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Implementing modular distance learning (MDL) in the Philippines remains problematic. We review studies on printed MDL to create themes for its enhanced implementation. A meta-synthesis of qualitative studies was executed, and a comprehensive search in Google Scholar was conducted. A thematic synthesis was performed, revealing the four presences to enhance the implementation of printed MDL, such as: structural; community; intervention; and quality assurance. The structural presence underscores module designs that can capture students' interests and learning, as well as module content that can articulate curricular learning competencies and students' context, needs, and situations. The community presence highlights that education in the MDL is not the sole responsibility of students. Contrary to the common idea that MDL is about providing modules for students to study independently, MDL is everyone's responsibility. The family members and teachers, as well as community members and sectors, have roles to play and must work together to produce more desirable learning outcomes. The intervention presence emphasizes instructional and socio-emotional support to help students overcome academic and personal difficulties and foster a positive and supportive learning atmosphere. Quality assurance presence highlights the systematic actions in the planning, development, implementation, monitoring, and evaluation processes to ensure the MDL's quality implementation and continuous improvement. The provision of quality includes meeting stakeholders' needs and conforming to desired outcomes or standards. Hence, education officials may adopt the identified presences for the orientation and training activities to enhance the implementation of MDL.

This study examines the experience of elementary physical education (PE) teachers who teach traditional Filipino games online. The study, which is anchored on the Giorgi's descriptive phenomenology and the Community of Inquiry theory, examines how teachers conduct online classes, how interpersonal relationships and interactions occur, and how, in the process, student learning happens. The analysis of interview transcripts using Giorgi's phenomenological reduction helped shed light on the experiences of the 30 elementary PE teachers. Specifically, the study found that the trial-and-error method of teaching traditional Filipino games online still exists despite teachers' participation in several training activities. Additionally, teachers face several technological challenges due to the need for more technical support and services, despite several requests that they made to their administrators. Furthermore, the limited social interaction and space in online education, alongside their pedagogical and technical problems, hamper the quality of teaching, resulting in diluted enthusiasm, learning, and appreciation for traditional games among students. Thus, teaching traditional Filipino games online has pedagogical and technological issues that should be addressed. However, PE teachers' determination and initiative ensured that students continue with their online learning despite the various problems faced. PE teachers self-studied, self-financed, and harnessed their networks, especially in learning the foundations of technology for online teaching and resolving technical issues. Therefore, more initiatives to help them acquire up-to-date and relevant knowledge, skills, and tools for teaching skill-based topics are necessary to succeed in online education.

This study examines school heads' digital leadership as a predictor of teachers' job satisfaction in the Philippines during the pandemic. A total of 520 public school teachers across the 16 regions of the country answered the validated online survey questionnaires between March and May 2022. With the descriptive-predictive research design, descriptive statistics, and regression analysis, the study finds that school heads have a satisfactory level of digital leadership as perceived by their teachers. This finding suggests that Filipino school heads can, at least to a satisfactory level, guide their schools and stakeholders toward digital transformation to remain adaptable and competitive in a rapidly changing digital and social media landscape. Furthermore, Filipino teachers experienced satisfactory job satisfaction during the pandemic, which suggests that they continue to cope with and adapt to the new work and educational changes despite the plethora of challenges and transitions. Finally, this study reveals that school heads' digital leadership predicts teachers' job satisfaction. When leaders are competent to lead and model in the digital age, their subordinates become more satisfied with their work. Therefore, training programs for improving school heads' digital leadership are necessary to enhance their teachers' job satisfaction, especially since technology plays a significant part in diverse educational activities.

Background and Study Aim. There is a void in the literature comparing the fitness effects of housework-based exercise (HBE) and conventional exercise (CE), including studies that adapt housework into an exercise program. This study examines the effectiveness of HBE and CE on adolescent learners' health-related fitness (HRF) and compares the effectiveness of the two exercises. Material and Methods. This study uses a parallel-group, randomized controlled trial with 120 adolescent learners; 60 are in the HBE group, and 60 are in the CE group. The participants in the HBE group exercised using housework activities, while the participants in the CE group exercised by doing push and pull, squats, lunges, leaps and jumps, planks, etc. The participants in both groups trained for at least an hour every weekday for 12 weeks under the supervision of qualified fitness instructors. Results. The findings show that HBE improves the fitness levels of adolescent learners, albeit it has no significant improvement in their BMI. Furthermore, HBE significantly improves the cardiorespiratory fitness of females more than males. Finally, CE outperforms the HBE in producing more significant and favorable fitness effects. Conclusions. When planned, implemented, and monitored carefully as an exercise program, doing housework is just as good as doing traditional exercise for keeping or improving adolescent learners’ fitness. Furthermore, the findings indicate that HBE may be more appropriate for females because it involves household-related tasks that they traditionally perform.However, CE produces more positive and significant fitness effects. Thus, teachers can use HBE in the remote exercise activities of their learners along with CE., Передумови та мета дослідження. Існує порожнеча в літературі, яка порівнює фітнес-ефект від фізичних вправ на основі домашньої роботи (HBE) і звичайних фізичних вправ (CE), включаючи дослідження, які адаптують роботу по дому в програму вправ. У цьому дослідженні вивчається ефективність HBE і CE на фізичну форму підлітків, пов’язану зі здоров’ям (HRF), і порівнюється ефективність двох вправ.Матеріал і методи. У цьому дослідженні використовується рандомізоване контрольоване дослідження з паралельними групами за участю 120 учнів-підлітків; 60 – у групі HBE, а 60 – у групі CE. Учасники групи HBE виконували вправи, використовуючи роботу по дому, тоді як учасники групи CE виконували вправи, виконуючи поштовх і тягу, присідання, випади, стрибки та стрибки, дошки тощо. Учасники обох груп тренувалися щонайменше годину щодня протягом 12 тижнів під наглядом кваліфікованих фітнес-інструкторів.Результати. Результати показують, що HBE покращує рівень фізичної підготовленості підлітків, які навчаються, хоча це не має значного покращення їх ІМТ. Крім того, HBE значно покращує кардіореспіраторну форму дівчат більше, ніж хлопців. Нарешті, CE перевершує HBE у створенні більш значних і сприятливих ефектів для фітнесу.Висновки. Якщо планувати, впроваджувати та ретельно контролювати як програму вправ, виконання роботи по дому так само корисно, як і традиційні вправи для підтримки або покращення фізичної форми учнів-підлітків. Крім того, отримані результати показують, що HBE може бути більш доцільним для дівчат, оскільки воно включає домашні завдання, які вони традиційно виконують. Проте, CE дає більш позитивний і значний вплив на фізичну форму. Таким чином, вчителі можуть використовувати HBE у дистанційних вправах своїх учнів разом із CE.

This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.