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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
Researchers
524
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Showing 1–5 of 8 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

Learning Module Implementation As Tool For Learning Continuity In Times Of Disaster

Kenneth Babatuan, Ckrisjane T. Quijardo, Arcel Mae M. Barong, Carlo E. Emra, Gian Carlo P. Bundal, Vincent Lorenz L. Fuentes

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

The study explored the implementation of modules by science teachers in Cordova District Schools during S.Y 2025-2026, during the suspension of face-to-face classes caused by the disaster. The study sought to determine the strategies and level of implementation to determine whether the teacher really administered the module and module was really a tool in learning continuity during the class disruption. The study employed a descriptive approach, using both quantitative and qualitative research methods. The findings revealed that a high mean indicated that teachers administered the modules and optimized their efforts to deliver them to learners. However, during implementation, issues and concerns arose regarding the following: insufficient resources, difficulty in monitoring student progress, and students' struggles to understand and complete lessons independently. In conclusion, despite these challenges teachers demonstrated adaptability by applying effective coping mechanisms to sustain learning. The findings recommended that modular distance learning was not an effective approach for maintaining learning continuity, due to students' attitudes and interest in self-directed learning. There was a need to strengthen support systems for students and to improve instructional materials, such as engaging tasks built into ICT resources, to capture students' interest and motivation fully.

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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 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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Student Research

Teacher’s Profile And Perceived Challenges In Teaching Special Program In Science

Marjorie I. Apa, Mary Grace Y. Chua, Angeline Q. Abadiano, Maria Emilyn A. Inoc, Jillmark A.Leoligao, Gladys S. Manigos, Erica S. Sacil

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Teacher’s Profile and Perceived Challenges in teaching Science Class Marjorie I. Apa, Mary Grace Y. Chua, Angeline Q. Abadiano, Maria Emilyn A. Inoc, Jillmark A Leoligao, Gladys S. Manigos, Erica S. Sacil. Cordova Public College apamarjorie.cte.cpc@gmail.com The Special Program in Science (SPS) offers advanced STEM education, requiring skilled and well-supported teachers. This study explored the perceived challenges in handling SPS at Babag 1 Elementary School in the 2024-2025 school year. Using a case study with qualitative methods, data were collected from 15 SPS teachers through surveys. Findings reveal that teachers improve instructional practices through ongoing professional development, peer collaboration, and the integration of technology. These strategies enhance motivation, support effective delivery of instruction, and inform assessment and monitoring efforts. However, challenges such as limited access to mentorship, inadequate resources, and weak monitoring systems hinder sustained improvement. The study emphasizes the need for structured coaching and mentorship to guide instructional delivery and motivate teachers. It recommends that schools and policymakers invest in robust professional development, targeted coaching programs, and enhanced technological tools to support effective teaching, improve assessment and monitoring, and ultimately boost student outcomes.

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