This study aimed to determine the Effectiveness of Open Educational Resources (OER) in the performance of learners in Science 6. In the pre-test administered, the control group obtained a higher mean percentage score (MPS) than the experimental group with mean percentage score (MPS) of 29.68 % and 29.00% respectively. In the post-test, the learners in the control group obtained a mean percentage score of 80.18% and the experimental group had 86.33%. Both groups improved in their performances but the performance of the experimental group is much higher than the control group after Open Educational Resources (OER) was employed. Based on the results, this study concludes that Open Educational Resources (OER) in teaching Science is an effective tool in enhancing the performance of learners in Science 6.

This study tried to determine the level of technology proficiency of Junior High School Araling Panlipunan teachers in the private secondary schools in San Carlos City Division during the school year 2020- 2021. Highest level of in-service training in ICT attended is significantly related to the teacher-respondents’ level of technology proficiency. There is no significant difference in the assessments made by the teacherrespondents themselves and the school administrators on their level of technology proficiency. The Junior High School Araling Panlipunan teachers should attend trainings and seminars up to the national level to further enhance their technology proficiency. And the private secondary school administrators should conduct more inservice trainings in ICT.

This study aimed to propose a digitized instructional material in dukasyong Pantahanan at Pangkabuhayan for Grade 5 Learners. The Grade 5 learners manifested low mastery in the competencies under Edukasyong Pantahanan at Pangkabuhayan -Agriculture. The proposed instructional material involving the lessons under Edukasyong Pantahanan at Pangkabuhayan-Agriculture is acceptable based on the evaluation of its content quality, instructional quality, and technical designs. It is recommended that the proposed digitized instructional material should be recommended for use by Edukasyong Pantahanan at Pangkabuhayan 5 teachers. Teachers should also develop other forms of similar digitized instructional materials in other areas of Edukasyong Pantahanan at Pangkabuhayan which is found to be less mastered by the learners. Similar studies should be conducted focused on areas not covered by this study.

This study aimed to determine the effectiveness of multimedia instructional materials in the performance of Grade 6 learners in Technology and Livelihood Education-Industrial Arts at Goliman Elementary School during the third quarter of the school year 2019-2020. The control group and experimental group have a comparable performance with a MPS of 36.84% and 35.86% respectively prior to the conduct of the study. After the conduct of the experiment, the experimental group exposed to multimedia instructional material performed better than the control group that was exposed to traditional instructional material. The computed t-value is 12.722 which is higher than the critical value of 2.016 at a 0.05 level of significance with 53 degrees of freedom. The null hypothesis which states that there is no significant difference in the performance of Grade 6 learners of the two groups in the post-test is rejected. Thus, using digitized instructional materials is more effective than using traditional instructional materials in teaching Technology and Livelihood Education–Industrial Arts.

The study aimed to develop and propose a capability enhancement program for public elementary school science teachers in District 1-A, San Carlos City Division. The findings revealed that the respondents were mostly in the process of pursuing their masters’ degree; non- science major; relatively young or just have short teaching experience in teaching Science; and most of them had attended Division training in Science. Further findings had shown that the public elementary school science teachers are “Highly Capable” on Learning Environment and “Capable” on Content Knowledge and Pedagogy, Diversity of Learners, Curriculum and Planning, and Assessment and Reporting, domains based on the PPST. In addition, educational attainment and area of specialization were not significantly related to their level of capability in the five domains of PPST while the length of service of science teachers was not significantly related to the learning environment, curriculum, and planning. However, it is related to the domains of Content Knowledge and Pedagogy, Diversity of Learners, and Assessment and Reporting which indicated a “Moderate Relationship”. Lastly, on the level of training in Science attended, only Domain 2 Learning Environment was found to have no significant relationship with the level of training in science attended. However, the level of training has a “strong positive relationship” with the domains of Content Knowledge and Pedagogy, Diversity of Learners, Curriculum and Planning, and Assessment and Reporting.