Archive for month: February, 2026

Teaching the four fundamental operations—addition, subtraction, multiplication, and divisions are essential in building a strong mathematical foundation for elementary learners. These operations serve as the cornerstone for understanding more complex mathematical concepts and real-life problem-solving situations. By mastering these skills, students enhance their logical thinking, numerical fluency, and ability to make connections across various subjects. Incorporating interactive, inquiry-based, and reflective learning approaches ensures engagement and fosters deep understanding. Ultimately, equipping students with these fundamental skills empowers them to approach everyday challenges with confidence and precision. The study was conducted to intervene the learners with poor academic performance in Mathematics. It was conducted within the bounds of Southville VI Elementary School for the school year 2023-2024. The main objective of the project is to increase academic performance from satisfactory to at least satisfactory mastery level in Math, decrease drop-out rate, increase percentage of attendance, enhance learners’ motivation and focus on learning amidst pandemic, develop intervention materials, share best teaching practices in intermediate level, and rebuild and sustain partnership between the school and community. The respondents were grade four pupils, and they were identified based on the first and second quarterly performance. It was found out that the respondents have at risk learners in Mathematics. Researchers conducted further investigations on the performance of the grade level in Mathematics for the first and second quarters of the school year. Thus, questionnaires were utilized. It was validated by the experts in the field to assure the quality, accuracy, and relevant to the level of the respondents. Furthermore, Project 4FTERMATH has had significant effect for the last six months as seen in the 66 percent as MPS on the post-test result with an increase of 0.48 percent compared to the pre-test results. The significant increase has contributed to the total performance of the grade level performance in Mathematics. The study implies that conducting this kind of intervention in addressing the learners’ gap in mathematics has made an impact in the performance level in grade level and in school.

Project CARE (Community Assistance in Reaching Everyone) in the implementation of new normal basic education in the Elementary Schools of Cluster 9, division of Calamba City utilized a narrative qualitative design. The researchers used coding and verbatim to organize and come up with relevant themes from the testimonies of the participants and organized participants’ reflections on the pupils’ performance and the interventions conducted by the selected teachers in the elementary schools of Cluster 9, Division of Calamba City school year 2022-2023. as to determine the theme immerged with such. The results showed that the intervention used by the respondent affects the recipients of the projects or interventions such as a) home visitation, b) localized videos and c) crafted supplemental activities. The effectiveness of the result was determined through a0 quarterly grade, b) distribution and retrieval of the assessment and c) School Programs and Projects (PPAs) involvement.

The study implied that the importance of interventions utilized by the teachers inside the classroom has a positive effect to the pupil’s performance. The said intervention formulates a huge impact on the learning of every learner. The study tackles how localized crafted materials help the learners enhance their knowledge, especially in reading and numeracy skills as one of the fundamental skills that pupils learn and considered considered as life skills.

With the continuous advancement of artificial intelligence (AI) technologies, a growing number of AI-enabled tools and systems aligned with pedagogical needs have emerged, substantially expanding the scope of AI applications in the educational domain. This development has not only driven the evolution of related technologies and industries but has also created new possibilities for the integration of the intelligent dual-teacher model with deep and high-quality instruction. Against the backdrop of the ongoing transition from the “Internet+” paradigm to the “Artificial Intelligence+” paradigm, technological innovations in AI are exerting a profound and transformative influence on contemporary teaching environments and instructional practices. Looking ahead, education is increasingly required to operate in close synergy with AI technologies and to explore innovative models of intelligent dual-teacher classroom instruction. Focusing on the English subject, this study investigates the construction of an AI-enabled intelligent dual-teacher classroom model, with the aim of fully leveraging the complementary instructional strengths of human teachers and AI systems. It is expected that this model will inject new momentum into educational reform and development, facilitate the implementation of personalized instruction, and ultimately promote students’ holistic development.

Several studies have shown the importance of teaching grammar in learning a second language. This article investigates the effects of teaching grammar in that process. This study provides a review of the literature regarding the concept of grammar, different grammar approaches, and prevalent studies related to this topic. The primary objectives of this study are (1) obtaining a concept of grammar; (2) examining the difference between language acquisition and language learning; (3) exposing different grammar approaches in teaching a second language; (4) reviewing relevant studies that evaluate the role of grammar in teaching a language; (5) obtaining a series of conclusions on the implementation of grammar in second language learning. The literature review shows that teaching grammar in second language learning enhances and refines L2 output; prevents bad habits and practices in L2 output; it is beneficial from the early stages of the L2 learning process; it promotes self-motivation, independent learning, discovery and production of own learning; and it enhances communication, not prevents it.

is study explored locus of control, academic procrastination and students’ learning outcomes in secondary schools in Ethiope East Local Government Area of Delta State. A correlational design was adopted for the study. The sample size for this study is 200 senior secondary school students. The main instruments utilised for data gathering were a questionnaire titled “Locus of Control Academic Procrastination Questionnaire (LOCAPQ)” and students’ terminal results to determine students’ learning outcomes. The data were analysed using simple correlation and simple regression at significance level of 0.05. The findings showed a significant association between LC and learning outcomes, and between AP and learning outcomes, among secondary school students. Based on the results of this study, it was concluded a substantial correlation between LC, AP, and learning outcomes among secondary school students. On the basis of the study findings, the following recommendations were made, among others, that school administrators should organise a seminar to orient students on the consequences of LC and AP on their learning outcomes.