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Research Repository

Explore published and unpublished research from our faculty, students, and researchers.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 5 research entries

Student Research

Role Of E- Assessment Tools In Language Teaching Among Upper Grade Elementary Teachers

Ma. Joela Mae A. Buniel, Maricel A. Ibonalo, Michelle C. Hinayas, Jerah Mae C. Jumao-As, Jessalyn S. Jumao-As, Cherry Faith C. Pangatungan

Student Research · 2026

Student ResearchThesis

Bachelor of Elementary Education

This study examined the Role of E-Assessment tools in language teaching among upper-grade elementary teachers. It sought to explore elementary teachers' experiences, views, and practices regarding the application of e-assessment tools in language instruction. It also sought to determine the common tools applied in language instruction and how they contributed to student engagement, feedback, and assessment. In conducting the study, qualitative research methods were applied. This entailed conducting in-depth interviews and administering questionnaires among elementary teachers. Thematic analysis of the study's data revealed several interesting findings. For instance, the study found that teachers applied e-assessment tools to make language instruction interactive. They also applied the tools to monitor students’ progress and give immediate feedback. However, some challenges affecting the application of the tools included a lack of internet connectivity, limited access to digital devices, and insufficient training in their use. The study found that teachers’ attitudes towards the application of e- assessment in language instruction are positive, as it enhances teaching effectiveness. Based on the study, it is recommended that e-assessment tools are important in enhancing effective language instruction. It is also recommended that teachers receive adequate training to maximize the use of e-assessment tools in language instruction.

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Student Research

Role Of Feedback In Teaching Mentoring: Experiences, Views, And Issues

Maria Jowera E. Obregon, Lieca N. Perez, Ciarra Babe C. Carbellido, Kathlyn Anne R. Demape, Grace M. Dico, Ayen T. Garces

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Feedback is a crucial element in teaching mentoring, shaping professional growth, instructional practices and collaborative learning between mentors and mentees. This study explored the experiences, perspectives and challenges related to feedback among elementary teachers during classroom observation and mentoring sessions. Employing a qualitative research design, the study focused on the lived experiences of teachers. 20 participants were purposely selected, including 5 mentors and 15 mentees. Data were gathered through semi-structured interviews with open-ended questions and analyzed thematically to identify patterns in experiences, perceptions and challenges. Findings indicate that feedback significantly enhances teaching strategies, promotes reflective practice, and facilitates effective adjustment between mentors and mentees. Nevertheless, challenges such as differing expectations, communication barriers and timing constraints were observed. Based on the findings, recommendations are proposed to strengthen feedback processes and support more effective mentoring practices in elementary education.

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Student Research

Instructional Workload Management And Perceived Stress Among Elementary Teachers Of Kalawisan Elementary School

Reca Mae C. Maloloy-On, Hanah Marie C. Mercado, Lovely V. Amodia, Rebecca T. Awa, Lara Mae O. Daro, Victoria Lyn G. Licayan, John Lloyd E. Tagsip

Student Research · 2025

Student ResearchThesisSDG 3: Good Health and Well-BeingSDG 4: Quality Education

Bachelor of Elementary Education

Reca Mae Maloloy-on¹, Hanah Marie Mercado², Lovely Amodia³, Rebecca Awa⁴,Lara Mae Daro⁵, Victoria Lyn Licayan⁶ and John Lloyd Tagsip⁷ Cordova Public College Gabi, Cordova, Cebu Philippines maloloyonrecamae.cte.cpc@gmail.com Instructional workload management plays a crucial role in shaping teachers’ well- being and job performance, particularly in the elementary education sector. This study aims to determine the relationship between instructional workload management and perceived stress among elementary teachers at Kalawisan Elementary School. Using surveys completed by 34 teacher-respondents, the research examines workload components such as lesson planning, material preparation, student assessment, administrative tasks, and extracurricular coaching. Results reveal that high instructional workloads significantly contribute to elevated stress levels, while effective workload management correlates with improved teacher well-being and teaching efficacy. Additionally, teachers employ various coping mechanisms, including task prioritization and peer collaboration, to mitigate stress. The study concludes that balancing workload demands with adequate resources is vital for enhancing teacher satisfaction and performance. It recommends implementing policies that streamline tasks and provide support systems to reduce stress and foster professional growth among educators.

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Student Research

Pedagogical Approaches, Perceptions, And Attitudes Towards Multicultural Education Among Araling Panlipunan Elementary Teachers In Cordova District

Maricel M. Aquiles, Maria Janniel C. Samson, Aliyah Jean N. Enghug, Sarah Mae C. Escabas, Paolo M. Osorio, Mariel E. Pacaña, Maria Shelo T. Pogoy

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Maricel M. Aquiles, Maria Janniel C. Samson, Aliyah Jean N. Enghug, Sarah Mae C. Escabas, Paolo M. Osorio, Mariel E. Pacaña, Maria Shelo T. Pogoy Cordova Public College, Cebu Philippines aquilesmaricel.cte.cpc@gmail.com Multicultural education includes diverse cultural perspectives in teaching to create an inclusive classroom. This study investigated the pedagogical approaches, perceptions, and attitudes of Araling Panlipunan elementary teachers in Cordova District toward multicultural education. Using a quantitative descriptive research design, the study examined the common teaching strategies, teachers’ views on multicultural education, and their attitudes toward its integration. The findings revealed that teachers frequently employ storytelling, role-playing, and cultural presentations to promote cultural awareness. Their perceptions were very favorable, acknowledging the benefits of multicultural education in enhancing student learning and fostering inclusivity. Furthermore, teachers exhibited highly positive attitudes, demonstrating a strong willingness to integrate multicultural education despite challenges such as limited resources. The study concluded that pedagogical approaches, perceptions, and attitudes play a crucial role in fostering an inclusive learning environment, contributing to the effective implementation of multicultural education in Araling Panlipunan instruction. Based on the findings, the study proposes specific strategies for teachers, schools, and policymakers to enhance the effective integration of multicultural education.

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Student Research

Perceived Effects, Views, And Experiences Of Elementary Teachers On Deped Awards And Recognition System

Harrieth Shane H. Bellina, Jean Carlo Escala, Mikaellah D. Apuda, Jade B. Bancale, Heroeshe M. Bendoy, Chelsie Cloma F. Cabaluna

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

The Department of Education (DepEd) Awards and Recognition System aimed to acknowledge and promote student achievement, motivation, and holistic development. This study explored elementary teachers' perceived effects, views, and experiences on implementing the DepEd Awards and Recognition System in Day-as for the school year 2024–2025. A descriptive survey design was employed, involving 26 elementary teachers as respondents through total enumeration. The study was conducted within the school environment using a validated survey questionnaire and structured interviews, and the data were analyzed by calculating the mean and standard deviation. The results showed that the system had a generally positive impact on student motivation, academic performance, and behavior, though variations existed based on individual student differences. Teachers viewed the system as fair and beneficial but identified challenges such as limited training. This study concluded that continuous assessment and refinement were necessary while the recognition system supported student engagement and achievement. The researchers recommended that DepEd and school administrators focus on promoting equal opportunities for recognition to ensure that all students, regardless of academic standing or background, are valued and motivated while continuously refining the system to uphold fairness and inclusivity.

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