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Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–5 of 8 research entries

Student Research

Oral Assessment Strategies Among Esl Teachers

Lhen Shalby Baruc, Catherin Nassar, Jetrel Jane Palma, Crysthel Gean Perez, Novelyn Recamadas, Honeyleen Sagnoy

Student Research · 2026

Student ResearchSDG 4: Quality Education

Bachelor of Secondary Education Major in English

This study explored the oral assessment strategies used by 30 ESL teachers in Mactan, Lapu-Lapu City during the school year 2025-2026. Researchers used a convergent mixed-methods design based on Communicative Language Teaching and Vygotsky’s Sociocultural Theory. Data were gathered using custom surveys, interviews and direct observations. The data was analyzed using descriptive statistics and thematic analysis. The results showed that teachers adapted communicative and interactive methods of assessment to the level of proficiency of the students. Teachers concentrated on reading-aloud and question-and-answer activities for beginners. Intermediate learners were assessed by guided conversations and sharing of experiences, while advanced learners were assessed by discussions and complex problem-solving activities. The study recommends that educational institutions continue to support collaborative instructional and assessment practices that are student-centered.

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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

Investigating Korean English Pronunciation Among Korean Students In Joyful Education

Ervin Earl C. Amodia, Carlo J. Delan, Patricia S. Berame, Emilyn Pogoy, Michael S. Rondina, Regine C. Salizon

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in English

The phonological features of Korean English refer to the unique pronunciationpatterns and sound influences that arise when Korean speakers use English, oftenshaped by differences between the two languages' sound systems. This studyhadinvestigated the phonological challenges faced by Korean learners of English at Joyful Education, focusing on how the inherent differences between the Korean and Englishphonological systems had impacted their pronunciation. Despite efforts to improveEnglish proficiency, many Korean students had encountered persistent difficulties inarticulating English sounds due to phonetic interference from their native language, limited exposure to native speakers, and the distinct characteristics of Korean English. This research had employed descriptive qualitative methods, including analysis of recorded speech, interviews, and observations, to document common pronunciationerrors and strategies employed by learners to enhance their pronunciation. The findingshad revealed systematic pronunciation errors, such as vowel substitutions, consonant cluster reductions, and misapplied stress patterns, that had affected communicationefficacy and intelligibility. Additionally, the results had emphasized the importanceof tailored pedagogical interventions to address these phonological difficulties, ultimatelycontributing to enhanced English proficiency and confidence among learners.

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Student Research

Phonological Features Of English Speaking Japanese Youtubers

Gracel A. Compra, Genevieve M. Benolu-Ac, Jhea Mae N. Baril, Jenevev N. Baril, Jaien P. Casinio, Angeline J. Oyao

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in English

Japanese learners often find it difficult to speak English clearly because thetwolanguages are quite different, especially in terms of pronunciation.This study aimedtoinvestigate whether and how the phonological features of Japanese English languagebyselected Japanese YouTubers reflect a changes or improvements influencedbythetechnological exposure and frequent interaction with English language online. This studyemployed a qualitative research design with a descriptive phonological approach, thestudy analyzed recurring English words and sentences in vlogs to identify both JapaneseEnglish segmental and suprasegmental features. The findings of the study revealedaconsistent phonological patterns shaped by Japanese English, alongside with instancesofnear-native pronunciation in sounds such as /ɑ/, /dʒ/, /n/, and /ŋ/, likely a result ofrepeated exposure to General American English through the use of digital media. Suprasegmental phonological features showed variation in intonation and a tendencytomisplace stress patterns, it suggests both influence from Japanese phonology and adaptiveuse driven by the communicative demands of content creation. These results indicatedthat informal, technology-driven language exposure may foster a greater phonological proficiency than traditional learning, a grammar-focused instruction. It is recommendedthat English language educators integrate an authentic digital content into teachingpractices. Future research could involve more participants and use a detailedaudioanalysis to gain deeper insights.

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Student Research

Research Proficiency Level Among Senior High School Teachers Teaching Practical Research

John Kim A. Atillo, Jerica Samantha D. Gosanes, Rodelmilo Apa, Jhana V. Bactol, Donna M. Macarat, Eugeane Marvi R. Manto, Marejean S. Melecio

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

Practical Research in Senior High School forms part of the K-12 curriculum, which is a requirement to prepare students for basic inquiry skills and critical thinking. This research sought to determine the level of research competence among Practical Research teachers. It correlated their demographic profiles to their proficiency in specific research competencies. Using a descriptive-correlational research design, the research surveyed 18 senior high school teachers from two public schools using validated questionnaires, with data analyzed using weighted mean, chi-square tests, and Pearson correlation. Findings indicated that teachers were generally "Proficient" in critical areas like developing titles, asking research questions, and choosing methodologies, although minor gaps existed in statistical analysis and citation integration. In addition, most demographic factors had no significant relationship with proficiency except for some, such as sex and attending local conferences. The study found that even though teachers already understand how to teach research, they still need regular training to keep improving. It recommends that teachers have special training programs, guidance from more experienced mentors, and strong school support. These steps can help teachers become even better at teaching and create a school culture that values and encourages research among senior high school teachers.

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