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Explore published and unpublished research from our faculty, students, and researchers.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 1–3 of 3 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

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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Student Research

Employed Strategies Among Esl Teachers Across Learner Levels In Cebu International Academy

Stephanie Grace Tradio, Baby Jane A. Aying, Bernard Ian T. Faune, Genesis Girl Daro, Julie Ann Dayag, Rica Latras

Student Research · 2024

Student ResearchThesisSDG 4: Quality Education

Bachelor of Secondary Education Major in English

This research paper investigated the various strategies employed by English as a Second Language (ESL) teachers across different learner levels. The study aimed to explore the effectiveness of these strategies in catering to the diverse needs and proficiency levels of English language learners. Qualitative data was collected through questionnaires with twenty-three ESL teachers in Cebu International Academy to provide insights into the teaching methods utilized by ESL teachers. The findings of this research study contribute to the enhancement of ESL teaching practices, and the improvement of language learning outcomes for students at various proficiency levels. The significant purpose of the study was to investigate employed strategies among ESL teachers across learner levels. English language learning strategies (LLS) employed by successful language learners. The participants in this study were twenty—three ESL teachers teaching at Cebu International Academy were employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies; Specifically, to improve vocabulary, such as the disciplined approach to language learning and monitoring of students. Progress, and comprehension, such as reading aloud and letting the learners speak like the normal conversation between the students and to the teachers; Through a mixed method approach, including surveys, questionaries, intermediate, and advanced learner level. This analysis revealed distinct patterns of instructional strategies tailored to each learner level highlighting the adaptability and versatility of ESL educators. Findings suggested that while certain strategies are universally effective, others are more effective when tailored to specific learner proficiency levels. These insights have implications for teacher training programs and curriculum development in ESL education. This study delves into the diversity of methods used, their effectiveness, and potential adaptions needed to cater to different proficiency levels, and contribute to understanding based practices in ESL education, particularly within the context of Cebu International Academy providing valuable information for educators, administrators, and curriculum developers, experiences picked up can contribute to improving teaching practices and optimizing learning encounters for ESL learners and teachers in diverse instructive sittings.

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