This study explored the academic integrity of tertiary students during the pandemic. Sixty-six students and nine faculty members were participants in the study. Two adapted survey questionnaires and a validated researcher-made interview guide were used to obtain pertinent data. Quantitative results revealed that most students committed academic dishonesty; however, they considered those misconducts moderate cheating. Teachers observed that students committed cheating more than once; however, they only call students’ attention. Qualitative information showed that most students knew the importance of academic integrity; lack of time, procrastination, lack of comprehension, lack of study habits, having a job, low self-esteem, and having the desire to get better marks were the reasons why students committed academic misconduct. Students suggested that the academic institution needs to initiate innovations and implement stricter sanctions on those who committed academic misconduct. A pledge of academic honesty was developed for students to commit to academic integrity.

The study was conducted to understand the language learning anxieties and how these affect students’ speaking performance. It also attempted to give clarifications on the conflicting researches on the relationship between language anxiety and oral performance. Data was collected among 150 college freshmen enrolled in a semestral six-unit English course at the University of Mindanao, Panabo Campus. Using the Foreign Language Classroom Anxiety Scales (FLCAS) by Howritz, Howritz, and Cope (1986) and standardized telephone conversation activity test to determine the language anxiety and oral performance of respondents respectively, the researchers found that language anxiety specifically apprehension had an effect on oral performance in pronunciation, grammar, comprehension, fluency, and vocabulary while tension impinged grammar. However, results generally revealed no significant relationship between language learning anxiety and oral performance. It is noteworthy to point out that tension, nervousness, and worry do not affect respondents’ oral performance. The researchers attributed this result to the respondents’ awareness of their weaknesses in the spoken English, to the length of time they were exposed in learning the English language and to the type of learning environment the respondents had.Keywords: Language learning anxiety, Oral Performance, College Freshmen students, University of Mindanao Panabo Campus

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This study was conducted to examine the outcome of role play as an approach in developing the communicative competence of freshmen. Moreover, the focus of this study was on how the role-play as an approach was conducted; hence, necessary enhancement should be offered if needed. The information were gathered through Focused Group Discussion (FGD). Guide questions were prepared and validated; interviews were recorded, transcribed, interpreted and analyzed. Results revealed that role play as a type of communicative activity was a valuable classroom approach to assist students in developing their communicative competence and to provide the students an opportunity to practice the English language with fluency and accuracy. It was also discovered that role play was beneficial in developing students’ communicative competence provided that it was not done too long. It encouraged students to express themselves; provided self-confidence and opportunity for practicing the rules of social behavior; and allowed learners to use their learned language.

The COVID-19 pandemic brought havoc to everyone but much more to child-rearing mothers. This qualitative study explored the new roles of mothers in the new normal specifically as being teachers to their children. Six mothers, who had public and private elementary grade children were purposely chosen. Information was gathered through a researcher-made validated interview questionnaire. Collection of information was done online through Facebook messenger and emails. Data analysis produced six themes, namely, complication in becoming mother-teachers, benefits in teaching one’s own children, supervision of children’s studies, impression of children of the modular schooling, considerations on children’s learning and reflection on mothers’ learning. Each theme was discussed thoroughly. To address the situation of these mothers, the Department of Education might consider  giving support through home-visit tutorials. Teachers could introduce strategies to mothers on how to manage the studies with their children. Moreover, the Local Government Unit (LGU) may initiate alternative solutions led by the Department of Social Welfare and Development (DSWD) to unburden the mothers of their situations.

This qualitative - multiple case study highlights the linguistic experiences, gained insights and actions developed by the five dyslexic adult learners. Four research tools and in-depth interview were utilized to concretize the selection of participants and to obtain their linguistic encounters, respectively. Results revealed that participants’ linguistic difficulties were in the areas of spelling, vocabulary, in distinguishing directions and organizing and in keeping time. Apparently, word movement was also manifested. Mispronunciation of words emerged as the common embarrassing language incidents. Gained insights were varied such as self-pity, self-prophecy, and optimism. Reported coping mechanisms included reading ahead, pushing oneself, studying harder, becoming gregarious, asking for help from classmates and professors, practicing, and referring from websites. However, remaining passive was also expressed. It was recommended that further study should be conducted on the role of parents and teacher’s gender in the linguistic development of the dyslexic learners.

Speaking and hearing play important role in communication and teaching individuals who lack these abilities will experience an uphill struggle. Thus, teaching mute and hard-of-hearing learners is a vocation to serve and a dedication of self.This case study explored the reasons, the struggles, the successes, and insights gained in teaching mute and hard-of-hearing students.It revealed that mute and hard-of-hearing learners had difficulty in learning a language because they had no sense of the language. Interestingly, the main participant learned that normal individuals should be thankful that they were given the gift of hearing and speaking.The role of a college which caters mute and hard-of-hearing learners is of great importance. The college needs to identify qualified teachers who have knowledge on the needs of the mute and hard-or-hearing learners to provide necessary equipment essential for the improvement of their learning; to abide by the state curriculum intended for these learners; to provide compassionate, friendly, and respectful learning environment.

This qualitative-phenomenological research aimed to determine the perspectives of the teacher-implementers about the No Child Left Behind Policy in Bato National High School. Participants of the study were three TLE teachers and five teachers from different courses. Participants were chosen through purposive sampling. Using the focus group discussions and in-depth interviews, the researchers found out that the teachers had positive and negative perceptions of the policy; it aided low-performing and at-risk students. However, the participants indicated that students became dependent and lazy; also they mentioned that unprepared students passed; hence, the program was unfair. The school administration needs to look into the teachers-implementers view on the NCLB for its improvement.