Students use self-regulated learning, a self-directed process, to evaluate their learning as they work toward academic objectives. This study aims to determine the degree of self-regulated learning strategy in a flexible learning environment with regard to affective, cognitive, metacognitive, and motivational strategy; ascertain the level of students’ academic performance in flexible learning; assess if there is a significant relationship between the students’ academic performance and the self-regulated learning strategies; and find out which variable, singly or in combination, predicts students’ academic performance. The study used a descriptive quantitative correlational design. The study is conducted at Valencia National High School, Valencia City, Bukidnon. The research respondents were 150 Grade 10 students. The reseachers used descriptive statistics to determine the level of each sub-variable of self-regulated learning strategies and the students’ academic performance. The relationship involving self-regulated learning and students' mathematical performance is examined using Pearson Product Moment Correlation. Finally, to predict which sub-variables predict students’ academic performance, it utilizes regression analysis. Results showed that students are indicated positive about self-regulated learning. The student's academic performance is rated as very satisfactory. Henceforth, there is a significant correlation between students' academic performance and their use of a self-regulated learning strategy. Lastly, the sub-variable that predicts students’ academic performance is the metacognitive strategy.

Numerous quantitative research studies from abroad and in the Philippines had been investigating the attributes of the mathematics teachers in the 21st - Century. A study using grounded theory was designed to find out the attributes of 21st -century mathematics teachers in Bukidnon. Thirteen participants were interviewed over a period of four months. Interviews were analyzed using Pandit’s grounded theory methodology and the constant comparison method. Three main categories and thirty-nine subcategories have been identified and explained that encompasses an emerging substantive theory of “Understanding the Emergent Attributes of 21st -Century Mathematics Teachers in Bukidnon” which are as follows: 1) Knowledge (community, curriculum, educational foundation and policies, environmental awareness, global awareness, pedagogy, students, subject content, self); 2) Skills (administrative and management skills, communication skills, facilitative skills, pedagogical skills, people management skills, reflective skills and thinking disposition, social and emotional intelligence and technological skills; and 3) Values (accurate, adaptive and resilient, aim for high standards, belief that all children can learn, collaborative learning and practice, commitment to nurturing the potential in each child, creative, empathy, enquiring nature, ethical, objective, passion, prayerful, perseverance, productive, professionalism, resourceful, social responsibility and engagement, stewardship, strive to improve, value parental involvement and valuing diversity). Further, the study revealed that the value of a person influences the teacher on what he will teach and directs the teacher on how he will teach the subject content.

The study aims to assess the students’ level of knowledge, attitudes, beliefs, and academic performance in a dynamic learning program (DLP). The Dynamic Learning Program (DLP), which is based on activity-based multidomain learning, requires students to work independently in order to read the concept notes and complete the exercises before the lesson is discussed and explained. This way, students can independently discover and understand the lesson. Students learn more by acting than by merely listening, according to the theory. This study utilized descriptive statistics to determine the students’ level of knowledge, attitudes, beliefs, and academic performance. The Pearson Product Moment Correlation Coefficient and multiple-linear regression were both used to determine which variable or variables, alone or in combination, best predict students' academic achievement in mathematics. This study was conducted at Pangantucan Community High School, Pangantucan, and Bukidnon. The respondents of this study were the 120 grade-11 students who were exposed to Dynamic Learning Program. The results of this study shown that the students are highly knowledgeable about DLP, and this teaching methodology was highly accepted and valued by the PCHS students. The academic performance of the students is above the average, it implies that the students who were exposed to dynamic learning programs have a good performance in their mathematics subject. However, the Pearson product-moment correlation showed that the student’s knowledge, attitude, and beliefs on Dynamic learning Program was not significantly correlated to their academic performance. And also, in the multiple-linear regression results showed that students’ knowledge, attitudes, and beliefs on dynamic learning couldn’t predict the academic performance of the students in their mathematics subject during modular distance learning modality.