FEd Theses and Dissertations
Permanent URI for this collection
Theses and dissertations by graduate students from the Faculty of Education.
Browse
Recent Submissions
1 - 5 of 110
-
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.
-
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.
-
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.
-
ItemPractical’s for Enhancing Conceptual Understanding in Inquiry Skills( 2002)This study attempted to determine the effectiveness of practicals in enhancing conceptual understanding about cellular respiration in relation to the functioning of six body systems and enhancing inquiry skills. The study was quasi-experimental in research design and involved forty First Year 1-A and 1-D BEED students enrolled in Natural Science 102 during the Second Semester of AY, 2000-2001 at West Visayas State University in Iloilo City. A pre-and post-instruction conceptions test, inquiry skills test, concept maps and interviews served as sources of data for the study. Ten case students from the experimental and control groups, respectively, were also selected for qualitative aspect of the study. The intervention consisted of seven practicals that dealt with cellular respiration, the functioning of six body systems in relation to cellular respiration and the changes that occur during vigorous activity or emergency. Students also analyzed the practicals requiring the use of eight inquiry skills, namely, identifying the problem, formulating hypothesis, designing a procedure to test the hypothesis, interpreting data, recording data in a form that facilities correct interpretation, seeing patterns and relationships in a set of data, judging adequacy of data and inferring. They also answered questions in relation to the procedure in the practical to enhance their conceptual understanding.
-
ItemLearning Transfer and Durability in College Biology Students Via Computer-Assisted Instruction( 2002)This study primarily aimed to identify students’ misconceptions/alternative conceptions and their sources; the effect of computer-assisted instruction on the Human Circulatory System (HCS) on students’ conceptual change, learning transfer and durability of learning; and students’ motivational beliefs and response to anomalous data as factors influencing conceptual change. The hypotheses that there were no significant differences in students’ conceptual change, transfer of learning and durability of learning between the computer-assisted instruction (CAI) group and the traditional instruction (TI) group were tested. The respondents of the study were on the section of first-year BS Development Communication students. The class was randomly divided into the CAI group and the TU group. The CAI group underwent instruction in the HCS using CAI while the TI group was taught using the chalk and board method. The study was divided into two phases: (1) design and development of HCS-CAI); and (2) tryout of CAI.