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Research Repository

Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–5 of 9 research entries

Faculty Research

Evolution Of Web Application Attacks: A Systematic Analysis Of The Current Threat Landscape And Emerging Security Challenges

Irene I. Eda, Teodoro B. Comayas Jr., Bernie C. Empaces

Iconic Research and Engineering Journals · 2026

Bachelor of Science in Information Technology

The rapid explosion of web application capabilities over the past ten years has fundamentally redesigned how applications are delivered, simultaneously introducing an intricate, multifaceted attack surface that continues to evolve. Standard vectors, long thought to be understood—such as SQL Injection (SQLi), Cross-Site Scripting (XSS), and Cross-Site Request Forgery (CSRF)—still exist as potent hazards, yet they are increasingly overshadowed. Emerging cloud-native architectures, serverless delivery mechanisms, microservices, and AI-driven automation introduce entirely new categories of subtle, deeply embedded vulnerabilities. This research evaluates how these threats have metastasized and traces the origins of modern security vectors to determine if established defensive protocols remain effective against increasingly complex modern exploitation tactics. We conducted a strict Systematic Literature Review (SLR) structured by PRISMA 2020 guidelines, filtering an extensive initial pool of 885 records down to 62 core sources published between 2015 and 2026. This foundational dataset synthesizes observations from 44 peer-reviewed empirical studies alongside analysis from 18 key cybersecurity frameworks and official threat intelligence reports, incorporating guidance from standards bodies including OWASP, NIST, and ISO/IEC. The synthesized evidence reveals a definitive and strategic maturation in adversarial approach: threat actors are abandoning isolated, single-vulnerability exploits. They are instead executing prolonged, multi-stage campaigns that specifically leverage the trust relationships found in interconnected software ecosystems. While SQLi, XSS, and authentication weaknesses remain critical and frequent (identified within our 12 primary attack categories), a steep rise in complex, multi-stage exploit chains, AI-assisted reconnaissance, API breaches, and software supply chain compromises represents the new operational normal for adversaries. Furthermore, our analysis indicates that traditional defensive frameworks like secure development lifecycles, Zero Trust Architecture, DevSecOps, and Web Application Firewalls (WAFs) are no longer sufficient in isolation. Their mitigation capacity works only when supported by continuous, real-time context-aware monitoring and truly dynamic risk management, establishing an empirical baseline for architecting resilient security posturing that can keep pace with accelerating innovation.

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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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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

The Effectiveness Of Bingo Game Inteaching Affixes To Grade 3 Pupils At Catarman Elementary School

Anabel Apolinar, Sheena B. Lumapas, Chen-Chen Aghoti, Shane Desiree Jadraque, Jackielyn Lertido, Rhona Grace Salas

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Bingo is an engaging and versatile classroom game that has been increasingly used as an instructional tool to enhance student participation and reinforce learning concepts in a playful, low-pressure environment. This Study investigated the effectiveness of using the Bingo game as an instructional strategy for teaching affixes to Grade 3 pupils at Catarman Elementary School. Employing a quasi-experimental design, the research involved two groups: an experimental group that utilized the Bingo game to reinforce learning of prefixes and suffixes and a control group that received traditional instruction. A pre-test was administered to assess students' prior knowledge of affixes, followed by a post-test to evaluate learning outcomes after the intervention. Data were analyzed using descriptive statistics and t-tests to compare the performance of both groups. Results indicated that pupils in the experimental group demonstrated significantly higher post-test scores than those in the control group, suggesting that the Bingo game effectively enhanced students' understanding and retention of affix concepts. The findings support the integration of game-based learning in the curriculum to foster engagement and improve academic achievement in language skills. Recommendations for future research include exploring long-term retention of affix knowledge and the potential for similar game-based strategies in other areas of language learning.

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Student Research

Developing Graph Analytical Skills Among Grade 3 Learners Using Khan Academy App

Jona O. Salas, Mary Jane J. Salinguhay, Regine Lae B. Paquibot, Rea Mae D. Pascual, Divie S. Patayon, Angelah A. Potot, Rosalie L. Potot

Student Research · 2024

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study investigated the development of graph analytical skills among Grade 3 learners through the implementation of Khan Academy App, an online educational platform. The research aimed to assess the effectiveness of utilizing Khan Academy App to improve the graph analytical abilities of Grade 3 students. The study employed quantitative research and quasi-experimental design to evaluate the hypothesis and provide valuable insights through numerical data. Utilizing purposive sampling, 37 grade 3 pupils with prior experience in educational technology were selected from Mactan Elementary School in Lapu-Lapu City to ensure a focused and representative sample. The study aimed to leverage the benefits of a technology-based approach to graph analytical learning by engaging students familiar with online platforms. Participants were provided with a printed questionnaire to gather feedback on their experience with Khan Academy App in enhancing graph analytical skills, facilitating a deeper understanding of the application’s efficiency. The results of the study demonstrate a significant improvement in the graph analytical skills of Grade 3 learners who utilized Khan Academy App. The findings highlight the positive impact of online resources on developing students’ graph abilities, providing them with a valuable tool for learning and practiced. The study highlights the potential of platforms like Khan Academy App to complement traditional classroom instruction and support students in mastering complex mathematical concepts. In conclusion, this research showcases the effectiveness of Khan Academy App in developing graph analytical skills among Grade 3 learners. The study recommends the integration of online educational platforms into the curriculum to enhance mathematical learning outcomes for students.

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