CPC ResearchHub ? CPC Research Repository. Discover. Preserve. Share Knowledge.
Bookmarks0 saved bookmarks

Discover. Preserve. Share Knowledge.

Research Repository

Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
Researchers
524
Academic Programs
5

Showing 1–4 of 4 research entries

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.

3 views

0 downloads

View Details
Student Research

Effectiveness Of Video-Based Material In Teaching Health 6

Mary Elizabeth E. Menguito, Abbyglen R. Nacorda, Mary Glenn Alexa S. Grisola, Christen Joy L. Sebusa, Lyka S. Soliano, Kaizen Ceath S. Sumalinog, Renalyn E. Tomaquin

Student Research · 2025

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

Bachelor of Elementary Education

The advancement of technology has influenced modern education; nowadays, several institutions have begun to integrate video-based material into the teaching and learning process. Thus, this study sought to examine the effectiveness of video-based material in teaching, as well as learners' evaluation of the use of video-based material in learning Health 6. The study was designed with a quasi-experimental approach with a total of 32 participants of Grade 6 MGT from Catarman Elementary School; data were gathered and analyzed using mean, paired sample t-test, and standard deviation. The findings of the study showed that there was an improvement in students' scores and performances after the implementation of video-based material, which revealed that there is a significant difference between their pretest and posttest scores. Furthermore, the results of the study showed that learners perceived video-based material as valuable and easy to use, which influenced their positive attitude and actual use of video-based materials in their learning. Moreover, based on the research findings, the researchers developed a research-based suggestion that enhanced technology integration, like video-based classroom instructions.

0 views

0 downloads

View Details
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.

0 views

0 downloads

View Details
Student Research

Motivation And Competence Level Of Alternative Learning System Teachers In The Division Of Lapu-Lapu City

Cheiztel Marie S. Jumao-As, Trixie A. Cabalhug, Delina Mae B. Cabunag, Chillian Cahilog, Jay Comahig, Nicninc N. Coremo, Danatil, Andria G., Carlo W. Gacho

Student Research · 2024

Student ResearchThesisSDG 4: Quality EducationSDG 16: Peace, Justice and Strong Institutions

Bachelor of Elementary Education

The Department of Education, through "The Governance of Basic Education Act of 2001," includes an Alternative Education Program for Adult and Youth Learners Not in School. Based on the preceding decision, the researchers decided to conduct a study to determine the perception of ALS Teachers regarding their Motivation and Competence Level under the Alternative Learning System (ALS) in the Division of Lapu-Lapu. This Study utilized the descriptive correlational research design to obtain the data. It used a descriptive research design that deals with people's views and is relevant to the study area. Moreover, researchers obtained data by conducting a survey and interpreting the results. With the collected and analyzed data, researchers found out that ALS teachers, in terms of Motivation, are “Highly motivated, and in terms of Competence level, they are “Highly competent”. They are ' highly motivated and competent ' in terms of their duty and profession. There is no significant relationship between their profile and their intrinsic and extrinsic motivation, except for educational attainment. However, there is a significant relationship between their profile, such as marital status and educational attainment, and their competence levels. In this case, researchers recommend implementing professional development opportunities, fostering cross-disciplinary collaboration, integrating modern technology into teaching, utilizing self-recording for pedagogical assessment, promoting collaborative learning communities, exploring technology integration, and conducting future research on implementing ALS programs specifically in rural areas. These recommendations aim to enhance teaching effectiveness, student learning experiences, and the overall quality of education within the Alternative Learning System.

0 views

0 downloads

View Details