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Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–5 of 5 research entries

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

Secondary Science Teachers’ Initiative And Instructional Strategies Under Revised K-10 Matatag Curriculum

Virna Gel B. Baculao, Nikka P. Camingao, Kate S. Laspoña, Joylene A. Libetario, Hanna Lie C. Mercado, Pinkie H. Monleon

Student Research · 2026

Student ResearchThesisSDG 3: Good Health and Well-BeingSDG 4: Quality EducationSDG 9: Industry, Innovation and Infrastructure

Bachelor of Secondary Education Major in Science

This study examined how Grade 7 and 8 teachers in five national high schools in Lapu-Lapu City perceived the Revised K-10 Science Curriculum. Using both quantitative and qualitative methods, the research assessed teachers’ views and actions, the challenges they face, and how they cope with them. Data were analyzed using weighted means and standard deviations, and a thematic analysis. The findings show that most teachers have a positive view of the curriculum, especially its role in encouraging critical thinking and student engagement. Teachers highlighted strategies such as the 5A Model, adjusting instruction based on data, and using different approaches for different students. However, they also reported challenges, including curriculum misalignment, limited time, lack of specialized training, gaps in student readiness, and insufficient resources and infrastructure. To tackle these challenges, teachers used their time wisely, made effective use of resources, adjusted materials to their students' needs, worked together to improve their skills, planned and reviewed lessons to support students, and paid attention to their own growth and well- being. Overall, the Revised K-10 MATATAG framework helps make science education more efficient, but some systemic issues remain. The study suggests that curriculum designers should provide more focused, subject-specific training to help teachers create learner-centered classrooms.

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Student Research

Enhancing Critical Thinking Skills In Science 6 Through Project - Based Learning (Pbl)

Anna Marie T. Casiao, Sheena Mae. T Dinoy, Cheska Mae O. Cortes, Diana N. Llamada, Patricia Mae P. Paquibot, Rica A. Punay, Hannah O. Ycong

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Project-Based Learning (PBL), an instructional approach that engages students in exploring real-world problems and challenges through collaborative projects. This research aimed to evaluate the effectiveness of PBL in enhancing critical thinking skills among students at Cogon Elementary School during the 2024 2025 academic year. Utilizing a quasi-experimental methodology, the study compared students' performance on pre-tests and post-tests after being introduced to PBL strategies, Findings indicated that students who participated in PBL activities exhibited marked improvements in critical thinking, problem-solving capabilities, and engagement with scientific investigations. Furthermore, participants expressed high levels of satisfaction with the PBL. approach, emphasizing its interactive, hands-on nature as a key factor in deepening their understanding of science concepts. Based on these outcomes, the study concludes that PBL is a highly effective teaching method for fostering critical thinking and active involvement in science education. It is recommended that Grade 6 science educators incorporate PBL into their instructional plans and that school leaders allocate appropriate resources to ensure its successful integration.

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Student Research

Research Proficiency Level Among Senior High School Teachers Teaching Practical Research

John Kim A. Atillo, Jerica Samantha D. Gosanes, Rodelmilo Apa, Jhana V. Bactol, Donna M. Macarat, Eugeane Marvi R. Manto, Marejean S. Melecio

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

Practical Research in Senior High School forms part of the K-12 curriculum, which is a requirement to prepare students for basic inquiry skills and critical thinking. This research sought to determine the level of research competence among Practical Research teachers. It correlated their demographic profiles to their proficiency in specific research competencies. Using a descriptive-correlational research design, the research surveyed 18 senior high school teachers from two public schools using validated questionnaires, with data analyzed using weighted mean, chi-square tests, and Pearson correlation. Findings indicated that teachers were generally "Proficient" in critical areas like developing titles, asking research questions, and choosing methodologies, although minor gaps existed in statistical analysis and citation integration. In addition, most demographic factors had no significant relationship with proficiency except for some, such as sex and attending local conferences. The study found that even though teachers already understand how to teach research, they still need regular training to keep improving. It recommends that teachers have special training programs, guidance from more experienced mentors, and strong school support. These steps can help teachers become even better at teaching and create a school culture that values and encourages research among senior high school teachers.

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Student Research

Pisa-Based Assessment Tool In Enhancing Critical Thinking Skills Among Students In Science 6

Cheryl A. Paclipan, Shiela May G. Mamac, Michelle B. Menguito, Karylle Kate B. Mondejar, Dianna R. Obligado, Anjenette M. Pacaldo, Rosemellyn G. Pacaldo

Student Research · 2024

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Cheryl A. Paclipan, et al. Cordova Public College Gabi, Cordova, Cebu, Philippines paclipancheryl.cte.cpc@gmail.com The Programme for International Student Assessment (PISA) was made to assess the knowledge and skills of 15-year-old students in Mathematics, Reading, and Science. The test examines students' abilities to think critically, solve complicated problems, and communicate effectively. In this study, Pre-test and Post-test Design are utilized. The respondents group consisted of (4) four grade 6 sections in Agus Elementary School. Moreover, the results of the study suggest that there is a significant difference between the pre-test and post-test scores after using the PISA -Assessment Tool. Although the findings indicated that the PISA -Based Assessment Tool is commendable, the researchers concluded that there are still some improvements to be made for the excellent implementation of the PISA -Based Assessment Tool. It is then recommended that in implementing the PISA -Assessment Tool in Science Subject, it should ensure to measurement of the student's knowledge, and capture the breadth and depth of scientific concepts. Additionally, to increase the acceptance of the tool there should be seminars and trainings for the teachers. For future research, it is recommended to evaluate the implementation of the PISA -Based Assessment Tool and do an investigative study.

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