Faculty of Education
Permanent URI for this community
Browse
Browsing Faculty of Education by Title
Results Per Page
Sort Options
-
ItemCourse 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.
-
ItemParents' Practices in Teaching Reading and their Children's L1, L2, and L3 Reading Comprehension: A Glimpse at Economically Challenged Communites( 2025-07) Labastida, MarlonIn 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.