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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Explore published and unpublished research from our faculty, students, and researchers.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 23 research entries

Faculty Research

Evolution Of Web Application Attacks: A Systematic Analysis Of The Current Threat Landscape And Emerging Security Challenges

Irene I. Eda, Teodoro B. Comayas Jr., Bernie C. Empaces

Iconic Research and Engineering Journals · 2026

Bachelor of Science in Information Technology

The rapid explosion of web application capabilities over the past ten years has fundamentally redesigned how applications are delivered, simultaneously introducing an intricate, multifaceted attack surface that continues to evolve. Standard vectors, long thought to be understood—such as SQL Injection (SQLi), Cross-Site Scripting (XSS), and Cross-Site Request Forgery (CSRF)—still exist as potent hazards, yet they are increasingly overshadowed. Emerging cloud-native architectures, serverless delivery mechanisms, microservices, and AI-driven automation introduce entirely new categories of subtle, deeply embedded vulnerabilities. This research evaluates how these threats have metastasized and traces the origins of modern security vectors to determine if established defensive protocols remain effective against increasingly complex modern exploitation tactics. We conducted a strict Systematic Literature Review (SLR) structured by PRISMA 2020 guidelines, filtering an extensive initial pool of 885 records down to 62 core sources published between 2015 and 2026. This foundational dataset synthesizes observations from 44 peer-reviewed empirical studies alongside analysis from 18 key cybersecurity frameworks and official threat intelligence reports, incorporating guidance from standards bodies including OWASP, NIST, and ISO/IEC. The synthesized evidence reveals a definitive and strategic maturation in adversarial approach: threat actors are abandoning isolated, single-vulnerability exploits. They are instead executing prolonged, multi-stage campaigns that specifically leverage the trust relationships found in interconnected software ecosystems. While SQLi, XSS, and authentication weaknesses remain critical and frequent (identified within our 12 primary attack categories), a steep rise in complex, multi-stage exploit chains, AI-assisted reconnaissance, API breaches, and software supply chain compromises represents the new operational normal for adversaries. Furthermore, our analysis indicates that traditional defensive frameworks like secure development lifecycles, Zero Trust Architecture, DevSecOps, and Web Application Firewalls (WAFs) are no longer sufficient in isolation. Their mitigation capacity works only when supported by continuous, real-time context-aware monitoring and truly dynamic risk management, establishing an empirical baseline for architecting resilient security posturing that can keep pace with accelerating innovation.

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Student Research

Needs Analysis Of Beginning Science Teachers In Selected Very Large Secondary Schools In Lapu-Lapu City

John Bert T. Inoc, Jazzy Mae I. Ramirez, Emmanuelle Vhan D. Quiñahan, Jovelyn E. Tajanlangit, Nicole Dinah A. Tirol

Student Research · 2026

Bachelor of Secondary Education Major in Science

This study focused on the professional and instructional needs of beginning science teachers in selected very large secondary schools in Lapu-Lapu City. It aimed to identify the demographic profile, instructional needs, personal and professional support needs, coping strategies, and proposed recommendations for beginning science teachers. The study used a descriptive research method with survey questionnaires administered to Teacher I science teachers with zero to three years of teaching experience. The findings revealed that most respondents were young female teachers with limited teaching experience who demonstrated very high needs in lesson planning, teaching strategies, laboratory resource utilization, mentoring, and classroom management. The results also showed that beginning science teachers experienced challenges related to workload, stress management, and balancing professional and personal responsibilities, emphasizing the importance of institutional support and continuous professional development. The study concluded that beginning science teachers require strong mentoring programs, adequate instructional resources, and sustained professional support to improve teaching effectiveness and well-being. It is recommended that schools and policymakers strengthen mentoring systems, provide continuous training opportunities, and enhance support programs for beginning science teachers.

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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

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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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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