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This study explored the learning progression in Algebra of students from a cohort perspective and individual perspective. Utilizing the cross-sectional and longitudinal research methods and employing the Rasch measurement modeling, the progress in the Algebraic performance of the 592 students (Grade 8, Grade 9 and Grade 10) in a school division in the Philippines was examined four times in around one academic year. Analyses revealed that the students only have a low level of performance in Algebra. Through the Rasch analysis, there was a progress in students' Algebraic performance from a cross-sectional perspective. Their ability estimates increased with the grade level. The performance of the students also developed from the individuals' perspective. More students displayed progress while some retrogressed in their performance in the algebraic test. Moreover, from an individual perspective, the algebraic students' performance developed over the period in all grade levels. There is also an increase in the mastery of the students in the different tasks in the test. The answers of the students are dependent on their ability, as predicted from the Rasch model.

<span lang="EN-US">This study focused on the faculty members’ readiness to use flexible learning at a state university in the Philippines. There were 547 faculty members from all levels completed an online survey questionnaire using the descriptive research method. The faculty members are ready regarding the availability of IT tools and internet connectivity. Still, they are not so much prepared as to their knowledge and competence on using flexible learning. The majority have wireless connections but are considered intermittent. Most of the faculty members use books as their teaching materials. Only very few have learning materials like modules, worktexts, manuals, and workbooks. Most of them are still oriented to face-to-face communication with students and are not familiar with the other equally responsive pedagogies requiring less data usage, or no data usage. Many faculty members have tried using online learning delivery modes, but they are still not confident using them. They have little knowledge about learning management systems and are moderately competent in using them. Based on the findings is the capability-building program which was already implemented and sustained.</span>

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