The aim of this study is to examine the concept of vision and visionary leadership, of which importance is being understood more and more in the management of educational institutions, and to reveal the positive differences between school administrators with visionary leadership characteristics. In the study, which was designed as a review article, the concepts of leader, manager, vision, and visionary leader were considered in the literature, and the features of visionary leadership, which are open to change and innovation, constantly improving themselves, inspiring the people they work with, guiding them, walking the path together and helping them when necessary, realizing the goals determined have been revealed. Therefore, it has been revealed that visionary school administrators are more peaceful and happier with the internal and external stakeholders they work with in their institutions, they move more confidently to the place where they are thought to be in the future determined for the institution, and that their institution is more preferable than the equivalent institutions around it. Besides, it has been indicated that the school includes innovative educational practices and student-centered studies, supports pluralistic participation in all areas, and shares its authority by giving responsibility. In this regard, the necessity of making legal arrangements that will reveal visionary leaders is an inevitable requirement for the future of the country and the accomplishment of the institutions.

This study investigated the effect of using the 5E instructional model on Senior High School student’s mathematical achievement in the application of the sine rule. A quasi-experimental, non-equivalent control group, pre- post-test research design was used in the study. Convenience sampling technique was used to select two intact class groups’ representing a control and an experimental group. Trigonometry tests (pre-test & post-test) and questionnaires which generated quantitative and qualitative data were used to collect data. Descriptive, inferential and thematic analytical methods were used to analyze the data generated. The results showed that there was a significant difference between the mean performances of the experimental and control group. The average mean performances of each of the two groups showed that the experimental group performed better than the control group. Again, the results showed that the use of the 5E instructional model was fun, practical, interactive and interesting hence motivates students to learn trigonometry, specifically sine rule and it’s application. The study recommended that Mathematics teachers should adapt the 5E instructional model in teaching trigonometric concepts to promote retention and transfer of knowledge.

Due to COVID-19 pandemic many educational institutions worldwide have led to the total closures due to lockdowns and the viral spread of the infections. UNICEF had estimated that more than 92% of the students around the world were unable to attend physical schools due to temporary closures and due to periodic lockdown. This study examined the performance of the students in different learning modalities by comparing their mathematics performances over three consecutive semesters at University of Technology and Applied Sciences, Muscat. Furthermore, the researchers sought to quantify the difference in mathematics performances as indicator of effectiveness of the learning modality in two separate streams of math and non-math core specializations. The analysis was carried out using one-way analysis of variance where the mean mathematics performances was considered as the independent variable and the mode of teaching was the factor. Based on the result of the study, the students’ scoring performance in Basic Math to Calculus in the three modes of teaching and learning between the F2F, Blended and Online are not significantly affected. The result reveals that due to the student’s high scoring performance in Basic Math to Managerial Statistics in the three modes of teaching and learning between the F2F, Blended and Online are significantly affected. Further analysis, will be investigated in detail to find the affecting factors such as Time Management, Assessment, Home Environment, Collaboration, Homework, Teaching Quality, Skill development, Problem solving ability, Motivation, Help received and Student satisfaction, which made them to score high marks in above said courses.