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Explore published and unpublished research from our faculty, students, and researchers.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 8 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

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

Ophysics Simulator: An Aid In Learning Newton’s Law Of Inertia

Norvelyn Khym C. Socorin, Diadem E. Diva, Sherlyn P. Andales, Jose Nino Gallares, Joemar M. Gasalao, Jashane E. Genelosa, Quennie A. Ruelo

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

The oPhysics simulator offers an engaging, interactive platform where students can experiment with forces and motion, enhancing their comprehension of inertia, rather than just reading about the concept or observing demonstrations. This study aimed to evaluate the effectiveness of the oPhysics Simulator in helping Grade 8 students at Cordova National High School understand Newton’s Law of Inertia during the 2024 -2025 school year. A quasi-experimental research design was used, applying a pre-test and post-test one- group design to assess students’ knowledge before and after using the simulator. The results showed that the simulator significantly improved students’ understanding of Newton's Law of Inertia, helping them connect theoretical concepts to real-world applications. The oPhysics simulator also demonstrated satisfactory levels of acceptability in both visual appeal and content relevance, though there is room for improvement. Based on these findings, the study concluded that the oPhysics Simulator is an effective tool for teaching Newton’s Law of Inertia, offering an engaging, technology -driven approach that enhances comprehension and retention. Recommendations include improving visual elements, allowing exploration of heavier objects, and adding real-life videos and hands- on experiments.

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Student Research

The Effectiveness Of Bingo Game Inteaching Affixes To Grade 3 Pupils At Catarman Elementary School

Anabel Apolinar, Sheena B. Lumapas, Chen-Chen Aghoti, Shane Desiree Jadraque, Jackielyn Lertido, Rhona Grace Salas

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Bingo is an engaging and versatile classroom game that has been increasingly used as an instructional tool to enhance student participation and reinforce learning concepts in a playful, low-pressure environment. This Study investigated the effectiveness of using the Bingo game as an instructional strategy for teaching affixes to Grade 3 pupils at Catarman Elementary School. Employing a quasi-experimental design, the research involved two groups: an experimental group that utilized the Bingo game to reinforce learning of prefixes and suffixes and a control group that received traditional instruction. A pre-test was administered to assess students' prior knowledge of affixes, followed by a post-test to evaluate learning outcomes after the intervention. Data were analyzed using descriptive statistics and t-tests to compare the performance of both groups. Results indicated that pupils in the experimental group demonstrated significantly higher post-test scores than those in the control group, suggesting that the Bingo game effectively enhanced students' understanding and retention of affix concepts. The findings support the integration of game-based learning in the curriculum to foster engagement and improve academic achievement in language skills. Recommendations for future research include exploring long-term retention of affix knowledge and the potential for similar game-based strategies in other areas of language learning.

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Student Research

The Impact Of E-Learning Materials On Student Engagement And Skill Development In Filipino 5

Jorex Amoren, Claire Anne Masayon, Mc Artney Masong, Jean Rachel Nacua, Fritz Jan Quinaging, Chenrose Rosani, Melanie Tumulak

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

The E-Learning Material on Student Engagement and Development is important because it provides educators with valuable strategies and resources to foster a more dynamic and effective learning environment in teaching Filipino 5 at Suba-Basbas Elementary School. The researchers aimed to investigate the real effect that technology brings to the student's learning outcomes and perceptions with the blooming technological sophistication of today's elementary-aged children and the increased use of video-based instruction within their institution. The pretest/post-test design was used in the study, which involved the entire population of 31 Filipino five students from Suba-Basbas Elementary School. These students were given an intervention where video-based materials were incorporated into their regular Filipino 5 curriculum. Data analysis was done using paired samples t-tests to compare pretest and post-test scores, then assessing the statistical significance of any differences between the scores regarding student performance. The result showed that although the inclusion of video-based instructional materials yielded statistically significant improvement from pretest to post-test scores, as indicated by the paired samples t-test, there were noticeable features in the data- overwhelmingly positive perceptual attitudes from the students.

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