FEd Theses and Dissertations
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Theses and dissertations by graduate students from the Faculty of Education.
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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.
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ItemInfluence Of Active Learning Strategy on Engagement and Learning Gain of Students in Group-Based Flipped Chemistry Class( 2026)This study investigated the effects of a group-based flipped instruction (GBFI) active learning strategy, implemented within a blended learning context, on multidimensional student engagement and learning gain in a foundational Chemistry course. Using a sequential explanatory mixed-methods design, the research compared GBFI with a conventional blended learning setup (CBLS) across selected Chemistry topics in a college program. Quantitative analyses revealed that students in the GBFI format demonstrated statistically significant and practically meaningful improvements in agentic, behavioral, cognitive, and emotional engagement, as well as in overall Chemistry learning gains, compared to peers in the CBLS group (all p <0.001). Effect sizes ranged from moderate to large, with the most pronounced effect observed in agentic engagement, indicating a substantial shift from passive to proactive participation. Qualitative findings corroborated these results, revealing increased peer collaboration, heightened motivation, a clear preference for the GBFI model, and emergent themes related to group work, autonomy, real-world relevance, and supportive instruction. Integrated analysis indicates that these gains were facilitated by several enabling mechanisms, including enhanced peer interaction and collaborative voice, increased autonomy and self-regulation, strong teacher support and responsiveness, and a growing student preference for the GBFI structure. These mechanisms functioned through a group-based, student-centered design, supported by preparatory videos, structured individual work, collaborative problem-solving, and real-life applications. Nevertheless, the benefits were limited by contextual factors. Challenges related to connectivity, device access, instructional coherence, and time demands suggest that GBFI is most effective when supported by adequate technological and logistical resources, coherent instructional materials, and a manageable workload and timeline. The findings have significant practical, theoretical, and methodological implications for policy and practice. Practically, the study demonstrates that GBFI is more effective than the conventional blended setup in supporting Chemistry learning and provides a concrete approach for educational institutions’ Learning Continuity Plans to move beyond purely technical or logistical solutions toward classroom designs that are collaborative, flexible, and equitable. Theoretically, the results underscore the importance of conceptualizing student engagement as multidimensional and illustrate how a group-based flipped model can serve as a pedagogical anchor, linking national mandates, institutional policies, and classroom practices in flexible learning environments. Methodologically, the study shows that integrating rigorous analytic approaches, validated multidimensional engagement measures, and Gagné’s Nine Events of Instruction (GNEI) offers a systematic framework for designing, implementing, and evaluating active learning interventions, thereby fostering inclusive, adaptive, and high-quality education in uncertain contexts. The recommendations emphasize institutionalizing GBFI in Chemistry education and related disciplines, enhancing faculty development, and ensuring equitable access and student support to sustain multidimensional engagement. Furthermore, they highlight the need to refine engagement measures, employ rigorous analytic strategies, and systematically apply GNEI to guide the future design, implementation, and evaluation of active learning models.
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ItemPerceived Levels of Digital Competence among Pre-Service Social Studies Teachers: Towards an Intervention Program( 2026)The present study investigated pre-service Social Studies teachers' levels of perceived digital competence and skills to develop an evidence-based intervention program. Using a case study with mixed-methods data collection, the researcher surveyed and interviewed third- and fourth-year Bachelor of Secondary Education (BSED) Social Studies majors studying at a university outside of the Metro Manila area. The survey data indicated that respondents, on average 22.21 years of age, mixed gender, assessed themselves as highly competent in basic digital tools such as word processing, presentations, and cloud-based platforms, but average competence in more knowledge-demanding areas such as databases, multimedia production, and using assistive technologies for learners from functional diversity. The investigation indicated that the digital competence of the pre-service education program was positively contributed to and developed through both the formal (i.e., university) and informal (i.e., self- directed) learning environments. However, there were gaps in the formality of the curricular deployment and the practical use of more complex digital tools. The thematic analysis revealed the need for a more structured, practical and curriculum-based intervention for the teacher education program that would be useful in ensuring digital readiness. In summary, after analysing the findings of the study, the study concluded that while pre-service Social Studies teachers have the capacity to demonstrate foundational digital competencies, a more conceptual and policy-obligated knowledge and action plan are being proposed to ensure future Social Studies teacher education can embed effective technology in a range of educational context and in turn influence the teaching of 21st century skills through the Social Studies subject. The study recommended the relevant educational authorities’ revision of the teacher education curriculum, targeted workshops, and the integration of digital literacy training. The study contributes to current discussions and initiatives towards the preparation of 21st century teachers and underscore the importance of digital competence in shaping future qualified Social Studies educators.