FEd Theses and Dissertations

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https://repository.upou.edu.ph/handle/20.500.13073/5
Theses and dissertations by graduate students from the Faculty of Education.

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Browsing FEd Theses and Dissertations by Issue Date

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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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    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.