FEd Theses and Dissertations
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Theses and dissertations by graduate students from the Faculty of Education.
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ItemThe Relationship Between the Perceived Digital Competency and Critical Thinking Instructional Skills of Social Studies Teachers in the Philippine Public Senior High Schools( 2026)This study investigated whether senior high school Social Studies teachers’ perceived digital competencies predict their perceived critical thinking instructional skills. Conducted in the Schools Division of Region 3, Philippines, the study employed a predictive-correlational research design. A total of 160 senior high school Social Studies teachers from across the four congressional districts of the Schools Division of Region 3 participated, selected through district quota sampling with eligibility-based screening. Data were collected using a validated survey instrument measuring five domains of digital competencies (based on DigComp 2.2) and five dimensions of critical thinking instructional skills. Findings revealed that senior high school Social Studies teachers demonstrated high levels of perceived digital competencies across all domains and very high competence in implementing critical thinking instructional skills. Multiple linear regression analysis indicated that perceived digital competencies, when combined, significantly predict critical thinking instructional skills, explaining 42% of the variance (R2 = 0.42). These findings are particularly relevant to Social Studies education, wherein teachers are uniquely positioned to integrate digital tools in facilitating evidence-based discussions, critical inquiry, and the analysis of complex social, political, and economic issues. Among the domains, problem-solving retained the largest unique predictive contribution in the simultaneous regression model (B = 0.329, p = 0.006). The non-significance of the remaining four domains in the simultaneous model should be interpreted cautiously, as it likely reflects the substantial shared variance among the five domains — a consequence of multicollinearity — rather than true pedagogical irrelevance. These findings suggest that digital competency, considered collectively, is a meaningful predictor of critical thinking instructional skills, and that problem-solving most distinctively contributes to this relationship among the five domains. The study concludes that digital competence, particularly problem-solving, is integral to enhancing critical thinking pedagogy in Social Studies. These findings provide empirical support for targeted professional development initiatives that strengthen senior high school Social Studies teachers’ problem-solving skills and promote the pedagogical integration of digital technologies to improve higher-order thinking instruction.
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ItemInfluence of Cognitive, Metacognitive, and Noncognitive Abilities on Preservice Science Teachers' Conceptual Understanding of Selected Topics in Chemistry( 2025)This study examined the influence of cognitive, metacognitive, and noncognitive abilities on preservice science teachers’ conceptual understanding of chemistry. An explanatory sequential mixed-methods research design was employed. Quantitative data were collected from 234 first- to fourth-year Bachelor of Secondary Education (BSED) science students aged 18–25 using standardized and validated instruments, while qualitative data were gathered through a survey with chemistry teachers and focus group discussions involving 48 selected participants. Cognitive ability was measured in terms of fluid and crystallized intelligence; metacognitive ability included metacognitive knowledge and strategy; and noncognitive ability consisted of academic behavior, academic mindset, perseverance (grit), and social skills. Conceptual understanding was assessed across the macroscopic, particulate, and symbolic representational levels of chemical phenomena. Results showed that participants demonstrated average fluid intelligence but moderately below-average crystallized intelligence. Despite reporting advanced metacognitive ability and generally positive noncognitive traits, their overall conceptual understanding of chemistry remained low, particularly in the symbolic representation domain. Structural equation modeling revealed that cognitive ability significantly predicted conceptual understanding, whereas metacognitive and noncognitive abilities did not exhibit significant influence, whether acting independently, as mediators, or in interaction. Qualitative findings indicated that factors such as limited foundational knowledge, persistent misconceptions, mismatches between learning strategies and conceptual demands, reliance on surface-learning approaches, compliance-driven learning behaviors, and unproductive peer interactions constrained the effective use of metacognitive and noncognitive abilities in developing conceptual understanding. These findings suggest that cognitive ability plays a central role in supporting conceptual reasoning in chemistry, while metacognitive and noncognitive abilities function primarily as supportive conditions that may not fully compensate for gaps in conceptual knowledge and reasoning skills. The study highlights the importance of strengthening learners’ foundational knowledge and higher-order cognitive processes—such as reasoning, pattern recognition, analogical thinking, and problem solving—to improve conceptual understanding of chemistry.
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ItemMetacognitive Multi-Representation-Based Instruction: Effects on Student Mathematics Literacy, Creativity, and Self-Efficacy( 2026)Filipino students continue to rank among the lowest in international mathematics assessments such as PISA, underscoring the need for instructional approaches that strengthen core mathematical competencies. This study developed and examined Metacognitive Multi-Representation-Based Instruction (MMRBI), a pedagogy that integrates metacognitive strategies with the purposeful use of multiple representations, and investigated its effects on students’ mathematics literacy, mathematical creativity, and mathematics self-efficacy. Employing a quasi- experimental mixed-methods design, the study involved 74 first-year Bachelor of Accountancy students assigned to conventional and MMRBI groups over a 12-week period. Quantitative results showed that students exposed to MMRBI demonstrated significant gains across the three variables and outperformed those in the conventional group. Gender was found to moderate instructional effects, with female learners exhibiting greater improvements. Qualitative data from student journals revealed enhanced awareness of planning, monitoring, and evaluating strategies and increased flexibility in using visual, symbolic, and contextual representations. Correlational analyses further indicated meaningful interrelationships among mathematics literacy, creativity, and self-efficacy, suggesting that these competencies develop synergistically. Overall, the study contributes a theoretically grounded and empirically validated pedagogical model that supports holistic mathematical development and informs gender-responsive, representation-rich instructional practices.
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ItemPre- Service Science Teachers' Academic Preparation, Physics Content Knowledge, Science Inquiry Skills, and Digital Competence( 2026)Academic preparation serves as the foundation for developing competent teachers, enhancing their ability to master subject content and deliver instruction effectively. Using a convergent parallel mixed-methods design, this study examined whether academic preparation, defined as senior high school strands, including RBEC, was associated with differences in physics content knowledge (PCK), science inquiry skills (SIS), and digital competence (DC) among 229 pre-service science teachers. Gender and university admission test results were analyzed to determine their influence on these competencies. The Physical Science Survey and TIPS II were adopted to assess PCK and SIS, respectively, while a researcher-developed questionnaire measured the DC. Findings revealed that academic preparation significantly affects the acquisition of three competencies (p < .05), with STEM and ABM graduates consistently outperforming graduates from the other strands. TVL and RBEC graduates ranked bottom and had low PCK levels. Generally, pre-service science teachers exhibited average proficiency in PCK, medium-level SIS, and average DC. Gender analysis indicated no significant differences in PCK and DC among pre-service science teachers, and a weak significant difference was observed in SIS. The admission test performance showed significant positive relationships (p < .05) with PCK, SIS, and DC. Strong positive intercorrelation was found among the three competencies (p < .01). The findings underscore the role of academic preparation in shaping the competencies for future science teachers. It recommends early diagnostic assessments, bridging programs, and curriculum adjustments to support underprepared students.
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ItemPerceived Instrumentality, Instructional Support, Peer Interaction, and Math-Specific Burnout: A Moderated-Mediation Model for Intervention( 2026)This study investigated the mechanisms through which endogenous perception of instrumentality, perceived instructional support, and student-to-student interaction influence math-specific burnout among junior high school students. It aimed to examine both direct effects and indirect effects through mathematics intrinsic motivation and mathematics engagement, explore the moderating roles of self-perceived math competence and adaptability, and propose an intervention program to address math- related burnout. A non-experimental, cross-sectional, descriptive, and complex correlational design was employed. Data were purposively collected during the school year 2023– 2024 from 375 out of 911 junior high school students from a private school in Bacoor City, Cavite, using validated scales and a demographic questionnaire. Descriptive statistics and structural equation modeling (SEM) with bootstrapping were used to analyze data. Findings showed that students demonstrated very high levels of endogenous perception of instrumentality and perceived instructional support. High levels were observed in student-to-student interaction, mathematics intrinsic motivation, mathematics engagement, self-perceived math competence, and adaptability. In terms of math-specific burnout, students reported low levels of exhaustion and cynicism, and a high level of efficacy. Among the variables studied, only perceived instructional support had a significant direct negative effect on math-specific burnout. All three predictors had significant indirect effects: endogenous perception of instrumentality via math intrinsic motivation, and perceived instructional support and student-to-student interaction via mathematics engagement. Self-perceived math competence did not moderate the indirect effect of endogenous perception of instrumentality on math-specific burnout through mathematics intrinsic motivation. Likewise, adaptability did not moderate the indirect effects of perceived instructional support or student-to-student interaction on math-specific burnout via mathematics engagement. Based on these findings, an intervention program was developed emphasizing enhanced instructional support as a critical buffer against burnout. Recommendations include improving instructional clarity and feedback, encouraging peer collaboration, integrating real-world math applications, and supporting student emotional well-being. Future research should consider diversifying samples, longitudinal designs, modeling burnout and related constructs as latent variables, exploration of alternative predictors and moderators, and evaluation of the proposed intervention program.