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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
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524
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Showing 1–5 of 8 research entries

Student Research

Needs Analysis Of Beginning Science Teachers In Selected Very Large Secondary Schools In Lapu-Lapu City

John Bert T. Inoc, Jazzy Mae I. Ramirez, Emmanuelle Vhan D. Quiñahan, Jovelyn E. Tajanlangit, Nicole Dinah A. Tirol

Student Research · 2026

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

Bachelor of Secondary Education Major in Science

This study focused on the professional and instructional needs of beginning science teachers in selected very large secondary schools in Lapu-Lapu City. It aimed to identify the demographic profile, instructional needs, personal and professional support needs, coping strategies, and proposed recommendations for beginning science teachers. The study used a descriptive research method with survey questionnaires administered to Teacher I science teachers with zero to three years of teaching experience. The findings revealed that most respondents were young female teachers with limited teaching experience who demonstrated very high needs in lesson planning, teaching strategies, laboratory resource utilization, mentoring, and classroom management. The results also showed that beginning science teachers experienced challenges related to workload, stress management, and balancing professional and personal responsibilities, emphasizing the importance of institutional support and continuous professional development. The study concluded that beginning science teachers require strong mentoring programs, adequate instructional resources, and sustained professional support to improve teaching effectiveness and well-being. It is recommended that schools and policymakers strengthen mentoring systems, provide continuous training opportunities, and enhance support programs for beginning science teachers.

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Student Research

School Academic Initiatives In Strengthening The Implementation Of Special Science Classes

Notche Mae P. Aying, Vanissa B. Canales, Stephanie T. Sitoy, Mariel Aleli N. Teofilo, Jemarie P. Vilando

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Cordova Public College ayingnotchemae.cte.cpc@gmail.com The Special Science Class (SSC) is a program that provides learners with enriched and advanced science education aimed at developing critical thinking, research skills, and scientific understanding through inquiry-based and specialized learning activities.This study used a qualitative case study approach to examine the implementation of the Special Science Class during School Year 2025–2026. The researchers involved sixteen (16) teachers from Bankal Elementary School, Basak Elementary School, Mactan Elementary School, and Marigondon Elementary School who handle Special Science Classes as key informants. Data were gathered through interviews and analyzed to identify teachers’ experiences, academic initiatives, challenges, and coping strategies The findings revealed that teachers enhance instruction through professional development, curriculum enrichment, research activities, and collaboration, which improve teaching effectiveness and student engagement. However, challenges such as limited laboratory facilities, insufficient instructional materials, and the need for continuous training were also identified. To address these, teachers practice collaboration, resourcefulness, and adaptive teaching strategies.The study concludes that strong school support, adequate resources, and continuous teacher training are essential to strengthen SSC implementation and improve science teaching and learning outcomes.

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Student Research

Directed-Drawing In Teaching Arts 6

Shannaia Marrie N. Apas, Shane F. Degollacion, Whisley T. Amores, Jaylord C. Estardo, Ma. Sotera M. Rufin, Jessa Bella T. Tampus, Richel M. Talaba

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Directed drawing is a structured approach where students followed a step-by-step instruction from the teacher to create an artwork. This study investigated the effectiveness of directed drawing in teaching Grade 6 students at Alegria Elementary School to create cartoon characters. The researchers assessed the impact of directed drawing on students' art performance, their attitudes toward the method, and the challenges they encountered. Over a one-week lesson, students were introduced to key techniques, including line structures, shapes, and shading, which they applied to create their cartoon characters. A survey questionnaire measured improvements in skills like line structure, color schemes, and design, as well as students’ perceptions of the method’s usefulness and ease of use. The study also acknowledged that art was often not given as much time in the curriculum as it should have been, with directed drawing offering students more time to engage in the creative process. The results showed significant gains in creativity, attention to detail, confidence, and positive attitudes toward the method. Based on these findings, it was recommended that the school continue incorporating directed drawing, offer professional development for teachers, and create a supportive environment for artistic growth.

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Student Research

Employed Coaching Techniques On Elementary Level Campus Journalism - Division Of Lapu - Lapu City

Ana Marie Nasole, Jane Christine Escabas, Mary Joy Ambrad, Jocelyn Dacullo, Daisy Trasmil, Jessica Trigosa, Jhanna Fate Ursal

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

1 2 3 4 Ana Marie Nasole , Jane Christine Escabas , Mary Joy Ambrad , Jocelyn Dacullo , Daisy 5 6 7 Trami l, Jessica Trigosa , Jhanna Fate Ursal Cordova Public College Gabi, Cordova, Cebu Philippines nasoleanamarie.cte.cpc@gmail.com Campus journalism is an extracurricular activity focuses on writing and reporting. This study investigates the coaching techniques used by winning elementary coaches in Lapu-Lapu City for the school years 2022, 2024, and 2025. It aims to identify the demographic profile of the winning coaches and to explore their coaching methods, preparations at various levels, encountered challenges, and solutions implemented. The study is anchored on the Campus Journalism Act of 1991 (Republic Act No. 7079), DepEd Order No. 47, s. 2010, and DepEd Order No. 42, s. 2017. The phenomenological design using researcher-made interview guide and descriptive method with simple percentage and thematic analysis was used to gather and analyze data. Results show that coaching techniques vary, with a focus on interactive methods and preparation for district, division, and regional levels. The challenges faced by coaches include limited resources and student engagement, while solutions such as continuous training and peer collaboration were applied. The study recommends enhancing coaching strategies, providing continuous professional development, and strengthening institutional support to further improve student performance and engagement in campus journalism.

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Student Research

Non-Sped Teachers’ Experiences In Handling Physically Challenged Students

Anna Realyn L. Argawanon, Kierra O. Entero, Yonel I. Aba Ño, Mery Jane E. Alberio, Lovely Syra A. Añasco, Pretty Joy T. Aro, Ivy Jane M. Tirol

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Non-SPED teachers’ experiences handling physically challenged students reveal their strategies, challenges, and commitment to inclusive education. This study investigates the experiences of non-SPED teachers at Cordova Central Elementary School in supporting physically challenged students. It examines how they deliver instruction, assess learning progress, and implement monitoring and feedback strategies. The study also explores their teaching methods, encountered challenges, and coping mechanisms. Adopting a qualitative phenomenological approach, data were collected from seven non-SPED teachers across various grade levels through open-ended, in-depth interviews. Thematic analysis revealed that teachers employ instructional adaptations, differentiated instruction, assistive technologies, peer tutoring, and multi-sensory approaches to meet students' diverse needs. Despite their dedication, teachers face challenges such as limited accessibility, insufficient resources, time constraints, and difficulties in tracking learning outcomes. They cope by maximizing available resources, modifying instruction, collaborating with specialists, and adapting classroom environments. Findings show that while non-SPED teachers are committed to inclusive education, they need additional support, professional training, and resources to address the needs of physically challenged students effectively. Their practices align with the Universal Design for Learning (UDL) and Inclusive Education Theory. The study recommends peer support programs, enhanced assistive technology integration, increased administrative backing, continuous professional development, improved classroom management, and stronger parental involvement to improve teaching effectiveness and student outcomes.

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