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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
Researchers
524
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Showing 1–5 of 8 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

Learning Module Implementation As Tool For Learning Continuity In Times Of Disaster

Kenneth Babatuan, Ckrisjane T. Quijardo, Arcel Mae M. Barong, Carlo E. Emra, Gian Carlo P. Bundal, Vincent Lorenz L. Fuentes

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

The study explored the implementation of modules by science teachers in Cordova District Schools during S.Y 2025-2026, during the suspension of face-to-face classes caused by the disaster. The study sought to determine the strategies and level of implementation to determine whether the teacher really administered the module and module was really a tool in learning continuity during the class disruption. The study employed a descriptive approach, using both quantitative and qualitative research methods. The findings revealed that a high mean indicated that teachers administered the modules and optimized their efforts to deliver them to learners. However, during implementation, issues and concerns arose regarding the following: insufficient resources, difficulty in monitoring student progress, and students' struggles to understand and complete lessons independently. In conclusion, despite these challenges teachers demonstrated adaptability by applying effective coping mechanisms to sustain learning. The findings recommended that modular distance learning was not an effective approach for maintaining learning continuity, due to students' attitudes and interest in self-directed learning. There was a need to strengthen support systems for students and to improve instructional materials, such as engaging tasks built into ICT resources, to capture students' interest and motivation fully.

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Student Research

Motivational Drives Among Elementary Adult Learners In Alternative Learning System (Als)

Kenneth Jan J. Dahonay, Alfred E. Degamo, Hazel N. Pacudan, Gloriedel D. Patigdas, Queenie D. Rodriguez, Misy Gwen M. Sandot

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study examined the motivational drives, experiences, challenges, and coping mechanisms of elementary-level adult learners in the Alternative Learning System (ALS) during the school year 2025–2026. Using a descriptive research design, data were collected through survey questionnaires and thematic analysis. Findings revealed that learners demonstrated a generally positive level of motivation in completing academic tasks such as portfolio accomplishment, module submission, understanding lessons, performance tasks, attendance, and preparation for the Accreditation and Equivalency (A&E) test . Motivation was influenced by both intrinsic factors, such as personal growth and aspirations, and extrinsic factors, including family support and future opportunities. However, learners encountered significant challenges, including academic subject difficulty, financial constraints, time limitations, and emotional and psychological barriers . Despite these difficulties, learners employed effective coping mechanisms such as self- directed learning, persistence, family support, and goal-oriented behavior, which enabled them to continue their education . The study concluded that while adult ALS learners are motivated and resilient, they require continuous academic and psychosocial support. Strengthening support systems and improving instructional strategies are essential to enhance learner engagement, confidence, and successful completion of the ALS program.

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Student Research

Socio-Emotional Quotient Of Kindergarten Teachers: Case In Cordova District

Vench L. Villarin, Clemente M. Aropo, Era Joy M. Nunez, Armando Jose C. Obregon, Donna Mary C. Obregon, Mary Grace D. Pongasi

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study aimed to assess the socio-emotional quotient of kindergarten teachers in the Cordova District in relation to their profile, including age, sex, years of teaching experience, and educational attainment. Using a descriptive-correlational research design, under quantitative method. The data were gathered to determine the levels of socio- emotional competence across four domains: self-awareness, self-management, social awareness, and relationship management. Findings revealed that most respondents were female, aged 36–40, with 11–15 years of teaching experience, and had earned units toward a master’s degree, indicating a mid-career, professionally developing group. The teachers demonstrated a very high level of socio-emotional quotient, being “totally aware” in self- awareness and social awareness, and “fully capable” in self-management and relationship management. These results suggest that teachers possess strong emotional understanding, effective coping mechanisms, empathy, and the ability to maintain positive relationships in the classroom. Statistical analysis further showed that age had a significant relationship with self-management, indicating that emotional regulation improves with maturity, while no significant relationships were found between other profile variables and socio- emotional domains. The study concludes that socio-emotional competence is largely independent of demographic and professional factors and may instead be shaped by personal growth and reflective practices. Based on these findings, practical and voluntary strategies such as personal reflection, peer collaboration, classroom reinforcement tools, and participation in structured programs like the Teach Care Program are recommended to further enhance teachers’ socio-emotional development.

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Student Research

Instructional Workload Management And Perceived Stress Among Elementary Teachers Of Kalawisan Elementary School

Reca Mae C. Maloloy-On, Hanah Marie C. Mercado, Lovely V. Amodia, Rebecca T. Awa, Lara Mae O. Daro, Victoria Lyn G. Licayan, John Lloyd E. Tagsip

Student Research · 2025

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

Bachelor of Elementary Education

Reca Mae Maloloy-on¹, Hanah Marie Mercado², Lovely Amodia³, Rebecca Awa⁴,Lara Mae Daro⁵, Victoria Lyn Licayan⁶ and John Lloyd Tagsip⁷ Cordova Public College Gabi, Cordova, Cebu Philippines maloloyonrecamae.cte.cpc@gmail.com Instructional workload management plays a crucial role in shaping teachers’ well- being and job performance, particularly in the elementary education sector. This study aims to determine the relationship between instructional workload management and perceived stress among elementary teachers at Kalawisan Elementary School. Using surveys completed by 34 teacher-respondents, the research examines workload components such as lesson planning, material preparation, student assessment, administrative tasks, and extracurricular coaching. Results reveal that high instructional workloads significantly contribute to elevated stress levels, while effective workload management correlates with improved teacher well-being and teaching efficacy. Additionally, teachers employ various coping mechanisms, including task prioritization and peer collaboration, to mitigate stress. The study concludes that balancing workload demands with adequate resources is vital for enhancing teacher satisfaction and performance. It recommends implementing policies that streamline tasks and provide support systems to reduce stress and foster professional growth among educators.

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