This paper investigates the mediating role of perceived usefulness and perceived ease of use on the effect of online learning self-efficacy factors: learning in an online environment, time management, and technology use to the students' behavioral intention to use learning management system. A cross-sectional explanatory research design was employed to collect and interpret the data gathered from 470 senior high students. Mediation analyses were initiated using PROCESS v3.5 following the procedure of Hayes (2013). Findings revealed that the three online learning self-efficacy factors, perceived usefulness, and perceived ease of use could explain the variation of students' behavioral intention to use. The results further showed that perceived usefulness and ease of use are both significant mediators in the relationship between online learning self-efficacy factors and student's behavioral intention to use. These results suggest that the future intention to use is higher when the students' perception of LMS found it valuable and easy to use. Development and adoption of LMS in educational institutions should consider the usefulness and manageability features to increase usage, fostering successful LMS-based course implementation.

The COVID-19 pandemic has caused the whole educational system to collapse during the lockdown period. Hence, higher education institutions (HEI) led the change of learning delivery mode phases for effective and efficient academic services. This study describes the extent of manifestation on critical success factors (CSF) observed in one state university and determines the degree of organizational innovation practices in terms of technologyenhanced instructions. It also investigates the dimensions of CSFs that singly or in combination predict organizational innovations. The study purposively chose 251 faculty members from Laguna State Polytechnic University-San Pablo City, Philippines as respondents. Multiple regression analysis was used to determine significant predictors of Organizational Innovations. The findings reveal that five (5) constructs of CSFs were highly manifested (IUQDDI, ILT, IFCE, ISC & ITQ) among respondents and organizational innovations concerning technology-enhanced instructions viewed as highly practiced. Likewise, moderate to a strong association was seen between CSFs and organizational innovations. Furthermore, ISC, ILT, IUQDDI, and IFCE as the CSF construct were deemed significant predictors of organizational innovations. The results served as basis for organizations' future planning on the effective implementation of the learning delivery mode.

The study aimed to determine the effect of active learning strategies in higher-order thinking skills of Grade 10 students of Dr. Panfilo Castro National High School during the School Year 2020-2021. One hundred (100) selected grade 10 students were used as respondents of the study, including pre-test and post-test experimental design. The first group was exposed to case-based learning, and the second group was exposed to visual–organization activity. A validated sixty (60) item test was used in the study to determine significant differences in pre-test and post-test scores of the two groups. The study found out that the pretest scores of the respondents in the two experimental groups as to their higher-order thinking skills in critical thinking and creative thinking skills were the same, indicating that the students have lowperformance levels before subjecting to the treatment. The post-test scores of the students of both groups showed improvement in their scores after the treatment. Likewise, a significant difference was found in both groups' pre-test and post-test scores in terms of their critical thinking and creative thinking skills. Furthermore, it also showed a significant difference in the post-test (critical thinking skills) scores between the case-based learning and visual–organization groups.

Most high school graduates in the Philippines immediately enrolled in college after summer vacation. On the other hand, not everyone is cut out for the collegiate life following high school. For some, the school has become a chore or a source of frustration. Others haven't found it to their liking. A sabbatical before going back to school full-time may be an option for those who have completed their degree. Because of financial constraints, some high school graduates opt to work rather than complete their education. This study aims to ascertain the extent to which manifestations affect senior high school graduates' perceived skills and employability. This study surveyed 324 senior high school graduates from San Pablo City, Laguna, Philippines. Multiple regression analysis was utilized to identify significant predictors of the employability of SHS graduates. The findings indicate that respondents showed a high manifestation of cognitive, technical, and emotional skills. Similarly, employability was deemed very probable among senior high school graduates. Furthermore, moderate to strong correlation was seen between variables. Finally, technical and emotional skills were identified as a major predictor of senior high school graduates' employability. The findings formed the basis for future youth employment policy.

The goal of science education is to increase students’ scientific literacy, which includes the acquisition of scientific knowledge, to become informed and active citizens who can make decisions that influence their health, environment, or society. In line with this, the study sought to determine the efficacy of using infographics in enhancing the scientific knowledge of 160 grade 8 students in Alaminos Laguna. Furthermore, it investigates the students’ dual coding cognition as inputs to developing the infographic materials. It also evaluates students’ preferences for static and animated infographics, and evaluators’ ratings of the created infographics. This study is descriptive developmental in nature, as it employs survey questionnaires to assess students’ dual coding cognition, students’ preference for static versus animated infographics, and experts’ ratings on the designed infographic materials. It also creates, designs, and assesses infographic learning materials in accordance with the criteria established to be effective. The results showed that students’ dual coding cognition in terms of verbal and imagery is both “practiced” and that both infographics were “preferred” by the students. The static infographics received an “excellent” score from the expert raters, while animated infographics received a “very good” rating. The result generated showed infographics enhanced learners’ performance and demonstrated a substantial difference between their pre-and post-test scores in terms of scientific knowledge. The findings indicate that using infographics to increase students’ scientific knowledge and academic performance was indeed beneficial.