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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    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.
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    Transitioning to a bichronous (synchronous+asynchronous) ODL set-up in high school education: an autoethnographic study
    ( 2023-09-10) Esber, Stephen L.
    Within the framework of Autoethnography, this study answered the research question: How did a high school teacher transition from a full face-to-face instruction to a Bichronous (Synchronous +Asynchronous) Online Distance Learning (ODL) Set-up in High School Education during the Covid 19 Pandemic? The autoethnographic genre of qualitative research enabled the researcher to craft a narrative and arrive with a deeper analysis of this narrative. After analyzing different data set and examination of artifacts such as email, curricular documents, discussion posts, video recordings, a workplace calendar, a personal journal, professional development logs, and personal experience; the study revealed, as reflected by several periods in the findings, that the author's transition includes: (a) structuring the course (designing pedagogy in ODL) - designing the Leanring Contiuity Plan, In- service Training for Teachers, and Designing the Theresian Learner's Study Guide (TLSG); (b) effectively using the ODL technologies to implement a Bichronous ODL set-up - structuring the course in the Learning Management System for the asynchronous mode and conducting real-time teaching using video conferencing tools for the synchronous mode; (c) establishing teacher presence in the asynchronous and synchronous modes; and (d) providing student-support mechanism - cognitive, affective, and systemic. The importance of designing a school's ODL set-up for future remote teaching and learning scenario should be looked into and teachers should receive proper training on ODL Pedagogy and Technologies.
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    Process-Oriented Guided Inquiry Learning-Based Laboratory At-Home in Biochemistry: Effects on Student Attitude, Motivation, Confidence and Achievement
    ( 2023) Chua, Jinky Marie T.
    This study involved developing and assessing a laboratory-at-home manual using the Process-Oriented Guided Inquiry Learning (POGIL) approach as an alternative laboratory component in the general biochemistry course of the second-year students of the Bachelor in Medical Laboratory Science. The first phase of the study covered designing, developing, pre-testing, and evaluating (validity and reliability) instruments: Instructional Material Evaluation Tool for Experts and Instructors, Biomolecules Achievement Test, and Instructional Material Evaluation Tool for Students, Attitude, Motivation, and Confidence in Laboratory Skills Questionnaire, and Perception Interview Guide Questions for Instructors and Students. The second phase involved designing, developing, and evaluating the POGIL-based Laboratory-at-Home (PLAH) and non-POGIL Laboratory-at-Home (nPLAH) Manuals on Biomolecules. The overall evaluation of experts, instructors, and students on PLAH and nPLAH manuals is high. The effect of the PLAH on student achievement attitude, motivation, and confidence in laboratory skills was determined using a quasi-experimental pretest posttest research design. The results were compared to other treatments using nPLAH and the Video (Traditional Manual with Video demonstrations) Manuals. Results showed that the students significantly increased their achievement scores after implementing the three different treatments. In addition, the students in the PLAH group gained more than those in the nPLAH and Video groups regarding achievement, attitude, motivation, and confidence in laboratory skills. Results showed that the gain before and after the treatments was significantly different except for the motivation level of the Video group. However, no significant difference was seen among the interventions except for confidence in laboratory skills, where Video is substantially different. Further, students and instructors were interviewed to determine their perception of using the PLAH manual. In terms of perception of PLAH, the students had a fun, fulfilling, and challenging laboratory experience where teamwork, creativity, critical thinking, analysis, communication, and time management were enhanced. For the instructors, it made them more confident in teaching the Biochemistry laboratory in terms of knowledge, skills, and classroom management.
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    Analysis of Questions on Vocabulary Instruction in Grade 2 Mother Tongue, Filipino, and English Self-Learning Modules
    (Zenodo, 2023-11-28) Acorda, April
    Questioning can be a strategy to teach vocabulary to learners. This study identified levels of questions used when teaching vocabulary in Grade 2 Mother Tongue (MT), Filipino, and English self-learning modules (SLMs), which served as an instructional material for independent study and alternative learning delivery mode during pandemic-caused school closure. It also investigated the similarities and differences of the questions asked in the SLMs in the three languages. Using quantitative content analysis, all the vocabulary-related questions were noted, and their levels were distinguished following the Anderson and Krathwohl-revised Bloom’s Taxonomy. The prototype analysis of one module in each language was validated by an expert before applying it to the rest of the materials. Using comparative analysis, similarities and differences among the questions in the SLMs in the three languages were determined based on the specific levels of the questions, whether these were low order or high order, and the type of answers they required of the learners. Results of the analysis of the SLMs for one quarter of the school year show that questions at the remembering level (a low-order level) were asked most frequently in the SLMs in all three languages. There were no questions at the analysis, evaluation, and synthesis levels (high-order levels). The most common question based on the required answer is the equivalent Mother Tongue or Filipino word of an English word, which suggests language interdependence, cross-language transfer, and translanguaging. Further research is recommended to determine the effectiveness of this strategy in developing vocabulary among learners.
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    THE EFFECT OF LITERATURE-BASED INSTRUCTION ON READING MOTIVATION AND WILLINGNESS TO COMMUNICATE OF THAI COLLEGIATE STUDENTS
    ( 2023) Remegio, Kathylene P.
    This research delves into the effects of literature-based instruction on the reading motivation and willingness to communicate among Thai collegiate students, utilizing a mixed-methods approach. The 16-week intervention incorporated a Thematic Language and Literacy Learning Package (TLLLP), incorporating narratives, theatrical production, and fictional prose. Quantitative analysis of pre- and post-intervention assessments indicated a significant enhancement in both reading motivation (t (20) = -7.31, p < .000, η2 =.731) and classroom communication willingness (t (20) = -6.40, p < .000, η2 =.-6.40). Although weak relationships were noted in writing skills (r = .29, .30), there was a moderate positive linear correlation between reading motivation and willingness to communicate. Qualitative insights from interviews, journals, and observations reinforced these outcomes, highlighting the constructive influence of literature-based instruction on participants' confidence, peer interaction, and language proficiency. The study recommends the integration of literature-based approaches in English as a Foreign Language (EFL) instruction, underscoring the benefits for enhancing reading motivation and communication willingness, and advocating for a transition toward communicative language teaching strategies.