Teachers’ Responsiveness to Students’ Needs in Solving Mathematical Problems Under Modular Distance Modality

This qualitative study explored teachers’ responsiveness to students' needs in learning mathematical problem-solving under Printed Modular Distance (PMDL) modality. Mathematics teachers’ responsiveness refers to awareness and disposition to attend to and provide an appropriate response based on students' needs. The participants of this study were 20 teachers, comprised of both junior high school and senior high school teachers, who are teaching in two (2) of the public schools in Imus City, Cavite, and Antipolo City, Rizal, respectively. The participants were purposively selected since they handled mathematics subjects under the PMDL modality for the school year 2021-2022. For the data analysis, the audio record, as well as the field notes, were transcribed into words and then examined by looking for indications of categories and different codes. It was concluded that despite the challenges in the new modality, teachers continue to respond and find ways to address the needs of students and that their awareness guides them on how they respond to and address these needs of the students in solving mathematical problems under modular distance learning. These findings were used as a basis for crafting an action plan to better support teachers in implementing responsive instructions to students under modular distance learning

Exploring the Oral Communication Strategies Used in Online Classroom Discussion

This study explored the oral communication strategies used by grade 12 students in online classroom discussion. In specific, it dealt with the following research objectives: identifying the types of oral communication strategies used by the students during online classroom discussion and determining the factors that influenced the grade 12 students in using specific types of oral communication strategies. Using content analysis, the recorded discussion in an online classroom, particularly the responses of the students, were transcribed, analyzed, and interpreted. A semi-structured interview was conducted to determine the factors that influenced the students in using the specific type of oral communication strategies. Thus, the triangulation method was used. The findings of this study revealed that 18 out 34 oral communication strategies in Dornyei and Scott (1997)'s taxonomy of oral communication strategies was evidently implemented during online classroom discussion. The lack of linguistic knowledge (vocabulary and structure of English language), and the lack of confidence in using English language during online classroom discussion, combined with the inability to grasp ideas, experiencing speaking anxiety, and other external factors such as having a poor internet connection and the choice of language used by the teacher during online classroom discussion, were the factors that influenced the students in using oral communication strategies during online classroom discussion

Filipino Mothers' Involvement in Children's Education in the New Normal

Parental involvement is critical to a child's academic success. However, little is known about how Filipino mothers approach their children's education and the challenges and obstacles they face as a result of their participation in the new normal. The current study examines Filipino mothers' involvement in their children's education and the issues that surround it. We used a case study methodology and interpreted the data using Epstein's parental involvement system. Three main themes emerged: (i) reasons for involvement, (ii) home-based involvement, and (iii) school-based involvement. The study's findings indicate that Filipino mothers are aware of their roles as educators of their children. Filipino mothers' involvement practices were consistent with prevalent parental involvement typologies. The pandemic has exacerbated parents' challenges and difficulties, particularly in balancing work and participation in their children's school-related activities