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The intergenerational diversity of teachers in the school community offers rich resources for professional learning and development. Nonetheless, intergenerational (IG) relationship is essential for teachers to access these social resources. Hence, through a systematic grounded theory design, this study looked into the IG relationship building process among teachers in the Philippine multigenerational basic education schools, based on a contextualized understanding of the teachers' intergenerational diversity in terms of their age, period, cohort, and professional experiences. Smooth IG Relationship Building Theory eventually emerged from the grounded data that were gathered from 20 multigenerational Filipino teachers. This grounded theory offers five theoretical propositions: (1) Multigenerational teacher community offers a wide range of resources for professional and personal development of teachers, and access to these resources is unlocked by smooth IG relationships; (2) Smooth IG relationships are hindered by generational gaps, seniority, and isolating structures and programs of the schools; (3) IG values are important to ensure that smooth IG relations do not have underlying tensions beyond the surface interactions; (4) The quality of opportunities and strategies influence the nature of relationships that could develop among colleagues; and (5) Development of smooth IG relationships among colleagues is influenced by the school culture, Filipino social relations, gender differences and IG diversity.

This qualitative research explored the experiences of university professors and instructors in teaching College Physics to the K to 12 Program graduates. The data were obtained from Physics professors and instructors from various state universities in Eastern Visayas through semi-structured interviews. Using Colaizzi's method of data analysis, five themes regarding the issues and challenges were generated. These themes are: STEM versus non-STEM graduates; students' lack of knowledge and poor conceptual understanding; challenges in teaching problem solving; challenges in conducting laboratory activities; and negative perception towards physics. In each of the issues and challenges, corrective measures were employed by the participants. Recommendations addressed to various stakeholders were also sought from them. Results reveal that there is a lack of readiness for the K to 12 Program graduates to take on the College Physics course and there are serious learning gaps between Physics education in higher education and K to 12 Basic Education curricula. The results of this study can guide the concerned individuals in the educational sector in making ways to establish continuity and progression in learning Physics.

How do Filipinos remember their history? To date this question still has no systematic answer. This article provides quantitative, descriptive results from two nationally representative surveys that show how Filipinos view three of the country's major historical events: the Spanish colonization of the Philippines; martial law under President Ferdinand Marcos; and the 1986 People Power Revolution. The descriptive results include several takeaways, including: first, the modal response towards all three events was indifference (versus positive or negative feelings); second, positive feelings towards martial law were highest among those who were alive at that time; third, the distribution of feelings towards these historical events was similar across individuals with different educational achievement; and finally, a surprising proportion of respondents expressed positive feelings towards both martial law and People Power. We discuss the potential limitations of our study and conclude by considering the implications of these results for the Philippines' contemporary politics. (Contemp Southeast Asia/GIGA)

Study habits is presumed to be a promising indicator as regards the scholastic standing and academic success of students. However, with the unforeseen paradigm shifts in the Philippine education system due to COVID-19, millions of Filipino learners are confronted with various school-related concerns. Their established study habits are undoubtedly disrupted, if not yet depleted. This led the researchers to instigate this research and gather the data pertinent to the attainment of its general objective. In total, there were 4,056 secondary students from nine junior and senior high schools who voluntarily participated in the conduct of this study. With the intention of this quantitative research to gauge the degree of study habits of the respondents, and its potential significance of differences when grouped according to an identified set of independent variables, a set of statistical tools were espoused. For the results, the respondents accumulated an overall mean of 4.14 or often, which implies positive academic practice given its frequent recurrence. Hereafter, t-test and ANOVA statistics also declared that their study habits are significantly different when the mean scores are juxtaposed according to sex (p-value = 2.536E-12 < 0.05), socio-economic status (p-value = 0.03 < 0.05), education level (p-value = 0.02 < 0.05), and preferred modality of learning delivery (p-value = 0.02 < 0.05). This infers that the disparities in the study habits of secondary students are exceedingly distinguishable when clustered as per their demographic information and chosen instructional channel—inclined to the rejection of the null hypotheses.