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Explore published and unpublished research from our faculty, students, and researchers.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 47 research entries

Student Research

Addressing Reading Frustration: The Impact Of Teacher Interventions

Mary-An P. Habierto, Christy Mae D. Tajanlangit, Heña E. Pinili, Mary Karylle B. Retamas, Angel Mae C. Sanghilan

Student Research · 2026

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

Bachelor of Elementary Education

The Philippines faces challenges in reading comprehension, as evidenced by its frequent placement among the bottom 10 countries in international assessments. In the Program for International Student Assessment (PISA) during 2022, the Philippines ranked 76th out of 81 nations, representing a modest improvement over its 2018 position. Nearly 91% of Filipino 10-year-olds have difficulty with reading comprehension, according to recent studies. This study investigated how non-tutors implemented the Phil- IRI program in their classrooms and the strategies they used to support struggling readers. A mixed-methods approach was undertaken, merging qualitative interviews with teachers about their experiences and quantitative analysis of student reading outcomes through statistical techniques. Results indicate that non-tutor instructors in the Cordova District expressed highly positive professional perceptions of Phil-IRI implementation, reflected by an Average Weighted Mean of 3.35 (Strongly Agree). To assist frustrated readers at their schools, activities primarily involved one-on-one or peer tutoring. The findings suggest that, to reduce student anxiety and encourage regular home-school communication, teachers can apply engaging, information-driven strategies such as gamifying daily exercises with word games and context-clue challenges. Moreover, school administrators and parents are encouraged to actively support, address the needs of, and guide frustrated learners.

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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

Experiences Of Teachers Teaching Math Using Deped Produced Videos

Jewel Ann G. Biongco, Marilyn C. Gequillo, Joy Anne B. Delludo, Kathryn Anne R. Demape, Whenceil Fe G. Dinoy, Jenny May A. Garcia

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

The use of DepEd-produced instructional videos has significantly transformed mathematics instruction by enhancing students' comprehension of complex concepts through visual and auditory support. Despite this advantage of multimedia instruction, there is a lack of studies specifically examining teachers' actual experiences using these videos in their classes, especially at Mactan Elementary School. A significant gap in research regarding teachers' real-world experiences with these videos in classroom settings, particularly at Mactan Elementary School, despite the recognized benefits of multimedia instruction. This study explored math teachers' experiences through their opinions and perspectives, their teaching methods, the problems they encountered, and what they observed in their students' learning. Using a qualitative research design, selected teachers were approached to gather data and gain insights into their actual classroom experiences with DepEd videos. It is revealed that teachers were satisfied that using the videos helped them present math concepts more easily and attract students' attention. The teachers encountered problems with video pacing, alignment with the learning objectives, and video quality, prompting them to adjust their instruction and provide additional resources for their students. The study suggests ways to improve the design of teaching videos, better align videos with lesson content, and provide teachers with more training in using multimedia tools to promote student-centered math teaching.

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Student Research

Learning Module Implementation As Tool For Learning Continuity In Times Of Disaster

Kenneth Babatuan, Ckrisjane T. Quijardo, Arcel Mae M. Barong, Carlo E. Emra, Gian Carlo P. Bundal, Vincent Lorenz L. Fuentes

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in Science

The study explored the implementation of modules by science teachers in Cordova District Schools during S.Y 2025-2026, during the suspension of face-to-face classes caused by the disaster. The study sought to determine the strategies and level of implementation to determine whether the teacher really administered the module and module was really a tool in learning continuity during the class disruption. The study employed a descriptive approach, using both quantitative and qualitative research methods. The findings revealed that a high mean indicated that teachers administered the modules and optimized their efforts to deliver them to learners. However, during implementation, issues and concerns arose regarding the following: insufficient resources, difficulty in monitoring student progress, and students' struggles to understand and complete lessons independently. In conclusion, despite these challenges teachers demonstrated adaptability by applying effective coping mechanisms to sustain learning. The findings recommended that modular distance learning was not an effective approach for maintaining learning continuity, due to students' attitudes and interest in self-directed learning. There was a need to strengthen support systems for students and to improve instructional materials, such as engaging tasks built into ICT resources, to capture students' interest and motivation fully.

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Student Research

Literacy Barriers To Effective Tutoring: Perspectives Of Aral Tutors

Divine Grace C. Abing, Reza A. Andales, Shane L. Alcantara, Kristine T. Alcoser, Florlyn B. Amasula, Jaymarie B. Aner

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study described the literacy barriers to effective tutoring from the perspectives of ARAL tutors in selected elementary schools in Cordova, Cebu, during the school year 2025–2026, focusing on the challenges encountered in delivering literacy instruction under the ARAL Program. This study employed a descriptive-survey research design using a mixed-method approach, involving a total enumeration of 70 ARAL tutors from San Miguel Elementary School, Pilipog Elementary School, Cogon Elementary School, and Ibabao Elementary School, with data gathered through a validated questionnaire consisting of structured survey items and open-ended questions and analyzed using means, standard deviations, and thematic analysis. The results revealed that the major literacy barriers were poor reading comprehension, limited instructional materials, and insufficient tutoring time, which were consistently experienced by tutors across the selected schools, while additional findings highlighted challenges such as learner absenteeism, lack of interest, and multi-grade level tutoring that further affected instructional effectiveness. Overall, the study showed that these barriers significantly hindered the smooth implementation and effectiveness of the ARAL Program in improving learners’ literacy skills. It concluded that despite the program’s strong objectives, its effectiveness is limited by resource and instructional constraints faced by tutors. It is therefore recommended that the Department of Education and school stakeholders strengthen instructional support, provide adequate learning materials, enhance tutor training, and promote collaborative efforts among teachers, parents, and the community to improve the overall implementation of the ARAL Program.

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