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This study aimed to determine the factors that affected the diminishing persistence of heterogeneous academic achievers when induced in homogeneous classes as a basis for developing a support system to address the situation. This study identified the common hindrances the heterogeneous academic achievers encountered as they were brought to a homogeneous class. It employed a qualitative approach to research in gathering the pertinent data. The participants of the study were subjected to a two-phase interview method. It was found that the participants experienced hindrances that diminished their academic persistence in class: intimidated feeling, low sense of belongingness, and peer influence and motivation. This study was limited to identifying the reasons behind the diminishing persistence of heterogeneous academic achievers when streamed in a homogenous class and crafting an action plan as the basis for the development support system to address the situation. The key informants were composed of 18 students who were chosen purposively from the classes of grades 8-10 for the school year 2018-2019.

The main purpose of this study is to determine the effect of using a new type of mnemonic device, utilizing dance steps in teaching Chemistry 7 in the retention rate of students on the properties of metals and non-metals. Different dance mnemonics corresponding to each property of the two types of elements were developed by the researcher. It was then utilized in teaching. The respondents of the study were the 91 grade 7 students of the two classes of the researcher in Science 7 during the first quarter of the S.Y. 2019-2020. Z-test was the statistical treatment used to compare the results of sample-experimental group to that of the population it was taken from. After utilizing the set of dance mnemonics developed corresponding to different properties of metals and non-metals, the samples performed better on the post-test compared to the population which means that using dance steps as mnemonic device increased the retention rate of grade 7 students. This study was limited only in the effect of using dance steps as a mnemonic device to increase the retention rate of grade 7 students in the properties of metals and non-metals.

In this article, we focus on a set of remote activities regarding simulated juries, judges' evaluations, communication of verdicts, and a post-discussion conversation. These activities aimed to promote learning of the preservice teachers about the differences between remote and in-person teaching in a chemistry teaching methods course. The set of activities was developed at the beginning of the course, during the Pandemic COVID-19, and the interchanging of roles was applied by the teacher educator. These structured activities were accomplished through the preservice teachers' interactions and their interactions with the teacher educator by means of arguments, explanations, dialogues, and injunctions. We used a multi-level method for discourse analysis to map, sample, and analyze virtual interactions, which afforded the following results: 1) the preservice teachers strongly engaged in the remote activities and constructed arguments and counterarguments in the simulated jury activities, showing active roles as knowledge producers in all set of activities; 2) several themes and subthemes were developed; 3) the teacher educator assumed the roles of instructor, manager of the discussions, and commentator; 4) the preservice teachers evaluated positively their experience with the set of activities; 5) the application of the multi-level method allowed us to make explicit the discursive moves of the participants and a model for the simulated juries and related activities.

Abstract Background Teleworking (TW) has recently shifted from a marginal into a common practice. Yet, concerns have been raised regarding potential work-health negative effects, related to the reduced socialization, and extended working hours with computers at home, possibly offset by reduced commuting time or better individual work-life balance. This paper aims at describing the influence of TW on health, well-being, and productivity perceptions, and how this is shaped by TW conditions. Methods We collected data from workers of 25 companies that exert their activity in Portugal. Data were completed with a representative sample of workers who regularly participate in surveys (total N = 1,069). We applied an on-line questionnaire from September the 1st 2022 to December the 1st 2022. We performed a simple descriptive analysis of each variable. Then, we analyzed the relationship between TW conditions and self-reported health, and between TW conditions at home and productivity, using logistic regression models. Results We observed a high prevalence of self-perceived health worsening (15.9%), mostly among those with poor TW conditions. Most teleworkers enjoyed favorable TW conditions, despite limited company support. Relevant changes were observed in lifestyle factors, towards more smoking (5.5%), alcohol drinking (4.5%), and worse diet (10.1%). Two thirds reported enhanced productivity. A statistically significant relationship was observed between inadequate TW conditions, health deterioration, and lower productivity. A 6.0% point (pp) increased risk of productivity worsening was observed when employees faced at least one inadequate condition at home (no private working place at home, inadequate heating, artificial light, or absence of well-being at home). The risk of health deterioration increased by 12.9 pp when facing at least one of these inadequate conditions, and by 6.3 under hybrid TW, compared to one or two days of TW. Conclusions Most teleworkers highlighted a positive perspective about teleworking. Yet, TW conditions are not favorable for all workers, with consequences on health, well-being, and productivity, suggesting that further support is needed for teleworkers to protect their health at home, and reach its maximum benefit.

Abstract The Scanning Habitable Environments with Raman and Luminescence for Organics and Chemicals (SHERLOC) instrument onboard the Mars 2020 Perseverance rover detected so far some of the most intense fluorescence signals in association with sulfates analyzing abraded patches of rocks at Jezero crater, Mars. To assess the plausibility of an organic origin of these signals, it is key to understand if organics can survive exposure to ambient Martian UV after exposure by the Perseverance abrasion tool and prior to analysis by SHERLOC. In this work, we investigated the stability of organo-sulfate assemblages under Martian-like UV irradiation and we observed that the spectroscopic features of phthalic and mellitic acid embedded into hydrated magnesium sulfate do not change for UV exposures corresponding to at least 48 Martian sols and, thus, should still be detectable in fluorescence when the SHERLOC analysis takes place, thanks to the photoprotective properties of magnesium sulfate. In addition, different photoproduct bands diagnostic of the parent carboxylic acid molecules could be observed. The photoprotective behavior of hydrated magnesium sulfate corroborates the hypothesis that sulfates might have played a key role in the preservation of organics on Mars, and that the fluorescence signals detected by SHERLOC in association with sulfates could potentially arise from organic compounds.

The study aimed to reveal the challenges experienced by the education students in using digital technologies with the end phase of developing an institutionalization plan. The utilization and integration of information and communication technologies (ICTs) in the field is already critical to prepare the learners to be competent and skilled individuals for the 21st century's opportunities and challenges. However, various challenges and gaps arise because of the differences between and among the various stakeholders' preferences, capabilities, privileges, and affordances to digital technologies. It was even more intensified by the COVID-19 pandemic, where tertiary education institutes shifted to an online learning delivery modality. From the literature review, the researcher summarized the five factors that influenced the challenges of using digital technologies in education. Those are the availability and physical access to up-to-date devices and infrastructures; geographical location and community type; income, poverty, and socio-economic status; level of education and digital literacy skills of teachers; and motivation, engagement, and interest. These five (5) main factors have been the basis for crafting the interview questions administered to 20 second-year education students. Interview data were analyzed, and four themes emerged to generalize the challenges experienced by the students: (1) unavailability and physical inaccessibility to digital technologies; (2) poor internet connection relative to residence; (3) low socioeconomic status and inaccessibility to digital technologies; and (4) disengagement in using digital technologies. The four themes became the basis used in crafting the institutionalization plan.

This study determined the relationship of school principal-teacher interaction and teachers' professional well-being in the public secondary schools of Zone 1 of the Schools Division of Zambales during the Academic Year 2020-2021. A quantitative descriptive research design was employed in the study. A survey questionnaire was the main data gathering instrument to collect responses from the public secondary school teachers. The survey questionnaire consisted of item indicators with an excellent internal consistency of Cronbach's coefficient of 0.93. The findings of the study revealed that majority of the teacher-respondents are female, in their early adulthood, with MA units, a Teacher I and with adequate years in service. The teacher-respondents perceived that their School Principals "Always" interact in enhancing their teachers' professional well-being. The teacher-respondents strongly agree with regards to their professional well-being as indicated of their high level of well-being. Another salient finding of the study revealed a significant difference on the school principal-teacher interaction as to Supervision and Evaluation when they are grouped according to sex. There is also a significant difference on the professional well-being of teachers as to Professional Development when they are grouped according to age and educational attainment; significant differences surfaced as to Positive Relation with Colleagues when teachers are grouped according to educational attainment as well as to Autonomy in Professional Activities when they are grouped according to sex. It was also revealed that a significant relationship exists between school principal-teacher interaction and teachers' professional well-being.

This study aimed at exploring students' engagement, difficulties, and meaningful learning experiences in Biology class relative to the use of the intervention material developed--the digitized concept stories. Students' engagement towards learning Biology and difficulties experienced in class were revealed through in-depth interviews with 20 Grade 7 students. The digitized concept stories were structured based on the results covering the five (5) main topics in Biology 7 and Most Essential Learning Competencies (MELCs) identified by the Department of Education (DepEd). After the utilization of the intervention material, the same respondents were again interviewed to encapsulate their meaningful learning experiences while using the intervention. Meanwhile, to evaluate the qualities of the digitized concept stories, the researcher administered the acceptability survey questionnaire to 22 Science 7 teachers at the selected secondary schools in the 2nd Congressional District of the Quezon Province Schools Division Office. It was found out that digitized concept stories serve as a learning aid in Biology 7 because it makes the lesson easier to understand, help increase retention rate, provide additional knowledge, and clear explanation, and allows recognition of importance of the lessons delivered. It engaged the students by providing learning enjoyment and increasing their motivation and interest. It is appropriate in distance learning for Grade 7 students and can also be used for other topics in sciences and other disciplines. It was also found that the developed materials are acceptable for teachers as they gave favorable evaluation on its qualities. Hence, the validated digitized concepts stories are ready for utilization in Biology classes. It was then recommended that the developed intervention material may be used in an experimental study to further test its ability in improving students' academic performance.