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The technological innovations greatly influenced the educators' teaching approaches. From the traditional face-to-face and teacher-centred approaches, most of the educators now shifted to blended learning and more student-centred activities. Many countries are allocating sufficient budget for the technology infrastructure in order to sustain the quality of education particularly in remote areas. This helped many universities to design courses that students can acquire even outside the formal classrooms and regular class sessions or in a blended learning environment. It allows students to access information and communicates with their instructors online. Despite the benefits of the blended-learning approach, many instructors are not motivated to use it because of the amount of time required for preparing materials, checking online submissions and communicating with the students. In the case of a Philippine comprehensive university, the use of blended learning requires additional time on top of the regular class hours. This study examines if instructors are well equipped to use the blended-learning approach and use the technology for storing lecture notes and learning activities. Problems in internet connection and site restrictions prevented the instructors from appreciating online learning. The study suggests that the institutional support should be strengthened in order to provide opportunities for instructors that will help them realize the importance of their role and that of the technology for the success of blended learning.

In the Philippines, students seeking admission to a university are usually required to meet certain entrance requirements, including passing the entrance examinations with questions on IQ and English, mathematics, and science. This paper aims to determine the factors that affect the performance of entrants into business programmes in high-stakes test. Three groups of factors were considered: personal, family, and school factors. A total of 1,057 freshmen enrolled in a business college in academic year 2013-2014 answered a researcher-developed instrument to capture data, which were analysed using multiple regression analysis. Academic library use, reading, and involvement in extra-curricular activities among the personal factors; family size, socio-economic status, and parental involvement among the family factors were found to have significant relationship with entrance test results. As to school factors, the type of school affects entrants' performance in the test.

Quite recently, marketers have used memes because they entice customers' attention. It serves as a means to have a dialogue between customers and companies. Some companies would even hire people to browse the internet for relevant memes. The emergence of Generation Z, who are digital natives, has brought significant changes to how businesses interact with their target audience. One potential strategy is to use digital memes as a marketing tool to engage them. The study, using 271 respondents, investigates the use of the aforementioned tool to determine its appropriateness in lead generation based on the Attention, Interest, Desire, Action (AIDA) model. Using the software Analysis of Moment Structures (AMOS), a descriptive exploratory design using Structural Equation Modeling (SEM) was used to investigate the relationship between the different variables in the study. The findings show that attention impacts interest, interest influences desire, and desire significantly affects action at a significance level of p < 0.01. The study revealed that Digital memes are an effective tool that can be utilized to generate leads. Businesses can use digital memes to engage with the Generation Z segment. However, prudence in creating memes must align the message with corporate values and be relevant to the target audience. [ABSTRACT FROM AUTHOR]