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Research Repository

Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
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Showing 1–5 of 7 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

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

Mentor – Mentee Relationship: Pre And Post Conference Experiences Of Teachers During Classroom Observations

Mae Therese C. Credo, Jalen Rose M. Sumagang, Eros M. Miñoza, Rose Ann P. Nuñez, Shara S. Oyao, Catherine T. Pasigna

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study examined the mentor–mentee relationship by analyzing the effects of pre- and post-conference experiences on teachers' preparedness, instructional performance, and professional growth during classroom observations in the Cordova District. Using a quantitative research design , data were collected from mentors and mentees through structured questionnaires with Likert-scale ratings. Statistical analyses, including frequency counts, percentages, mean scores, and inferential statistics, were employed to determine the significance of relationships and differences in participants' experiences. Findings revealed that preconferences significantly improved lesson planning, alignment of learning objectives with student needs, and instructional preparation, while post-conferences positively influenced reflective practice, feedback utilization, and teacher confidence. The study concludes that structured pre- and post-conference activities enhance teacher performance and strengthen the mentor–mentee relationship. Recommendations include institutionalizing regular conferences and providing mentor training to maximize professional growth.

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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

Pedagogical Approaches, Perceptions, And Attitudes Towards Multicultural Education Among Araling Panlipunan Elementary Teachers In Cordova District

Maricel M. Aquiles, Maria Janniel C. Samson, Aliyah Jean N. Enghug, Sarah Mae C. Escabas, Paolo M. Osorio, Mariel E. Pacaña, Maria Shelo T. Pogoy

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Maricel M. Aquiles, Maria Janniel C. Samson, Aliyah Jean N. Enghug, Sarah Mae C. Escabas, Paolo M. Osorio, Mariel E. Pacaña, Maria Shelo T. Pogoy Cordova Public College, Cebu Philippines aquilesmaricel.cte.cpc@gmail.com Multicultural education includes diverse cultural perspectives in teaching to create an inclusive classroom. This study investigated the pedagogical approaches, perceptions, and attitudes of Araling Panlipunan elementary teachers in Cordova District toward multicultural education. Using a quantitative descriptive research design, the study examined the common teaching strategies, teachers’ views on multicultural education, and their attitudes toward its integration. The findings revealed that teachers frequently employ storytelling, role-playing, and cultural presentations to promote cultural awareness. Their perceptions were very favorable, acknowledging the benefits of multicultural education in enhancing student learning and fostering inclusivity. Furthermore, teachers exhibited highly positive attitudes, demonstrating a strong willingness to integrate multicultural education despite challenges such as limited resources. The study concluded that pedagogical approaches, perceptions, and attitudes play a crucial role in fostering an inclusive learning environment, contributing to the effective implementation of multicultural education in Araling Panlipunan instruction. Based on the findings, the study proposes specific strategies for teachers, schools, and policymakers to enhance the effective integration of multicultural education.

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