Faculty of Education

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    Course Module Archive - HUM 40: Tools and Methods in Digital Humanities (2nd Trimester, AY 2021–2022)
    ( 2022) Maranan, Diego S.
    This archive contains the complete instructional materials for HUM 40: Tools and Methods in Digital Humanities, a required course under the Associate in Arts program at the University of the Philippines Open University (UPOU). These materials were authored and curated by Diego Maranan and implemented during the 2nd Trimester of Academic Year 2021–2022. The course was delivered asynchronously using UPOU’s Moodle-based Learning Management System, MyPortal, and integrates a variety of online modules that include: • Interactive content with embedded video, web forms, and digital tools; • Weekly tasks and discussion forums; • Peer-reviewed assignments and project-based assessments; • A final group project requiring prototyping of a digital humanities initiative. The course site on MyPortal served as the main platform for engagement, featuring weekly schedules, assignment tracking, and structured learning paths. The online modules were originally designed to be accessed through the course’s web-based version for full interactivity: https://url.upou.edu.ph/HUM40-2021-2T This PDF archive contains: 1. A static copy of the full set of instructional modules; 2. A backup of the MyPortal interface as experienced by the course instructor, showing the integration of the modules within the LMS environment.
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    Applying Literature-Based and Play-Based Approach Accompanied by Non-Projected Instructional Materials in a Child Development Center
    ( 2024) Mendoza, Shella May M.
    This project explores an innovative, cost-effective approach to improving early childhood development in a resource-limited daycare center in Polillo Islands, Quezon, Philippines. A needs assessment revealed key development delays in cognitive, socio-emotional, and motor skills of children enrolled in the center, largely due to inadequate funding and infrastructure. In response, this initiative introduced a flexible, Play-based and Literature-based instructional plan accompanied by handcrafted, recycled teaching aids. Pilot testing showed promising results, with increased child engagement and participation, making learning fun, focused, and accessible. Even though challenges in complex topics delivery emerged, this project demonstrates how resourceful, locally tailored solutions can overcome educational barriers and support essential childhood development and growth.
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    Seeds of Change: An Instructional Design for an Urban Gardening Education Program for Less Privileged Residents of Barangay Batong Malake, Los Baños, Laguna
    ( 2024) Alfonso, Jason Gabriel C.
    This study presented the instructional design for Seeds of Change, an urban gardening education program aimed at empowering underprivileged residents of Brgy. Batong Malake, Los Baños, Laguna Malake to cultivate their own food, addressing the issue of food insecurity. Guided by pedagogical approaches such as the ADDIE Model, Seeds of Change program sought to foster a sustainable, inclusive approach to urban food production, with a focus on practical, cost-effective techniques, particularly container gardening, vertical gardening, and hydroponics. Eight topics were selected from a pre-survey conducted from April to May 2024, gauging the respondents’ familiarity and interest with certain areas of urban gardening, as well as their experience in gardening. An “evaluation day” for 15 residents of “Riverside”, an impoverished residential area which best represented the target demographics of the program, was held on August 25, 2024. The pilot test, however, was met with several limitations, particularly the use of English language when most of the participants could not understand it, leading to a decline in post-test performance. Nevertheless, these learners were able to acquire and apply new urban gardening knowledge as they honed their gardening skills and experience, reinforcing the constructivist learning theory. Despite the challenges faced by the target learning audience, the Seeds of Change program could be used as a blueprint for urban gardening education programs tailored for marginalized individuals and households using resources available to their communities.
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    The MQP Joint-Project: Youth Ministry E-ntegration 1st Section
    ( 2024) Rosantina, Anthony Jonathan T.
    This capsule project is part of a two-phase joint-intervention program targeted towards the chosen locale of Mary the Queen Parish (MQP), a religious institution under the Roman Catholic Christian denomination which also serves as an institution facilitating learning to parish members and church-goers through seminars and team-building activities. The uniqueness of the institution’s context as a place wherein worship and learning occurs simultaneously underpins a delicate learning process that balances the Catholic doctrine with the conventional methods and strategies for learning. A field inspection and context analysis of the Institution revealed particular gaps and issues being faced by the parish which pertain to the need for instructional materials, manuals, and an exploration of technology-integration within the parish particularly on the part of the BA Core Youth Ministry which was identified to be inactive and scattered. In order to address these gaps, instructional design was utilized to design and create digital instructional materials and manuals that are print compatible which serves the purpose of helping resolve the aforementioned gaps within the institution. This phase of the joint-project focused on developing instructional materials to be used by the target learners during the BBS 1 youth seminar, with the developed materials garnering positive feedback from the target audience. With that said, feedback showed split preference between the digital and print version of the material. Length also became a deciding factor as the final combined output of the joined-project was deemed to be too lengthy which warranted changes in the sectioning and presentation of its content.
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    Modular Learning Experiences of Senior High School Tanglaw Pag-asa Residents
    ( 2024) Castro, Marielle O.
    The Juvenile Justice Law mandates providing psychosocial and education-focused interventions to Children in conflict with the law (CICLs). The Department of Education (DepEd)’s Alternative Learning System (ALS) program, provides education opportunities to CICLs in youth rehabilitation centers for their reintegration into society. The program adopts a modular learning approach, where learners use self-learning modules (SLMs) anchored on DepEd’s Most Essential Learning Competencies, or skills learners must develop to succeed academically and be job-ready. This study aimed to describe Tanglaw Pag-asa Residents’ modular learning experiences. The participants are three ALS-SHS students at St. Martin de Porres Catholic School. The data was collected through semi-structured interviews and analyzed using thematic analysis. Challenges participants face include feeling overwhelmed by their workload, maintaining motivation, and lacking background knowledge of some topics. Participants are intrinsically and extrinsically motivated. They mentioned guidance from more knowledgeable others when asked how to enhance their learning experiences.
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    Designing Self-Learning Modules on Project Management for the Sangguniang Kabataan Council of Barangay Sapangbato
    ( 2024) Fujino, Aiko Marie J.
    Project management is a vital part of the public sector whose fundamental function is to develop projects that create effective services and enhance the existing ones (Selepe, 2023)—making project management skills a core competency for public officials like the Sangguniang Kabataan Council. In an initial assessment with the SK Council of Barangay Sapangbato, Angeles City, Pampanga, weak project management skills were revealed to be the council’s most pressing issue, specifically in time management and task division areas. This paper seeks to address this problem through instructional design by developing three (3) digital Self-Learning Modules on project management developed using instructional and multimedia design principles, theories of learning, learning objectives development, methods of assessment, Open Education concepts, and Online Learning models. A synchronous online class was conducted to pilot-test the first SLM. The summative assessment revealed the learners’ understanding of basic project management concepts such as project characteristics, life cycles, constraints, and relevant intrapersonal and interpersonal skills. The skills and knowledge that the learners can gain from the SLMs will enable them to design and conduct projects that aid in the holistic development of their members. Moreover, the SLMs can be a significant addition to the limited number of project management materials specially designed for the SK Council.
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    Designing Multisensory Activities for Teaching Prepositions to the Young Learners of the Integrated Jubilation Montessori Center of Biñan (IJMC-B)
    ( 2024) Labarrete, Reine Gerbie R.
    The special project that was developed is an instructional design for students in the Kindergarten level of the Integrated Jubilation Montessori Center of Biñan (IJMC-B) to learn about the topic of prepositions under the subject of Language. The ADDIE (Analysis, Design, Development, Implementation and Evaluation) instructional design model was the methodological approach utilized in the instructional design project. Based on the assessment through a sit-in observation in the Kindergarten classroom and a discussion with the key personnel, the instructional needs identified is the integration of different sensory modalities in the learning activities through media, visuals and colorful instructional materials for motivation as the students were recognized as visual, auditory and kinaesthetic learners. On the other hand, the learning needs identified are the linguistic gap on the common mistakes with the use of prepositions in sentences and phrases. Although the IJMC-B follows the K to 12 Basic Education Curriculum by the Department of Education (DepEd) across all grade levels, the topic of prepositions was not found in the curriculum for the Kindergarten level. The instructional design project aimed to design an instructional plan that involves multisensory activities and instructional materials, including slide presentations, flashcards, printed objects and printed worksheets for teaching prepositions. The four-step method of instruction serves as the inspiration for the methodology used for the flow of the instructional plan. The design of the learning activities utilized several learning theories including the multisensory approach, Social Learning Theory, positive reinforcement in operant conditioning and Activity-Based Learning.
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    Examining the Technological, Pedagogical, and Content Knowledge (TPACK) of Pre-Service Social Studies Teachers
    ( 2025) Emlano, Nineveth E.
    The study examined the preparedness of pre-service Social Studies teachers to assume the role of a beginning teacher at the secondary level using the Technological Pedagogical and Content Knowledge (TPACK) framework. The study also sought to determine the factors that influenced the development of TPACK among these teachers as they teach the Social Studies subject. This case study employed mixed methods research, specifically the convergent parallel design among 43 fourthyear pre-service teachers engaged in the practice teaching course of Alonso Teachers College in Laguna. The mixed-method design was used to address the limitation of self-report measures in terms of accurately measuring the respondents’ knowledge of the seven domains of TPACK. The quantitative data was collected using a modified TPACK survey instrument while the qualitative data was gathered using open-ended questions and focus group discussions. The result of the study showed that the perceived level of knowledge of the seven domains of TPACK is adequate. Among the seven domains, PK had the highest mean score followed by TPK, PCK, TCK, TK, and CK are the three domains that have the lowest overall mean. The development of TPACK among the respondents was influenced by the mode of instruction, ICT infrastructure, teacher factor, field study and teaching internship, and personal characteristics.
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    Play-Based Multi-Sensory Instructional Materials for Cognitive & Language Development of Preschool Learners
    ( 2025) Sia, Shaina Marie P.
    Move.Org Foundation Inc. (MovEd) is a non-stock, non-profit organization that provides early childhood care and development programs to children and their families in underserved communities in the Philippines. It has nineteen (19) learning labs in total and one of which is located in La Huerta, Parañaque City, which is the chosen project locale of the researcher. The purpose of the study is to identify the instructional gap that exists in MovEd La Huerta learning lab and address this gap through an instructional solution. Results of the needs, context, and learner analysis reveal that the participants, MovEd preschool learners, have deficiency in their cognitive domain and language skills, and there is a lack of variety in the instructional materials available that will help develop these deficiencies. As such, the goal of the study is for the participants to improve on their cognitive and language skills as compared to their pre-assessment results through play-based multi-sensory instructional materials. The researcher is an eight-week instructional plan consisting of eight (8) modules that contain mainly play-based learning activities and multi-sensory instructional materials. The Module 5 Day 2 lesson was pilot-tested by the preschool teachers (implementers) for the researcher and her external adviser (project gatekeeper) to evaluate the effectiveness of the instructional design. Evaluation results reveal that the participants showed improvements in the post-assessment as compared to their pre-assessment results. It is recommended that the other MovEd learning labs adopt the instructional design.
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    Parents' Practices in Teaching Reading and their Children's L1, L2, and L3 Reading Comprehension: A Glimpse at Economically Challenged Communites
    ( 2025-07) Labastida, Marlon
    In the multilingual context of the Philippines, children are expected to develop reading proficiency in three languages—L1 (Mother Tongue), L2 (Filipino), and L3 (English)—as early as the primary grades. While schools promote literacy, parental involvement remains a critical yet underexplored factor, particularly in remote, economically challenged communities where parents often serve as children’s first teachers. This study examines parents’ home literacy practices and their relationship to children’s multilingual reading comprehension. Specifically, it explores parents’ common teaching practices in L1, L2, and L3, differences across these languages, children’s comprehension levels in each, the relationships among comprehension scores, and how parental practices influence performance across the three languages. Using a quantitative, correlational design, the study involved 40 parent–child dyads from last-mile schools in Sogod and Bontoc, Southern Leyte, all from low socioeconomic backgrounds. Parents completed a validated literacy practices survey, while reading scores were drawn from EGRA results. Descriptive statistics, one-way ANOVA, and Spearman correlation analyses revealed that parents commonly practiced print awareness, phonics, and guided reading, though frequencies varied across languages. Children performed best in L1, followed by L2, and lowest in L3. Positive correlations emerged among reading comprehension scores and between certain parental practices and comprehension levels, particularly in L1. The study underscores the importance of strengthening parental engagement programs and policies that equip parents to support differentiated home reading strategies across languages, especially in underserved communities.
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    Convergences and Divergences in Perspectives on Flexible Learning at a Private Higher Education Institution: An Exploration Using the Iron Triangle Framework
    ( 2025-10) Bernandino, Mark Nickhole R.
    This study investigated the convergences and divergences in stakeholder perspectives—specifically faculty, students, and administrators—on the implementation of flexible learning (FL) in a private higher education institution and explored what accounted for such convergences and divergences. Framed in the Iron Triangle framework, which highlights the interconnected dimensions of access, cost, and quality, the research adopts an abductive case study approach to explore how these stakeholder perspectives, when triangulated with institutional responses to challenges encountered during FL implementation, reflect the tensions arising among issues of access, cost, and quality. Findings showed that the extent to which these dilemmas are resolved or left unresolved is shaped by their perspective of FL. Specifically, the persistence of the dilemmas can be attributed to the perspective that FL is just a solution to the disruptions caused by the pandemic. While the convergent theme that portrays FL as a combination of traditional and digital modalities provides a plausible basis for institutional engagement in FL, this limited understanding of the relationship between technology and learning also explains the institution’s inability to sustain FL beyond the immediate crisis. These findings provide implications on the critical role of social perspectives and their interactions in the emergence of the tensions but also the extent to which they are addressed. Recommendations for educational administrators implementing FL are presented along with further areas for research.