FEd Student Papers
Permanent URI for this collection
Research outputs by graduate students and Capstone Project Reports by undergraduate students of the Faculty of Education.
Browse
Recent Submissions
1 - 5 of 8
-
ItemPlay-Based Multi-Sensory Instructional Materials for Cognitive & Language Development of Preschool Learners( 2025-03-15)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 research 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.
-
ItemThe MQP Joint-Project: Youth Ministry E-ntegration 1st Section( 2025)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.
-
ItemDesigning Self-Learning Modules on Project Management for the Sangguniang Kabataan Council of Barangay Sapangbato( 2024)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.
-
ItemApplying Literature-Based and Play-Based Approach Accompanied by Non-Projected Instructional Materials in a Child Development Center( 2024)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.
-
ItemDigital Storytelling as a Teaching-Learning Tool: Experiences of the Humanities and Social Sciences Students of Auton Academy( 2024)This action research explored the experiences of the Humanities and Social Sciences (HUMSS) Students of Auton Academy in understanding disciplines and ideas in the Social Sciences with digital storytelling as a teaching-learning tool. Digital storytelling focuses on a specific theme or topic incorporating a distinct perspective that combines the art of telling stories and the use of a mixture of digital media. Digital stories are typically between two and ten minutes in length and saved in a digital format (Robin, 2016). To explore the possibility of using digital storytelling as a teaching-learning tool in senior high school Social Science subjects, a qualitative research design and an exploratory action research approach using three data collection techniques: survey questionnaire, reflective questions based on the 5R Framework Model, and observation were employed. A class under the Humanities and Social Sciences Strand taking the Disciplines and Ideas in the Social Sciences (DISS) subject was purposively selected. Findings were categorized into themes based on the generated codes to make sense of the participants’ collective meanings and experiences shared. The findings of this action research suggested that digital storytelling is an entrancing instructional tool that provides senior high school students with meaningful learning experiences beyond their usual classroom curriculum. By incorporating the 5R Framework Model, digital storytelling becomes a valuable tool for Social Studies teachers to identify challenges and assess learning through reflections. The outcome of this project can influence educators to consider the integration of digital storytelling to transform classrooms, engaging students emotionally and intellectually. Additional factors within this context can be explored in future studies.