During the COVID-19 pandemic, there were a lot of challenges encountered by students in learning statistics online that affected their cognitive attitudes. This study aims to evaluate the different determinants that significantly influenced the engineering students' level of challenge in learning statistics in the new normal with the aid of a structured questionnaire by means of a Google form survey. Descriptive statistics and multiple linear regression analysis were employed to extract meaningful information from the gathered data. Results showed that the students' perception score for the level of challenge in learning statistics is 7.37 (1.99), which can be interpreted as "challenging." This implies that students face challenges as they learn statistics lessons amid the pandemic setup. The regression models constructed have revealed that "age", "sex", "learning environment", "money spent on internet load", "physical health", and "creativity of statistics lessons" are the significant causal factors of the level of challenge in learning statistics. Conclusively, statistics teachers must adjust and be considerate to their students in regard to their learning needs in line with the pandemic setup. The government also must provide a budget for seminars and training to college teachers concerning distance education. Furthermore, it is recommended that statistics teachers must create an interesting learning environment to fully catch students' attention despite challenges.

Let G = (V (G), E(G)) be a path of order n ≥ 1. Let f m (G) be a path with m ≥ 0 independent dominating vertices which follows a Fibonacci string of binary numbers where 1 is the dominating vertex. A set F (G) contains all possible f m (G), m ≥ 0, having the cardinality of the Fibonacci number F n+2. Let F d (G) be a set of f m (G) where m = i(G) and F max d (G) be a set of paths with maximum independent dominating vertices. Let l m (G) be a path with m ≥ 0 independent dominating vertices which follows a Lucas string of binary numbers where 1 is the dominating vertex. A set L(G) contains all possible l m (G), m ≥ 0, having the cardinality of the Lucas number L n. Let L d (G) be a set of l m (G) where m = i(G) and L max d (G) be a set of paths with maximum independent dominating vertices. This paper determines the number of possible elements in the sets F d (G), L d (G), F max d (G) and L max d (G) by constructing a combinatorial formula. Furthermore, we examine some properties of F (G) and L(G) and give some important results.

This study aimed to find out if Physics Education Technology (PhET) simulations can improve the performance of the Baybay City Senior High School STEM students on the selected topic in physics, that is, electrodynamics. This study utilized a quasi-experimental type where pre-test and post-test are multiple choice type of test and involved 72 STEM students. The grouping of the students was identified based on their sections, one section served as the control group and other is the experimental group. Experimental group is allowed to play the PhET simulation for an hour utilizing their vacant period every day, while the control is not exposed to any activity that intervene leading to the creation of formal construct of ideas in electrodynamics. Result showed that mean scores of the control and experimental groups does not imply a significant difference, despite of the interest shown by the students in playing the said simulation. Perhaps, students are more attracted to simulation in which they have gone through during their lectures. Furthermore, study shows that the performance of students before and after exposure to PhET simulation does not necessarily pose a big difference but indicates a slight improvement to their performances.

In this study, the learning experience and its cognitive factors of Mathematics among senior high school students of Visayas State University were investigated using a correlational research approach.  A complete enumeration of 222 grade 11 and 12 senior high students in the second semester of school year 2018-2019 were used as the participants of the survey. Using a developed structured questionnaire, a primary data was employed. Results showed that the mathematics attitude of students influence their learning experience and academic performance. Mathematics anxiety has a negative effect on the students learning experience especially for females. However, mathematical resilience locates itself in a positive psychology which addresses mental wellness and makes the students positively perceived that mathematics is interesting even if it is challenging.  Also, results revealed that senior high school students are mostly visual learners in mathematics, which implies that students practice visualizing or pictures numbers/equations and other concepts in their mind. Furthermore, it can be gleaned that an academic performance is not just derived from study habits but to their motivation and interest in mathematics

Self-efficacy in learning mathematics helps the student to overcome difficulties and challenges in problem-solving during unprecedented times. This article aims to measure the level of students' self-efficacy and its determinants during the COVID-19 pandemic in learning mathematics online. The study considered primary data from 233 students selected in a non-random approach at Visayas State University, Baybay City, Leyte, Philippines through the aid of an online survey. The data were analyzed using some descriptive statistics calculation and regression analysis was used to model the students' self-efficacy and its factors. Results showed that, on average, the students' self-efficacy level is considered "moderate" amidst the pandemic. This means that most of these students are still having mathematical anxiety and experiencing hindrances in achieving good academic performance in mathematics online. The statistical model revealed that the demographic and learning profile of students is not significantly influencing the level of self-efficacy. In addition to that, the mathematics teachers' intervention has shown also an insignificant influence on the students' self-efficacy. In conclusion, students during the pandemic are having difficulty adopting a new type of learning (distant/online) due to their moderate level of self-efficacy. Hence, the study recommends that teachers must make the learning environment exciting and interesting to boost the students' motivation and self-efficacy in doing their mathematics tasks. Furthermore, teachers must give mathematics activities that are suitable and doable for online learning that enhances students' creative thinking.