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Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–3 of 3 research entries

Student Research

Digital Tools In Teaching Reading: Case On Reading Teachers In Cordova, Cebu

Rassie Grace A. Degamo, Rutchel O. Gomez, Jodelyn Marie A. Pejo, Grethel M. Pepito, John Walter P. Piamonte

Student Research · 2026

Student ResearchThesis

Bachelor of Elementary Education

Digital Tools in Teaching Reading: Case on Reading Teachers in Cordova, Cebu Rassie Grace A. Degamo, et al. Cordova Public College, Cebu Philippines rassiegracedegamo762@gmail.com/09932155337 This study focused on how Grade 1 teachers utilized digital tools for teaching reading in Cordova, Cebu. Particularly, it identified the digital tools being employed, the level of integration of digital tools in reading teaching, the teacher's perception of the role of digital tools from reading instruction, and the challenges of using digital tools they've encountered. A structural survey questionnaire was utilized to collect the data from 24 respondents of Grade 1 teachers. The results were analyzed using frequency counts, weighted mean, and standard deviation. Based on the findings, the commonly used of digital tools is Microsoft PowerPoint. It indicates the preference for accessible and multi- based resources. The level of integration of digital tools in teaching reading was found with an overall mean interpreted as "strongly agree." It suggested that teachers actively integrate digital tools into their reading instruction. Also, teachers demonstrated a positive perception of the role of using digital tools. It recognized the effectiveness of reading lessons makes engaging and enhancing reading instruction. Regardless of that, the results were indicated that teachers face several challenges in using digital tools such as limited access to devices, unstable internet connection, and technical issues. Despite these challenges, teachers continue to adapt and utilized different teaching strategies to implement digital tools effectively in their classrooms. To be conclude, this study assumed that digital tools play a significant role in enhancing teaching reading. These findings may serve as a foundation for enhancing the integration of digital tools in elementary reading education with the local context.

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Student Research

A Critical Discourse Analysis: Commentary Videos On Vice President Sara’s Impeachment Trial

Angela C. Muñez, Mary Joy B. Barrera, Ma. Kay O. Abaquita, Caryl S. Amorin, Jun Vincent E. Aradillos, Ashley Rhose L. Guadalquiver

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in English

Critical Discourse Analysis (CDA) is used to examine the power and ideologies embedded in language use, especially in political contexts. Using Critical Discourse Analysis, researchers are enabled to explore how language functions as a tool for influence and control in political discourses. This study analyzed commentary videos of politicians on Vice President Sara Duterte’s impeachment trial to examine how language reflects power and ideology in political discourse. Using a qualitative-exploratory design and Fairclough’s three-dimensional model of Critical Discourse Analysis, it focused on selected YouTube videos of politicians discussing the issue. The findings revealed strategic use of the pronoun “we,” with pro-impeachment groups using it negatively to demand urgent action, while anti-impeachment groups used it positively to highlight fairness. Modal verbs like “will” and “can” were used to shape public perception. Assertive and declarative speech acts helped construct narratives and justify actions. Pro-impeachment groups used language strategically to frame Duterte’s 2030 candidacy as a national threat and emphasized constitutional duty. In contrast, anti-impeachment politicians framed the trial as politically motivated. The study recommends that political leaders, media, and the public be critically aware of language use to promote transparency, avoid misinformation, and encourage balanced democratic discourse.

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Student Research

Parents Of Learners With Special Education Needs (Lsen) Level Of Support Towards Inclusive Education

Jonel Rey A. Dico, Noreen G. Aying, Gabriel A. Baguio, Rosana D. Baguio, Jeralyn I. Bahinting, Rina P. Bensi

Student Research · 2024

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study explored parental support for inclusive education for learners with special education needs, aiming to understand the level of assistance parents provide in academic, emotional, and physical aspects. The study investigated the types of special needs learners commonly observed at Lapu-Lapu City Central Elementary School and the challenges and coping mechanisms experienced by parents, utilizing frequency and ranking analysis, weighted mean calculations, and thematic content analysis to interpret the data. Results indicate the significant prevalence of autism spectrum disorder among learners with special needs and the varying levels of parental support across different need categories, implying the parents showed positive and highly supportive attitudes in areas where the children needed the most by considering their type of learners with special education needs, highlighting the importance of tailored assistance for each aspect of a child's development. However, parents also face challenges such as emotional distress, communication difficulties, behavioral challenges, and fear of bullying and negative treatment, which they address through coping mechanisms like emotional support and patience, communicating with teachers and schools, providing encouragement, and trust in God and the school environment. In conclusion, parents' support does matter to the type of learner with special education needs. It also emphasizes the significance of parental involvement in promoting inclusive education for learners with special needs. Recommendations include enhancing parental support such as collaboration with educators and therapists, establishing routines at home, advocating for inclusive education, encouraging hands-on learning experiences, multi-sensory teaching at home, and encouraging self-confidence that further empowers parents in facilitating their children's educational journey towards inclusivity.

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