The electronic learning (e-learning) as a mode of teaching and learning has come to stay in the history of tertiary institutions in Nigeria, but due to several challenges confronting its technological operations in the country, e-learning is yet to be fully implemented in the teaching and learning processes in Nigeria, including the teaching and learning of accounting. This study therefore ascertained the strategies that could be used to improve the utilization of e-learning in the teaching and learning of accounting. Census survey research design was used for the study. A total of 116 final year accounting students made up of 62 males and 54 females were used. A questionnaire which was validated by three experts with a reliability coefficient of 0.76 was the instrument for data collection. Data collected were analysed using mean and standard deviation for the research questions and z-test for the null hypotheses. Findings revealed that; provision of adequate IT support, provision of well-equipped ICT centre in every tertiary institution, provision of IT standard for implementation, among others were strategies for improving the utilization of e-learning. Also, there was no significant difference in the mean ratings of the respondents on the strategies that could be used to enhance the utilization of e-learning in the teaching and learning of accounting as a result of gender. Recommendations were also proffered.

Keywords: Strategies, Utilization, e-Learning, Accounting, Tertiary Institution.

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The COVID-19 pandemic has forced many educational institutions to shift traditional teaching methods to online platforms. Laboratory classes, which typically require in-person interaction and specialized equipment, have been particularly challenged in adapting to this new normal. The study identified the pedagogical experiences of science teachers in handling laboratory classes in this new normal. A transcendental phenomenological approach was employed to capture their lived experiences. The study used criterion sampling to identify ten public school teachers who volunteered to participate in General Santos City, Philippines. Through Thematic Analysis, science teachers’ pedagogical experiences centered on eight relevant themes, like Profound passion for teaching, Motivational support to students, Challenges in isolated teaching, Intermittent internet connectivity, Teachers’ resourcefulness and adaptability, Teachers’ equipment and technical support, Contextualized and innovative strategies, and Supported home-laboratory learning.

Keywords: Pedagogical Experiences, Science Teachers, Laboratory Classes, New Normal.

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Few and fragmented correlation studies were done on Filipino college students’ mental health, help-seeking, resilience, stigma, and how they were impacted by the COVID-19 pandemic. This study aimed to identify the causal relationships among Filipino college students’ resilience, the impact of Covid-19 pandemic, help-seeking intention, help-seeking behavior, self-stigma, perception of stigmatization by others for seeking help, to mental health condition using path analysis. Total participants were 962 college students, composed of 778 females and 184 males. Results showed 70.3% moderate to extreme pandemic emotional impact, 69.3% neutral resilience, 56.8% some to a great deal on perception of stigmatization by others for seeking help, 68.5% moderate self-stigma for seeking help, 57.8% somewhat unlikely to extremely unlikely having intention in help-seeking intention, 64.3% low actual help-seeking, and 51.4% moderate to severe mental health condition. The path analysis showed pandemic emotional impact predicted a moderate to a severe mental health condition and some to a great deal on the perception of stigmatization by others for seeking help. Resiliency predicted a moderate to severe mental health condition and inversely some to a great deal on the perception of stigmatization by others for seeking help including moderate self-stigma. A neutral actual help-seeking predicted a moderate to severe mental health condition. Perception of stigmatization by others for seeking help mediated pandemic emotional impact on the mental health condition. This proves that Filipino college students have silently suffered from mental health condition. Moreover, it is recommended that proactive and collaborative efforts of students, faculty, higher education’s student affairs office, mental health professionals, and government line agencies should target the stakeholders’ resiliency, and social stigma which may significantly improve Filipino college students’ actual help-seeking behavior and mental health.

Keywords: Pandemic Emotional Impact, Resiliency, Help-Seeking, Stigma, Mental Health Condition, Path Analysis.

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Background: The two distance learning modalities- online and modular, differ in terms of how learning is made to happen without face-to-face interaction. In Online Distance Learning (ODL), teaching and learning take place through video calls by using online platforms such as Google Meet and Zoom. The researchers decided to conduct the study with the hopes of helping the schools, especially teachers, to improve the development of macro skills among students by providing appropriate activities aligned with their learning styles and preferences without compromising the standards and competencies set upon by DepEd and MELCs.

Methods: As quantitative research, it used survey questionnaires and interviews as data-gathering tools to assess, describe and differentiate the impacts of new normal learning modalities on developing macro skills. Using concurrent nested design, data gathered using descriptive-comparative survey method used was embedded to supplement the data gathered from multivariate analysis as the quantitative procedure.

Result: In terms of competency development, reading and writing skills are mostly developed regardless of the learning modality. Students in Modular Distance Learning, on the other hand, are not as developed in speaking and listening because their primary source of learning was through answering activities in their modules, with no learning interaction or engagement.

Conclusion: Many students under MDL find the learning experience in such modality as non-helpful when it comes to developing their macro skills.

Keywords: Learning Modality, Macro Skills, Online Distance Learning, Modular Distance Learning.

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Innovation is a crucial subject among higher education institutions where engaging techniques have been used to enhance the teaching and learning process. For this reason, this study sought to determine what and how teachers applied innovative techniques to enhance student learning, retention, and academic performance. It used a descriptive research design with questionnaires and descriptive statistics like frequency counting, percentages, and ranking to obtain and analyze the data. The findings showed the top three teaching strategies as using audio-visual aids, doing oral presentations, and peer mentoring while majority of the students felt at ease learning from teachers who used audio-visual tools, PowerPoint presentations, peer mentoring, and team teaching. It also revealed that students considered speaking and presenting in front of the class as less appealing. Issues encountered included passive students, the lack of students’ interest to explore, a loss of general interest, inadequate time for planning, a lot of paperwork, and scarcity of resources for teaching and learning. Finally, results identified that innovative techniques should foster a positive attitude toward learning, teach students habits for success, provide creativity, encourage independent learning and collaborative learning, develop language convergence, and expand the source of information. Behavioral problems could exist as difficulties encountered on the implementation of teaching methods, but these could be remedied by improving these methods and instilling values among the students.

Keywords: Academic Performance, Innovative Teaching, Learning Enhancement, Maritime, Instructors, Retention.

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Different language users mostly use code-switching. This diversion from the language of instruction to the language that accommodates is said to have specific effects on learning and teaching. This paper investigates the language practices of Filipino college teachers of English and their college students during instruction in English language classrooms in virtual classes. It made use of the qualitative type of research using content analysis. Audio-recorded classroom discussions of teachers and students were used to gather data on the types of code-switching and pedagogical functions performed by the participants in virtual class discussions. Conversation analysis was used to quantify and identify the teacher’s language use in the audio recording of student-teacher interaction in the classrooms in the first phase; a stimulated recall interview was used in the second phase to investigate the teacher code-switching practices. The main findings revealed that most teacher-participants code-switch at the intra-sentential level and least codeswitch at the extra-sentential level. Moreover, student participants mostly performed intra-sentential code-switching and seldom code-switch at the extra-sentential level. This study also revealed that the pedagogic functions performed by the teacher-participants often apply predominantly to instructional content acquisition. Another finding on the positive effects of code-switching shows that it enables students to express their ideas clearly. On the other hand, an interesting result revealed that code-switching could also lead to miscommunication and abuse of the use of the mother tongue.  Therefore, it is argued that codeswitching in virtual classes helped students and teachers immensely with their discussions in the English language course.

Keywords: Code-Switching, Pedagogic Function, English Language Classroom, Virtual Classes, English Classroom Environment.

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This paper utilizes DynEd software to evaluate higher education students’ language learning skills. The DynEd Placement Exam results from 2017-2018, 2018-2019, and 2019-2020 were used in this descriptive-correlational study. Students’ English placement is determined by pre-and post-tests. The correlation test confirms that students’ post-test scores increased significantly for three consecutive years. Even though their post-test scores increased, their English language skills are between beginner and elementary levels, indicating that they lack the language skills needed for college. Thus, attending the DynEd program alone cannot improve students’ English language proficiency. Administrators may therefore establish academic policies to help higher education students improve their language learning skills, such as (a) offering a course or program to improve student’s communication skills, (b) extending the JEEP Start course from one semester to two semesters or one year, and (c) implementing an English-Speaking Policy in all subjects, including students and faculty.

Keywords: DynEd Software, Computer-Assisted Language Learning, English Language Skills.

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Background: This study aimed to determine the students’ critical thinking skills (CTS) as predictors of students’ mathematics performance in a Problem-Based Learning (PBL) environment.

Methods and Findings: This study employed a descriptive-qualitative research approach. The data collected was pretest, posttest, and interviews. Pretest results showed that the students had lower levels of CTS and performance. Posttest revealed that students improved their mathematics performance to Very Satisfactory as their level of CTS improved, generally evaluated as Advanced Thinkers. Regression analysis showed that CTS is a significant predictor of performance (all β’s> 0; all p’s < 0.001). Focus group discussions were employed to highlight students’ experiences with PBL.

Conclusion: PBL can improve students’ critical thinking skills and performance in teaching functions. There is a direct relationship between CTS (X) and performance (Y). Teachers can adapt PBL modules as teaching-learning pedagogy to teach other math topics.

Keywords: Problem-Based Learning, Critical Thinking Skills, Mathematics Performance.

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This paper investigated the operations of Lacan’s Real, Symbolic, and Imaginary orders in the Sophoclean bildungsroman novel Kafka on the Shore by Haruki Murakami. It utilized Lacanian psychoanalysis to analyze the novel’s literary elements–the plot, the theme, and the character’s actions and motivations. This paper explored the characters’ actions and unconscious desires, the themes of incest, rape, murder, and abandonment, and the author’s use of magic realism to explain how they all fit into Lacan’s psychoanalytic framework.

Keywords: Kafka on the Shore, Haruki Murakami, Lacan, Psychoanalysis, Real, Symbolic, Imaginary, Literature.

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Leadership is challenging, especially when the pandemic has stricken the world. COVID-19 affected all educational institutions. Hence, the new normal called for a new form of leadership for the school heads (SHs). The study characterized the lived experiences of the SHs employing their new normal leadership. A transcendental phenomenology was employed. Ten SHs volunteered to participate in the interviews for data collection. The data were transcribed and used for the Thematic Analysis. The findings were then returned to the participants for validation. The study revealed six relevant themes which described the SHs lived experiences in the new normal leadership. They are undisputable commitment, transformational leadership, openness to self-improvement and innovation, flexible management skills, school and community collaboration, and sustaining accountability and transparency. Despite the challenges, difficulties, and risks, the SHs show profound and flexible leadership, which shaped their character and dedication to their respective assignments.

Keywords: New Normal Leadership, Lived Experiences, School Heads, Phenomenology.

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