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The main thrust of this research was to assess the teachers' perception on the Most Essential learning Competencies (MELC) based modules in relation to Learners performance in Mathematics VI. The respondents of the study were Grade VI teachers and learners in the Division of Bohol. Specifically, this study sought to determine the mastery level of Grade VI learners in mathematics competencies in first to third quarters. This study used descriptive-survey, documentary analysis and correlation research designs to obtain the information needed. The study covered 3,655 learners and 731 teachers in Grade VI. The data of the study were computed and presented on tables using the weighted mean, Pearson-Moment Coefficient of Correlation the results were analyzed and interpreted. Based on the findings the content were relevant, quality were moderately high and usability were described as useful. And the learned competency from first to third quarter falls to mastery level. Content was significantly related to learners performance while, quality and usability had slight relation to learners performance. After a thorough examination of the findings and conclusion of the study, the researcher recommends. On paying more attention on the learning materials used in classroom, to encourage to innovative materials and techniques in teaching mathematics and the necessity of reviewing the aspects of MELC - based modules. Furthermore, the math experts, subject area supervisors and math writers and teachers must collaborate and focus to the less to least mastered competencies. From the given recommendations, the researcher offers a proposed improvement measure. [ABSTRACT FROM AUTHOR]

The outbreak of the coronavirus disease was declared an international public health emergency as the virus spread across many countries and territories. Due to the rapid rate the virus was spreading, the South African president announced the closure of schools in March 2020. The protection of children and teachers was incredibly important. Precautions were necessary to prevent the potential spread of COVID-19 in school settings; however, care had to be taken to avoid stigmatising students and staff who may have been exposed to the virus. With a phased-in approach to grades returning to school, school leaders had to ensure that their environment was safe, conducive, welcoming, respectful, inclusive and supportive at all times. A qualitative case study, involving individual interviews with principals, was conducted using the Health Theoretical Framework of attitudes, behaviours and communication (ABCs) to investigate how school leaders were ensuring a safe and conducive environment for teachers and learners. The findings highlighted establishing an emergency School Management Team to be the COVID-19 point of contact, implementing social distancing, frequent sanitising, mask-wearing, daily screening, encouraging flexible school times and promoting the outdoor classroom. Staff with comorbidities were assigned noncontact duties. [ABSTRACT FROM AUTHOR]

The outbreak of the coronavirus disease was declared an international public health emergency as the virus spread across many countries and territories. Due to the rapid rate the virus was spreading, the South African president announced the closure of schools in March 2020. The protection of children and teachers was incredibly important. Precautions were necessary to prevent the potential spread of COVID-19 in school settings; however, care had to be taken to avoid stigmatising students and staff who may have been exposed to the virus. With a phased-in approach to grades returning to school, school leaders had to ensure that their environment was safe, conducive, welcoming, respectful, inclusive and supportive at all times. A qualitative case study, involving individual interviews with principals, was conducted using the Health Theoretical Framework of attitudes, behaviours and communication (ABCs) to investigate how school leaders were ensuring a safe and conducive environment for teachers and learners. The findings highlighted establishing an emergency School Management Team to be the COVID-19 point of contact, implementing social distancing, frequent sanitising, mask-wearing, daily screening, encouraging flexible school times and promoting the outdoor classroom. Staff with comorbidities were assigned noncontact duties.

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

Many studies have identified the fact that most mathematics teachers experience challenges in using technology in their teaching, and learners also find it difficult to use it in their learning. Teachers often fail to address opportunities regarding this usage to address the situation. This paper explores factors contributing to teachers’ and learners’ challenges and opportunities for using Information and Communication Technology (ICT), such as computers, in the teaching and learning of mathematics in the OR Tambo Education District. A case-study design was used. The sample comprised 5 teachers and 5 learners selected from 5 performing schools in the District. Individual interviews and open-ended questionnaires were used for data collection. Content analysis was used to analyse the data. The study revealed that a lack of computer tuition opportunities, school managers’ attitudes and limited material resources contributed to challenges and opportunities regarding the use of computers in mathematics instruction in schools. The study concluded that a lack of teachers’ access to the use of computers in schools made it difficult for them to assist learners in the use of computers for teaching and for school tasks. Recommendations have been made to help enforce and monitor the use of available computers in schools.

Many studies have identified the fact that most mathematics teachers experience challenges in using technology in their teaching, and learners also find it difficult to use it in their learning. Teachers often fail to address opportunities regarding this usage to address the situation. This paper explores factors contributing to teachers' and learners' challenges and opportunities for using Information and Communication Technology (ICT), such as computers, in the teaching and learning of mathematics in the OR Tambo Education District. A case-study design was used. The sample comprised 5 teachers and 5 learners selected from 5 performing schools in the District. Individual interviews and open-ended questionnaires were used for data collection. Content analysis was used to analyse the data. The study revealed that a lack of computer tuition opportunities, school managers' attitudes and limited material resources contributed to challenges and opportunities regarding the use of computers in mathematics instruction in schools. The study concluded that a lack of teachers' access to the use of computers in schools made it difficult for them to assist learners in the use of computers for teaching and for school tasks. Recommendations have been made to help enforce and monitor the use of available computers in schools. [ABSTRACT FROM AUTHOR]