Teachers began preparing for modular and interactive distance learning under the presumption that teaching would continue regardless of the situation. Teaching is attainable, but there are difficulties as well. This quantitative study was to investigate and describe how teachers coped during the COVID-19 pandemic, including innovative practices used by teachers to defeat or simply overcome the difficulties and challenges of the modular teaching and learning approach. The study employed a descriptive-correlational research design and utilizing a (...) purposive random sampling technique in selecting the respondents of the study. There was a total of 50 public school teachers across the study’s locale who responded to the conduct survey, which set the research sample size limitation. The findings of the study showed that the significant relationship between theinnovative practices and coping mechanisms of the educators and their ability to overcome the difficulties and challenges of the modular instruction and learning approach during the COVID-19 pandemic had the overall correlation coefficient of 0.642 with a sig. (2-tailed of 0.397). Teachers must fortify their hearts to carry out their work and responsibilities despite the greater circumstances. To succeed and develop into a frontline teacher who is effective, they must devote all their effort. (shrink)

This study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms (...) of their sex and educational attainment of parents; the attitude of the respondent's significant relationship between sex and educational attainment. The researcher used the quantitative survey questionnaires to gather data from 128 Grade 6 students in five Elementary Schools in Bongabon, Nueva Ecija who enrolled during the School Year 2020-2021. The study revealed that the respondent's demographic profile in sex has no significant relationship to their adaptability and attitude in the modular learning approach. Yet the parents' educational attainment of the respondents has a significant relationship to adaptability in terms of learning assistance and support in the modular learning approach. The results further signified that parents' educational attainment is a basis for adaptability in modular learning. -/- . (shrink)

This study sought to examine the factors affecting the Science, Technology, Engineering and Mathematics (STEM) students’ Mathematics performance in a modular distance learning at Notre Dame Village National High School (NDVNHS). In particular, the researcher was interested to determine if these factors had a significant effect on the students’ Pre-Calculus and General Mathematics performance considering the number of hours spent in modular learning. The period covered by the study was during the first semester of the school (...) year 2020-2021. The respondents were all 67 Grade 11 STEM students of NDVNHS. A quantitative research design was utilized particularly using Multivariate Analysis of Covariance (MANCOVA). The findings of the study revealed that majority of the STEM students had a good performance in their Mathematics subjects for the first semester. Also, the factors specifically type of motivation (intrinsic or extrinsic) and support system (parents, siblings, relatives, friends, or classmates) had statistically significant effect on their mathematics performance in the new normal considering the amount of time they spent in learning using modules. Moreover, there were statistically significant differences in both Pre-Calculus and General Mathematics performances between the type of motivation and support system when adjusted for the number of hours spent in modular learning. Based on the findings, the study concluded that the students’ motivation and support system can greatly affect their mathematics performance when controlling for the allocated time in modular learning. Especially in Pre-Calculus and General Mathematics, motivation and support system are important factors in learning using modules. In the new normal education, the students should increase their level of motivation as well as exposure in self-learning and be given full support towards the processes in the modular approach of distance learning. (shrink)

This implementation framework bridges the theoretical concepts of the Instructional Modular Approach with the practical development of Science Teaching Competency. It offers prospective teachers a structured, adaptive, and technology-enhanced pathway to becoming competent and innovative science educators. Each unit is meticulously designed to not only equip teachers with theoretical knowledge but also to hone their practical skills and competencies essential for a dynamic science teaching environment.

This study aimed to examine the challenges encountered by science teachers in implementing modular distance learning and the coping strategies they employed to address these challenges. Using a mixed-method research approach, data were collected through a survey of thirty-eight Junior High School science teachers in Mandaon District in Masbate, Philippines. Findings revealed that the implementation of modular distance learning presented various challenges, including technical problems, distribution and retrieval difficulties, student utilization issues, and unreliable assessment results. (...) To cope with these challenges, teachers employed various strategies, including attending ICT training, asking for technical assistance, developing income-generating projects, and utilizing differentiated instruction and targeted assessments. The study also highlights the need for more parental involvement, adequate funding for schools, clear instructions and guidance to students, and proper monitoring of student performance. Overall, the study suggests that with effective implementation and support, modular distance learning can be an effective mode of instruction, particularly during times of crisis. (shrink)

In response to the COVID-19 pandemic threat, the Department of Education (DepEd) established the Basic Education - Learning Continuity Plan (BE-LCP) to allow students to continue their education and teachers to conduct instruction in a safe working and learning environment. As a result, DepEd implemented the distance learning approach, including Modular Distance Learning (MDL), for the School Year 2020-2021. This paper investigated the practices, challenges, and coping mechanisms of teachers and students involved in the (...) implementation of the MDL in Schools Division of Laoag City. This qualitative research utilized semi-structured interview guide to collect data from 20 teachers and 20 learners from elementary, junior high and senior high schools. Using the phenomenological study, data were analyzed and organized into themes. The study's major themes revealed that teachers and students began familiarizing themselves with the features of MDL but encountered challenges such as printing, distribution, and retrieval of modules, as well as monitoring of student progress on the part of the teacher and answering overloaded activities on the part of the students. They claimed, however, that they have unique coping mechanisms in dealing with the identified challenges by resolving issues independently and seeking help from family and colleagues. Finally, the Modular Distance Learning Adoption Framework (MDLAF) was developed and validated for teachers and students to effectively adopt MDL. The researchers recommended that relevant scaffolding such as capacity building, counseling and instructional support be provided to both teachers and students to effectively adopt different learning modalities such as MDL. (shrink)

The recent health crisis experienced by all nations in the world created detrimental change in the countenance of educational sector especially in the new mode of delivering the instructions as measure in containing the virus and as well as continuing education. In the works of literature, little to no attention was given to the formulation of the most essential learning competencies (MELCs) as strategic measure for modular learning. This paves the way to probe the lived experiences of (...) the teachers pertaining to the compromised competencies under MELCs. Anchoring to the Sociocultural Theory of Cognitive Development by Vgotsky, this study utilized Interpretative Phenomenological Research Design with Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam as approach to analyzed the transcripts. Using purposive sampling, there were 7 informants participated the study. They are all qualified according to the inclusion criteria set by the study. The study generated three themes which are: The Compromised, The Cut-short, and The Champion. These themes elaborated the lived experiences of the teachers using the Most Essential Learning Competencies forwarded to the students. It is recommended that the learning support should be magnified in the new learning modality. Hence, the Most Essential Learning Competencies will be not be compromised. (shrink)

The difficulty of the students in Statistics and Probability subject, and the pedagogical approaches used by the teachers, were the challenges encountered by both students and teachers due to the restrictions during the CoViD-19 pandemic. Hence, this study aimed to determine the pedagogical approaches used in teaching statistics and probability during the pandemic. The study used a qualitative approach, particularly document analysis. The main source of the data was the module in statistics and probability specifically the learning activity (...) sheets in the third quarter because this is the most convenient approach that can be used by the teachers during the pandemic. The pedagogical approaches were identified and validated by three inter-raters. Based on the findings, communication, and study skills, technology-aided instruction, problem-based learning, manipulatives, modules, models and multiple representations, and direct instruction were the identified pedagogical approaches used in the statistics and probability module. However, the effectiveness of the delivery of these approaches cannot be measured because the modality was limited to a modular approach. The teachers were able to use different pedagogical approaches, however, cooperative learning was not used because the CoViD-19pandemic restricted interactions between the teacher and students or students with their classmates. (shrink)

This qualitative study utilized the narrative approach to determine the advantages and disadvantages of printed modular distance learning in terms of lesson preparation and assessment of students’ outputs based on the experiences of six teachers in a public elementary school in Negros Occidental in the School Year 2021-2022, the strategies they employed in lesson preparation and assessment of students’ outputs, and the insights they gained into their strategies when they engaged in printed modular distance learning (...) modality. The findings reveal the following: (a) Modules are readily available for the only advantage of the printed modular distance learning in terms of lesson preparation; (b) Students’ outputs are well-thought-out for the only advantage of the printed modular distance learning in terms of assessment of students’ outputs; (c) Lessons are inappropriate and lesson preparation is delayed for the disadvantages of printed modular distance learning in terms of lesson preparation; (d) The authenticity of students’ outputs is dubitable for the only disadvantage of printed modular distance learning; (e) Be creative and flexible for the strategies employed by teachers in lesson preparation; (f) Verify the authenticity for the only strategy employed by teachers in the assessment of students’ outputs; (g) Flexibility and creativity may make lesson preparation easy for the insights gained by teachers into their strategies in terms of lesson preparation; and (h) Time management and appropriate assessment tools may facilitate assessment of students’ outputs for the insights gained by teachers into their strategies in terms of assessment of students’ outputs. The teachers were able to prepare their lessons and assess their students’ outputs despite the drawbacks of printed modular distance learning with effective strategies. (shrink)

This study aimed to determine the relationship between academic performance and students’ perceptions in learning Calculus during distance learning modality. Learning Calculus is part of developing students' Mathematics skills and abilities towards enhancing STEM education in Senior High School. Thirty-five (35) STEM students were purposively sampled at a public school in Davao Region, Philippines. These students took up Pre-Calculus and Basic Calculus during pandemic. This study used a quantitative research design, particularly the descriptive-correctional method, to analyze the (...) collected data. Based on the result, the level of students’ perceptions was positive, while the level of academic performance was very satisfactory. Moreover, no significant correlation exists between students’ perceptions and academic performance in learning calculus on distance learning. This implies that students can perform well regardless of their perceptions in learning Calculus, in both Pre- Calculus and Basic Calculus. However, further assessment needs to be done in their Mathematics subjects at the Tertiary level since the modality used was not face-to-face. Appropriate action may be considered based on the assessment result, such as bridging courses or tutorial sessions. (shrink)

Learner’s attitude towards modular distance learning catches uncertainties as a world crisis occurs up to this point. As self-learning modules (SLMs) become a supplemental means of learning in new normal education, this study investigated efficiency towards the learners’ attitude and performance. Specifically, the study described the learners’ profile and their attitude and performance towards SLMs. It also ascertained the relationship between the learner’s profile with their attitude and performance, as well as the relationship between attitude and (...) performance relevant to SLMs. A descriptive-correlational research design was employed in the study with 88 non-randomly chosen participants from secondary schools in West Philippines. The learners’ GWA (general weighted average) was used to determine their performance and a survey questionnaire for their profile and attitude. Frequency counts, percentage, and Spearman’s rank correlation coefficient were used to analyze the data gathered with the aid of Jamovi software. Results revealed a strong correlation between attitude and performance, but there was no link between learner’s attitude and performance as to the learner’s profile. It was affirmed that attitude is a compelling factor that is related with performance. Hence, this research has broader ramifications that can direct the Bureau of Learning Delivery to orient the module writers to further contextualize the learning materials that can compound learner’s disposition and academic performance. (shrink)

Modular learning was used to assist elementary learners in continuing their education during the pandemic. This modular learning posed academic challenges. This phenomenological study delved into the academic challenges of modular learning of public-school elementary school learners. Validated In-depth interview protocol (IDI) was used to collect the data from ten (10) Grade six learners. Findings revealed that these academic challenges include unfavorable learning environments, reading comprehension issues, lack of motivation, and poor quality of (...) printed learning modules that affect the learners ability to comprehend and finish the module effectively. Consequently, modular learning allows learners to take responsibility for their learning by utilizing the available answers key, optimizing internet usage, scheduling time properly, and guessing answers. Considerably, the learners used face-to-face conversations, personal messages, and phone calls to communicate their educational queries. Moreover, the structure of self-learning modules facilitates independent study and complicates learners understanding. It is recommended that there is a need to enhance policies for improving module quality, allocate sufficient funds to improve the printed module quality, conduct relevant teacher training and workshops for developing quality printed modules, and sustain the home visitation program to monitor students modular learning progress. (shrink)

This study assesses the student learning styles and academic performance in modular learning among Grade IV, V, and VI learners of Hindang Central School. This considered the learning styles and academic performance of the respondents in modular learning. A total of 252 learners from Hindang Central School participated as respondents in the evaluative method of research that consists of two parts questionnaires. This study used a modified survey questionnaire from the University of California at (...) Merced, Student Advising and Learning Center to gather the data of the respondents. As to the significance of learning styles and academic performances of the respondents in modular learning, Analysis of Variance (ANOVA) was used to analyze the significant differences. The study's findings indicated that auditory learning was the respondents' preferred method of learning. This learning style is best through speaking or listening. Moreover, auditory learners prevail dominantly amidst the health crisis faced. The respondents' academic achievement in the academic year 2020–2021 was also revealed to be Very Satisfactory. According to the Analysis of Variance (ANOVA), there was no apparent connection between learning preferences and academic achievement in the new typical education. Therefore, there was no relation or correlation between the two variables. (shrink)

At its strongest, Hume's problem of induction denies the existence of any well justified assumptionless inductive inference rule. At the weakest, it challenges our ability to articulate and apply good inductive inference rules. This paper examines an analysis that is closer to the latter camp. It reviews one answer to this problem drawn from the VC theorem in statistical learning theory and argues for its inadequacy. In particular, I show that it cannot be computed, in general, whether we are (...) in a situation where the VC theorem can be applied for the purpose we want it to. (shrink)

: COVID-19 has proliferated over the earth, exposing mankind at risk. The assets of the world's most powerful economies are at stake due to the disease's high infectivity and contagiousness. The capacity of machine learning algorithms can estimate the amount of future COVID-19 cases, which is now considered a possible threat to civilization. Five conventional measuring models, notably LR, LASSO, SVM, ES, and LSTM, were utilised in this work to examine COVID-19's undermining variables. Each model contains three sorts of (...) expectations: the number of newly contaminated cases, the number of passings, and the number of recoveries. However, it is hard to anticipate the patients' real outcomes. To address the issue, a suggested approach based on long transient memory (LSTM) forecasts the number of COVID-19 cases in the next 10 days as well as the impact of preventative measures such as social isolation and lockdown on COVID-19 spread. (shrink)

Face-to-face learning engagement has been suspended due to the health crisis that affected the whole world. This led to the adaptation of modular distance learning to continue delivering quality education. As the transition continues, its effectiveness has been frequently assessed. The key purpose of this study is to determine the relationship between the level of implementation of modular distance learning and English Writing Proficiency among the senior high school students in Saint Joseph College Maasin City (...) School year 2021-2022. The study employed a descriptive correlational design with 39 purposively chosen respondents. The main tools used in gathering the data were questionnaires, learning modules, and rubrics. Findings revealed that the implementation of modular distance learning (MDL) has an overall very satisfactory rating based on the perception of the students. The student’s perception of the implementation of modular distance learning and their writing proficiency is significantly related. Moreover, it revealed that students had difficulties in finding supplementary learning materials and educational support from home. The researcher recommends a set of guidelines for the successful and effective implementation of modular distance learning as the output of the study. (shrink)

The new normal education requires learners to be independent in the learning process without face-to-face instruction. This study determined the home-based learning activities in relation to the academic achievement of Grade 6 learners in Plaridel North District, Municipality of Plaridel, Misamis Occidental. The descriptive-correlational design was used in the study. There were 135 students who served as respondents, selected through purposive and convenient sampling techniques. The researcher-made Home-Based Learning Activities Questionnaire was used as a research instrument in (...) determining the learners’ learning activities at home. Documentary analysis was made to determine the learners' academic achievement. Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Regression Analysis were used as statistical tools in analyzing the data gathered. Results revealed that the respondents had a very high engagement in home-based learning activities, and their academic achievement was generally very satisfactory. The level of engagement in home-based learning activities was highly influential to the learners' academic achievement. The efforts extended for modular distance learning can determine what learners can achieve academically. (shrink)

The broad range of emotional factors that affect learning on the sudden change of the learning modality in Mathematics led to this study. This study aimed to compare the level of support factors that greatly affect the students’ learning in mathematics in a blended learning approach. Sex, age, and relationship status were considered grouping variables on the individual, motivational, and social support factors towards learning mathematics in the blended learning mode of thirty education (...) students at the tertiary level. This study used a quantitative approach, particularly descriptive-comparative design. It utilized descriptive statistics such as means, standard deviations, and frequency and percent to describe the level of support factors. T-test for independent samples/ Mann Whitney U test was used to compare the level of support factors when grouped by the profile variables. Repeated Measures Analysis of Variance was used to compare the three support factors. The results revealed that the students’ level of support factors is high. Moreover, the level of support factors towards learning the subject in the blended learning mode of delivery of the students is the same regardless of their sex, age, and relationship status except in individual factors. Older students are influenced by their self-esteem or study habits more than younger students in learning mathematics in a blended approach. The students are eager to learn Mathematics in a blended learning approach because they are more motivated or are supported by their peers or their self-esteem. (shrink)

Usually, modular construction involves the off-site manufacturing of standard building components in a factory before the components are assembled on the construction site. It is common to use terms like "prefabrication," "off-site construction," and "modular construction" interchangeably. The construction of modular constructions nowadays is flourishing all over the globe. The roots of the Albanian prefabricated constructions are extended for the first time around the 1970s. This paper will indeed analyze some recently built modular construction in Albania, (...) considering and comparing it with international case studies. The demand for new construction in Albania is rising rapidly. Currently, the most common structures are cast-in-place beam-column designs, driven by both traditional mindsets and industrial capabilities. However, with Albania's economic growth, there is an increasing need for affordable, quickly built, and technologically advanced buildings. Modular construction, which assembles prefabricated modules on-site, offers a solution. This method aligns with bioclimatic design principles, reducing environmental impact and optimizing resources, marking a shift toward sustainability in the construction industry. The purpose of this article is to explore the potential integration of “modular construction techniques” with “bioclimatic design concepts” to create buildings that are environmentally friendly, energy-efficient, and multipurpose by function. This study explores the use of modular construction techniques in conjunction with bioclimatic techniques to increase “building sustainability”. Combining these tactics encourages energy efficiency and a reduced environmental effect, making people far more resilient and weather-adaptable. The synergy between the two of them is necessary. (shrink)

This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received (...) collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students. (shrink)

The primary purpose of the study was to determine the level of parents’ engagement in the modular learning of elementary school students. The researchers used survey questionnaires as an instrument, utilized the descriptive type of research and total population sampling in the selection of the respondents, the entire parents of Grades 4-6 was studied. The respondents of this study are the 30 parents which are categorized based on their educational attainment and family monthly income. The researchers used the (...) adapted research questionnaire from the study of Gumapac, et al., (2022) which based on the three indicators: sustaining motivation, coaching and tutoring and monitoring student’s compliance. The result of the study showed that there is no significance difference in the parents’ level of engagement in modular learning when categorized according to educational attainment and family monthly income. Parents are encouraged to continue to support and motivate their children in various aspects and encourage their children to continue in schooling despite on the family income or educational attainment of their parents. Furthermore, the future researchers should conduct the same study in different schools, particularly in Island Garden City of Samal. (shrink)

The study was conducted to determine the pitfalls encountered by grade five teachers during modular teaching and learning. Specifically, it aimed to find out the pitfalls encountered by teachers along with students’ comprehension, students’ academic behavior, monitoring of students’ education, and physical interaction with the learners. The personal profile of teachers, out of the total respondents (56), most of the teachers are female-dominated. Most of them belong to the age bracket of 34 to 45 and most of the (...) teachers are married. Most of the teachers had attended post-graduate studies. Most respondents are still young in the service, holding Teacher 2 and Teacher 3 positions, and attending local, national, and regional training. On the level of pitfalls encountered by teachers in modular teaching and learning, most respondents experienced a slight gravity level in the four aspects. The computed average weighted mean along comprehension is 2.50, along academic behavior is 2.54, along monitoring of students’ performance is 2.58, and along physical interaction is 2.79. All have an equivalent value of moderately grave. There is a specific profile of teachers that is significantly related. Age is significantly associated with monitoring students’ learning. The computed r value is .270, while the calculated significance level is 0.04. Training attended by the teachers is significantly related to some aspects of students’ comprehension, (computed sig. value is 0.04 and physical interaction is .02), which is lower than the .05 level of significance. The grade five teachers who served as respondents are mostly female dominated; they are in their early forties and married. Most of them are attending post-graduate studies and have attended relevant training. Second, the level of teachers’ pitfalls is mostly moderately grave. In addition, age is significantly related to monitoring, training is significantly associated substantially with physical interaction and comprehension. (shrink)

The first learning game to be developed to help students to develop and hone skills in constructing proofs in both the propositional and first-order predicate calculi. It comprises an autotelic (self-motivating) learning approach to assist students in developing skills and strategies of proof in the propositional and predicate calculus. The text of VALIDITY consists of a general introduction that describes earlier studies made of autotelic learning games, paying particular attention to work done at the Law School (...) of Yale University, called the ALL Project (Accelerated Learning of Logic). Following the introduction, the game of VALIDITY is described, first with reference to the propositional calculus, and then in connection with the first-order predicate calculus with identity. Sections in the text are devoted to discussions of the various rules of derivation employed in both calculi. Three appendices follow the main text; these provide a catalogue of sequents and theorems that have been proved for the propositional calculus and for the predicate calculus, and include suggestions for the classroom use of VALIDITY in university-level courses in mathematical logic. (shrink)

This paper compares current ways of modeling the inferential structure of practical reasoning arguments, and proposes a new approach in which it is regarded in a modular way. Practical reasoning is not simply seen as reasoning from a goal and a means to an action using the basic argumentation scheme. Instead, it is conceived as a complex structure of classificatory, evaluative, and practical inferences, which is formalized as a cluster of three types of distinct and interlocked argumentation schemes. (...) Using two real examples, we show how applying the three types of schemes to a cluster of practical argumentation allows an argument analyst to reconstruct the tacit premises presupposed and evaluate the argumentative reasoning steps involved. This approach will be shown to overcome the limitations of the existing models of practical reasoning arguments within the BDI and commitment theoretical frameworks, providing a useful tool for discourse analysis and other disciplines. In particular, applying this method brings to light the crucial role of classification in practical argumentation, showing how the ordering of values and preferences is only one of the possible areas of deep disagreement. (shrink)

This paper attempts to show the real nature of Universal Grammar. Universal grammar is separate part of human mind which makes language learning possible and generative. Universal grammar is the symbolic and systematic rules inside our mind. These rules help us to classify, analyze, differentiate, assimilate, understand and recognize human language. This paper determines the real nature of philosophical grammar and discusses the modular and non-modular approach of it. I shall examine the critical approaches of Wittgenstein (...) and Chomsky and their comparison to investigate the philosophical grammar. (shrink)

Due to the COVID-19 outbreak, education was interrupted. To continue offering high-quality education led to a dramatic transition away from face-to-face instruction and to blended learning. However, modular distance learning, as one of the adaptable learning modes, was chosen by most parents. Hence, this study seeks to determine the role of parents in the effectiveness of modular distance learning during the COVID-19 pandemic era, ascertain whether there is a relationship between the parents’ roles and (...) their backgrounds, determine whether there is a relationship between the parents’ backgrounds and the children’s academic performance and determine whether the child’s educational performance was related to the role of the parents. A survey questionnaire was used to acquire information on the parents’ profiles and the role they played or did not play. Mean, frequency count, and Spearman correlation were used to analyze the data. Results showed a relationship between parents’ profiles and roles in their child’s academic achievement. The children’s academic performance in modular distance learning is boosted, mainly if the parents work and earn a higher income. Modular distance learning is effective when parents act as friendly teachers and motivators for their children and are employed in either public or private agencies. -/- . (shrink)

Empirically-informed approaches to emotion often construe our emotions as modules: systems hardwired into our brains by evolution and purpose-built to generate certain coordinated patterns of expressive, physiological, behavioural and phenomenological responses. In ‘Against Modularity’ (2008), de Sousa argues that we shouldn’t think of our emotions in terms of a limited number of modules because this conflicts with our aspirations for a life of greater emotional richness. My aim in this paper is to defend de Sousa’s critique of modular emotion (...) taxonomies from some obvious rejoinders, and to develop his positive proposal as to how we might reconcile the evidence for emotional modularity with an attitude of disapproval towards rigid emotion taxonomies. (shrink)

The innate knowledge problem is a classical problem in philosophy, which has been known since the classical antiquity. Plato in his dialogues Meno and Phaedo formulated the doctrine of innate ideas and proposed an early version of the poverty of the stimulus argument, which is the most frequently used argument in innate knowledge debates. In the history of philosophy there was also an opposite view. This approach is often associated with J. Locke’s philosophy. Locke thought that all our knowledge (...) about the world is a product of the universal learning mechanisms whose functioning is based on perception. The question about the presence of innate ideas in the human mind still remains relevant. New findings in cognitive science and neurosciences and also some recent arguments from philosophers contribute to the contemporary discussion between the spokesmen of the rival approaches to this problem. The paper presents the investigation of one of the approaches to solving the problem of innate concepts, which is called a “concept nativism.” It highlights the outstanding characteristics of the concept nativism: (a) domain specificity position, (b) belief that domain-specific mechanisms of learning are innate and (c) belief that at least some concepts are innate. The article also proposes an analysis of notions “innateness” and “idea” which is important for understanding nativists’ approach to innate ideas theory. And finally, it describes the most popular nativists’ arguments: (a) references to empirical studies using the preferential looking technique, (b) the poverty of the stimulus argument and (c) the argument from animals. (shrink)

The purpose of this study is to investigate the pedagogical practices employed by secondary school teachers under the new normal. It also identifies the difficulties teachers face when facilitating modular distant learning. Science high school teacher from North District Butuan City took part in the study. In this study, quantitative methodology was employed. To collect the data for the study, survey questionnaires were distributed. According to the research study's findings, the restricted face-to-face parent orientation is the most used (...) pedagogical practices in the new normal, specifically in modular distance learning is the limited face-to-face parent orientation. Enables teachers to incorporate ICT skills to students’ lessons even in modular distance learning, aids in monitoring students’ learning performance using self- learning modules in modular distance learning. Miscommunication because of the distant mode of instruction and difficulties in reaching students due to pandemic are some of the challenges encountered by the teachers in applying pedagogical practices. To address this issue, the researchers designed a capsule training intervention plan that will help teachers enhance their knowledge in choosing and effective pedagogical practice particularly in modular distance learning. (shrink)

To secure computers and information systems from attackers taking advantage of vulnerabilities in the system to commit cybercrime, several methods have been proposed for real-time detection of vulnerabilities to improve security around information systems. Of all the proposed methods, machine learning had been the most effective method in securing a system with capabilities ranging from early detection of software vulnerabilities to real-time detection of ongoing compromise in a system. As there are different types of cyberattacks, each of the existing (...) state-of-the-art machine learning models depends on different algorithms for training which also impact their suitability for detection of a particular type of cyberattack. In this research, we analyzed each of the current state-of-the art machine learning models for different types of cyberattack detection from the past 10 years with a major emphasis on the most recent works for comparative study to identify the knowledge gap where work is still needed to be done with regard to detection of each category of cyberattack. (shrink)

This paper is concerned with the construction of theories of software systems yielding adequate predictions of their target systems’ computations. It is first argued that mathematical theories of programs are not able to provide predictions that are consistent with observed executions. Empirical theories of software systems are here introduced semantically, in terms of a hierarchy of computational models that are supplied by formal methods and testing techniques in computer science. Both deductive top-down and inductive bottom-up approaches in the discovery of (...) semantic software theories are refused to argue in favour of the abductive process of hypothesising and refining models at each level in the hierarchy, until they become satisfactorily predictive. Empirical theories of computational systems are required to be modular, as modular are most software verification and testing activities. We argue that logic relations must be thereby defined among models representing different modules in a semantic theory of a modular software system. We exclude that scientific structuralism is able to define module relations needed in software modular theories. The algebraic Theory of Institutions is finally introduced to specify the logic structure of modular semantic theories of computational systems. (shrink)

While representation learning techniques have shown great promise in application to a number of different NLP tasks, they have had little impact on the problem of ontology matching. Unlike past work that has focused on feature engineering, we present a novel representation learning approach that is tailored to the ontology matching task. Our approach is based on embedding ontological terms in a high-dimensional Euclidean space. This embedding is derived on the basis of a novel phrase retrofitting (...) strategy through which semantic similarity information becomes inscribed onto fields of pre-trained word vectors. The resulting framework also incorporates a novel outlier detection mechanism based on a denoising autoencoder that is shown to improve performance. An ontology matching system derived using the proposed framework achieved an F-score of 94% on an alignment scenario involving the Adult Mouse Anatomical Dictionary and the Foundational Model of Anatomy ontology (FMA) as targets. This compares favorably with the best performing systems on the Ontology Alignment Evaluation Initiative anatomy challenge. We performed additional experiments on aligning FMA to NCI Thesaurus and to SNOMED CT based on a reference alignment extracted from the UMLS Metathesaurus. Our system obtained overall F-scores of 93.2% and 89.2% for these experiments, thus achieving state-of-the-art results. (shrink)

Amongst philosophers and cognitive scientists, modularity remains a popular choice for an architecture of the human mind, primarily because of the supposed explanatory value of this approach. Modular architectures can vary both with respect to the strength of the notion of modularity and the scope of the modularity of mind. We propose a dilemma for modular architectures, no matter how these architectures vary along these two dimensions. First, if a modular architecture commits to the informational encapsulation (...) of modules, as it is the case for modularity theories of perception, then modules are on this account impenetrable. However, we argue that there are genuine cases of the cognitive penetrability of perception and that these cases challenge any strong, encapsulated modular architecture of perception. Second, many recent massive modularity theories weaken the strength of the notion of module, while broadening the scope of modularity. These theories do not require any robust informational encapsulation, and thus avoid the incompatibility with cognitive penetrability. However, the weakened commitment to informational encapsulation greatly weakens the explanatory force of the theory and, ultimately, is conceptually at odds with the core of modularity. (shrink)

Sikhism, a vibrant and inclusive religion, provides a rich tapestry of teachings and traditions. Introducing children to Sikhi through interactive learning and play not only enhances their understanding but also fosters a deep connection with the values and principles of Sikhism. This holistic approach engages children actively, making the learning journey enjoyable, memorable, and impactful. Given the dire need to engage in such a holistic approach, various such activities and their specific examples are described here.

Modular approaches to the architecture of the mind claim that some mental mechanisms, such as sensory input processes, operate in special-purpose subsystems that are functionally independent from the rest of the mind. This assumption of modularity seems to be in tension with recent claims that the mind has a predictive architecture. Predictive approaches propose that both sensory processing and higher-level processing are part of the same Bayesian information-processing hierarchy, with no clear boundary between perception and cognition. Furthermore, it is (...) not clear how any part of the predictive architecture could be functionally independent, given that each level of the hierarchy is influenced by the level above. Both the assumption of continuity across the predictive architecture and the seeming non-isolability of parts of the predictive architecture seem to be at odds with the modular approach. I explore and ultimately reject the predictive approach’s apparent commitments to continuity and non-isolation. I argue that predictive architectures can be modular architectures, and that we should in fact expect predictive architectures to exhibit some form of modularity. (shrink)

Today professionals have to deal with more uncertainties in their field than before. We live in complex and rapidly changing environments. The British philosopher Ronald Barnett adds the term ‘supercomplexity’ to highlight the fact that ‘we can no longer be sure how even to describe the world that faces us’ (Barnett, 2004). Uncertainty is, nevertheless, not a highly appreciated notion. An obvious response to uncertainty is to reduce it—or even better, to wipe it away. The assumption of this approach (...) is that uncertainty has no advantages. This assumption is, however, not correct as several contemporary authors have argued. Rather than problematising uncertainty, I will investigate the pros and cons of embedding uncertainty in educational practice of professional higher education. In order to thoroughly explore the probabilities and challenges that uncertainty poses in education, I will dwell on the radical ideas on uncertainty of the German philosopher Friedrich Nietzsche. In The Birth of Tragedy (1872) he recognises two forces: the Apollinian, that is the pursuit of order and coherence, and the Dionysian, that is the human tendency to nullify all systematisation and idealisation. Uncertainty is part of the Dionysian. I will argue that when educators take Nietzsche's plea to make room for the Dionysian to heart, they can better prepare students for an uncertain world. If, and only if, students are encouraged to deploy both tendencies—the Apollinian and the Dionysian—they can become professionals who are able to stand their ground in an uncertain and changing (professional) world. (shrink)

Cognitive modules are internal mental structures. Some theorists and empirical researchers hypothesise that the human mind is either partially or massively comprised of structures that are modular in nature. Is the massive modularity of mind hypothesis a cogent view about the ontological nature of human mind or is it, rather, an effective/ineffective adaptationist discovery heuristic for generating predictively successful hypotheses about both heretofore unknown psychological traits and unknown properties of already identified psychological traits? Considering the inadequacies of the case (...) in favour of massive modularity as an ontological hypothesis, I suggest approaching and valuing massive modularity as an adaptationist discovery heuristic. (shrink)

In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the (...) theoretical assumptions of diffractive practice. His notion that teaching/learning are closely related and actively shaping each other, and that learners are not disconnected from the environment and their previous experiences with the subject matter and learning process itself, adds to Barad’s onto-epistemological position that knowers know the world at the same time as being the part of the world in its ongoing intra-activity. Ramsden’s understanding of relation is diffractive, because it is not about predefined binary entities and their fixed identities, but about layers and entanglements of various previous experiences and reactions to the learning environment. In addition, looking at learning/teaching processes through a different perspective also leads to a different approach to teaching and other ways of problem-solving. Both Ramsden and Barad distrust homologies, analogies, and causality-based conceptions of knowledge sharing. Instead, the ability to respond to an always new learning/teaching environment is assessed, which implies a diffractive type of sensitivity to the context, iterative process of re-turning, and the creation of dangerously indeterminate relationships and commitments. In this way, some of Barad’s philosophical notions, i.e., the diffraction pattern, intra-activity, returning, and others, also may acquire new practical content. (shrink)

Purpose A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning. -/- Design/methodology/approach The study implemented e-learning modules using an ST (...) approach versus a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study. -/- Findings The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change. -/- Research limitations/implications The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes. -/- Originality/value This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively. (shrink)

According to the `grammatical account', scalar implicatures are triggered by a covert exhaustification operator present in logical form. This account covers considerable empirical ground, but there is a peculiar pattern that resists treatment given its usual implementation. The pattern centers on odd assertions like #"Most lions are mammals" and #"Some Italians come from a beautiful country", which seem to trigger implicatures in contexts where the enriched readings conflict with information in the common ground. Magri (2009, 2011) argues that, to account (...) for these cases, the basic grammatical approach has to be supplemented with the stipulations that exhaustification is obligatory and is based on formal computations which are blind to information in the common ground. In this paper, I argue that accounts of oddness should allow for the possibility of felicitous assertions that call for revision of the common ground, including explicit assertions of unusual beliefs such as "Most but not all lions are mammals" and "Some but not all Italians come from Italy". To adequately cover these and similar cases, I propose that Magri's version of the Grammatical account should be refined with the novel hypothesis that exhaustification triggers a bifurcation between presupposed (the negated relevant alternatives) and at-issue (the prejacent) content. The explanation of the full oddness pattern, including cases of felicitous proposals to revise the common ground, follows from the interaction between presupposed and at-issue content with an independently motivated constraint on accommodation. Finally, I argue that treating the exhaustification operator as a presupposition trigger helps solve various independent puzzles faced by extant grammatical accounts, and motivates a substantial revision of standard accounts of the overt exhaustifier "only". (shrink)

Over the last two decades, the capabilities approach has become an increasingly influential theory of development. It conceptualises human wellbeing in terms of an individual's ability to achieve functionings we have reason to value. In contrast, the African ethic of ubuntu views human flourishing as the propensity to pursue relations of fellowship with others, such that relationships have fundamental value. These two theoretical perspectives seem to be in tension with each other; while the capabilities approach focuses on individuals (...) as the locus of ethical value, an ubuntu ethic concentrates on the relations between individuals. In this article, we ask: to what extent is the capabilities approach compatible with this African ethical theory? We argue that, on reflection, relations play a much stronger role in the capabilities approach than often assumed. There is good reason to believe that relationality is part of the concept of a capability itself, where such relationality has intrinsic ethical value. This understanding of the ethical centrality of relations grounds new normative perspectives on the capabilities approach, and offers a more comprehensive grasp of the relevance of relationships to empirical enquiry. (shrink)

The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica’s College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher (...) trainees consisting of 40 each from control and experimental groups were purposively sampled to participate in the study. The teacher trainees in the experimental group were exposed to the Cooperative Learning Approach and the trainees in the control group were lectured during the period of the study. The results of the study showed that the cooperative learning strategy was very relevant and beneficial in helping the teacher trainees of the St. Monica’s College of Education to improve on their performance in, and attitudes towards, the teaching and learning of Integrated Science. It was therefore recommended among other things that the science teachers should endeavour to integrate cooperative learning into their routine methods of instruction in the teaching and learning of Integrated Science. (shrink)

This research is motivated by the need to unravel the progression of learning models, which have been adapting to meet the demands of society in its constant dynamics of fluctuation and transformation. The aim of this work is to systematically examine the evolution of learning models, highlighting the paradigmatic changes that have favored the transition from traditional learning approaches to more innovative and transdisciplinary proposals. To achieve this, a bibliographic analysis is carried out, supported by the hermeneutic (...) method for the contextual interpretation of literature and discourses, in order to unravel the complexities inherent in the evolution of learning models. The results highlight the limiting influence of the simplicity paradigm in traditional educational formation and the need for a shift towards dialogicity and disciplinary collaboration and integration to advance towards complexity. It concludes by arguing in favor of adopting the complexity paradigm, advocating for a transdisciplinary epistemology and an interstructuring approach to learning, which allow for integral human development. Recognizing human complexity in teaching and learning demands a radical transformation of education towards more holistic and transformative practices, essential for building an equitable and just society. (shrink)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (...) (n = 117) and 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

The premise of biological modularity is an ontological claim that appears to come out of practice. We understand that the biological world is modular because we can manipulate different parts of organisms in ways that would only work if there were discrete parts that were interchangeable. This is the foundation of the BioBrick assembly method widely used in synthetic biology. It is one of a number of methods that allows practitioners to construct and reconstruct biological pathways and devices using (...) DNA libraries of standardized parts with known functions. In this paper, we investigate how the practice of synthetic biology reconfigures biological understanding of the key concepts of modularity and evolvability. We illustrate how this practice approach takes engineering knowledge and uses it to try to understand biological organization by showing how the construction of functional parts and processes can be used in synthetic experimental evolution. We introduce a new approach within synthetic biology that uses the premise of a parts-based ontology together with that of organismal self-organization to optimize orthogonal metabolic pathways in E. coli. We then use this and other examples to help characterize semisynthetic categories of modularity, parthood, and evolvability within the discipline. (shrink)

Deep learning algorithms are rapidly changing the way in which audiovisual media can be produced. Synthetic audiovisual media generated with deep learning—often subsumed colloquially under the label “deepfakes”—have a number of impressive characteristics; they are increasingly trivial to produce, and can be indistinguishable from real sounds and images recorded with a sensor. Much attention has been dedicated to ethical concerns raised by this technological development. Here, I focus instead on a set of issues related to the notion of (...) synthetic audiovisual media, its place within a broader taxonomy of audiovisual media, and how deep learning techniques differ from more traditional approaches to media synthesis. After reviewing important etiological features of deep learning pipelines for media manipulation and generation, I argue that “deepfakes” and related synthetic media produced with such pipelines do not merely offer incremental improvements over previous methods, but challenge traditional taxonomical distinctions, and pave the way for genuinely novel kinds of audiovisual media. (shrink)

The research aims to identify the learning organizations and their role in achieving organizational excellence in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) workers from the Palestinian universities was selected and the (...) recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The research found the following results: there is a fair degree of approval on "cognitive dimension", there is a high approval about the importance of "organizational dimension", there is moderately consent of the importance of "Community dimension", there is a large degree of consent about the importance of axis of the "leadership excellence", there is a large degree of consent about the importance of axis of the "service-excellence", there is a fair degree approval about the importance of the axis of "cognitive excellence", and there is a moderately consent of the importance of "Organizational Excellence". The research found a group of recommendations including: the need to develop appropriate strategies for the University, employ modern technology in information systems, in addition to provide appropriate environment that achieve learning organizations, develop technological infrastructure, adopt universities for knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments, create technological incubators in universities to adopt excellence academic research projects, and protected them, support them, and market them. Establishing of centers of excellence for scientific research in the university.The need for cooperation and coordination between local, Arab and international universities for the exchange of knowledge, information, and participation programs and training courses, as it provides an opportunity to develop the capabilities and skills of personnel and expertise. (shrink)

Whether it would take one decade or several centuries, many agree that it is possible to create a *superintelligence*---an artificial intelligence with a godlike ability to achieve its goals. And many who have reflected carefully on this fact agree that our best hope for a "friendly" superintelligence is to design it to *learn* values like ours, since our values are too complex to program or hardwire explicitly. But the value learning approach to AI safety faces three particularly philosophical (...) puzzles: first, it is unclear how any intelligent system could learn its final values, since to judge one supposedly "final" value against another seems to require a further background standard for judging. Second, it is unclear how to determine the content of a system's values based on its physical or computational structure. Finally, there is the distinctly ethical question of which values we should best aim for the system to learn. I outline a potential answer to these interrelated puzzles, centering on a "miktotelic" proposal for blending a complex, learnable final value out of many simpler ones. (shrink)

We argue that the core social being system is unlike other core systems in that it participates in frequent, widespread learning. As a result, the social being system is less constant throughout the lifespan and less informationally encapsulated than other core systems. This learning supports the development of the precursors of bias, but also provides avenues for preempting it.

Just as humans can draw conclusions responsibly or irresponsibly, so too can computers. Machine learning systems that have been trained on data sets that include irresponsible judgments are likely to yield irresponsible predictions as outputs. In this paper I focus on a particular kind of inference a computer system might make: identification of the intentions with which a person acted on the basis of photographic evidence. Such inferences are liable to be morally objectionable, because of a way in which (...) they are presumptuous. After elaborating this moral concern, I explore the possibility that carefully procuring the training data for image recognition systems could ensure that the systems avoid the problem. The lesson of this paper extends beyond just the particular case of image recognition systems and the challenge of responsibly identifying a person’s intentions. Reflection on this particular case demonstrates the importance (as well as the difficulty) of evaluating machine learning systems and their training data from the standpoint of moral considerations that are not encompassed by ordinary assessments of predictive accuracy. (shrink)