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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
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Showing 1–5 of 10 research entries

Student Research

Addressing Reading Frustration: The Impact Of Teacher Interventions

Mary-An P. Habierto, Christy Mae D. Tajanlangit, Heña E. Pinili, Mary Karylle B. Retamas, Angel Mae C. Sanghilan

Student Research · 2026

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

Bachelor of Elementary Education

The Philippines faces challenges in reading comprehension, as evidenced by its frequent placement among the bottom 10 countries in international assessments. In the Program for International Student Assessment (PISA) during 2022, the Philippines ranked 76th out of 81 nations, representing a modest improvement over its 2018 position. Nearly 91% of Filipino 10-year-olds have difficulty with reading comprehension, according to recent studies. This study investigated how non-tutors implemented the Phil- IRI program in their classrooms and the strategies they used to support struggling readers. A mixed-methods approach was undertaken, merging qualitative interviews with teachers about their experiences and quantitative analysis of student reading outcomes through statistical techniques. Results indicate that non-tutor instructors in the Cordova District expressed highly positive professional perceptions of Phil-IRI implementation, reflected by an Average Weighted Mean of 3.35 (Strongly Agree). To assist frustrated readers at their schools, activities primarily involved one-on-one or peer tutoring. The findings suggest that, to reduce student anxiety and encourage regular home-school communication, teachers can apply engaging, information-driven strategies such as gamifying daily exercises with word games and context-clue challenges. Moreover, school administrators and parents are encouraged to actively support, address the needs of, and guide frustrated learners.

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Student Research

Parent-Teacher Collaboration In Module Task Completion During Class Suspension

Alexandra Lato, Jasmine Pradel, Irish Salvacion, Beryl Joy Sernal, Jamaica Sernal, Cristina Villarcampo

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Effective homeschool communication and cooperation are essential in the event of unforeseen disruptions to maintain academic continuity. This study assessed the Parent- Teacher Collaboration of Grade 2 learners at the Day-as Elementary School during Class Suspension in the 2025-2026 school year with regard to Module Task completion. Specifically, it discussed the levels of collaboration in terms of instructional support, activity monitoring, and feedback mechanisms, and identified the roles and concerns in parent-teacher encounters. The research design employed was a descriptive-evaluative design, in which the researchers analyzed the role of collaboration in clarity of instructions and assessment accuracy. Findings indicated that teamwork exists, but issues such as resource unavailability and time wasted during communication tend to affect performance. This paper introduces an Intervention Action Plan to simplify the modular learning process and increase collaboration between parents and teachers. The study concludes that without a well-structured system of coordination, the effective implementation of modules during school shutdowns is not possible.

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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

Remedial Reading Class For Frustration Readers In Babag 2 Elementary School

Chloe Faith M. Villaceran, Claire C. Abria, Maffy D. Bensi, Engiel Pearl Curay, Evangeline C. Regidor, Katherine R. Sebial

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Struggling readers face challenges in word recognition, fluency, and comprehension, affecting their academic progress. This study aimed to assess the effectiveness of Remedial Reading Classes in improving the reading skills of frustration- level readers at Babag 2 Elementary School. Using a quali-quanti approach, the data collected through interviews, journaling, and observations involves Grade 2 remedial teachers and 26 frustrated readers. Results presented that learners were able to improve word recognition, sentence reading, fluency, and comprehension, although some still required further intervention. Teachers were vital in bringing structured reading sessions, phonics-based lessons, and interactive strategies into the classroom to keep students engaged and supported. However, they also faced everyday struggles; some students were often absent, and many didn't get the support they needed at home. These real-life challenges show how important it is to provide consistent remedial help so no child gets left behind in their journey to becoming confident readers. Enhancing extended intervention sessions while establishing designated reading hubs and integrating tech- based reading strategies are recommended to improve the effectiveness of the remediation program.

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Student Research

Teachers’ Implemented Remediation Activities For Provincial Meet Elementary Athletes In Cordova District

Niña Jean B. Miano, Jae Marie P. Villena, Shierlyn P. Arañas, Rhea Novie A. Berenguel, Ruby Ann I. Siton, Jericalyn Q. Sobiono, Unisa L. Sumagang

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Remediation activities are targeted instructional interventions designed to help learners recover missed or misunderstood content, which played a crucial role in supporting elementary student-athletes. This study examined the remediation activities implemented for provincial meet elementary athletes in Cordova District during the school year 2024-2025 to support their academic progress. The study aimed to describe the strategies teachers used to address student-athletes' learning needs and proposed recommendations for improvement. A qualitative research method was employed, and interviews were conducted to learn from the teachers. Findings indicated that modular learning, tutoring, and flexible schedules positively affected academic performance, enabling the student-athletes to juggle studies and training; nevertheless, time limitations and the availability of resources constrained the full impact of these interventions. In conclusion, while remediation activities proved beneficial, teachers encountered obstacles in maximizing their impact. The researchers recommended increasing access to learning materials and technology, such as digital platforms and devices, while enhancing the coordination between teachers and coaches to develop flexible remediation schedules that respected athletes' training and competition commitments.

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