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Research Repository

Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
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Showing 1–5 of 11 research entries

Student Research

Addressing Reading Frustration: The Impact Of Teacher Interventions

Mary-An P. Habierto, Christy Mae D. Tajanlangit, Heña E. Pinili, Mary Karylle B. Retamas, Angel Mae C. Sanghilan

Student Research · 2026

Student ResearchThesisSDG 3: Good Health and Well-BeingSDG 4: Quality Education

Bachelor of Elementary Education

The Philippines faces challenges in reading comprehension, as evidenced by its frequent placement among the bottom 10 countries in international assessments. In the Program for International Student Assessment (PISA) during 2022, the Philippines ranked 76th out of 81 nations, representing a modest improvement over its 2018 position. Nearly 91% of Filipino 10-year-olds have difficulty with reading comprehension, according to recent studies. This study investigated how non-tutors implemented the Phil- IRI program in their classrooms and the strategies they used to support struggling readers. A mixed-methods approach was undertaken, merging qualitative interviews with teachers about their experiences and quantitative analysis of student reading outcomes through statistical techniques. Results indicate that non-tutor instructors in the Cordova District expressed highly positive professional perceptions of Phil-IRI implementation, reflected by an Average Weighted Mean of 3.35 (Strongly Agree). To assist frustrated readers at their schools, activities primarily involved one-on-one or peer tutoring. The findings suggest that, to reduce student anxiety and encourage regular home-school communication, teachers can apply engaging, information-driven strategies such as gamifying daily exercises with word games and context-clue challenges. Moreover, school administrators and parents are encouraged to actively support, address the needs of, and guide frustrated learners.

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Student Research

Experiences Of Teachers Teaching Math Using Deped Produced Videos

Jewel Ann G. Biongco, Marilyn C. Gequillo, Joy Anne B. Delludo, Kathryn Anne R. Demape, Whenceil Fe G. Dinoy, Jenny May A. Garcia

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

The use of DepEd-produced instructional videos has significantly transformed mathematics instruction by enhancing students' comprehension of complex concepts through visual and auditory support. Despite this advantage of multimedia instruction, there is a lack of studies specifically examining teachers' actual experiences using these videos in their classes, especially at Mactan Elementary School. A significant gap in research regarding teachers' real-world experiences with these videos in classroom settings, particularly at Mactan Elementary School, despite the recognized benefits of multimedia instruction. This study explored math teachers' experiences through their opinions and perspectives, their teaching methods, the problems they encountered, and what they observed in their students' learning. Using a qualitative research design, selected teachers were approached to gather data and gain insights into their actual classroom experiences with DepEd videos. It is revealed that teachers were satisfied that using the videos helped them present math concepts more easily and attract students' attention. The teachers encountered problems with video pacing, alignment with the learning objectives, and video quality, prompting them to adjust their instruction and provide additional resources for their students. The study suggests ways to improve the design of teaching videos, better align videos with lesson content, and provide teachers with more training in using multimedia tools to promote student-centered math teaching.

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Student Research

Literacy Barriers To Effective Tutoring: Perspectives Of Aral Tutors

Divine Grace C. Abing, Reza A. Andales, Shane L. Alcantara, Kristine T. Alcoser, Florlyn B. Amasula, Jaymarie B. Aner

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study described the literacy barriers to effective tutoring from the perspectives of ARAL tutors in selected elementary schools in Cordova, Cebu, during the school year 2025–2026, focusing on the challenges encountered in delivering literacy instruction under the ARAL Program. This study employed a descriptive-survey research design using a mixed-method approach, involving a total enumeration of 70 ARAL tutors from San Miguel Elementary School, Pilipog Elementary School, Cogon Elementary School, and Ibabao Elementary School, with data gathered through a validated questionnaire consisting of structured survey items and open-ended questions and analyzed using means, standard deviations, and thematic analysis. The results revealed that the major literacy barriers were poor reading comprehension, limited instructional materials, and insufficient tutoring time, which were consistently experienced by tutors across the selected schools, while additional findings highlighted challenges such as learner absenteeism, lack of interest, and multi-grade level tutoring that further affected instructional effectiveness. Overall, the study showed that these barriers significantly hindered the smooth implementation and effectiveness of the ARAL Program in improving learners’ literacy skills. It concluded that despite the program’s strong objectives, its effectiveness is limited by resource and instructional constraints faced by tutors. It is therefore recommended that the Department of Education and school stakeholders strengthen instructional support, provide adequate learning materials, enhance tutor training, and promote collaborative efforts among teachers, parents, and the community to improve the overall implementation of the ARAL Program.

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Student Research

Improving Word Problem Solving Skills In Mathematics 3 Using Multilingual As Medium Of Instruction

Johneth R. Olitres, Christymae Cañete, Ma. Lorelove R. Mariscal, Kenith M. Sumalinog, Charlene L. Tajanlangit, Em E Lyn F. Tirol, Anthony P. Yangan

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Multilingual instruction refers to the use two or more languages in teaching. This study examined its effectiveness in improving Grade 3 students' word problem-solving skills and its impact on their academic performance. A quasi-experimental, quantitative design was used with 27 participants from the section with the lowest Math mean percentage score. Pre- and post-tests assessed their skills before and after multilingual instruction. Initially, students had fair scores, showing room for improvement. After multilingual discussions, their skills improved significantly, with generally good scores. A Paired Sample T-test confirmed a significant difference, rejecting the null hypothesis and supporting multilingual instruction’s effectiveness. Likert scale assessed multilingual instruction’s extent, revealing that students gained knowledge and improved performance through this approach. Additionally, thematic analysis showed increased engagement and comprehension, with students participating more actively in multilingual lessons. Based on the findings, the researchers recommended to the use of multilingual approach to enhance students word problem solving skills and improve their overall academic performance. The researcher proposed the implementation of using multilingual approach in the teaching-learning process to help students develop their word problem solving skills.

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Student Research

Interactive Learning Materials In Teaching Demonstrative Pronouns: An Assessment

Stephanie Joy Z. Bacus, Caila A. Añana, Eunice G. Aguas, Rotzie A. Amores, Brexel Faith A. Amplayo, Johanna Marie D. Pogoy

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

The interactive instructional materials or resources are the instruments that educators can use to deliver lessons and assist learners in achieving their academic goals. Both educators and learners can use these resources to improve their comprehension of a particular topic. This research assessed the interactive learning materials in teaching demonstrative pronouns: An assessment in grade two learners during the academic year 2024-2025 at Agus Elementary school. This study applied a quasi-experimental method with 30 participants, using the statistical tool which are mean, standard deviation, and paired t-test. The study showed that the level of understanding of the learners about demonstrative pronouns before are poor in terms of the usage of demonstrative pronouns while after integrating interactive learning materials, the level of understanding of the learners has improved. Therefore, the learning materials was effective. It is recommended that enhancement of the interactive learning materials should apply.

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