Impact of Teacher Professional Development on Students’ Mathematics Productivity: A Convergent Parallel Study

This paper sought to understand lived experience and insights of mathematics teacher education students in as far as teacher professional development is concerned and its impact on their productivity. A parallel convergent approach mixed-methods design was used. Qualitative phase had 14 purposefully selected students (seven were included in the focus group discussions and seven in the in-depth interviews) and quantitative phase encompassed 130 randomly chosen students. Quantitative results confirmed that there were high scores on student productivity and professional development of the teachers where the correlation was moderately positive and significant (r = 0.609, p < .001). The qualitative findings showed that teachers’ teaching strategies, extra efforts done outside the classroom and flexibility in the teaching modalities were appreciated by the students contributing more in student engagement and learning. The combined results established that professional development is an essential aspect in enhancing mathematics productivity amongst the learners. At the end of the study, the degree of improving the effectiveness and productive mathematics education by investing in the teacher professional development is concluded

An Assessment of the Study Habits and Language Self- confidence of Tertiary Education Students: A Mixed Methods Study

This study explored how students’ study habits might influence their confidence in using the English language. Through a mixed-method design using convergent parallel approach, the study merged both numbers and stories to gain a better understanding. 173 students from different year levels of English majors were surveyed, while 14 were strategically picked for interviewing to express their individual experiences and understandings. The findings indicated that the majority of students possessed good study habits, managed their time effectively, practiced regularly, and remained well-organized. But when language self-confidence was considered, it was only at a moderate level. Numerous students were still uncertain when using English to speak or write, even though they had well-disciplined study practices. Statistical analysis proved that there was no substantial relationship between study habits and language self-confidence. Surprisingly, the interviews showed that self-confidence in language usage usually originated from other than the expected areas, such as supportive teachers, supportive classmates, and intrinsic motivation. What this implies is that good study habits are good, but they are perhaps not sufficient all by themselves to establish self-confidence in language usage. The research suggests that pupils spend time thinking about how their habits work for them as learners and think about strategies such as positive reinforcement and self-monitoring to enhance their confidence. Ultimately, developing language self-confidence might take more than instructional discipline, it needs emotional support, authentic practice, and learning conditions that enable students to risk and develop

Critical Thinking Disposition and Mathematics Productivity of Students: A Convergent Parallel Study

This study examined the relationship between critical thinking disposition and mathematics productivity, highlighting how critical thinking skills contribute to enhanced mathematical performance and sustained engagement. Using a mixed-methods design with a parallel convergent approach, quantitative data were collected from 245 randomly selected students, while qualitative insights were gathered from 14 purposively chosen participants through interviews and focus groups. Results revealed a high level of both critical thinking disposition and mathematics productivity, with a significant positive correlation, r (243) = .821, p < .001. Qualitative findings emphasized the importance of teaching and learning strategies, real-world applications, and the cultivation of curiosity, while also identifying cognitive barriers to problem-solving. Students reported gains in practical skills, engagement, and perseverance. Integration of the data confirmed that a strong critical thinking disposition enhances mathematics productivity by improving problem analysis, logical reasoning, and sustained effort. The study underscores the critical role of dynamic, supportive classroom environments in fostering these outcomes

The Aesthetics of Silence in Samuel Beckett’s “Waiting for Godot” and Harold Pinter’s “The Homecoming”: Communicative Voids as Existential Expression

This paper introduces the significance of silence as a potent expressive tool in 20th-century drama, focusing on Samuel Beckett and Harold Pinter as key innovators within the Theatre of the Absurd. The primary goal is to conduct a comparative analysis of the aesthetics and function of silence in Beckett’s Waiting for Godot and Pinter’s The Homecoming. Drawing on theoretical frameworks from theatrical semiotics, the Theatre of the Absurd (notably Martin Esslin), and existentialist philosophy (resonating with Camus and Sartre), the study examines how both playwrights utilize communicative voids. The significance lies in demonstrating the distinct dramaturgies of silence employed: Beckett’s silence articulates metaphysical absurdity, language inadequacy, and existential solitude, confronting a silent universe, while Pinter’s silence operates strategically within social and psychological realms, revealing power dynamics, interpersonal conflict, and ambiguity through tactical pauses and subtext. The results show that Beckett’s silence embodies a metaphysical void, whereas Pinter’s reflects psychological warfare and social critique. Both transform absence into profound existential expression, highlighting different facets of the modern human condition—one cosmic, the other social—thereby enriching the understanding of silence as a versatile dramatic force

Pathways to the Top: A Multiple Case Study on the Experiences and Strategies of Licensure Examination for Teachers’ Topnotchers

This qualitative multiple case study examined the lived experiences, coping mechanisms, and insights of four LET topnotchers from different teacher education programs, including Bachelor of Secondary Education majors in Biological Science, Mathematics, and Filipino, as well as a Bachelor of Elementary Education Generalist. Conducted in the context of their journey toward achieving topnotcher rank in the Licensure Examination for Teachers (LET) in the Philippines, the study explored the challenges they faced such as stress, self-doubt, pressure, and financial constraints through in-depth interviews that captured narratives of their preparation. Using a multiple case study design, the data revealed several key factors that contributed to their success, including effective time management, strong personal discipline, a structured study routine, a solid support system, and unwavering faith as a source of strength. These elements helped them navigate the demanding LET review process and ultimately excel in the examination. The findings emphasize the importance of integrating academic strategies with emotional resilience and interpersonal support, and the study recommends that aspiring LET passers and future educators adopt these practices to enhance their preparation and increase their chances of success. This research provides valuable insights into the experiences of high-achieving LET passers and serves as a practical guide for those striving for excellence in the licensure examination

Exploring the Narratives of Cooperating Teachers in Honing Student Teachers: A Qualitative Investigation

This research was conducted to investigate the lived experiences of cooperating teachers as mentors to student teachers, particularly in how they navigated their double roles as instructors and mentors. With a phenomenological methodology, the research gathered qualitative data from veteran cooperating teachers in order to identify their observations, difficulties, and tips in mentoring. It was found that although cooperating teachers had a significant influence in the development of student teachers' pedagogical competence, they themselves experienced difficulties such as overload of work, lack of institutional support, and absence of formal structures for mentoring. In spite of these, they created positive learning climates, engaged in ongoing professional development, and worked with colleagues to become more effective mentors. The study concludes by emphasizing the need for structured mentorship programs and stronger institutional support to improve the practicum experience and overall teacher preparation

Academic Self- regulated Learning among Elementary Education Students: A Convergent Parallel Approach

The study aimed to describe the lived experiences of elementary education students in a local college on academic self-regulated learning. It also sought to describe the coping mechanism of elementary education students on self-regulated learning with regards to their academic task. This study utilizes mixed method design, using parallel convergent approach. The participants of the study were the elementary education students from 1st year and 2nd year level. There were 110 students who were randomly selected for quantitative, and 14 for the qualitative: seven for in-depth interviews and seven for FGD, which were purposively selected. Based on the results of the study, it was determined that the level of academic self-regulated learning was high. The extracted themes on the experiences and insight are: fostering academic success through strategic learning approaches, managing distractions and maintaining focus in learning, enhancing motivations and collaboration in learning, and optimizing time management for effective learning. The results from quantitative and qualitative converged when they were being corroborated. The result confirmed that despite the challenges faced by elementary education students in self-regulated learning, they exhibited remarkable self-regulatory abilities. These skills, memory strategy, goal setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility and organizing contributed to their academic success and overall development. The study highlighted the need for targeted interventions to further support students in enhancing their self-regulated learning skills. Recommendations for future strategies and improvements are provided at the end of the study

Improving Mastery of Pronoun-Antecedent Agreement in Grade 9 Students Through Game Intervention: Gamified Activities for Mastery Enhancement

The purpose of this descriptive quantitative study was to improve the mastery of students on pronoun-antecedent agreement among high school students. The study participants were 50 ninth-grade students from Semong National High School. The study introduced an intervention called GAME (Gamified Activities for Mastery Enhancement) Intervention to improve student mastery on pronoun-antecedent agreement. The pre-test and post-test results showed a significant difference: the pre-test had a mean percentage of 47.3 (Standard Deviation = 2.85), while the post-test showed a mean percentage of 80.5 (Standard Deviation = 2.02). Statistical analysis confirmed a substantial improvement in student mastery, with a t-score of 19.4 and a p-value less than .001, indicating the results were statistically significant. To provide a comprehensive understanding of the students' insights during and after the intervention, the researchers conducted interviews with selected individuals. From the responses gathered, five themes emerged regarding the insights of students: (1) Increased Participation and Engagement, (2) Enhanced Retention of English Lessons, (3) Improved Collaboration and Peer Interaction, (4) Variety in Game Types, and (5) Supportive Learning Environment

A Critical Examination of Larsen-Freeman & Anderson's "Techniques and Principles in Language Teaching" (3rd Edition)

Diane Larsen-Freeman and Marti Anderson's "Techniques and Principles in Language Teaching" (3rd Edition, 2011) remains a cornerstone text in second language acquisition (SLA) and teacher education. This comprehensive review critically examines the text's enduring value, significant updates in the third edition, its structured approach to presenting historical and contemporary language teaching methods, and its core thesis advocating a shift from rigid method adherence to principled eclecticism. The review analyzes the book's unique format, presenting each method through an experienced teacher's classroom practice lens, followed by analysis of underlying principles and techniques, arguing this approach is its greatest pedagogical strength. While lauding its unparalleled scope and practical utility, the review also engages with critiques regarding its Western-centric focus, the potential oversimplification inherent in the "method" construct, and the challenges of enacting principled pragmatism. Ultimately, the review concludes that Larsen-Freeman and Anderson's work is an indispensable resource that effectively bridges theory and practice, empowering teachers to become informed, reflective, and adaptable professionals

An Exploration on the Emotional Intelligence of Fourth Year Students in Teacher Education: A Convergent Parallel Study

The purpose of this study was to examine the emotional intelligence of fourth-year education students at a local college using a convergent parallel mixed-methods approach. The research integrated quantitative data from 123 students with qualitative insights from 14 participants. It aimed to explore how students’ abilities to recognize, understand, and manage their emotions influence their resilience, stress management, and overall academic engagement. Findings indicate that students with higher emotional intelligence exhibit greater adaptability, effective coping strategies, and stronger interpersonal relationships, all of which contribute to academic success. In contrast, students with lower emotional intelligence often face difficulties in regulating stress, resulting in decreased motivation and engagement. Qualitative data provided nuanced perspectives on students’ varied experiences, coping mechanisms, and personal reflections related to emotional intelligence within academic settings. The integration of quantitative and qualitative findings revealed strong alignment, reinforcing the study’s conclusions. This research highlights the importance of incorporating emotional intelligence development into teacher education programs through targeted interventions such as emotional awareness training, mentorship, and self-reflection activities. Enhancing students’ emotional intelligence can support their well-being, improve academic performance, and cultivate a more resilient and engaged learning community. These findings offer valuable insights for educators, policymakers, and future researchers aiming to develop effective strategies for fostering emotional intelligence among education students