This study models the influence of student and school attributes mediated by effects of numerical and graphical abilities on achievement of students in economics. Factors influencing student achievement are home, student, school, or environment related. Subject content is also an important factor which determines achievement. There are three ways to explain Economic phenomena; words, mathematically, or graphically. Therefore, level of ability in these approaches is an important determinant of student level of achievement. Participants of the research are Senior Secondary School II (SSS 2) students who enrolled in an economics class in Ibadan metropolis of Oyo states, Nigeria. There are 61 students from private and 437 from public school while the average age of the students is 15.29. A path analysis was used in the study following a hypothesized and modified model to ensure model-data fit. This study shows that school type is an important factor either with direct or indirect effect on achievement while class and the age of the student have indirect effect on achievement either through numerical or graphical ability. Also, numerical and graphical ability have a significant direct effect on achievement. This study revealed the need to emulate traditions of certain schools. Students in less mathematically and graph-oriented classes should have more time devoted to strengthening basic knowledge in this area so they can improve their level of knowledge and achievement. A latent model approach in a Bayesian framework is a viable alternative. The researchers recommend the inclusion of other variables in future studies to gain further insights into how these factors may affect economics achievement

There is a growing emphasis on acknowledging the significance of mediation within English language classrooms, reflecting an increased interest in recognizing its importance as one of the teachers’ new roles (Rezaeian, 2022). According to mediation theory, “helping learners to find ways of moving into their next level of understanding of the language” is the teachers’ role (Williams & Burden, 1997, p. 66). This paper aims to investigate English teachers’ perception of mediation and their teaching practices as mediators and raise an awareness about mediated learning among English teachers. Data for this study was collected from Mediation Questionnaire for Language Teachers designed by Williams and Burden (1997). The questionnaire includes two sections each containing 12 individual questions. First section focuses on teachers' perspectives on the significance of mediation. In the second section, teachers are asked to evaluate the frequency with which they believe they perform practices of mediation. The questionnaire was applied to 45 Turkish EFL teachers working at Ministry of National Education in Kütahya province. Results of the questionnaire survey suggest that to some extent, EFL teachers have capability to facilitate students' learning. They believe that mediation is important to some extent in language classrooms. However, their implementation is lower compared to what they think. Although we as English teachers are trying to facilitate our students’ learning, we may need to have a deeper understanding of mediation theory to improve ourselves as mediators. Findings of this study are expected to contribute to field of Foreign Language Education.

This qualitative study employs Stufflebeam’s CIPP evaluation to assess the SHS TVL caregiving program. Participants include students, teachers, and administrators involved in the program. Research instruments include semistructured interviews, document analysis, and structured observations. Thematic analysis is employed to analyze the data. Findings reveal an alignment between the program and the school's mission, adherence to government regulations, and a supportive school climate. While the program benefits from adequate training materials and qualified instructors, challenges related to inadequate facilities persist. Process-related findings highlight industry relevance through work immersion experiences and technology integration. Notably, academic performance, TESDA assessment results, and student satisfaction reflect positively on the program's outcomes. Recommendations include investment in infrastructure, continuous professional development for instructors, enhanced technology integration, strengthening industry partnerships, and addressing resource deficiencies. This qualitative study offers significant insights regarding the quality of the SHS TVL caregiving program, identifying areas of strength and improvement. By applying the CIPP model, stakeholders can make informed decisions to enhance the program's effectiveness and better meet the needs of students pursuing vocational pathways in caregiving.