Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. Forty-five PMTs were chosen through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study.

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This study determined the predictor of teaching performance among the components of work-related stress to 210 selected elementary and secondary public teachers in Angeles City. It described the participants’ socio-demographic characteristics, level of work-related stress, and teaching performance, and likewise compared the work-related stress of the participants. The research design used was a descriptive-correlational design with various statistical tools such as descriptive statistics, independent T-Test, and multiple linear regressions.  The study revealed that selected elementary and secondary teachers of Angeles City had a moderate work-related stress with the subcomponent demand as highly contributory to the stress. Gender and position were positive predictors of teaching performance where female and teachers with higher teaching position tended to have a higher teaching performance. On the other hand, seminars attended relative to stress and demand which is a sub-component of work-related stress are the negative significant predictors of teaching performance. This implies that teachers who attended seminars related to stress management had higher teaching performance compared to those who did not. This result also established that the higher level of demand, which is a sub-component of stress, can result in lower teaching performance.

This study aims to see the extent of the application of ICT in the ALIVE program at Munoz Central School, as well as its effectiveness in the use of ICT. Furthermore, this study uses a mixed methods research design with a sequential explanatory approach. The sample of this study were students who took the ALIVE pro-gram at Munoz Central School. Quantitative and qualitative results indicate that the implementation of ICT in the ALIVE program is already good, it can be seen from the utilization of some ICT features performed by the teacher, as well as the effectiveness of ICT, where the presence of ICT in ALIVE learning is very helpful in the learning process. This certainly indicates that the use of ICT in the ALIVE program at Munoz Central School is good but needs improving that the learning that is carried out is even more increasing. With the increased use and facilities of the ICT in the ALIVE program, of course, it will make learning much better in the future and requires the attention of various related stakeholders.

This study primarily determined the utilization of various library services by teacher education students and their academic performance. The study covered the libraries of Central Luzon State University and Tarlac State University during the second semester of academic year 2018–2019. A survey questionnaire was utilized in gathering the needed data. Statistical analysis employed the use of the following: frequency counts, percentages, mean, standard deviation, Pearson r, and multiple linear regression. The majority of the teacher education students were found to have a very good grade point average from the previous semester. The father’s highest educational attainment showed a strong positive correlation with academic performance. On the contrary, the mother’s occupation and monthly family income had weak to moderate negative correlations. The perceived usefulness of using the library into the academic works by teacher education students revealed a moderate positive correlation. Library satisfaction was found to have a moderate positive correlation with students’ academic performance. Father’s educational attainment, utilization, and satisfaction with library services were found to be positive predictors of students’ academic performance. However, the mother’s occupation and monthly family income seemed not variable predictors of students’ academic performance in the context of library utilization.