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COVID-19 pandemic brought so many changes in the state of education after school’s temporary closure. Educational institutions transitioned to modular distance learning from the usual face-to-face teaching which put both teachers and students less prepared, if not totally unprepared. This qualitative phenomenological study explored the challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines amidst COVID-19 pandemic. Data were gathered through in-depth interview to twelve (12) teachers, six (6) were teaching in the elementary, and the other six (6) teaching in the secondary level. Recorded interviews were transcribed and analyzed using the following steps: data reduction, data display, and conclusion drawing and verification. Ethical issues were considered in the conduct of the study. Results revealed that the challenges of teachers in modular distance learning includes time-consuming, incomplete and unanswered modules, inadequate parental support, and insufficient trainings to teachers. The mechanisms utilized by teachers to overcome the challenges includes time management, regular communication to parents and students, reskilling and upskilling of teachers, and utilization of blended learning. With this, it is recommended that DepEd should continue to undertake monitoring and evaluation on the implemented modular distance learning to assess its quality and relevance on the current status of education in the country.

The coronavirus disease 19 (COVID-19) pandemic has created significant and new challenges for the conduct of clinical research involving older adults with Alzheimer's disease and related dementias (ADRD). It has also stimulated positive adaptations in methods for engaging older adults with ADRD in research, particularly through the increased availability of virtual platforms. In this paper, we describe how we adapted standard in-person participant recruitment and qualitative data collection methods for virtual use in a study of decision-making experiences in older adults with ADRD. We describe key considerations for the use of technology and virtual platforms and discuss our experience with using recommended strategies to recruit a diverse sample of older adults. We highlight the need for research funding that supports the community-based organizations on which improving equity in ADRD research participation often depends.

The study determined the mediating effect of understanding mathematics classroom instruction on the relationship between teachers’ teaching styles and student adjustment among 400 second-year college students in the three components cities of Davao Del Norte, Philippines. A quantitative, non-experimental research design with correlational technique was applied. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using the Sobel z-test. The results revealed that the levels of teaching styles of teachers and student adjustment were high and the level of understanding of mathematics classroom instruction is very high. There was a significant relationship between teaching styles of teachers and student adjustment, teaching styles of teachers and understanding mathematics classroom instruction, and understanding mathematics classroom instruction and student adjustment. Furthermore, the result of the medgraph using Sobel z-test of understanding mathematics classroom instruction on the relationship between teaching styles of teachers and student adjustment was significant but partial. Nevertheless, understanding mathematics classroom instruction aided teachers to adapt their teaching styles to help students adjust in a mathematics classroom.

The purpose of this study was to determine the writing competence of the students in Alamada, Cotabato. Specifically, it determined the students’ writing proficiency; distinguished the level of writing proficiency in the different constructs such as content, structure, lexico-grammatical ability and mechanics; identified the students’ level of writing competence; and developed an action plan pertaining to the writing competence of the students. The study was conducted in Senior High Schools in the public schools in Alamada. The respondents were the 248 Grade 11 students enrolled in the second semester and were identified through a stratified random sampling method. This study was descriptive. The students were asked to write an essay and was evaluated by three inter-raters. An adopted analytic rubric was used in checking students’ essays. Frequency count, percentage and mean were used to determine the competence of the students. The study revealed that student’s level of writing proficiency was Developing. Their level of writing proficiency in the areas of Content and Structure was Approaching Proficiency while in Lexico-grammatical Ability and Mechanics were Developing. Moreover, it was found that among them, 1% were Novice, 28% were Intermediate, 48% were Refined, 19% were Superior and 4% were Distinguished writers. Finally, an action plan pertaining to the writing competence of the students was developed to address the needs of the students. Hence, it can be concluded that students need enrichment of vocabulary, mastery in grammar, spelling, capitalization, and punctuation, and most importantly, skills in writing.

COVID-19 pandemic brought so many changes in the state of education after school’s temporary closure. Educational institutions transitioned to modular distance learning from the usual face-to-face teaching which put both teachers and students less prepared, if not totally unprepared. This qualitative phenomenological study explored the challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines amidst COVID-19 pandemic. Data were gathered through in-depth interview to twelve (12) teachers, six (6) were teaching in the elementary, and the other six (6) teaching in the secondary level. Recorded interviews were transcribed and analyzed using the following steps: data reduction, data display, and conclusion drawing and verification. Ethical issues were considered in the conduct of the study. Results revealed that the challenges of teachers in modular distance learning includes time-consuming, incomplete and unanswered modules, inadequate parental support, and insufficient trainings to teachers. The mechanisms utilized by teachers to overcome the challenges includes time management, regular communication to parents and students, reskilling and upskilling of teachers, and utilization of blended learning. With this, it is recommended that DepEd should continue to undertake monitoring and evaluation on the implemented modular distance learning to assess its quality and relevance on the current status of education in the country. La pandemia de COVID-19 trajo muchos cambios en el estado de la educación después del cierre temporal de la escuela. Las instituciones educativas hicieron la transición al aprendizaje a distancia modular de la enseñanza presencial habitual, lo que puso tanto a los profesores como a los estudiantes menos preparados, si no totalmente desprevenidos. Este estudio fenomenológico cualitativo exploró los desafíos y mecanismos de los maestros en la implementación del aprendizaje a distancia modular en Filipinas en medio de la pandemia de COVID-19. Los datos fueron recolectados a través de entrevistas en profundidad a doce (12) maestros, seis (6) estaban enseñando en la primaria y los otros seis (6) enseñando en el nivel secundario. Las entrevistas grabadas se transcribieron y analizaron siguiendo los siguientes pasos: reducción de datos, visualización de datos y elaboración y verificación de conclusiones. Se consideraron cuestiones éticas en la realización del estudio. Los resultados revelaron que los desafíos de los maestros en el aprendizaje modular a distancia incluyen módulos que consumen mucho tiempo, están incompletos y sin respuesta, un apoyo de los padres inadecuado y una capacitación insuficiente para los maestros. Los mecanismos utilizados por los maestros para superar los desafíos incluyen: administración del tiempo, comunicación regular con los padres y estudiantes, actualización y mejora de las habilidades de los maestros y utilización del aprendizaje combinado. Con esto, se recomienda que el DepEd continúe con el seguimiento y la evaluación de la educación a distancia modular implementada para evaluar su calidad y relevancia sobre el estado actual de la educación en el país. A pandemia COVID-19 trouxe muitas mudanças no estado da educação após o fechamento temporário da escola. As instituições de ensino fizeram a transição do ensino presencial para o ensino modular à distância, o que deixou professores e alunos menos preparados, senão totalmente despreparados. Este estudo fenomenológico qualitativo explorou os desafios e mecanismos dos professores na implementação do ensino à distância modular nas Filipinas em meio à pandemia de COVID-19. Os dados foram coletados por meio de entrevista em profundidade a doze (12) professores, seis (6) lecionavam no ensino fundamental e os outros seis (6) lecionavam no ensino médio. As entrevistas gravadas foram transcritas e analisadas nas seguintes etapas: redução dos dados, exibição dos dados e desenho e verificação da conclusão. Questões éticas foram consideradas na condução do estudo. Os resultados revelaram que os desafios dos professores no ensino a distância modular incluem módulos demorados, incompletos e sem resposta, apoio parental inadequado e treinamentos insuficientes para os professores. Os mecanismos utilizados pelos professores para superar os desafios incluem: gerenciamento do tempo, comunicação regular com pais e alunos, requalificação e qualificação dos professores e utilização da aprendizagem combinada. Com isso, recomenda-se que o DepEd continue realizando o monitoramento e a avaliação da modalidade ead modular implantada para avaliar sua qualidade e relevância na situação atual da educação no país.

An onshore vibro driving testing of large-scale piles (2.5 m diameter) was carried out in order to validate an innovative foundation design that is needed to overcome challenging soil conditions encountered at an offshore wind farm in France. The foundation concept named DSD (drill-sand-drive) is to replace the hard soils using drilling by engineered granulars that are then compacted to design density though which monopiles are vibrodriven. Three tests were conducted covering different levels of soil compaction from low to very high and that was closely controlled using CPT. The pile driving monitoring comprised PDA sensors, vibro hammer parameters, crane hook load as well as water pressure along the external pile shaft to evaluate the liquefaction extent. The tests ultimately produced the confinement configuration induced by the drilled hole and the surrounding stiff soils and provide evidence of its impact on noticeable amplification of vibro compaction and vibro driving.