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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
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524
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Showing 1–5 of 9 research entries

Student Research

Encountered Difficulties And Coping Mechanisms Of Adult Elementary Learners In Als Lapu-Lapu City Division

Janelle Lyn S. Rosani, Glaiza P. Ymbong, Arriane P. Tiro, Rodelyn C. Tirol, Jonnah Mae C. Torregosa

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study focused on the encountered difficulties and coping mechanisms of adult elementary learners in the Alternative Learning System (ALS) in the Lapu-Lapu City Division, highlighting their educational experiences and challenges in continuing their studies. The study aimed to determine the difficulties encountered by adult elementary learners and identify the coping mechanisms they used to overcome these challenges while studying in ALS. A qualitative research design utilizing thematic content analysis was employed through semi-structured interviews with selected adult elementary learners in ALS. The findings revealed that the participants experienced financial difficulties, limited learning resources, and conflicts between personal responsibilities and academic tasks that affected their learning process. Despite these difficulties, the learners demonstrated resilience through effective time management, self-motivation, family support, and positive attitudes toward education, which enabled them to continue pursuing their studies. The study concluded that ALS serves as an important educational opportunity for adult learners by providing flexible learning experiences that support their educational goals despite existing challenges. It is recommended that ALS implementers strengthen academic support, provide sufficient learning materials, and develop programs that address the personal and educational needs of adult learners.

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Student Research

Motivational Drives Among Elementary Adult Learners In Alternative Learning System (Als)

Kenneth Jan J. Dahonay, Alfred E. Degamo, Hazel N. Pacudan, Gloriedel D. Patigdas, Queenie D. Rodriguez, Misy Gwen M. Sandot

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study examined the motivational drives, experiences, challenges, and coping mechanisms of elementary-level adult learners in the Alternative Learning System (ALS) during the school year 2025–2026. Using a descriptive research design, data were collected through survey questionnaires and thematic analysis. Findings revealed that learners demonstrated a generally positive level of motivation in completing academic tasks such as portfolio accomplishment, module submission, understanding lessons, performance tasks, attendance, and preparation for the Accreditation and Equivalency (A&E) test . Motivation was influenced by both intrinsic factors, such as personal growth and aspirations, and extrinsic factors, including family support and future opportunities. However, learners encountered significant challenges, including academic subject difficulty, financial constraints, time limitations, and emotional and psychological barriers . Despite these difficulties, learners employed effective coping mechanisms such as self- directed learning, persistence, family support, and goal-oriented behavior, which enabled them to continue their education . The study concluded that while adult ALS learners are motivated and resilient, they require continuous academic and psychosocial support. Strengthening support systems and improving instructional strategies are essential to enhance learner engagement, confidence, and successful completion of the ALS program.

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Student Research

Perceived Instructional Needs And Challenges In Teaching Numeracy In Early Grades

Vanessa R. Medado, Shine Kaye Mae Casquejo, Jobelyn Mae M. Badilles, Shaina M. Casquejo, May S. Daita

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study explored the perceived instructional needs and challenges teachers face when teaching numeracy in the early grades. Numeracy plays an important role in developing learners’ foundational mathematical skills in the early grades. The researchers conducted this study at Gabi Elementary School, Cordova Central Elementary School, and Alegria Elementary School. The study focused on identifying the major difficulties teachers face in teaching numeracy and determining the support they need to improve instruction. It also examined their instructional needs, coping strategies, challenges, and classroom experiences. The researchers gathered the data using a semi-structured interview guide with open-ended questions. Through thematic analysis, the study found that teachers need more training in innovative teaching strategies and in the effective use of manipulatives to increase student engagement and maximize the use of digital resources. The findings also showed that teachers commonly face challenges, including learners' weak foundational skills, limited instructional materials, and limited time. The study recommends that teachers continue to apply creative teaching strategies, such as manipulatives, games, songs, real-life examples, and improvised materials. By utilizing diverse approaches for different learners, experimenting with different techniques for assessing students' learning, and participating in training programs—particularly those focused on technology and learner-centered teaching methods—teachers can also enhance their instruction.

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Student Research

Investigating Korean English Pronunciation Among Korean Students In Joyful Education

Ervin Earl C. Amodia, Carlo J. Delan, Patricia S. Berame, Emilyn Pogoy, Michael S. Rondina, Regine C. Salizon

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in English

The phonological features of Korean English refer to the unique pronunciationpatterns and sound influences that arise when Korean speakers use English, oftenshaped by differences between the two languages' sound systems. This studyhadinvestigated the phonological challenges faced by Korean learners of English at Joyful Education, focusing on how the inherent differences between the Korean and Englishphonological systems had impacted their pronunciation. Despite efforts to improveEnglish proficiency, many Korean students had encountered persistent difficulties inarticulating English sounds due to phonetic interference from their native language, limited exposure to native speakers, and the distinct characteristics of Korean English. This research had employed descriptive qualitative methods, including analysis of recorded speech, interviews, and observations, to document common pronunciationerrors and strategies employed by learners to enhance their pronunciation. The findingshad revealed systematic pronunciation errors, such as vowel substitutions, consonant cluster reductions, and misapplied stress patterns, that had affected communicationefficacy and intelligibility. Additionally, the results had emphasized the importanceof tailored pedagogical interventions to address these phonological difficulties, ultimatelycontributing to enhanced English proficiency and confidence among learners.

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Student Research

Non-Sped Teachers’ Experiences In Handling Physically Challenged Students

Anna Realyn L. Argawanon, Kierra O. Entero, Yonel I. Aba Ño, Mery Jane E. Alberio, Lovely Syra A. Añasco, Pretty Joy T. Aro, Ivy Jane M. Tirol

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Non-SPED teachers’ experiences handling physically challenged students reveal their strategies, challenges, and commitment to inclusive education. This study investigates the experiences of non-SPED teachers at Cordova Central Elementary School in supporting physically challenged students. It examines how they deliver instruction, assess learning progress, and implement monitoring and feedback strategies. The study also explores their teaching methods, encountered challenges, and coping mechanisms. Adopting a qualitative phenomenological approach, data were collected from seven non-SPED teachers across various grade levels through open-ended, in-depth interviews. Thematic analysis revealed that teachers employ instructional adaptations, differentiated instruction, assistive technologies, peer tutoring, and multi-sensory approaches to meet students' diverse needs. Despite their dedication, teachers face challenges such as limited accessibility, insufficient resources, time constraints, and difficulties in tracking learning outcomes. They cope by maximizing available resources, modifying instruction, collaborating with specialists, and adapting classroom environments. Findings show that while non-SPED teachers are committed to inclusive education, they need additional support, professional training, and resources to address the needs of physically challenged students effectively. Their practices align with the Universal Design for Learning (UDL) and Inclusive Education Theory. The study recommends peer support programs, enhanced assistive technology integration, increased administrative backing, continuous professional development, improved classroom management, and stronger parental involvement to improve teaching effectiveness and student outcomes.

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