The study evaluated the cognitive development levels of college students and their achievement in Geometry using Piaget's Test of Logical Operations and Van Hiele's Levels of Thinking. The researcher employed quantitative approach to research. There were 105 respondents in which 71 of them fit the Van Hiele modified case/criterion (M3) 3 of 5 correct answers. Findings revealed that most of the college students were identified as concrete operational thinkers using Piaget's theory of concrete and formal operations who possessed the levels of classification, seriation and transitivity. Using Van Hiele's levels of thinking, most of them were classified as holistic thinkers. Students whose ages ranging from 20 years old and up were performing better in Geometry as compared to the other age brackets. It also revealed that male students were performing better than female students. In the cognitive development levels using Piaget's theory on concrete and formal operations, there is a significant difference when grouped according to age and year levels but found a non-significant difference when grouped according to sex. Significant positive relationships revealed among Van Hiele's levels of thinking, Piaget's theory of concrete and formal operations and Geometry achievement test. Van Hiele's levels of deductive and rigorous thinking and Piaget's levels of transitivity, proportionality and correlation are significant predictors in the achievement of students in Geometry. This implies further that to be successful in learning Geometry and mathematics in general, a college student must reach Van Hiele' level 3 -deductive thinking and Piaget's level 3 -transitivity.

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This sequential exploratory mixed method research design aimed to describe which among language pedagogy, learner attributes, family factor and linguistics environment significantly predicts the performance of students in the English subject in Panabo National High School and thereafter develop a regression model for the study. Factor analysis was employed to develop the instrument derived from the interview of the informants with the use of Creswell ( 2009) for data analysis. The predictor variables were tested whether these predict the performance of student in English. Using the complete enumeration, 300 respondents were selected to answer the validated and reliable questionnaire. Using Pearson's r and multiple regression analysis, the figures revealed that language pedagogy, learner attributes, and linguistic environment have significant relationship to the performance of students in English and the emerged themes as factors predict the performance of Grade 10 students in English as well. The multiple regression model of the study is: Grades in English = 0.885 (Language Pedagogy) + (-2.670) (Learner Attributes) + 0.510 (Family Factor) + (-0.171) (Linguistic Environment) + 94.47. The insights gained from the study suggested ways policy and educational initiatives can be crafted to intensify students' performance in English in the implementation of Spiral progression.

This study explored the factors as determinants to students' achievement in Science with spiral progression approach aimed to know the underlying factors associated with students' level of achievement in science with spiral progression approach; determine if there is any significant relationship among the factors that predict students' performance, and identify which factor best predicts students' performance. A sequential exploratory mixed-method research design was employed in the study. As a result of the analysis, this study suggested three factors that determine students' level achievement in Science: academic causal factor, student causal factor, and learning milieu. These factors were found to be significantly correlated to students' level of achievement and obtained a model that was significantly accountable for the variability in the responses of the factors. Moreover, a very satisfactory was observed on students' level of achievement with significantly varied learning acquisition. Considering the implication of these factors in the implementation of the spiral progression approach is underscored by the need for policy-guidelines revision and review, increase teacher-student support, and learning milieu enhancement.

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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

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