FEd Theses and Dissertations
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Theses and dissertations by graduate students from the Faculty of Education.
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ItemProblem-Based Learning with GenAI: Effects on Students' Statistical Thinking(University of the Philippines Open University, 2025)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.
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ItemToward 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)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.
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ItemFilipino Muslims' Representations in K to 12 Basic Education Social Studies Textbooks (2016-2022)( 2025)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.
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ItemDynamics of Conceptual Change in the Biology Classroom: A Multidimensional Interpretive Framework( 2001)This study investigated high school students’ conceptions of genes during a two-week study on inheritance using a multidimensional framework of conceptual change from ontological, socially effective and epistemological perspectives. Specifically, the study attempted to establish students’ ontological perspective of the concept of the gene, investigated conceptual change about genes from the students’ cognitive framework, and then examined this ontological conception from both social/affective and epistemological perspectives. The sample for the study consisted of three high school biology classes in two different schools in Zamboanga City. These are two public urban nonscience high schools with special science classes and a private nonsectarian coeducational science high school. The three classes consisted of mixed-ability second-year high school students (ages 14-15) who do not study genetics previously and who were taught by experienced biology teachers. The research design is qualitative-quantitative. The data were gathered through student worksheets given before and at the end of the unit, observations of lessons, videotape and audiotape recordings of classroom discourse and detailed student interviews at the end of the unit.
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ItemEnhancement of Problem-Solving Skills in Chemical Equilibrium Through a Modified Network Approach( 2002)This is a study on the effectiveness of the modified network approach on the enhancement of problem-solving skills of first-year college students in chemical equilibrium. Ashmore et al.’s network approach was modified using diagramming and scrambling exercises which were aimed at developing and training students in combinatorial and correlational thinking skills which students can use to enhance their problem-solving skills. A comparison of scores in three problem-solving tests was used to measure the effectiveness of the modified approach. Qualitative analysis of the solutions of students to the problem-solving tests was used to characterize the first-year chemistry problem solvers. A rubric scoring scheme was developed to identify the problem-solving skills demonstrated by problem-solver as it was equated to scores obtained in the problem-solving tests. The study also characterized the first-year problem solver before and after treatment through a qualitative analysis of the students’ solution papers, the protocol of small group discussions, interviews and think-aloud sessions. Students in both experimental and control groups were administered Lawson’s Classroom Test of Scientific Reasoning to determine their cognitive level before and after treatment.