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Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–2 of 2 research entries

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

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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