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Explore published and unpublished research from our faculty, students, and researchers.

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83
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Showing 1–3 of 3 research entries

Student Research

Encountered Difficulties And Coping Mechanisms Of Adult Elementary Learners In Als Lapu-Lapu City Division

Janelle Lyn S. Rosani, Glaiza P. Ymbong, Arriane P. Tiro, Rodelyn C. Tirol, Jonnah Mae C. Torregosa

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study focused on the encountered difficulties and coping mechanisms of adult elementary learners in the Alternative Learning System (ALS) in the Lapu-Lapu City Division, highlighting their educational experiences and challenges in continuing their studies. The study aimed to determine the difficulties encountered by adult elementary learners and identify the coping mechanisms they used to overcome these challenges while studying in ALS. A qualitative research design utilizing thematic content analysis was employed through semi-structured interviews with selected adult elementary learners in ALS. The findings revealed that the participants experienced financial difficulties, limited learning resources, and conflicts between personal responsibilities and academic tasks that affected their learning process. Despite these difficulties, the learners demonstrated resilience through effective time management, self-motivation, family support, and positive attitudes toward education, which enabled them to continue pursuing their studies. The study concluded that ALS serves as an important educational opportunity for adult learners by providing flexible learning experiences that support their educational goals despite existing challenges. It is recommended that ALS implementers strengthen academic support, provide sufficient learning materials, and develop programs that address the personal and educational needs of adult learners.

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Student Research

Non-Sped Teachers’ Experiences In Handling Physically Challenged Students

Anna Realyn L. Argawanon, Kierra O. Entero, Yonel I. Aba Ño, Mery Jane E. Alberio, Lovely Syra A. Añasco, Pretty Joy T. Aro, Ivy Jane M. Tirol

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Non-SPED teachers’ experiences handling physically challenged students reveal their strategies, challenges, and commitment to inclusive education. This study investigates the experiences of non-SPED teachers at Cordova Central Elementary School in supporting physically challenged students. It examines how they deliver instruction, assess learning progress, and implement monitoring and feedback strategies. The study also explores their teaching methods, encountered challenges, and coping mechanisms. Adopting a qualitative phenomenological approach, data were collected from seven non-SPED teachers across various grade levels through open-ended, in-depth interviews. Thematic analysis revealed that teachers employ instructional adaptations, differentiated instruction, assistive technologies, peer tutoring, and multi-sensory approaches to meet students' diverse needs. Despite their dedication, teachers face challenges such as limited accessibility, insufficient resources, time constraints, and difficulties in tracking learning outcomes. They cope by maximizing available resources, modifying instruction, collaborating with specialists, and adapting classroom environments. Findings show that while non-SPED teachers are committed to inclusive education, they need additional support, professional training, and resources to address the needs of physically challenged students effectively. Their practices align with the Universal Design for Learning (UDL) and Inclusive Education Theory. The study recommends peer support programs, enhanced assistive technology integration, increased administrative backing, continuous professional development, improved classroom management, and stronger parental involvement to improve teaching effectiveness and student outcomes.

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Student Research

Challenges And Coping Mechanism Of Sped Teachers In Teaching Learners With Disabilities In Marigondon Elementary School

Mickaella Angella C. Dano, Marlie Rose B. Andales, Maria Nina M. Bayot, Norman V. Berdon, Melca M. Cano, Jhea Glee Cejas, Jovie B. Garcia

Student Research · 2024

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Challenges and Coping Mechanism of SPED Teachers in Teaching Learners with Disabilities in Marigondon Elementary School Mickaella Angella C. Dano, et al. Cordova Public College danomickaellaangella.cte.cpc@gmail.com/ 09563067614 The general purpose of this study is to determine the challenges and coping mechanisms of special education (SPED) teachers in teaching learners with disabilities in Marigondon Elementary School. The 8 SPED teachers served as the respondents of this study using purposive sampling. Qualitative Research was utilized to determine the challenges and coping mechanisms of SPED teachers. Thematic analysis was selected to interpret the data. They also interviewed them about their coping mechanism and strategies/approaches and the challenges they encounter in making lesson plans, delivering instructions, monitoring and providing feedback, and assessing learning. These educators encounter limited resources, large class sizes, individualized student needs, and administrative pressures. To navigate these challenges, SPED teachers employ various coping mechanisms. These may include fostering a supportive network with colleagues, seeking professional development opportunities, implementing personalized teaching strategies, and maintaining a positive mindset. Despite their situation and the challenges they face every day in teaching children with special needs, they are even more motivated because, for them, they love what they do. They want the children to learn every day, even if they must repeatedly go back to their lessons. To ensure that the children genuinely understand their lessons, the teachers aim for effective communication and engagement in their discussions, even with repetitive teaching. We know that teaching children with special needs is not easy. It requires patience, resilience, and creativity as a teacher to quickly capture your students' interest. By effectively addressing these challenges and utilizing coping mechanisms, SPED teachers at Marigondon Elementary School strive to provide quality education and support to their students with special needs.

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