Aims: This study was conducted to determine the existence of significative differences between students’ performance in Mathematics participating in Synchronous Online Learning, Asynchronous Online Learning, and Modular Distance Learning on the students’ performance in mathematics School Year 2021-2022. Study Design: Quasi-Experimental Design Place and Duration of Study: The study was conducted at one of the public schools in the division of Misamis Oriental during the school year: 2021 - 2022. Methodology: Respondents were that intact classes of students (n=90) fitted for synchronous wherein students attend online classes via online video conference and asynchronous learning via virtual classroom, emails, and messaging (experimental groups) and modular learning (controlled group) via self-learning modules. The researcher made pretest and posttest questionnaires that were used to measure the performance of the students were validated and tested by the schools’ statistician and validators for its adequacy in getting the data for the study.The pretest and posttest score of the students were evaluated as to its increase per student and by groupings. Moreover, Instructional Materials as well as set of topics used in the conduct of this study were that same. The data were analyzed using descriptive statistics like frequency, mean, percentage, standard deviation, and Analysis of Covariance (ANCOVA). Results: Results showed that students have outstanding performance under synchronous online learning while very satisfactory for asynchronous online learning and modular distance learning. Furthermore, significant difference was also disclosed proving that the three (3) learning strategies were the reasons on students’ improved Mathematics performance. Finally, it was recommended that use of various learning strategies must be employed on teaching and learning process to help and better the performance of students. Conclusion: It was concluded that Students performed better under Asynchronous Online Learning compared to the other two (2) learning strategies utilized in this study. Thus, teaching and learning process can be more effective and productive with the implementation of various teaching strategies specially in providing remedial activities to the learners. Students’ Mathematics Performance specifically at Synchronous Online Learning Strategy was described as outstanding level and interpreted as Very High Mathematics Performance. Moreover, students also achieved High Mathematics Performance on the other two (2) learning strategies. Thus, providing remedial activities can enhance students’ performance in mathematics. The data revealed a significant difference; thus, the null hypothesis was rejected. In addition, the improvement of students’ Mathematics Performance was brought about by the impact of the three learning strategies employed during the conduct of the study.

This study aimed to investigate and explore the impact of job satisfaction on the performance of Math junior teachers. To facilitate such concern, a survey questionnaire was used to determine the level of job satisfaction with indicators covering compensation and benefits, leadership of administrators, social relationship, and work environment.Data mining on teachers IPCRF rating were also collected that served as the basis for performance. Unstructured Interviews to the respondents were done by the researcher to validate the gathered data. Frequency, Percentage, Mean, T-test were the statistical tools used in this research. The results showed that teachers overall job satisfaction level for compensation and benefits and social relationships were at a strongly satisfied level while leadership of administrators and work environment were at a satisfied level. In terms of level performance, 70% of the teachers were at outstanding level and 25% were at very satisfactory level.All job satisfaction demographics namely: compensation and benefits, leadership of administrators, social relationship and work environment showed significant difference towards teachers performance. Thus, a satisfied teacher can also become a productive and performing teacher.

Aims: The purpose of this study is to identify the factors associated with the academic performance of Grade 10 students during their First Quarter of school as well as the significant correlation between the factors and student academic performance in Mathematics. Study Design: Descriptive Correlation Design. Place and Duration of Study: The study was conducted at Agusan National High School in Cagayan de Or City's East 1 District during the school year: 2022 – 2023. Methodology: The respondents were Two hundred thirty-one (231) students in Grade 10 at Agusan National High School in Cagayan de Oro City's East 1 District. This study used a researcher-made questionnaire that underwent validity and reliability testing and the academic performance of the students. Results: The results showed that students agree with routines related to mastering Mathematics at a high level. Furthermore, there is no correlation between student study habits and Mathematics performance in terms of self-confidence, but there is a substantial positive association between the student's study habits and performance in terms of attitude. The study habits and learning techniques used by students were found to be important determinants of how well they performed in Mathematics. The researcher strongly suggested using the enhancement plan in teaching Mathematics to Junior High school students. Conclusion: Students have a very positive attitude toward their study habits when learning Mathematics. Students felt that studying and learning Mathematics was essential. Students' success and academic growth depend heavily on their Mathematics performance.it is essential for pupils to master and comprehend its concepts. Students' study habits in terms of attitudes have an impact on how they learn Mathematics.

This study was focused on the level of job satisfaction of the Public High School Teachers with the factors associated with it. The study was based on four selected categories: Compensation and Benefits, Leadership of Administrators, Social Relationship, and Work Environment.The respondents of the study consisted of forty-one ( 41) teachers. This study utilized the descriptive method of research. Survey questionnaires were used to gather data and information. Interviews with the respondents were also done by the researcher to validate data gathered from the questionnaire.The study yielded the following findings: The average age of the respondents is twenty-eight (28); the majority were females; married; with eight-point six (8.6) years average length of service experience; with Teacher I item position; with M.A. units educational attainment and a performance rating of very satisfactory. They were strongly satisfied with their Social relationships and satisfied only with their Compensation and Benefits, Leadership of Administrators, and Work Environment.

This study aimed to determine the pupils' level of capacities on solid waste management as to knowledge and attitude, pupils' level of Implementation of Solid Waste Management in terms of Segragation, Waste reduction, Waste recycling and ReUse and Waste Disposal and find the relationship between pupils' capacities and level of implementation of solid waste management. It was conducted at Gusa Elementary School of Cagayan de Oro City Division among the pupilrespondents (n=324) based on the Slovin's Formula computation. This study used researcher-made questionnaire that measures the pupils' capacities and level of implementation of solid waste management. The study used the statistical treatment of Mean, Standard Deviation, and Pearson product moment correlation coefficient (Pearson r) to answer the statements of the problems. Results revealed that pupils' capacities and implementation on Solid Waste Management (SWM) are at Positive level. It has a significant relationship. Pupils have high positive level on knowledge capacity and Waste Reduction on the implementation of SWM. School community including stakeholders are encouraged to continue to employ practices policies and provide appropriate materials, that would encourage everyone to segregate, recycle and reuse.