FEd Theses and Dissertations

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https://repository.upou.edu.ph/handle/20.500.13073/5
Theses and dissertations by graduate students from the Faculty of Education.

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    Unlocking the Power of Teaching Controversial Issues: Unveiling Teacher Efficacy Through a Mixed Methods Study
    ( 2024) Balut, Judeleen D.
    Understanding controversial issues is a crucial aspect of democratic citizenship. By appreciating controversial issues, students learn how to partake in significant socio-political issues and be exposed to diverse perspectives as an essential aspect of democratic living. It is assumed that the teacher's efficacy in teaching controversial issues as part of Social Studies Education is crucial to the impact on student learning. This explanatory sequential mixed-methods study aimed to determine the level of teachers' efficacy in teaching controversial issues. It also sought to determine the correlation between their work-related characteristics and their level of teachers' efficacy. Furthermore, this study intended to ascertain how the level of teachers' self-efficacy correlates with their teaching outcomes, i.e., teaching behavior, motivation, engagement, effectiveness, and overall satisfaction in teaching the subject. Quantitative data were collected through a survey using a self-administered structure questionnaire, while qualitative data were collected through interviews using an interview guide. Random sampling was used to identify 86 survey respondents. Cluster-purposive sampling was used to select six informants, i.e., two key teachers or master teachers per zone, which were identified as part of the qualitative study. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data was processed using thematic analysis. The significant findings that were generated from the quantitative aspects of the study were validated, and the qualitative findings helped explain the quantitative results to provide depth to the findings of the study.
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    Determinants of Student Learning Satisfaction and Academic Performance in High School Chemistry: a Prediction Model Building Study for Online Learning
    ( 2023) Patacsil, Melba C.
    Learning satisfaction is a key indicator to enriching student learning whether it is face-to-face or online mode of delivery. Learning has shifted more to remote online learning due to the Covid-19 pandemic. This study aimed to identify the determinants of Student Learning Satisfaction (SLS) in online learning and develop a model that represents the relationship of the determinants to SLS. The study explored both internal and external determinants hypothesized to influence SLS among 169 students in grades 9-12 taking Chemistry at the Philippine Science High School Cordillera Administrative Region Campus (PSHS CARC). The internal factors included gender, academic self-concept (ASC), academic motivation (AM), interest to learn (IL), and mental well-being (MW), while the external factors comprised of teacher-related indicators (Teacher), assessment-related indicators (Assessment), learning guide-related indicators (LG) and Knowledge Hub-related indicators (KHub). The study utilized Structural Equation Modeling (SEM) with SmartPLS software to develop the SLS model and Academic Performance (AP) model. Both online learning platforms used by PSHS CARC, the LG, and KHub, were found to influence student learning satisfaction. The other important result is that external determinants (LG, KHub, Teacher, Assessment) dominated the SLS models while internal determinants (ASC, AM, IL, MW) dominated the Academic Performance model for the PSHS CARC Chemistry students. The external determinants influence the student's learning satisfaction while the internal determinants influence the academic performance of the Chemistry students. Assessment indirectly affected SLS. Another finding is that gender, LG, and ASC directly influenced AP. The results validate that online learning tools (LG and KHub) are crucial determinants in ensuring learning satisfaction and academic success in the online learning of PSHS CARC Chemistry students.
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    Lived Experiences of Pre-service Teachers in Online Practice Teaching: An Exploration of the Connectivist Pedagogies
    ( 2024-09) Ong, Daniel Jr. P.
    The connectivist pedagogy, based on connectivist learning theory, is a widely used approach in open and distance e-learning that enables learners to gather information and exchange knowledge through various online tools and platforms. One of the benefits of technological advancement is the use of online practice teaching programs in higher education institutions. While these programs offer new opportunities, they also present unique challenges. Despite the extensive research in online teaching practices, uncertainty surrounding the application of connective principles and networked learning characteristics has persisted. This area of study remained largely unexplored, necessitating further investigation. To address this research gap, it was deemed essential to comprehend how pre-service teachers (PTs) acquire knowledge in the context of emerging technologies. A phenomenological-hermeneutic approach was utilized to investigate the lived experiences of twelve (12) PTs who had completed online practice teaching within connectivist pedagogies. The study was conducted at a state university in the Philippines, where the integrated networked learning approach was implemented. Focus group discussions with a reflective framework, interviews conducted using a phenomenological interview framework, and journal reflections served as the primary data collection methods. The collected data were analyzed through thematic analysis. Findings revealed a mesh type of network in which PTs engaged in a cyclical process: seeking information and understanding their students' needs, finding essential tools and resources, collaborating in the network, enhancing teaching approaches, and reflecting. This process strengthened PTs Professional Learning Networks (PLNs). However, challenges such as communication barriers, maintaining student engagement, technical difficulties, and unspoken conflicts with mentors and peers emerged. PTs employed coping strategies to address these challenges, including improved communication, adapting diverse instructional methods, and reflective practice. Critical areas for program improvement were identified, including the selection process, pre-service training, technical support, mentoring, infrastructure, and resource allocation. Building on these findings, a program model for local and international practice was proposed to optimize online practice experiences.
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    Engagement And Its Dimensions As Student Factors Of Academic Performance And Attitude Towards Biology In A Garden-Based Learning Environment
    ( 2023-11-06) Vicencio, Bayani
    This study investigated learning engagement and its dimensions (i.e., cognitive, behavioral and emotional engagement) as factors influencing students’ academic performance and attitude towards biology in a garden-based learning environment. A descriptive-correlational research design was employed to provide a relevant interpretation of the relationship between variables such as respondents’ demographic profile, dimensions of engagement in garden-based learning, academic achievement of students and their attitude towards Biology. The study consisted of seventy (70) Grade -11 students enrolled in a public senior high school of City Schools Division of Tanauan taking up the core subject Earth and Life Science during the first semester of School Year 2020-2021. Over the course of eight weeks, garden-based learning approach was used to teach plant-related topics and students were given the task to complete fourteen (14) garden-based learning activities. Data were collected using expert-validated researcher-made instruments tested for reliability such as the Learning Engagement Survey Questionnaire (LESQ) and Life Science Achievement Test (LSAT) and Students’ Perception toward Garden-Based Learning (GBL), in addition to the researcher- developed Garden-based Learning Manual and the adopted instrument on Attitude Towards Biology Survey (ATBS). These three self-report survey questionnaires and the achievement test were all administered at the end of eight weeks of exposing the students to garden-based learning activities. Data obtained were analyzed using both descriptive and correlational tests. The descriptive statistics computed were measures of central tendency, frequency, and percentages. The scores on Life Science Achievement Test obtained by the student were used in analyzing their level of academic achievement by comparing it to the DepEd standards. On the other hand, Kendall’s Tau Rank Correlation and Cramer’s V was employed to determine the association between the extent of engagement, profile variables, academic performance, and attitude towards Biology. In addition, qualitative analysis was conducted through focus group interviews, attitude questionnaires, activity reports, reflection journals, and in-depth probing interviews to better understand students' perceptions of garden-based learning. The study found that GBL, as a teaching strategy, effectively promotes learning engagement and fosters positive attitudes towards Biology among students across age and sex groups. Academic performance of the students was discovered to have a low association towards the extent of learning engagement in garden-based learning. On the other hand, Cognitive, Behavioral and Emotional Engagements have weak positive association towards the students' attitude towards Biology. Given the demonstrated benefits of garden-based learning, policy makers, curriculum designers and developers should consider incorporating this method into the broader Biology curriculum. Additionally, the curriculum should be designed to allow for personalization of learning experiences, catering to individual students' strengths and requirements.
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    Structural model of grit, expectancy-value and 21st century skills on the Physics achievement of college freshmen students in HyFlex universities and its implications on tertiary STEM education
    ( 2024) Bello, Alwielland Q.
    This study aimed to develop a structural model of the physics achievement of college STEM freshmen students and its interaction with grit, expectancy-value, and 21st century skills. A total of 1,176 freshmen students enrolled in STEM-based college courses participated in the study. Forty-five percent (45%) of the participants had a STEM background in senior high school, while the remaining 55% did not have a STEM background, but were enrolled in STEM-based college courses. Results showed that more than 90% of the participants, regardless of having a STEM background in senior high school, had very low physics achievement. In contrast, the participants demonstrated high level of grit, moderate level of 21st century skills, and high expectancy-value. In terms of the interaction among college STEM freshmen students’ physics achievement, grit, expectancy-value, and 21st century skills, the study established that grit did not have a significant effect on physics achievement. On the other hand, expectancy-value (e.g. students’ enjoyment and perceived usefulness of a task) mediated the influence of 21st century skills (e.g. effective communication and leadership) on physics achievement. Implications on tertiary STEM education and basic education are discussed, particularly on the aspects of Physics content, assessment, pedagogy, and learning resources; the use of technology, guidance and counseling; and teacher professional development.