FEd Theses and Dissertations
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Theses and dissertations by graduate students from the Faculty of Education.
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ItemConvergences and Divergences in Perspectives on Flexible Learning at a Private Higher Education Institution: An Exploration Using the Iron Triangle Framework( 2025-10)This study investigated the convergences and divergences in stakeholder perspectives—specifically faculty, students, and administrators—on the implementation of flexible learning (FL) in a private higher education institution and explored what accounted for such convergences and divergences. Framed in the Iron Triangle framework, which highlights the interconnected dimensions of access, cost, and quality, the research adopts an abductive case study approach to explore how these stakeholder perspectives, when triangulated with institutional responses to challenges encountered during FL implementation, reflect the tensions arising among issues of access, cost, and quality. Findings showed that the extent to which these dilemmas are resolved or left unresolved is shaped by their perspective of FL. Specifically, the persistence of the dilemmas can be attributed to the perspective that FL is just a solution to the disruptions caused by the pandemic. While the convergent theme that portrays FL as a combination of traditional and digital modalities provides a plausible basis for institutional engagement in FL, this limited understanding of the relationship between technology and learning also explains the institution’s inability to sustain FL beyond the immediate crisis. These findings provide implications on the critical role of social perspectives and their interactions in the emergence of the tensions but also the extent to which they are addressed. Recommendations for educational administrators implementing FL are presented along with further areas for research.
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ItemParents' Practices in Teaching Reading and their Children's L1, L2, and L3 Reading Comprehension: A Glimpse at Economically Challenged Communites( 2025-07)In 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.