FEd Theses and Dissertations

Permanent URI for this collection

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

Browse

Recent Submissions

Now showing 1 - 5 of 114
  • Item
    Online English Vocabulary Apps: Categorization into Form-Focused and Meaning-Focused Instruction for Users at Different Stages of Second Language Acquisition
    ( 2025) Encarnacion, Carissa Nañages
    With English being an international language, people from various nationalities aim to learn the language through formal and non-formal means within and outside the language classroom. One of the growing trends in English language learning is to make use of various online technologies and applications or “ apps,” particularly when learning English vocabulary. While there is a large growing number of online English vocabulary apps online, many of these apps are uncategorized systematically, leaving language learners in the dark as they choose which app would be most appropriate for their current generic stage of second language acquisition. This study provides a categorization system for online English vocabulary apps based on their form of instruction while cross-referencing them to the five stages of second language acquisition by adopting deductive content analysis to investigate the features of twenty (20) online English vocabulary apps from the top two digital platform providers, Google Play and App Store. Based on the findings of this study, these online English vocabulary apps may be classified as form-focused instruction and meaning-focused instruction, with the former having either a single or multiple number of isolated non-communicative tasks that may either have computer-generated assessments or none and may have computer-generated feedback or none. Apps found to be form focused may be further subdivided into five subcategories. Of the twenty online English vocabulary apps analyzed, only one falls under meaning-focused instruction and is most suitable for ESL learners at the intermediate and advanced fluency stages. The app category descriptions presented may serve as the study’s contribution to make the challenge of choosing suitable online English vocabulary apps for a level of second language acquisition less onerous. Despite the worthwhile findings, the study asserts that analysis and categorization of the growing number of online English vocabulary apps remainnecessary to meet the equally increasing demand for individualized and accessible non-formal language learning, especially in the digital age.
  • Item
    Factors of Self-Regulated Learning in the Online Component of Blended Learning Among Private Junior High School Students
    ( 2026) Sy, Mark Benlor Buenaventura
    Blended Learning has become an integral component of the Philippine education system, placing increased responsibility on learners to plan, monitor, and evaluate their own learning, particularly in the online component of this modality. This study examined the factors that facilitate and inhibit self-regulated learning (SRL) among private junior high school students engaged in blended learning environments. It also examined the mechanisms through which these factors influenced students’ self-regulated learning behaviors and the essential student needs that emerged from them. Using an explanatory-sequential mixed-method design, the study administered the Self-Regulation for Learning Online (SRL-O) questionnaire to 442 students from two private schools to identify the key facilitating and inhibiting factors. This was followed by focus group discussions that explored how these factors shaped students’ self-regulation in online learning contexts. Quantitative results revealed that Online Social Support and Online Metacognition emerged as the most prominent facilitating factors, while Online Study Environment and Online Negative Achievement Emotion surfaced as potential inhibiting factors. Qualitative findings further explained how online peer collaboration and metacognitive strategies supported students’ SRL, while environmental constraints and negative achievement emotions hindered it. Synthesizing these findings enabled the study to identify key student needs that must be addressed to strengthen facilitating conditions and mitigate inhibiting one.
  • Item
    Problem-Based Learning with GenAI: Effects on Students' Statistical Thinking
    (University of the Philippines Open University, 2025) Jaurigue, Jerryco M.
    The purpose of this study was to determine the effects of a problem-based learning (PBL) environment, with and without the support of generative artificial intelligence (GenAI), on senior high school students’ statistical thinking. An embedded mixed-methods quasi-experimental design was employed involving three intact Grade 11 STEAM classes randomly assigned to GenAI-PBL, PBL, and conventional groups. Over 12 weeks, students studied four statistics lessons through either a PBL cycle or lecture-discussion format. Data sources included the Statistical Thinking Test (TST), end-of-lesson evaluations, daily journals, the Course Experience Questionnaire (CEQ), focus group discussions, and ChatGPT conversation logs. Results showed no significant differences in overall TST scores among groups, although patterns emerged in specific subtasks. The GenAI-PBL group performed relatively better in designing sampling plans, the PBL group excelled in justifying statistical tests, and the conventional group demonstrated steady procedural improvement over time. Subtask E, explaining the purpose of hypothesis testing, consistently received the lowest scores across groups. Students positively perceived PBL components such as authentic problems, collaboration, and teacher facilitation, though some reported difficulty with limited lectures, autonomy, and workload. CEQ results revealed no significant differences in good teaching, generic skills, and student support, but the GenAI-PBL group reported heavier workloads and lower overall satisfaction compared with the conventional group. Thematic analysis confirmed the value of collaboration, facilitation, and real-world problems, while highlighting challenges in pacing, role specialization, and overreliance on ChatGPT. The study concludes that PBL, with or without GenAI, can foster engagement and reasoning but does not significantly improve statistical thinking scores compared to conventional teaching. Recommendations include embedding mini-activities to strengthen sampling, test justification, and EDA; adopting a blended model that combines GenAI support, PBL collaboration, and conventional structure; refining the TST for validity; extending statistical investigations to broader topics; and exploring structured and ethical GenAI use in future studies.
  • Item
    Toward a Future-Oriented Physics Instructional Design (FOP-ID) for Senior High School: Integrating Best Practices, ICT, Opportunities, and Challenges
    (University of the Philippines Open University, 2025) Sorolla-Electores, Gayle Grace
    This study employed a convergent mixed-methods approach to develop a Future-Oriented Physics Instructional Design (FOP-ID) for Senior High School (SHS) by integrating best practices, ICT, and opportunities and challenges in physics education. Quantitative data were gathered through a survey with 50 SHS physics teachers, while qualitative data were collected through key informant and in-depth interviews with selected SHS teachers, higher education professors, and industry employers. Quantitative findings revealed that lecture-based, collaborative, and inquiry- based strategies remain the most commonly used instructional approaches, with ICT tools such as videos, simulations, and learning management systems frequently employed to enhance engagement and conceptual understanding. Thematic analysis of qualitative data further demonstrated that effective practices are characterized by experiential learning, conceptual scaffolding, and real-world relevance, although the adoption of progressive approaches such as project-based and flipped learning remains limited due to time, resource, and training constraints. Qualitative findings also showed both systemic and pedagogical opportunities, including interdisciplinary learning, technology-enhanced instruction, and personalized learning pathways. These are paired with persistent challenges such as rigid curricula, insufficient professional development, inconsistent digital access, and gaps in learners’ foundational skills. Stakeholders across all groups emphasized core future-oriented skills such as critical thinking, inquiry, adaptability, resilience, digital fluency, and problem-solving. They also identified emerging skills, including research competence, futures literacy, interdisciplinary thinking, systems thinking, and regulatory awareness, which are not yet explicitly reflected in current national or international skills frameworks. In response to these findings, the FOP-ID was developed as a learner-centered, inquiry-driven, technology-enabled, and industry-informed instructional framework anchored on TPACK, constructivism, inclusive education, and future-oriented instruction. Expert validation affirmed the design’s pedagogical coherence, contextual flexibility, and relevance for preparing future-ready SHS learners.
  • Item
    Filipino Muslims' Representations in K to 12 Basic Education Social Studies Textbooks (2016-2022)
    ( 2025) Recopuerto, Harmon S.
    This study examines how Filipino Muslims are represented in Social Studies textbooks and evaluates their alignment with the “Kultura, Pagkakakilanlan at Pagkabansa” theme of Social Studies education and the Department of Education’s mandate for culturally sensitive curriculum. Guided by Curriculum Alignment Theory and using qualitative content analysis, ten DepEd-approved textbooks (2016–2022) were analyzed for tone and historical accuracy. Findings show that representations fall into four typologies: (1) positive and accurate, (2) positive but inaccurate, (3) negative but accurate, and (4) negative and inaccurate. Positive and accurate portrayals were most common in Grade 5 textbooks, especially in themes such as Political Contributions, General Descriptions of Islam, Cultural Practices, and Architecture and Maritime Traditions. However, inconsistencies remain. In both Grade 5 and Grade 6 textbooks, the theme of Resistance and History appeared frequently but was depicted with varying levels of accuracy and tone—ranging from empowering narratives to distorted portrayals. Visual representations were generally positive, though one instance lacked accuracy. While some representations align with the curriculum’s goals, others— marked by factual errors, misdated events, or stereotypical framing—indicate partial or clear misalignment. This study affirms the value of Curriculum Alignment Theory in evaluating textbook content and recommends the revision of learning materials to reflect accurate, respectful, and inclusive narratives. It also calls for the engagement of Muslim scholars and communities in textbook development, integration of reflective and context-sensitive pedagogy, and strengthened teacher training in intercultural competence. Continued evaluation of textbooks, particularly under the new Matatag Curriculum, will be vital to ensuring sustained alignment with the principles of cultural sensitivity and inclusivity. Ultimately, the study advocates for collaborative efforts among educators, policymakers, and curriculum developers to produce educational materials that foster respect for cultural diversity.