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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
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Showing 1–5 of 20 research entries

Student Research

Digital Tools In Teaching Reading: Case On Reading Teachers In Cordova, Cebu

Rassie Grace A. Degamo, Rutchel O. Gomez, Jodelyn Marie A. Pejo, Grethel M. Pepito, John Walter P. Piamonte

Student Research · 2026

Student ResearchThesis

Bachelor of Elementary Education

Digital Tools in Teaching Reading: Case on Reading Teachers in Cordova, Cebu Rassie Grace A. Degamo, et al. Cordova Public College, Cebu Philippines rassiegracedegamo762@gmail.com/09932155337 This study focused on how Grade 1 teachers utilized digital tools for teaching reading in Cordova, Cebu. Particularly, it identified the digital tools being employed, the level of integration of digital tools in reading teaching, the teacher's perception of the role of digital tools from reading instruction, and the challenges of using digital tools they've encountered. A structural survey questionnaire was utilized to collect the data from 24 respondents of Grade 1 teachers. The results were analyzed using frequency counts, weighted mean, and standard deviation. Based on the findings, the commonly used of digital tools is Microsoft PowerPoint. It indicates the preference for accessible and multi- based resources. The level of integration of digital tools in teaching reading was found with an overall mean interpreted as "strongly agree." It suggested that teachers actively integrate digital tools into their reading instruction. Also, teachers demonstrated a positive perception of the role of using digital tools. It recognized the effectiveness of reading lessons makes engaging and enhancing reading instruction. Regardless of that, the results were indicated that teachers face several challenges in using digital tools such as limited access to devices, unstable internet connection, and technical issues. Despite these challenges, teachers continue to adapt and utilized different teaching strategies to implement digital tools effectively in their classrooms. To be conclude, this study assumed that digital tools play a significant role in enhancing teaching reading. These findings may serve as a foundation for enhancing the integration of digital tools in elementary reading education with the local context.

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Student Research

School Academic Initiatives In Strengthening The Implementation Of Special Science Classes

Notche Mae P. Aying, Vanissa B. Canales, Stephanie T. Sitoy, Mariel Aleli N. Teofilo, Jemarie P. Vilando

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Cordova Public College ayingnotchemae.cte.cpc@gmail.com The Special Science Class (SSC) is a program that provides learners with enriched and advanced science education aimed at developing critical thinking, research skills, and scientific understanding through inquiry-based and specialized learning activities.This study used a qualitative case study approach to examine the implementation of the Special Science Class during School Year 2025–2026. The researchers involved sixteen (16) teachers from Bankal Elementary School, Basak Elementary School, Mactan Elementary School, and Marigondon Elementary School who handle Special Science Classes as key informants. Data were gathered through interviews and analyzed to identify teachers’ experiences, academic initiatives, challenges, and coping strategies The findings revealed that teachers enhance instruction through professional development, curriculum enrichment, research activities, and collaboration, which improve teaching effectiveness and student engagement. However, challenges such as limited laboratory facilities, insufficient instructional materials, and the need for continuous training were also identified. To address these, teachers practice collaboration, resourcefulness, and adaptive teaching strategies.The study concludes that strong school support, adequate resources, and continuous teacher training are essential to strengthen SSC implementation and improve science teaching and learning outcomes.

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Student Research

Skills Development Learning Materials For Als Learners

Nicole Angelic T. Dungog, Sharmaine G. Eguna, Aira Cristine M. Arlalijo, Hannah Jean B. Bongo, Elysza Kate A. Cacho

Student Research · 2026

Student ResearchThesisSDG 4: Quality EducationSDG 8: Decent Work and Economic Growth

Bachelor of Elementary Education

Nicole Angelic T. Dungog¹ , Sharmaine Eguna² , Aira Cristine Arlalijo³ , Hannah Jean Bongo⁴ & Elysza Kate Cacho⁵ Cordova Public College Gabi, Cordova, Cebu, Philippines Dungognicole11@gmail.com This study evaluated the literacy skills, livelihood skills, usefulness, and relevance of the Skills Development Learning Materials used in the Alternative Learning System (ALS) program at the Rotary Club of Mactan Community Learning Center (CLC). Utilizing a descriptive-evaluative research design, the study examined the current learning materials used by ALS learners to determine its level of skills development and to know the perception of learners towards the usefulness and relevance of these learning materials. Data were gathered from ALS learners using a weighted mean and standard deviation (SD) analysis to profile their perceptions and actual skill attainment. The findings revealed that the learning materials yielded an overall average mean of 2.72 (SD = 0.99) for Literacy Skills , which is interpreted as Upper Intermediate . Similarly, Livelihood Skills recorded an overall mean of 2.66 (SD = 0.96) , also falling within the Upper Intermediate range. Regarding the learners' perceptions, the materials garnered an overall mean of 2.82 (SD = 0.92) for Usefulness and 2.74 (SD = 0.93) for Relevance , both interpreted as Effective . The results suggest that while the learning materials successfully facilitates a transition toward complex knowledge application, the variance indicated by the standard deviations highlights a need for more localized and differentiated support. These findings underscore the importance of aligning learning resources with the specific vocational and contextual needs of ALS learners to ensure sustained engagement and higher levels of skill mastery.

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Faculty Research

Students’ Engagement Levels In Traditional And Blended Learning Environments: A Comparative Analysis

Jenylen Cabiso, Eldino Dinoy, Mariz Yagong, Jordan Yagong, Erica Dico, Marilou Inoc

Journal of Learning and Development Studies · 2026

Faculty Research

BS Education

This study examines the levels of student engagement in traditional versus blended learning environments among students in Cordova Public College. There were 240 randomly selected students from different programs who answered an adapted survey questionnaire. Employing a quantitative descriptive-comparative research design, the study determined whether there are significant differences in cognitive, emotional and behavioral engagement between these two modalities. Data were gathered using and analyzed using independent T-test and one-way Analysis of Variance (ANOVA). The results revealed that compared to blended learning, traditional learning environment has higher level of cognitive, emotional and behavioral engagement. Moreover, a significant difference (p=0.02) in student engagement was found between traditional and blended learning environments. Furthermore, results revealed that there is significant difference between age and student engagement in the traditional classroom setting (p=0.03), also, program consistently demonstrates a significant relationship with student engagement in both traditional (F=3.33, p=0.02) and blended (F=3.97, p=0.009) learning modalities. These findings highlight the critical role of higher education to evaluate and improve their blended learning approaches in order to guarantee that they promote levels of engagement comparable to traditional settings.

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Student Research

Tracer Study Of Cpc Graduates From S.Y. 2021- 2025

Bernalyn T. Degamo, Kate E. Tajanlangit, Ruth O. Alahenio, Angielyn M. Ambong, Crisgene D. Amores, Junrey M. Apa-Ap

Student Research · 2026

Student ResearchThesisSDG 3: Good Health and Well-BeingSDG 4: Quality EducationSDG 8: Decent Work and Economic Growth

Bachelor of Elementary Education

This tracer study aimed to track and gather information on the current employability status of Cordova Public College (CPC) graduates from 2021 to 2025. A total of 250 graduates participated in the study. The researchers used purposive sampling, a descriptive survey method, and a questionnaire checklist based on the CHED Graduate Tracer Study format. The goal was to understand how many graduates were employed and whether their jobs were related to their college degrees. The results showed that most respondents were female residents of Cordova aged 20 to 25 years. Of 250 respondents, 206 were employed, 42 were unemployed, and 2 had been unemployed, indicating that most respondents had work experience at some point, but only 2 did not. The Bachelor of Elementary Education (BEED) program had the highest employment rate, but two of the 2 who have never been employed are also from this course. The course with the lowest employment rate was the Bachelor of Secondary Education major in English (BSED English). The Licensure Exam for Teachers (LET) produced numerous successful education graduates. Most education graduates found employment aligned with their field of study. Moreover, BSIT graduates were observed to have limited opportunities, which affects job opportunities in the community. Based on these findings, it is recommended that Cordova Public College should strengthen support programs for graduates and alums that provide professional guidance, career coaching, and skill enhancement. These programs can include workshops, mentorship, counseling, and networking opportunities to help graduates adapt to workplace challenges and address career, health, or family issues. Additionally, the college should build partnerships with local and national companies to increase employment opportunities for graduates.

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