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The purpose of this study was to test the reliability and validity of the Teacher Digital Literacy Scale. Methods: A total of 240 respondents were sampled from 4 universities in Changchun City, Jilin Province， China, and a proportional random sampling method was used to generation sample, after screening and cleaning the data, 194 questionnaires were confirmed as valid questionnaires. The data analysis was performed with the aid of SPSS version 26.0. The Cronbach’s alpha coefficient of the scale is 0.923, and the lowest Cronbach’s alpha coefficient for the five dimensions digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development is 0.797, indicating that the reliability of the scale is good. For the Exploratory Factor Analysis (EFA), all scale items performed well, and based on the analysis results, the scale is divided into 5 dimensions. The final scale is suitable for the next step of field research.

Students with difficulties learning mathematics can be found in almost every classroom. Hence, many educators are constantly striving to improve their students’ classroom achievement.  One potential solution is using peer tutoring. This research focused on the effects of peer tutoring on students’ academic achievement in learning Mathematics. Five research questions and Four hypotheses were formulated to guide the study. This study utilized the pretest-posttest with control group quasi-experimental research design, involving a sample of 60 Grade 10 students of University of La Salette Inc. High School who were selected based on their 2nd quarter grade. Simple random sampling by fishbowl technique was also employed to assign students to either control or experimental group, and the same method was employed in pairing the students. The experimental group received peer tutoring, while the control group was taught using the conventional lecture method. To gather data for analysis, a researcher made questionnaire Mathematics Students Achievement Test (MAT) was crafted based on the 3rd quarter lessons as stipulated in the curriculum guide set by DEPED and validated by five experts, demonstrating a reliability index of 0.792 as determined by Kuder – Richardson formula (KR-20) which means reliable. After five weeks of intervention, post-test was given to both groups to measure and assess learnings and effectiveness of peer tutoring. The post-test was just similar to the pretest. The result of the post-test was recorded and compared with the results of the pre-test to see if there is an increase in the scores of the students and to determine the effect of the intervention in the achievement of the students in Mathematics. The data were analyzed using mean, standard deviation, paired sample t-test, and t-test for independent which were tested at 0.05 level of significance. Moreover, Cohen’s d was also used to determine the effect size of the peer tutoring. The result of the findings unveiled that the participants to both group, control and experimental group showed that there is a significant difference occurred in students’ academic achievement which means that there is an improvement in the academic achievement of students after the interventions. However, students who were exposed to peer tutoring with Cohens d= 1.07 (large effect) achieved higher scores and exhibited notably superior performance compared to those who exposed to the traditional talk and chalk teaching method with Cohens d= .483 (small effect) which implies that even if there is a significant difference of the scores of the students exposed to traditional teaching, the effect size indicates that there is only a small effect or small improvement. In connection to the findings, the study recommends that teachers should explore more strategies and interventions that will help students in learning mathematics to achieve better academic achievement in the said subject. And since, peer tutoring demonstrated greater effectiveness and contributed to heightened mathematics achievement compared to conventional teaching methods, it is recommended that mathematics educators should embrace and adopt this as an intervention program to help students improve their academic achievements in Mathematics. Future researchers should encompass a larger sample size, different research locations, and additional factors that were not considered in the present study. Moreover, other techniques that help students perform better in mathematics should be explored.

This research paper critically investigates epistemological subjects by examining the claim to truth in the works of De Mello (1999) and Hansen and Rand (2006). To assess the claim to truth, this paper mainly adopts a positivist approach as its theoretical framework. This approach includes a diverse range of methods for studying economics and finance and purposes to establish a construction between positivism and the research topic related to economics and finance. It draws on the fundamental principles and perspectives of positivism to facilitate critical analysis (Yaqub 2024). The paper emphases on this approach because economists often rely on mathematical models to uncover truths. However, positivism has notable limitations, mainly in the framework of social sciences. To estimate these claims, the researchers adopt a positivist theoretical framework, encompassing a variety of alternative approaches to the study of economics and finance.

In this brief essay I outline why one should consider knowledge to not be on a firm footing. It is riddled by the possibility that nature can change its nature i.e. the miraculous may occur or even nature itself as miraculous. I argue that nature (the external world) can be seen as an illusion, that knowledge is always human knowledge subject to the biological limitations of humans, to cultural relativism and the inherent subjectivity of all knowledge systems, including the scientific. I conclude that this need not cause fear in the notion that there is simply no foundation, no grand narrative, but rather accept the vacuum as the mystery, the invisible Infinite that supports the material universal, such is the Uncaused Cause, the Creator. I conclude that such acceptance will yield a knowledge in which societies will flourish leading to less greed, violence and deceit.

The role of the school principal has transformed significantly, demanding a new set of skills and competencies to navigate the complexities of 21st-century education. This conceptual paper addresses the need for aligning qualification standards with this evolving role by proposing a comprehensive framework for preparing effective school leaders. The framework identifies key 21st-century competencies, including digital literacy, data-driven decision-making, leading diverse communities, change management, and strategic thinking. It then explores how these competencies can be effectively developed through various strategies, such as formal training, mentoring, and professional learning communities. Furthermore, the paper examines how qualification standards can be aligned with these competencies through appropriate assessment methods. The proposed framework emphasizes the interconnectedness of these elements, providing a coherent and practical approach to ensuring that school leaders are equipped to meet the challenges and opportunities of contemporary education.