The study focused on the lived experiences of dropped out students in the Covid 19 Pandemic. The study made use of the hermeneutic phenomenological design. Moreover, the study was conducted in the City of Naga in the Province of Cebu, Philippines. The participants in this study were ten (10) dropped out students using purposive sampling in the selection process and data saturation to determine the number of participants. The result of the study yielded three core themes: economic status, dilemmas in distance learning, and the participants’ feelings on their predicament. In addition, the study generated that the students who dropped out of school are the unfortunate victim of Covid 19. Their education was on hold because of the financial conditions caused by their parents getting laid off from work, which forced them to quit school and help with the family. Moreover, the student felt remorse about quitting school, but they are optimistic about their future that they can still finish their study.

The study investigated the performance of the students in Chemistry using computer-aided instruments using a quasi-experimental method with a pre-post-tests control group design. A total of one hundred ninety-one (191) grade 7 students were selected as respondents to the study. Students in the experimental group were exposed to computer-aided instruments, while students in the control group were exposed to traditional instructions. The findings reveal there was a highly significant difference between the performance of the experimental and that of the control group. Moreover, it is suggested not to use a single strategy, method, approach, or technique in delivering instruction to address the need of today’s mixed-ability classroom. It is recommended to include computer-aided instructions in the In-Service Training of the teachers and conduct a series of seminars on the different elements of this approach to have a deeper understanding and have a better idea of how computer-aided instruments are best used in the teaching and learning process.

The need for resilience among educators has become a critical demand during the COVID-19 pandemic when in-person classes were restricted and were converted into distance learning and eventually shifted to blended learning as governments opened borders and health safety protocols eased down. Hence, this study focuses on understanding how educators of technology-based courses in public higher education across academic landscapes have navigated for continuous instructional delivery. This study utilizes the Straussian approach of Grounded Theory. This design uses a three-stage coding methodology: open, axial, and selective coding. The study generates the Theory of Educators Teaching Technology-Based Courses across academic landscapes, which postulates that educators in technology-based courses undergo phases of metamorphosis that include visioning, learning, rationalizing and doing, and modernizing, ultimately allowing them to become resilient and adaptive to the shifting landscapes of the academe caused by the COVID-19 pandemic.

The study is focused on investigating the Parental Involvement and Academic Performance of Education Students in a State University in the Philippines. The study utilizes a descriptive correlational method wherein it describes and seeks to find out if there is a significant relationship between the level of parental involvement and the academic performance of Education students. The study’s respondents are the Education students of Cebu Technological University – Naga Extension Campus. They were selected using simple random sampling. The administration of the questionnaire was done using the online platform. The study yielded that in terms of parental involvement, the students perceived that their parents are relatively involved with their schooling. Likewise, the education students enrolled in State universities are performing very well academically. Furthermore, the study also found a significant relationship between the level of parental involvement and the academic performance of the student. Thus, the more the parents are involved in the school life of their children, the better their academic performance. It is recommended school authorities should design programs and activities that would increase parents’ involvement in their children’s school life.