Purpose: This study determined the influence of time management and self-directed learning on the academic performance of students in Mathematics. Methodology: A quantitative research design utilizing descriptive and correlational approaches was employed. 152 Grade 9 respondents were chosen from private schools in Davao City. Results: The findings indicated that time management is manifested most of the time and self-directed learning is much observed. Moreover, the academic performance in Mathematics is not proficient. Further, time management and self-directed learning were found to have no significant relationship with academic performance in Mathematics. Thus, time management and self-directed learning do not significantly predict academic performance in Mathematics. Limitations: This study only highlighted 152 students and 4 private schools that were offering blended learning modality. Contribution: The results and findings of this study can be used as a basis for creating interventions and programs to address problems in academic performance in Mathematics. Novelty: Most previous studies were conducted in a face-to-face learning modality; however, this study is contextualized in the blending learning modality. Keywords: 1. time management 2. self-directed learning 3. academic performance 4. Mathematics

The factors are contributing to optimal parental educational involvement always intrigued to research, and the researcher wanted to dig into the issue or the problem behind the different scenarios. A wide range of stressors and parental cognizance on modular learning modality, including the home environment, socio-economic status of the family, and learning at home with a descriptive equivalent of very extensive, indicates that stressors on modular learning modality are always evident. On the other hand, the extent of parental cognizance, considered with the indicators: participation in social organizations, school programs involvement, and community collaboration with a descriptive equivalent of extensive which frequently means evident. A student’s ability to succeed academically as well as cultivate a lifetime passion for learning is greatly enhanced when parents are actively involved in the lives of their kids. Furthermore, the results of this study awaken to Department of Education to maintain seminars about improving parental cognizance and training about the different modalities for the parents to develop their supporting teaching skills and deeper relationships with their children. KEYWORDS: Stressors, modular learning modality, parental cognizance

This study, entitled Teachers’ resiliency and the schools readiness to distance education in this time of COVID-19 was conducted to public elementary school institutions, particularly the 2 clusters of Malita North district in Malita, Davao Occidental for the School Year 2020-2021. Descriptive-correlational research design was employed. Adopted survey questionnaire known as Personal Resiliency Scale (PRS) was utilized to measure the resiliency level of the teacher-respondent while an adapted instrument on the schools’ readiness to distance education as perceived by the school teachers was used. Slovin’s formula was employed to determine the sample size of 268 and stratified random sampling technique was applied to ensure proportional distribution of respondents. According to primary school teachers, schools are wonderfully prepared for distance education. The readiness of schools to implement distant education is strongly linked to teacher resiliency. Purposefulness, Social Support, and Adaptability are the three constructs in question. As the degree of these constructs rises, so will the readiness to participate in distance education.Teachers’ resiliency, particularly the concept-Purposefulness, has a substantial impact on school readiness, meaning that we may anticipate school readiness by looking at the level of this construct. The r2=0.350 value indicates that 35.00 percent of the data under consideration fits the regression model. As a result, additional elements that contributed to schools’ preparation for distant education were not taken into account in this study. According to the findings, 35.00 percent of the data examined fit the regression model. As a result, it is suggested that other factors that may have contributed to schools’ preparation for distant education be investigated. KEYWORDS: Teachers’ Resiliency, Schools’ Readiness, Distance Education

Amidst the threat of COVID-19, schools are shifting from face-to-face classroom instruction to the distance learning education. This recent challenges heavily relies on the shoulders of school heads who are expected to lead. Though a lot of articles credited the school heads for their preparation to the distance education, very few supported this with research results. Will the data coincides with this notion? Thus, this study investigates the relationship between the school heads’ leadership practices and schools’ readiness to distance education. The study was conducted using descriptive - correlational method. A total of 14 school heads and 110 teachers were subjected to the study. Descriptive statistics was used to determine the respondents’ leadership practices and schools’ readiness to distance education. Correlation analysis was employed to test the degree of relationship between the variables. Results show that school heads have excellent leadership practices and the schools are remarkably ready for the distance education. The correlation analysis shows Modelling the Way significantly correlated to the dependent variable. Generally, low correlation among the variables is obtained. Multiple regression analysis reveals that - Modelling the Way, Enabling Others to Act, and Encouraging the Heart significantly influence schools’ readiness to distance education. KEYWORDS: School Heads’ Leadership Practices, Teachers’ Perception, Schools Readiness, Distance Education

Schools worldwide shuttered their doors in the spring of 2020 to slow the spread of the COVID -19 pandemic virus. This physical closure quickly moved to modular learning, which increased parental and guardian responsibilities. Data were collected from 10 single parents of Rizal Memorial Colleges, Inc. The research design of this study utilized the phenomenological method to determine the Melancholic sentiments towards modular learning modality: single parents in focus in The Rizal Memorial Colleges, Inc. This study aimed to investigate parents’ experiences and struggles by the use of thematic coding with the use of essential themes. Data obtained identified emergent themes clustered, namely; strive to balance parent employment demands and learner needs, strenuous assisting more than one child in the home with learning, lack of personal balance, and parent feels overwhelmed; maintaining a strict schedule; engaging in creative activities; keeping children busy and; organizing daily routine; tracking academic progress, keeping socio-emotional Development, accessing of achievement, and identifying emotional toll. The findings revealed and addressed the learning gap that has emerged in their children’s learning in these challenging times. Furthermore, single parents, being aware of how to manage their time, struggles, hardship, and challenges to cope with their sentiment experiences, and strive on how they can surpass and would be a strong basis for school administrators as this comes as an opportunity to evaluate the effectiveness of different educational approaches and develop teaching and learning process suited to specific educational needs. Considering the result of this study as input from families, and should be sought to create a program and learning method that is beneficial to all school stakeholders. KEYWORDS: Melancholic sentiments, Modular learning modality, and Single Parents