FEd Theses and Dissertations

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Theses and dissertations by graduate students from the Faculty of Education.

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    Language Anxiety and Selected Learner Variables, and Anxiety-Reducing Strategies of Speech Communication Students
    ( 2012) Marcial, Ana Katrina T.
    The study attempted to look into the relationship of language anxiety and specific learner factors and identified the coping strategies used by university students enrolled in speech communication classes. Chi square test results showed that the level of anxiety of the learners had no significant relationship with gender but had significant relationships with their (a) self-re ported competence in us ing Engli sh as a whole and for oral communication, (b) instances of English use outside class, and ( c) use of Engli sh at home. Lastly, coping strategies which fall under the cognitive and self-encouragement categories are always effective for learners with low level of anxiety and mostly effective for the highly anxious ones, while physical relaxation techniques are mostly effective, regardless of the learners' anxiety level. Faith-based strategies such as praying, asking for divine guidance, or being inspired by one's religion are considered to be always effective strategies to cope with anxiety in the classroom. Based on the analysis of data results, recommendations for the learners, teachers, and curriculum developers were also given.
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    Pre-service Teachers' Teaching Reading Efficacy Beliefs, Technological Pedagogical Content Knowledge (TCPK) Levels, and Their Teacher Educators' Modeling
    ( 2012) Cacho, Reynald M.
    Preparing efficacious literacy teachers for technology-enhanced instruction is beginning to become a main concern for many teacher education institutions. With the emerging technologies coming into the landscape, pre-service teachers and teacher preparation programs are challenged to embrace the opportunities in improving the teaching-learning process along the Technological Pedagogical Content Knowledge (TPCK) Framework. This study investigated the relationships among the pre-service teachers' perceived teaching reading efficacy beliefs, TPCK levels, and teacher educators' TPCK modeling. A descriptive survey method with focus on quantitative data collection and analysis was adapted. Forty-seven respondents were lottery drawn from 157 graduating pre-service teachers of Bachelor of Elementary Education at the Philippine Nonnal University Lopez, Quezon campus. Three self-report Likert type instruments were employed for self-􀃱ssment of the respondents' teaching reading efficacy beliefs, TPCK levels and their teacher educators' TPCK modeling.
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    Readability of Philippine Literature in English in Commercially Published English Textbooks
    ( 2014) Sarmiento-Labastilla, Leah Blescila V.
    Readability studies in the United States have a long history spanning over 70 years, but here in the Philippines, these studies are rare. Readability studies are important in the evaluation of texts to match the readers and their textbooks so that communicative competencies will be developed. This study explored the readability of nine (9) Philippine short stories written in English that are featured in commercially published Grade 7 English textbooks. Three (3) readability indices were used to describe the level of text difficulty: Flesch-Kincaid Grade Level, Cloze Test, and Readability Checklist. The texts were tested for the Flesch-Kincaid Grade Level through online readability calculators. The same texts were converted into cloze tests and were given to 75 Grade Six students of one (I) private and one (I) public school in a first class urban municipality outside of the National Capital Region. Three (3) Grade 7 English teachers and 20 Grade 8 students evaluated the difficulty level using the readability checklist.
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    Effects of Sustained Silent Reading on Filipino Adolescents’ Reading Motivation and Reading Comprehension
    ( 2014) Pinzon, Agnes Fidelis G.
    Teenagers do not read enough, if they read at all. This statement is a common source of fmstration of parents and teachers of adolescents. For teachers, teaching children how to read is not the end goal. There is that never ending task of motivating them to read more, and to read deeply and widely so that they get better at it, gain confidence, knowledge, and e~perience to _take their reading lives wherever their imagination and curiosity lead them. The question is how to do this: to raise motivation so that readers pick up the reading habit and continue it for the rest of their lives. There has been little research on this topic in the PhiIippines. This study aimed to investigate the effects of a sustained silent reading program (SSRP) on the reading motivation and comprehension of adolescents. The SSRP was based on the principles of pleasure reading and reading choice, using reading habits, interests, and preferences identified through a descriptive inventory. The sample was a heterogeneous Grade 8 class of 37 students in a public laboratory high school, who was exposed to a thirty-minute SSRP for fitly (50) sessions, over three (3) grading periods. The subjects' reading motivation and comprehension levels were measured before and after the intervention. In addition, after the intervention, a comparison group's (an honors class) reading motivation and comprehension were measured and compared to those of the sample. After the 50-session SSRP, it was found out that not only did the sample"'s reading motivation and comprehension significantly improve, they were also higher than those of the compruison group. These improvements in the srunple were confinned through a qualitative ruialysis of data gathered from different tools administered at various points in the study. Based on the results, recommendations in connection to sustained silent reading, pleasure reading, a11d reading choice have been drawn.
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    Inquiry-based Laboratory Activities: Effect on Students’ Inquiry Skills, Conceptual Understanding and Attitude Toward Genetics
    ( 2015) Sumastre-Delos Santos, Nenita F.
    The study developed and determined the effects of the inquiry-based laboratory activities on the inquiry skills, conceptual understanding and attitude toward Genetics of undergraduate Biology and Biology major Education students. The quasi-experimental design for quantitative methodology and qualitative data analysis were used to assess the (1) difference in the inquiry skills and conceptual understanding among and between students exposed to inquiry-based laboratory activities and those who are not; (2) change in the attitudes of the students toward Genetics in inquiry-based laboratory activities; (3) correlation among students' inquiry skills, conceptual understanding, and attitude toward Genetics; and ( 4) impact of inquiry-based laboratory activities in Genetics to students who use it. The students enrolled in Genetics class in a state university in the Visayas for the 2nd Semester Academic Year 2014-2015 served as subjects of this study. The students were randomly assigned to two groups - the control and the experimental groups. The control group consisted of one section of Bachelor of Science in Biology (Premed and Biotechnology Track) students taught using the traditional cookbook method in Genetics while the experimental groups consisted of two separate sections of Bachelor of Science in Biology (Microbiology Track) and Bachelor in Secondary Education (major in Biology) students utilized the researcher-made inquiry-based laboratory activities in Genetics. Qualitative analysis was done using focus group interview to obtain an in-depth analysis of the perceptions on the strategy and implementation of inquiry-based laboratory activities. This was further triangulated through students' laboratory reports, inquiry skills, conceptual understanding results, attitude questionnaire responses and observation checklists. The quantitative data on conceptual understanding, inquiry skills and attitude toward Genetics were assessed in a pretest-posttest implementation of the strategy used. In the laboratory period, the control group used the conventional laboratory method, the "cook book" method while the inquiry-based laboratory method was employed in the experimental group. Statistical analyses of the study employed both descriptive and inferential statistics.
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    Teacher Educators' Perspectives on Multicultural Teacher Education in the BSEd Social Studies Program of Western Mindanao State University
    ( 2015) Kunting, Arayana F.
    This study looks into the perspectives on multicultural education of teacher educators in the Bachelor in Secondary Education (BSEd) major in Social Studies program of the Western Mindanao State University (WMSU). The research questions are: 1) What are the teacher educators perspectives (i.e. knowledge, beliefs, and attitudes) on multicultural education? and 2) What factors account for the teacher educators' perspectives on multicultural education? Using a qualitative methodology consisting of a survey of 13 teacher educators handling the professional education courses in the BSEd Social Studies program, interviews of nine of these teacher educators, and an analysis of the program prospectus and course syllabi, the study finds that the teacher educators as a whole have positive conceptions of and attitudes towards multicultural education. There is also a consensus among the teacher educators regarding the relevance of multicultural education in the Philippine context and the need to integrate it in pre-service teacher education. However, the teacher educators' practice of multicultural education appears to be limited due to lack of formal training in multicultural education at the pre-service and in-service level, and lack of other forms of support for faculty, such as relevant teaching resources and adequate time to plan course delivery. At present the teacher educators' practice of multicultural education in their teaching is anchored only on a positive attitude and prior knowledge obtained through personal experiences. But as a group they are confronted with constraints to implementing multicultural education that require a more holistic and systematic response at the program and institutional level.
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    Relationship Among Reading Teachers’ Content Knowledge, Professional Development, Use of Instructional Materials and Strategies and Student Engagement
    ( 2016) Cacho, Lynle C.
    This study investigated the profiles of Grade Four teachers in terms of professional development, use of instructional materials, level of content knowledge, and instructional strategies used in reading. It also looked at the relationship between teachers' level of content knowledge and their teaching strategies used in reading, relationship between teachers' level of professional development and level of content knowledge, and how instructional materials enhance students' engagement. The study utilized the descriptive survey method with the application of both quantitative and qualitative analyses of data. Descriptive research was used to elicit data on teachers' profile and teachers' content knowledge in reading. Qualitative measures were used to detetmine the instructional strategies of Grade Four teachers and the effectiveness of these instructional materials to enhance students' engagement. Participants of the study were the Grade Four teachers in a district of Quezon (3 8). Six teachers were observed through purposive sampling to assess their instructional strategies. Each of the six classes was also observed to determine how the instructional materials enhanced students' engagement. Data were obtained through the following instruments: Instrument 1 -Teachers Profile in terms of the following contextual factors: professional development and instructional materials; Instrument 2- Teachers Level of Content Knowledge in Reading - TLCKR; Instrument 3 - Teaching Reading Observation Checklist; and Instrument 4 -Students' Engagement Rubric.
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    Phenomenography of Teachers’ and Students’ Understanding, Beliefs and Experiences of Physics Learning Assessment
    ( 2018) Remedios, Rachel B.
    The purpose of this phenomenographic study was to explore the understandings, beliefs, and experiences of Physics Learning Assessment (PLA) of senior high school Physics teachers and students in General Physics 1, a subject in the curriculum for the Science, Technology, Engineering, and Mathematics (STEM) strand. Specifically, this study answered the following research questions: (1) What are the SHS teachers' and students' ways of understanding Physics Learning Assessment in the fol!o~ving dimensions of understanding: knowledge, purpose, and process? (2) \f\/hat are the SHS teachers' and students' beliefs about the effectiveness and efficiency of Physics Learning Assessment? (3) What do the SHS teachers' and students' find significant in their lived experiences of PLA as inferred from their most significant stories, emotions evoked by and insights gained from these experiences? (4) What are the teachers' and students' categories of description of PLA? And (5) What are the relationships among the teachers' and students' conceptions of PLA? The study employed the exploratory-descriptive research design; hence, the sources of data included semi-structured interviews of the teacher-informants and focus group discussions (FGDs) with the student-participants. Classroom observation during a given PLA session and analysis of shared PLA tools for each FGD group of the four teachers were additional sources of data.
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    Impact of English Language Teaching and National Identity on Filipinos in the Call Center Industry
    ( 2018) Zagabe, Mitima Jean-Paul
    The Call Center Industry (CCI) in the Philippines has been attracting employees from different national and linguistic backgrounds The industry requires employees to have a strong command of the English language~ more specifically, American English. which serves as the model for the English language requirements. However., these requirements may have a negative impact on the linguistic and national identity of Filipino employees. This study explored the Filipino English language trainers' and Customer Service Representatives' integration with the American culture and language and whether this has any influence on the way they teach or use the language. It also investigated whether training in the business process outsourcing (BPO) and training schools has any impact on the language and national identity of Filipino employees through strategies used to teach, transact amongst themselves, and with the American customers, and through the wavs these employees perceive themselves as call center employees, as employees in the BPO training schools, and as Filipinos.
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    Lesson Study for Language Teachers’ Professional Development
    ( 2018) Vitug, Nerissa G.
    Teachers strongly need to experience quality professional development in order to improve student learning and teacher instruction. However, teacher professional development efforts are often criticized by educators for their lack of continuity and ability to produce effective changes in teacher practice and student learning. So far, teacher professional development is seen as static, top-down 2nd policy-oriented (Marialac, 2010). Teachers who undergo this cascading model of training try to implement innovations but are constrained by time, materials required, and the lack of instructional or administrative support. Thus, they often go back to their former teaching approaches and habits. This study presented a teacher professional development initiative based on the Japanese lesson study model described by Catherine Lewis (1998) in "A Lesson is Like a Swiftly Flowing River". Lesson study is an inquiry model of teacher professional development used extensively throughout Japan. Advocates, usually from the Maths and Sciences fields, say it is a powerful professional development process that can lead to stronger lesson plans and teaching practices. In describing the lesson study process undergone by English teachers from a public junior high school in Quezon City, this present study sought to investigate such process as an alternative app~oach to English teachers' professional development while improving their skills in applying Communicative Language Teaching methods in their classes.
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    Pre-Service Biology Teachers’ Exposure, Understanding, Attitude, Self-efficacy. Predisposition, Progressivist views, and Application of Inquiry-based Instruction
    ( 2020) Bansiong, Apler J.
    This piece of work described pre-service biology teachers (PSBTs) in terms of their exposure to inquiry-based science instruction (IBSI), and how they were able to apply IBSI practices during teaching practicum. Moreover, the study profiled the PSBTs according to their I8SI understanding, attitudes, self-efficacy, and predispositions, including their learner-centered views. Finally, the study determined the inter-relationships among the PSBTs' IBSI variables. Sixty-six (66) PSBTs from three teacher-education institutions in Baguio City and Benguet participated in the study. Eight instruments were used to gather data -Science Teachers' Inquiry Practices Scale (STIPS), Pedagogy of Science Testing Test - Biology Items (POSTT-8), Attitude Scale for IBSI Use (ASIU), Inquiry-Based Science Instruction Self-efficacy Scale (IBSISES), Test for Inquiry Pedagogy in Science - Biology (TIPS-B), Modified Reformed Teaching Observation Protocol (mRTOP), Modified Inquiry Teaching Self-Assessment Instrument (mlTSAI), and the Educational Philosophies Self-Assessment Instrument (EPSAI). The PSBTs lesson plans were also analyzed to support the result on the level of I8S1 application during teaching internship. Follow-up interviews on both PSBTs and their cooperating teachers were also conducted to supplement the quantitative results gathered from the research instruments. Descriptive statistics (mean and standard deviation) were used to summarize data, while inferential statistics {Analysis of Variance and Tukey HSD) were used to test for significance among means. Pearson correlation and step-wise multiple regression procedures were employed to describe the relationship among the PSBTs' 18SI variables.
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    Design Research Approach in Developing Technology-Mediated Learning Modules in Practical Mathematics for Technical Vocational Education
    ( 2020) Aves, Benedicto Norberto V.
    This study aimed to develop technology-mediated learning modules in practical mathematics for the technical vocational track of the K to 12 curriculum using the design research model of Mckenney and Reeves (2003). It also sought to: a) characterize the these learning modules in terms of the selected design principles; b) determine their effectiveness; c) determine how beneficial the design research approach is in developing these modules compared to a traditional curriculum development approach; d) compare the practical mathematics test scores of the design research group and comparison group; and e) make improvements on the leaming modules. The theoretical and practical outputs of the study are of significant use to curriculum developers, mathematics teachers, technical vocational schools, and practitioners of design research. Two iterations were done in developing the modules, where data were gathered from randomly selected samples from a private sectarian college using researcher-made instruments. Test result indicated a non significant difference in the gain scores of the design research group and the comparison group. However, research participants' assessment of the modules show that the modules developed using the design research were effective in teaming practical mathematics concepts. The focus group discussion with research participants and the review of a subject expert both show preference in the modules developed using design research. The study thus recommends the use of design research in developing technology-mediated learning modules in mathematics for the technical vocational track of the K to 12 curriculum, and the use of its practical output in the online learning and teaching of practical mathematics concepts.
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    Biology Teachers’ Pedagogical Content Knowledge and Decision Making in Implementing the Inquiry Approach: a Multi-Case Study
    ( 2021) Garcia, Lea C.
    This study was conducted to determine the general pattern of the PCK of four ( 4) Grade 8 science teachers who used the inquiry approach in teaching cell division and Mendelian Genetics, find out how they developed their PCK, enumerate the active components of their PCK when using the inquiry approach, determine their mental construct of the inquiry approach, describe how they practice the inquiry approach, and find out the general pattern of their decision-making process. Through interviews, classroom observations, and analysis of artifacts, the data were collected and analyzed using constant comparative analysis. The analysis of multiple sources of data identified the general PCK pattern in which the four PCK components (i.e., knowledge of content, knowledge of instructional strategies, knowledge of students' understanding of science, and knowledge of assessment) were integrated and used in teaching cell division and Mendelian genetics. The highest frequency of integration done by all the teachers was between knowledge of instructional strategies and knowledge of students' understanding of science. The PCK pattern observed was that before the lesson, teachers do any activity as an instructional strategy (knowledge of instructional strategy). During the lesson, teachers teach the content (knowledge of content) through the use of cooperative learning, models and multimedia materials, and a variety of activities (knowledge of instructional strategies). This teaching of content facilitates student learning (knowledge of students' understanding of science) and develops critical thinking and conceptual understanding. After the lesson, in the context of slow learners, assessment follows, which is through giving extra work or remedial class (knowledge of assessment). While the three teachers (Ace, Ces, and Des) start with a motivational activity, Teacher Bes starts the lesson with another approach. Results also identified emergent themes of the PCK components. For knowledge of content, the identified theme was clear discussion of the basic concepts of cell division and Mendelian genetics. The identified emergent themes for knowledge of instructional strategies were use of cooperative learning, starting a lesson with motivational activities, use of models and multimedia materials, and use of a variety of activities. The identified emergent themes for knowledge of students' understanding of science were developing or stimulating students' critical thinking by asking questions, use of multi-assessment tools, teaching to develop conceptual understanding, critical or analytical thinking skills, and problem-solving skills, and correction/prevention of misconceptions. Finally, for knowledge of assessment, the identified theme was giving extra work or remedial class to slow learners.
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    Mereology-based Instruction: Effects on Chemical Identity Thinking, Critical Thinking, and Chemistry-based Health Literacy
    ( 2021) Barcelo, Jonathan M.
    This study is an attempt to utilize mereology-based instruction, an innovative approach in teaching biochemistry to health science students by linking biochemistry principles to health concepts. Specifically, it investigated the effects of mereology-based instruction (MBI) and conventional instruction (Cl) to the chemical identity thinking (CIT), critical thinking in chemistry (CTC), and chemistry-based health literacy (CbHL) of medical laboratory science students. A total of 13 intact classes of second year Medical Laboratory Science were randomly assigned into two groups, mereology-based instruction and conventional instruction. Seven intact classes (N = 290) were assigned to the mereology-based instruction group and six intact classes (N = 287) were assigned to the conventional instruction group. The students participated in the study for 12 weeks in a tertiary private academic institution in Baguio City. Data were obtained using Rasch analysis, an approach of mathematical modelling anchored on a latent trait to measure person ability and item difficulty related to the latent trait in a single logit scale. Mereology-based instruction was found to bo more effective than conventional instruction in increasing chemical identity thinking, critical thinking in chemistry, and chemistry-based health literacy of health science students, but these students exposed to MBI experienced higher cognitive load. The effects of MBI in chemical identity thinking {CIT), critical thinking in chemistry {CTC) and chemistry-based health literacy (CbHL) is topjc-specific, and has an "enhancement" effect in CIT, "corrective" effect in CTC, and either "corrective" or "enhancing" effect in CbHL. Conventional instruction has a "cor:-ective• effect in chemical identity thinking, critical thinking in chemistry, and chemistry-based health literacy. Based on multiple linear regression analysis, an increase in posttest ability of students in chemical identity thinking is predicted by prior knowledge of chemistry concepts, pretest ability in chemical identity thinking, and male gender in the MBI group. In the Cl group, student posttest ability in chemical identity thinking is redicted by prior knowledge of chemistry concepts and pretest ability in chemical identity thinking. An increase in posttest student ability in critical thinking in chemistry in the MBI group is predicted by prior knowledge of chemistry concepts, prior knowledge of visual representations and pretest ability in critical thinking in chemistry. In the C~ group, an increased posttest student ability in critical thinking in chemistry is predicted by prior knowledge of chemistry concepts, prior knowledge of visual representations, pretest ability in critical thinking in chemistry and male gender. An increase in posttest student ability in chemistry--based health literacy is predicted by prior knowledge of visual representations, pretest ability in chemistry-based health Uteracy, male gender, and cognitive load in the MBI group. In tha Cl group, student posttest ability in chemistrybased health literacy is predicted by prior knowledge of chemistry concepts and pretest ability in chemistry-based health literacy. Results indicate that mereology- based instruction in biochemistry has a potential to address the expected learning outcomes in health science programs in the Philippines as it promotes a thinking process which targets misconceptions and enhances prior level of conceptual understanding related ~o chemical identity thinking, critical thinking in chemistry and chemistry-based health hteracy. Achieving these learning outcomes is deemed to be effective in building the capacity of future health science graduates in making appropriate and rot ust healthrelated decisions.
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    Enhancing Selected Literacy Programs of a University Volunteer Service Program Through Outcomes-Based Education
    ( 2021) Gonzales, Katherine M.
    The research focused on integrating the Outcomes-Based Education (QBE) approach to enhance the two selected literacy programs namely, the Reading Enhancement and Appreciation Development Program (READ) and the Environmental Awareness Program (EAP) that are being implemented by a university volunteer service program. Utilizing a multi-case research design, the study identified and described the components of the two selected literacy programs in terms of the programs' plan, design, implementation, and assessment and evaluation. The abovementioned components of the selected literacy programs were evaluated to be either consistent or inconsistent with the OBE approach. From the findings, a literacy program model that integrates the nature and principles of the QBE approach was provided. The recommended literacy program highlighted the need for the program outcomes to be aligned with the Institutional Vision, Mission, and Goals (VMGs) and with the global and national education standards. Clear specific program outcomes for all the main beneficiaries which include the volunteer facilitators and the learners should be identified. For the plan, reviewing current literacy program objectives, identifying modified literacy program objectives, identifying target learners, conducting needs assessment, accomplishing learner profile with the aid of reliable instruments, including various stakeholders in the program plan, identifying the strategies to ensure program sustainability, and constructing a clear process map for the key people involved were recommended. For the design, identifying the program outcome, integrating specific literacy models and theories in the development of the program and learning outcomes and modules, integrating the QBE framework in the development of the program and learning outcomes and modules, including various stakeholders in the program design, and retooling of key people on module development were recommended. For implementation, integrating experiential learning and participatory approaches and of QBE in teaching-learning systems were recommended. For assessment and evaluation, identifying performance indicators and targets and tools for assessment and integrating program, effectiveness, impact, and policy evaluations were recommended.
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    Contextualized Absolutist-Constructivist Teaching Approach: Effects on Students' Conception, Attitude, Learning Experiences, and Achievement in Mathematics
    ( 2022) Duque, Rainilyn L.
    The study aimed to contribute a contextualized perspective of mathematics and, consequently, its classroom implications for a better understanding of its nature, the genesis and developmental stages of mathematical concepts, and their applications. The study made a comparative analysis of the effects of Strict Absolutist, Strict Constructivist and Contextualized Absolutist-Constructivist teaching approaches on students’ mathematics conception, attitude, learning experiences and achievement. The study used the quasi-experimental three-group pretest-posttest research design. However, the mathematics achievement posttest was not administered due to the sudden class suspension and community lockdowns caused by the COVID-19 pandemic. The quizzes were used, instead, where each item in the mathematics achievement test was matched to an item in the quiz that measured similar concept or skill. The results of the study revealed that the Contextualized Absolutist-Constructivist approach to mathematics teaching significantly improved students’ mathematics conception, attitude, learning experiences and achievement. Based on the results, it is recommended to provide students with learning opportunities that impart understanding of the nature of mathematics, its history and application, and to allow students to be creative and curious in mathematics.
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    Contextualization of Grade 3 Instructional Materials;Basis for a Design of Bulacan Tagalog-Based Science Materials
    ( 2022) Adriano, Ma. Nina I.
    This qualitative research aims to develop a Grade 3 instructional material in science using Bulacan-Tagalog as the medium of instruction. To develop the material, the researcher proposed a framework that will serve as a guide in developing contextualized science instructional materials in the mother tongue. The researcher observed three science classes from three special science public schools in Baliwag and Bustos using the Classroom Observation Rubric (COR) by CREDE, 2011; interviewed the science teachers using a self-made Interview Protocol and conducted document analysis on the instructional materials used in the Grade3 science lessons using the Level of Contextualization Rubric by Heaslip’s (2013). Using the developed 5Is framework, the researcher was able to develop a Grade 3 contextualized science instructional material that is learner-centered and contextualized through the Iugnay, Isagawa, and Ilapat components of the model. It engages learners in collaborative activities with their classmates, both in online and face-to-face setup under Ibahagi, and provides an avenue for learners to use their learning in various context through Itawid. The study recommends to use the model in developing instructional materials in science or improve the already existing science materials using the 5Is model. It is further recommended that they extend this study in order to find out if the developed instructional material is effective in improving the level of contextualization in the teaching-learning process.
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    Distance Education Perspectives and Practices of Educators in an Allied Medical Program: A Grounded Theory Approach within the Phenomenological Tradition
    ( 2022) Carungcong, Maria Freya T.
    Framing the study within the Phenomenological Tradition, it asked the questions why do educators engage in distance education. To discover the meaning and purpose of distance education to educators in the allied medical field the study looked into the perspectives of the educators and their practices in Distance Education. The phenomenological tradition with the methodology of the grounded theory approach was applied in this study to gather data, analyze and understand the accounts of six teachers in an allied medical program at a private university. The phenomenological tradition in research can obtain authentic data by providing open ended questions and flexibility that may allow the participants to narrate salient events and experiences significant to distance education. By applying the strength of the traditional qualitative research approach to a methodical approach in data analysis, theory is built thru the analysis of relationships thru the components revealed within a phenomenon (Brower 1995, in Jeong, 2009).
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    Cultural Heritage Maintenance and Equitable Participation in Multicultural Education: An Autoethnographic Study on the Development of a Filipino Heritage Curriculum in Canada
    ( 2022) Lavina, Ramona Anna Maria P.
    Canada's official policy of multiculturalism envisions a society where cultural diversity is valued by all. Immigrants are encouraged to maintain their cultural heritage and participate in all aspects of society, including education. This study aimed to determine the curriculum content and pedagogy of a Filipino heritage curriculum in Canada aligned with Berry's acculturation theory, in which cultural heritage maintenance and equitable participation are necessary for personal cultural integration and societal multiculturalism. The autoethnographic research method was used to narrate and examine the acculturation (acculturative stress, behavioral shifts, acculturation strategies) and adaptation (psychological and sociocultural) of a Filipino immigrant parent who has raised second-generation Filipino Canadian children from Preschool to Grade seven. This study found that collaboration, representation, sustainability, and empowerment were essential themes in developing a Filipino heritage curriculum in Canada. Indigenous Filipino culture found in Filipino folk tales, folk dances, martial arts and culinary arts taught by Filipino Canadians in collaboration with education, culture and arts institutions in Canada were found to align with cultural heritage maintenance and equitable participation and supported multicultural and multigenerational Filipino heritage learning in Canada.
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    Process-Oriented Guided Inquiry Learning-Based Laboratory At-Home in Biochemistry: Effects on Student Attitude, Motivation, Confidence and Achievement
    ( 2022) Chua, Jinky Marie T.
    This study involved developing and assessing a laboratory-at-home manual using the Process-Oriented Guided Inquiry Learning (POGIL) approach as an alternative laboratory component in the general biochemistry course of the secondyear students of the Bachelor in Medical Laboratory Science. The first phase of the study covered designing, developing, pre-testing, and evaluating (validity and reliability) instruments: Instructional Material Evaluation Tool for Experts and Instructors, Biomolecules Achievement Test, and Instructional Material Evaluation Tool for Students, Attitude, Motivation, and Confidence in Laboratory Skills Questionnaire, and Perception Interview Guide Questions for Instructors and Students. The second phase involved designing, developing, and evaluating the POGIL-based Laboratory-at-Home (PLAH) and non-POGIL Laboratory-at-Home (nPLAH) Manuals on Biomolecules. The overall evaluation of experts, instructors, and students on PLAH and nPLAH manuals is high. The effect of the PLAH on student achievement attitude, motivation, and confidence in laboratory skills was determined using a quasi-experimental pretestposttest research design. The results were compared to other treatments using nPLAH and the Video (Traditional Manual with Video demonstrations) Manuals. Results showed that the students significantly increased their achievement scores after implementing the three different treatments. In addition, the students in the PLAH group gained more than those in the nPLAH and Video groups regarding achievement, attitude, motivation, and confidence in laboratory skills. Results showed that the gain before and after the treatments was significantly different except for the motivation level of the Video group. However, no significant difference was seen among the interventions except for confidence in laboratory skills, where Video is substantially different.