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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
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Showing 1–5 of 11 research entries

Student Research

Perceived Instructional Needs And Challenges In Teaching Numeracy In Early Grades

Vanessa R. Medado, Shine Kaye Mae Casquejo, Jobelyn Mae M. Badilles, Shaina M. Casquejo, May S. Daita

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study explored the perceived instructional needs and challenges teachers face when teaching numeracy in the early grades. Numeracy plays an important role in developing learners’ foundational mathematical skills in the early grades. The researchers conducted this study at Gabi Elementary School, Cordova Central Elementary School, and Alegria Elementary School. The study focused on identifying the major difficulties teachers face in teaching numeracy and determining the support they need to improve instruction. It also examined their instructional needs, coping strategies, challenges, and classroom experiences. The researchers gathered the data using a semi-structured interview guide with open-ended questions. Through thematic analysis, the study found that teachers need more training in innovative teaching strategies and in the effective use of manipulatives to increase student engagement and maximize the use of digital resources. The findings also showed that teachers commonly face challenges, including learners' weak foundational skills, limited instructional materials, and limited time. The study recommends that teachers continue to apply creative teaching strategies, such as manipulatives, games, songs, real-life examples, and improvised materials. By utilizing diverse approaches for different learners, experimenting with different techniques for assessing students' learning, and participating in training programs—particularly those focused on technology and learner-centered teaching methods—teachers can also enhance their instruction.

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Student Research

Role Of E- Assessment Tools In Language Teaching Among Upper Grade Elementary Teachers

Ma. Joela Mae A. Buniel, Maricel A. Ibonalo, Michelle C. Hinayas, Jerah Mae C. Jumao-As, Jessalyn S. Jumao-As, Cherry Faith C. Pangatungan

Student Research · 2026

Student ResearchThesis

Bachelor of Elementary Education

This study examined the Role of E-Assessment tools in language teaching among upper-grade elementary teachers. It sought to explore elementary teachers' experiences, views, and practices regarding the application of e-assessment tools in language instruction. It also sought to determine the common tools applied in language instruction and how they contributed to student engagement, feedback, and assessment. In conducting the study, qualitative research methods were applied. This entailed conducting in-depth interviews and administering questionnaires among elementary teachers. Thematic analysis of the study's data revealed several interesting findings. For instance, the study found that teachers applied e-assessment tools to make language instruction interactive. They also applied the tools to monitor students’ progress and give immediate feedback. However, some challenges affecting the application of the tools included a lack of internet connectivity, limited access to digital devices, and insufficient training in their use. The study found that teachers’ attitudes towards the application of e- assessment in language instruction are positive, as it enhances teaching effectiveness. Based on the study, it is recommended that e-assessment tools are important in enhancing effective language instruction. It is also recommended that teachers receive adequate training to maximize the use of e-assessment tools in language instruction.

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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

Secondary Science Teachers’ Initiative And Instructional Strategies Under Revised K-10 Matatag Curriculum

Virna Gel B. Baculao, Nikka P. Camingao, Kate S. Laspoña, Joylene A. Libetario, Hanna Lie C. Mercado, Pinkie H. Monleon

Student Research · 2026

Student ResearchThesisSDG 3: Good Health and Well-BeingSDG 4: Quality EducationSDG 9: Industry, Innovation and Infrastructure

Bachelor of Secondary Education Major in Science

This study examined how Grade 7 and 8 teachers in five national high schools in Lapu-Lapu City perceived the Revised K-10 Science Curriculum. Using both quantitative and qualitative methods, the research assessed teachers’ views and actions, the challenges they face, and how they cope with them. Data were analyzed using weighted means and standard deviations, and a thematic analysis. The findings show that most teachers have a positive view of the curriculum, especially its role in encouraging critical thinking and student engagement. Teachers highlighted strategies such as the 5A Model, adjusting instruction based on data, and using different approaches for different students. However, they also reported challenges, including curriculum misalignment, limited time, lack of specialized training, gaps in student readiness, and insufficient resources and infrastructure. To tackle these challenges, teachers used their time wisely, made effective use of resources, adjusted materials to their students' needs, worked together to improve their skills, planned and reviewed lessons to support students, and paid attention to their own growth and well- being. Overall, the Revised K-10 MATATAG framework helps make science education more efficient, but some systemic issues remain. The study suggests that curriculum designers should provide more focused, subject-specific training to help teachers create learner-centered classrooms.

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Faculty Research

Students’ Engagement Levels In Traditional And Blended Learning Environments: A Comparative Analysis

Jenylen Cabiso, Eldino Dinoy, Mariz Yagong, Jordan Yagong, Erica Dico, Marilou Inoc

Journal of Learning and Development Studies · 2026

Faculty Research

BS Education

This study examines the levels of student engagement in traditional versus blended learning environments among students in Cordova Public College. There were 240 randomly selected students from different programs who answered an adapted survey questionnaire. Employing a quantitative descriptive-comparative research design, the study determined whether there are significant differences in cognitive, emotional and behavioral engagement between these two modalities. Data were gathered using and analyzed using independent T-test and one-way Analysis of Variance (ANOVA). The results revealed that compared to blended learning, traditional learning environment has higher level of cognitive, emotional and behavioral engagement. Moreover, a significant difference (p=0.02) in student engagement was found between traditional and blended learning environments. Furthermore, results revealed that there is significant difference between age and student engagement in the traditional classroom setting (p=0.03), also, program consistently demonstrates a significant relationship with student engagement in both traditional (F=3.33, p=0.02) and blended (F=3.97, p=0.009) learning modalities. These findings highlight the critical role of higher education to evaluate and improve their blended learning approaches in order to guarantee that they promote levels of engagement comparable to traditional settings.

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