With the advancement of technology, the shift from printed to digital reading materials has sparked concerns regarding their effects on students' engagement and comprehension. While previous studies have looked into these issues, there's still a gap in understanding how students personally experience both formats, particularly in literature courses. This study investigates third-year Literature students' perspectives on printed and digital reading materials in literature courses. A qualitative approach was employed through in-depth interviews to explore their preferences and experiences of both reading formats. The findings revealed that while digital materials offer convenience, printed materials support deeper engagement and comprehension. These findings explain the benefits of printed materials while identifying areas of improvement in digital materials. This study, therefore, recommends instructors to identify suitable reading materials that contribute to student engagement and effective learning. Moreover, future research should focus on specific strategies to enhance student engagement with digital texts.

Equalization of chemical reactions is one of the main interests of chemistry. In chemistry teaching today, equations are balanced either by guessing or by using methods such as the ion-electron method. Forecasting is difficult to implement because it is time-consuming. The ion-electron method is of limited use since it is necessary to know the oxidation steps of the elements. The Guiding Equation Method we propose in this study has a wide range of applications since it can be applied to all chemical reactions. It is also fast because it uses mathematical methods for the solution and the results are reliable. Our method has the potential to calculate reaction yields differently, change reaction designs and improve chemical productions. In addition, our method is thought to facilitate the teaching and understanding of stoichiometry in chemistry education.

This study addresses common mistakes that English teachers make in their professional lives to improve the quality of language education and suggests possible solutions to these common mistakes. For this purpose, 100 English teachers working in public schools were included in the study. The data was analysed using content analysis and a qualitative study was conducted. Eight volunteer English teachers who were study participants were interviewed in a semi-structured manner to obtain a more in-depth understanding of the research. Google Forms was used to collect data. As a result of the research findings, it was determined that the most common mistake made by English teachers is mispronunciation. It has been concluded that the recommended solution to this most common mistake is to improve oneself professionally and that more practice is required. It is expected that the study will help contribute to the literature by explaining solution suggestions that can help prevent the repetition of these mistakes in language teaching.

This study undertakes a comprehensive exploration of the role of reading comprehension in the academic achievement of Bachelor of Secondary Education (BSED) major in English students during the School Year 2022-2023 at Cebu Roosevelt Memorial Colleges in Bogo City, Cebu. Motivated by challenges identified across various educational levels, particularly in response to the country's 2022 Programme for International Student Assessment (PISA) performance, the study seeks to contribute nuanced insights to the ongoing discourse. The central focus revolves around the implementation of the Peer-Assisted Learning Strategy (PALS) as an evidence-based and extraneous approach, strategically employed to amplify reading comprehension and foster cooperative skills. Employing a robust quasi-experimental pretest and post-test design, the research, facilitated by a faculty member, keenly observes the impact of PALS on BSED English 2 students. Participant selection follows a deliberate and systematic simple random sampling process to ensure diverse representation. Infusing a significant statistical dimension, a T-test for paired samples is incorporated to precisely ascertain the difference in average scores within individual observations before and after the implementation of PALS. The conclusive findings unveil a statistically significant difference in pretest and post-test scores, validating the efficacy of PALS in substantially enhancing student learning outcomes. This contributes valuable insights into the nuanced effectiveness of PALS and underscores its potential to consistently improve reading comprehension in the academic achievement.