Purpose: The primary goal of this study was to analyze the level of cultural sensitivity and its impact on the performance of secondary school teachers in Buayan District, Division of General Santos City. This study attempted to identify correlations between cultural sensitivity and secondary teacher performance. Research methodology: The research design of this study was descriptive-correlative. Since the design is descriptive, it provides a full discussion and explanation of teachers' cultural sensitivity and its impact on their performance. Furthermore, the study's methodology aimed to identify significant correlations between the variables under investigation. The mean and Pearson product-moment correlations were the statistical measures employed to evaluate the hypotheses. Results: The findings revealed a significant, moderate, and direct relationship between cultural sensitivity and teacher performance. Consequently, strengthening teachers' cultural sensitivity may improve their performance. Limitations: This study was limited to three (3) Buayan District Public Secondary Schools. The variables under consideration were narrowed down because cultural sensitivity is only concerned with the value system, belief system, decision making, and cross-cultural communication. On the other hand, teachers’ performance variables focused only on the teaching and learning processes, student outcomes, and community involvement. Contribution: The findings of this study provide information on teachers' levels of cultural sensitivity as a foundation for improving their performance and developing a curriculum for teaching in various cultures. Novelty: This study's originality focuses on its factors, which integrate cultural sensitivity and teachers’ performance. This research aids in determining the impact of teachers' cultural sensitivity on their performance.

Purpose: This study aimed to determine the effectiveness of cognitive skill instruction on pupils with mild intellectual disability retention in spelling exercises, retaining poems, and letter recognition. Research methodology: Research questions and hypotheses were formulated as a part of the methodology. This study used a non-equivalent pre-test, post-test, experimental, and control group design. Working memory is the cognitive skill chosen by the researchers. Flash cards, 100 frequency words, and the working rating scale were used to measure working memory in order to examine the cognitive skills of retention of pupils with mild intellectual disability. The study included ten (10) pupils. While the other five pupils comprised the control group, they did not receive any intervention strategy. Five of the ten pupils were in the experimental group and received an intervention package. The instrument was reliable with a reliability index of 0.85 and was valid for its intended use in measuring the required area. Six weeks were spent on the treatment. The t-test for independent samples was used to examine the treatment results. Results: The study's findings showed that parents had an impact on their children's cognitive development and abilities, and special educators had a significant impact on a child's ability to remain in school. Limitations: The researchers suggest that cognitive skill instruction should be implemented in educational settings. Contribution: This research will provide special educators, parents, and the government with information on how well cognitive skills can help students with mild intellectual disability retain information.

Purpose: This study aims to examine students’ perceived usefulness, perceived ease of use, behavioral intentions, and attitudes toward the use of Wakelet as an interactive digital platform for teaching and learning (T&L) in Front Office modules. Research methodology: The sample of respondents was composed of twenty-four Front Office students enrolled in the Hotel Operation program, and the research instrument was a questionnaire based on the Technological Acceptance Model. Results: The findings indicate that the majority of respondents accept the use of Wakelet as an interactive digital platform for T&L in Front Office modules, and Wakelet is also easy to use. Additionally, respondents' attitudes were positive toward the use of Wakelet, and students' behavioral intentions towards the use of Wakelet were also at a high level. Limitations: However, this study has limitations, such as focusing only on students' perceptions and attitudes towards Wakelet as a digital platform for T&L in the Front Office module. Contribution: This research adds to the body of knowledge by providing insights into students' perceptions of Wakelet as a new interactive digital platform for T&L in the Front Office module. It highlights the positive attitudes and perceived usefulness of Wakelet among students, indicating that Wakelet has the potential to enhance the quality of online learning experiences. Novelty: The novelty of this study lies in its examination of the perceptions, attitudes, and behavioral intentions of students towards Wakelet as a new digital platform for teaching and learning. This study provides evidence that Wakelet can be an effective tool for enhancing the learning experience and improving student performance.