literacy in said areas when paired according to their attitude toward computers and the significant relationship between their academic performance and the extent of their computer literacy in terms of the identified areas. Generally, the findings of the study revealed that the students needed to enhance the extent of their computer literacy in the areas of word processing, spreadsheet, presentation, and general computing. The results also signified that the greater the extent of their computer literacy in said areas, the higher their academic performance. This implied that classroom intervention activities are imperative to enhance the extent of the students' computer literacy. Thus, teachers should support them by implementing an intervention program that improves students’ level of computer literacy in the specific areas mentioned.

Previous studies showed that educational context factors like schools could influence the English proficiency of students. One of the greatest predictors of proficiency among language learners is the type of school they are attending – either public or private. Empirical data also suggested that English proficiency had an impact on students’ performance in science and math courses. Hence, this study examined which type of senior high school (SHS) – public or private school – could produce more proficient students in using the English language. The data gathering process focused on SHS students from both public and private schools, who were enrolled in the academic track of Science, Technology, Engineering, and Mathematics (STEM). The study investigated their English proficiency and looked into their profile variates; the difference in their English proficiency in terms of grammar, vocabulary, and reading comprehension, which turned out to be significant whether they were in a public school or private school; the relationship between their English Proficiency and the type of school they attended which was also significant; and the relationship between their English proficiency and their academic performance in English courses which was found to have nothing to do with the former.

Second language learners have shown to be often passive in language classrooms and lessons. In this current era of globalization, there is a need for English instructors to improve their inactive learners' confidence so as they can be capable of participating actively in oral classroom activities. Based on this issue, the study aimed to investigate the strategies that can be put in place to improve the learner's confidence in speaking. The sample of the study involved seven (7) male students and 39 females of the Bachelor of Elementary Education (BEEd) in Samar State University. For the sake of improving learners' confidence, thirty minutes in each learning session was set aside to interview activities which lasted for a period of eight (8) consecutive weeks. The views and perceptions of the learners' confidence development were obtained by use of quantitative analysis in line the with confidence questionnaire. The findings of the study revealed that incorporation of additional speaking activities in classrooms resulted to an increase in learners’s confidence. Encouraging learners to collaborate with their colleagues also improved their confidence.

Reading proficiency and academic performance are both of paramount importance to a learner’s holistic academic success. These aspects of a student’s journey must not be taken for granted regardless of their locale, cultural context, and academic setting. Consequently, this intellectual endeavor examined the correlation of said factors. It first probed into the students’ profile and determined their reading proficiency level (RPL) and academic performance (AP) in English based on the Phil-IRI result and mean percentage scores. Using descriptive-correlational analysis, the study investigated the significant differences in the RPL of the students when grouped according to their profile variates and the significant relationship between their AP and RPL. Findings revealed that the latter differed in terms of sex, parents’ highest educational attainment, parents’ occupation, and a number of days of attendance in school, but similar along with age, nutritional status, and attitude toward reading. Students showed a favorable AP in reading as depicted in the positive coefficient result, suggesting a direct proportional linear relationship indicating that students with higher RPL manifested higher AP than those whose reading performance was on the average only. Hence, the study inferred that students need an intervention program for their reading skills and in becoming independent readers. Also, as female students were proven to manifest higher RPL, it was recommended that teachers provide enhancement activities for male students to be at par with their female counterparts. Thus, this empirical information would be beneficial to both schools and educators in strengthening every learner's reading proficiency and academic performance.