This paper investigates the mediating role of perceived usefulness and perceived ease of use on the effect of online learning self-efficacy factors: learning in an online environment, time management, and technology use to the students' behavioral intention to use learning management system. A cross-sectional explanatory research design was employed to collect and interpret the data gathered from 470 senior high students. Mediation analyses were initiated using PROCESS v3.5 following the procedure of Hayes (2013). Findings revealed that the three online learning self-efficacy factors, perceived usefulness, and perceived ease of use could explain the variation of students' behavioral intention to use. The results further showed that perceived usefulness and ease of use are both significant mediators in the relationship between online learning self-efficacy factors and student's behavioral intention to use. These results suggest that the future intention to use is higher when the students' perception of LMS found it valuable and easy to use. Development and adoption of LMS in educational institutions should consider the usefulness and manageability features to increase usage, fostering successful LMS-based course implementation.

The COVID-19 pandemic has caused the whole educational system to collapse during the lockdown period. Hence, higher education institutions (HEI) led the change of learning delivery mode phases for effective and efficient academic services. This study describes the extent of manifestation on critical success factors (CSF) observed in one state university and determines the degree of organizational innovation practices in terms of technologyenhanced instructions. It also investigates the dimensions of CSFs that singly or in combination predict organizational innovations. The study purposively chose 251 faculty members from Laguna State Polytechnic University-San Pablo City, Philippines as respondents. Multiple regression analysis was used to determine significant predictors of Organizational Innovations. The findings reveal that five (5) constructs of CSFs were highly manifested (IUQDDI, ILT, IFCE, ISC & ITQ) among respondents and organizational innovations concerning technology-enhanced instructions viewed as highly practiced. Likewise, moderate to a strong association was seen between CSFs and organizational innovations. Furthermore, ISC, ILT, IUQDDI, and IFCE as the CSF construct were deemed significant predictors of organizational innovations. The results served as basis for organizations' future planning on the effective implementation of the learning delivery mode.

The study aimed to determine the effect of active learning strategies in higher-order thinking skills of Grade 10 students of Dr. Panfilo Castro National High School during the School Year 2020-2021. One hundred (100) selected grade 10 students were used as respondents of the study, including pre-test and post-test experimental design. The first group was exposed to case-based learning, and the second group was exposed to visual–organization activity. A validated sixty (60) item test was used in the study to determine significant differences in pre-test and post-test scores of the two groups. The study found out that the pretest scores of the respondents in the two experimental groups as to their higher-order thinking skills in critical thinking and creative thinking skills were the same, indicating that the students have lowperformance levels before subjecting to the treatment. The post-test scores of the students of both groups showed improvement in their scores after the treatment. Likewise, a significant difference was found in both groups' pre-test and post-test scores in terms of their critical thinking and creative thinking skills. Furthermore, it also showed a significant difference in the post-test (critical thinking skills) scores between the case-based learning and visual–organization groups.

The goal of science education is to increase students’ scientific literacy, which includes the acquisition of scientific knowledge, to become informed and active citizens who can make decisions that influence their health, environment, or society. In line with this, the study sought to determine the efficacy of using infographics in enhancing the scientific knowledge of 160 grade 8 students in Alaminos Laguna. Furthermore, it investigates the students’ dual coding cognition as inputs to developing the infographic materials. It also evaluates students’ preferences for static and animated infographics, and evaluators’ ratings of the created infographics. This study is descriptive developmental in nature, as it employs survey questionnaires to assess students’ dual coding cognition, students’ preference for static versus animated infographics, and experts’ ratings on the designed infographic materials. It also creates, designs, and assesses infographic learning materials in accordance with the criteria established to be effective. The results showed that students’ dual coding cognition in terms of verbal and imagery is both “practiced” and that both infographics were “preferred” by the students. The static infographics received an “excellent” score from the expert raters, while animated infographics received a “very good” rating. The result generated showed infographics enhanced learners’ performance and demonstrated a substantial difference between their pre-and post-test scores in terms of scientific knowledge. The findings indicate that using infographics to increase students’ scientific knowledge and academic performance was indeed beneficial.

Most high school graduates in the Philippines immediately enrolled in college after summer vacation. On the other hand, not everyone is cut out for the collegiate life following high school. For some, the school has become a chore or a source of frustration. Others haven't found it to their liking. A sabbatical before going back to school full-time may be an option for those who have completed their degree. Because of financial constraints, some high school graduates opt to work rather than complete their education. This study aims to ascertain the extent to which manifestations affect senior high school graduates' perceived skills and employability. This study surveyed 324 senior high school graduates from San Pablo City, Laguna, Philippines. Multiple regression analysis was utilized to identify significant predictors of the employability of SHS graduates. The findings indicate that respondents showed a high manifestation of cognitive, technical, and emotional skills. Similarly, employability was deemed very probable among senior high school graduates. Furthermore, moderate to strong correlation was seen between variables. Finally, technical and emotional skills were identified as a major predictor of senior high school graduates' employability. The findings formed the basis for future youth employment policy.

The study investigates the students’ learning readiness and their level of learning outcomes in the science subject during the modular distance modality. The descriptive-correlational design gathered relevant data to determine the relationship between learning readiness and the level of learning outcomes. Through a survey questionnaire, data were gathered from 273 Grade 11 students enrolled in a public High School during the School Year 2021-2022. Based on the results, the students are moderately ready in terms of self-knowledge, analyzing context, and activating knowledge. Similarly, they are also moderately ready in terms of designing learning pathways, clarifying knowledge, and apply understanding. Likewise, the respondents are at the level of moderately engaged in their learning outcomes in Science in modular distance modality as to knowledge in terms of content, process, and nature of science knowledge, and behavior and stewardship; as to skills in terms of science inquiry and self-efficacy; as to attitude in terms of interest and motivation. Finally, a significant relationship was found between learning readiness and the level of learning outcomes in Science in modular distance modality. These results suggest that knowing how learning readiness affects the level of learning outcomes in Science in modular distance modality can help to determine, develop and enhance self-learning materials that the learners may use in the distance modality.

One of the main concerns of learning science is for the pupils to fully understand the natural world and infer ideas based on the evidences attained from their work. Science as a subject matter in the early years of learning needs to be fully understood for the pupils to be ready for a higher level of education. Science as a general education component in the curriculum and, as perceived by the students as a challenging subject, should have science educators who create learning strategies that are relevant and engaging to enhance the scientific inquiry skills of the pupils. This study introduced the multimodal representations strategies in teaching science to improve scientific inquiry skills among Grade Four pupils. Using two groups of pre-test and post-test experimental research design led to achieving the study objectives participated by 75 Grade Four pupils at San Joaquin Elementary School of the Academic Year 2020-2021. The result showed that using the multimodal representations strategies in teaching science helped students improve their scientific inquiry skills. Likewise, results revealed a significant improvement in the respondents' level of performance from the beginning level (observing patterns, determining relationships, drawing conclusions, and communicating ideas) to a proficient-exemplar level of performance. Furthermore, the study suggests that multimodal representation strategies resulted in a significant increase in students' scientific inquiry skills, promoting high engagement in learning.

This study aimed to investigate the technology preparedness of Grade 10 students as to their collaborative and creative thinking skills. Specifically, it determined the extent of technology preparedness in mixed learning environment in terms of performance expectancy, effort expectancy, facilitating conditions, and social influence, the level of collaboration and creative thinking skills in learning science and the relationships of technology preparedness as to collaborative and creative thinking skills. The study employed descriptive correlational research through the utilization of self-made questionnaire to measure the students’ technology preparedness. Meanwhile, the assessment of the collaboration and creative thinking skills, different activities with rubrics were used. The findings revealed that the students are were moderately prepared in technology but they were proficient in learning science. The study further showed significant relationship between the student’s technology preparedness and some skills in collaboration and creative thinking skills. With this finding, it is recommended that collaborative and creative thinking skill activities as a teaching method be used in classes across levels and programs.