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Research Repository

Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
Researchers
524
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Showing 1–5 of 14 research entries

Student Research

Enhancing Critical Thinking Skills In Science 6 Through Project - Based Learning (Pbl)

Anna Marie T. Casiao, Sheena Mae. T Dinoy, Cheska Mae O. Cortes, Diana N. Llamada, Patricia Mae P. Paquibot, Rica A. Punay, Hannah O. Ycong

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Project-Based Learning (PBL), an instructional approach that engages students in exploring real-world problems and challenges through collaborative projects. This research aimed to evaluate the effectiveness of PBL in enhancing critical thinking skills among students at Cogon Elementary School during the 2024 2025 academic year. Utilizing a quasi-experimental methodology, the study compared students' performance on pre-tests and post-tests after being introduced to PBL strategies, Findings indicated that students who participated in PBL activities exhibited marked improvements in critical thinking, problem-solving capabilities, and engagement with scientific investigations. Furthermore, participants expressed high levels of satisfaction with the PBL. approach, emphasizing its interactive, hands-on nature as a key factor in deepening their understanding of science concepts. Based on these outcomes, the study concludes that PBL is a highly effective teaching method for fostering critical thinking and active involvement in science education. It is recommended that Grade 6 science educators incorporate PBL into their instructional plans and that school leaders allocate appropriate resources to ensure its successful integration.

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Student Research

Enhancing English Grammar 6 Proficiency Through Think Board Strategy

Kenzy V. Generale, Rose Mae A. Biongco, Jasper Jason B. Nunez, Kamille B. Aballe, Kyle Trisha R. Suelto, Rose-Ann B. Vasquez

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Grammar is essential in maintaining clarity, coherence, and precision in communication, but many students struggle with English grammar proficiency. This research examines the Think Board Strategy's efficacy in raising English grammar proficiency among Grade 6 students at Ibabao Elementary School. The research targeted the participants' English grammar proficiency level before and after using the think board strategy, the difference between the participant's English grammar proficiency level, to what degree the think board strategy improved, the learning experiences the participants preferred, and suggesting recommendations. The researchers employed a quasi-experimental pretest-post-test design with 31 student participants selected through whole enumeration and random sampling. The research also used a pretest and posttest survey to gather data; it contained the quantitative (mean, standard deviation, and paired t-test). Findings reveal an improvement in students' grammar skills as scores improved at the posttest. Moreover, students found the Think Board Strategy very helpful as it provided organization, collaboration, and the ability to engage. This research concludes that the Think Board Strategy effectively builds grammar ability and recommends its inclusion in regular English classes.

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Student Research

Helixhibit In Teaching Dna And Rna

Marielle Ann B. Kilat, Jay Ann B. Montes, Carl Jun P. Amorin, Kylle Rave M. Carbaquil, Reyjie A. Ortezano, Jerrica C. Pejo, Jealah Mae M. Quiñanola

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

Marielle Ann Kilat, Jay Ann Montes, Carl Jun Amorin, Kylle Rave Carbaquil, Reyjie Ortezano, Jerrica Pejo, Jealah Mae Quiñanola Cordova Public College, Cebu, Philippines kilatmarielleann.cte.cpc@gmail.com/09693340780 HeliXhibit is a 3D model that illustrates the molecular structure of DNA and RNA to enhance student understanding. This study aimed to assess whether HeliXhibit can be a material in teaching the molecular structure of DNA and RNA. The study determined the post-test scores of the participants after using HeliXhibit, their experiences, opinions, and challenges they faced during the hands-on engagement of HeliXhibit. This study used a quasi-experimental design and a purposive sampling technique to select the Grade 11 STEM students from Mactan Senior High School; it utilizes a modified questionnaire to collect data and applies mean, standard deviation, and thematic analysis to measure their learning and experiences. The results showed that students got high post-test scores with a mean of 14.8 and a standard deviation of 0.40, and they also shared positive experiences and opinions with average ratings of 4.60 and 4.55 and standard deviations of 0.14 and 0.05, respectively. These results showed that HeliXhibit can be a material in teaching the molecular structure of DNA and RNA. Based on the challenges identified, the researchers strongly recommend including a user manual and a QR code linking to a video tutorial and a brief discussion to support independent, self-paced learning with HeliXhibit.

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Student Research

Improving Laboratory Skills Through Interactive Experiments In Learning Chemical Reactions

Sarah Mae T. Daño, Carlo Jeff G. Juntilla, Recel Jane A. Bensi, Shella Mae C. Broñola, Mary Elizabeth C. Enecuela, Hannah Desiree S. Terrenal, Kheshane Mae N. Tumulak

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

Interactive experiments serve as dynamic teaching tools that actively engage students, deepen their conceptual understanding, and promote the development of essential scientific skills and attitudes in the study of chemical reactions. This study examines the influence of interactive experiments on students' capacity for learning chemical reactions. Specifically, it aims to determine the pre-test and post-test scores of the participants in understanding chemical reactions, whether there is a significant difference, and their perceived laboratory skills and scientific attitudes after the interactive experiments. A quasi-experimental research design was employed, where statistical techniques were applied to assess differences between pre-test and post- test scores. Throughout the study, participants engaged actively in interactive experiments to improve their laboratory skills, foster scientific attitudes, and enhance their understanding of chemical reactions. The results indicated a significant gain in post-test scores compared to the pre-test scores, showing a substantial rise in students' conceptualization of chemical reactions. Additionally, the participants indicated increased confidence in their laboratory skills and a more positive scientific attitude due to hands-on experimentation. Overall, the study emphasizes the positive effect of interactive experiments on students' learning experience, promoting both skill acquisition and interest. It is recommended that chemistry teachers incorporate interactive experimental activities into their teaching methods to simplify complex concepts, enhance student engagement, and establish a more dynamic and efficient learning environment.

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Student Research

Improving Word Problem Solving Skills In Mathematics 3 Using Multilingual As Medium Of Instruction

Johneth R. Olitres, Christymae Cañete, Ma. Lorelove R. Mariscal, Kenith M. Sumalinog, Charlene L. Tajanlangit, Em E Lyn F. Tirol, Anthony P. Yangan

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Multilingual instruction refers to the use two or more languages in teaching. This study examined its effectiveness in improving Grade 3 students' word problem-solving skills and its impact on their academic performance. A quasi-experimental, quantitative design was used with 27 participants from the section with the lowest Math mean percentage score. Pre- and post-tests assessed their skills before and after multilingual instruction. Initially, students had fair scores, showing room for improvement. After multilingual discussions, their skills improved significantly, with generally good scores. A Paired Sample T-test confirmed a significant difference, rejecting the null hypothesis and supporting multilingual instruction’s effectiveness. Likert scale assessed multilingual instruction’s extent, revealing that students gained knowledge and improved performance through this approach. Additionally, thematic analysis showed increased engagement and comprehension, with students participating more actively in multilingual lessons. Based on the findings, the researchers recommended to the use of multilingual approach to enhance students word problem solving skills and improve their overall academic performance. The researcher proposed the implementation of using multilingual approach in the teaching-learning process to help students develop their word problem solving skills.

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