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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
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524
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Showing 1–5 of 21 research entries

Student Research

Motivational Drives Among Elementary Adult Learners In Alternative Learning System (Als)

Kenneth Jan J. Dahonay, Alfred E. Degamo, Hazel N. Pacudan, Gloriedel D. Patigdas, Queenie D. Rodriguez, Misy Gwen M. Sandot

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study examined the motivational drives, experiences, challenges, and coping mechanisms of elementary-level adult learners in the Alternative Learning System (ALS) during the school year 2025–2026. Using a descriptive research design, data were collected through survey questionnaires and thematic analysis. Findings revealed that learners demonstrated a generally positive level of motivation in completing academic tasks such as portfolio accomplishment, module submission, understanding lessons, performance tasks, attendance, and preparation for the Accreditation and Equivalency (A&E) test . Motivation was influenced by both intrinsic factors, such as personal growth and aspirations, and extrinsic factors, including family support and future opportunities. However, learners encountered significant challenges, including academic subject difficulty, financial constraints, time limitations, and emotional and psychological barriers . Despite these difficulties, learners employed effective coping mechanisms such as self- directed learning, persistence, family support, and goal-oriented behavior, which enabled them to continue their education . The study concluded that while adult ALS learners are motivated and resilient, they require continuous academic and psychosocial support. Strengthening support systems and improving instructional strategies are essential to enhance learner engagement, confidence, and successful completion of the ALS program.

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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

Socio-Emotional Quotient Of Kindergarten Teachers: Case In Cordova District

Vench L. Villarin, Clemente M. Aropo, Era Joy M. Nunez, Armando Jose C. Obregon, Donna Mary C. Obregon, Mary Grace D. Pongasi

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study aimed to assess the socio-emotional quotient of kindergarten teachers in the Cordova District in relation to their profile, including age, sex, years of teaching experience, and educational attainment. Using a descriptive-correlational research design, under quantitative method. The data were gathered to determine the levels of socio- emotional competence across four domains: self-awareness, self-management, social awareness, and relationship management. Findings revealed that most respondents were female, aged 36–40, with 11–15 years of teaching experience, and had earned units toward a master’s degree, indicating a mid-career, professionally developing group. The teachers demonstrated a very high level of socio-emotional quotient, being “totally aware” in self- awareness and social awareness, and “fully capable” in self-management and relationship management. These results suggest that teachers possess strong emotional understanding, effective coping mechanisms, empathy, and the ability to maintain positive relationships in the classroom. Statistical analysis further showed that age had a significant relationship with self-management, indicating that emotional regulation improves with maturity, while no significant relationships were found between other profile variables and socio- emotional domains. The study concludes that socio-emotional competence is largely independent of demographic and professional factors and may instead be shaped by personal growth and reflective practices. Based on these findings, practical and voluntary strategies such as personal reflection, peer collaboration, classroom reinforcement tools, and participation in structured programs like the Teach Care Program are recommended to further enhance teachers’ socio-emotional development.

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Student Research

Enhancing Critical Thinking Skills In Science 6 Through Project - Based Learning (Pbl)

Anna Marie T. Casiao, Sheena Mae. T Dinoy, Cheska Mae O. Cortes, Diana N. Llamada, Patricia Mae P. Paquibot, Rica A. Punay, Hannah O. Ycong

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Project-Based Learning (PBL), an instructional approach that engages students in exploring real-world problems and challenges through collaborative projects. This research aimed to evaluate the effectiveness of PBL in enhancing critical thinking skills among students at Cogon Elementary School during the 2024 2025 academic year. Utilizing a quasi-experimental methodology, the study compared students' performance on pre-tests and post-tests after being introduced to PBL strategies, Findings indicated that students who participated in PBL activities exhibited marked improvements in critical thinking, problem-solving capabilities, and engagement with scientific investigations. Furthermore, participants expressed high levels of satisfaction with the PBL. approach, emphasizing its interactive, hands-on nature as a key factor in deepening their understanding of science concepts. Based on these outcomes, the study concludes that PBL is a highly effective teaching method for fostering critical thinking and active involvement in science education. It is recommended that Grade 6 science educators incorporate PBL into their instructional plans and that school leaders allocate appropriate resources to ensure its successful integration.

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Student Research

Enhancing Letters And Geometric Shapes Using Think- Draw- Write Approaches

Mary Rose A. Sagarino, Aileen I. Duarte, Jeanky C. Faburada, Sarah Jane D. Gaviola, Maica B. Igot, Allyssa M. Menguito

Student Research · 2025

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Think-Draw-Write strategy, a method where students think, draw, and write to enhance their knowledge of letters and geometric shapes. Through the process of making students think creatively and communicate through drawing and descriptive writing, the method enhances cognitive skills, imagination, and memorization. The study assesses whether the process effectively helps students learn and memorize geometric and alphabetical concepts in a simple and engaging way. As indicated by the study results, it is clear that Think- Draw-Write significantly improves participants understanding and memorization of letters and geometric shapes. Therefore, recommendations are made for teachers to adopt this method within their teaching process to enhance participation and learning effectiveness.

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