FEd Theses and Dissertations

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Theses and dissertations by graduate students from the Faculty of Education.

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    Perspectives and Practices of Inclusivity in an Online Learning Environment: An Ethnomethodological Study of an International School in Indonesia
    (n/a, 2023) Lardizabal, Erdolfo L.
    To make an online learning environment inclusive, it is important that schools must value diversity so that teaching practices may be responsive to the academic needs of not just some but all students. Inclusion is not about the shortfall of an individual because of one’s disability, disorder, or being gifted but it is how the school environment adjust to the individual. If so, then inclusion is of a social construct which entails an ethnomethodological approach in understanding inclusion. Instead of studying institutions that are committed and dedicated towards inclusive practices, this study zeroed in on an international school and inquired on practices that emerged from teachers’ personal practical or sense making knowledge which has been developed overtime through their experiences. This study answered the following: 1. What teaching practices do western teachers in an international school aim to foster inclusivity in an online learning environment? 2. What is the perspective of the school on inclusivity that defines those practices? To explore how teachers’ actual ordinary and mundane discussion produce an answer as to how they (the teachers) make inclusion happen, this study analyzed the conversation of western international teachers on how they are making sense of policies brought forward by the school. The findings included ten (10) points that may guide schools on how to implement inclusion in an online learning environment. The contribution of this study to distance education includes the value of reflexive (sense making) accountability of teachers. Such accountability contributed to the orderliness and shared performance to carry out inclusive education in an online learning environment.
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    Exploring the English as a Foreign Language (EFL) Skills of Japanese Lifelong Learners: a Multi-method Case Study
    ( 2024) Tanaka, Amila Rhoda A.
    In our interconnected world, continuous foreign language learning is indispensable for personal, professional, and social growth, transcending age barriers, especially for the elderly. However, language acquisition for older individuals presents unique challenges, such as brain maturation, native language interference, and social changes. These challenges necessitate tailored learning methods distinct from those used for younger learners. This research delves into the English language proficiency of Japanese lifelong learners engaged in EFL (English as a Foreign Language) learning at community centers in Machida and Yokohama, Japan. Utilizing a multi-method approach with 33 participants, the study illuminates learners' strategies in narrowing the gap between their language skills and identifies means to enhance their productive language capabilities. The findings reveal a "fair" level of competence in listening, speaking, reading, and writing skills, with slightly more proficient reading skills. Learners actively engage in language activities, benefiting from voluntary activities and local community group studies, fostering valuable connections and potential benefits for the "aging workforce" in countries like Japan. Embracing digital technology, learners exhibit a greater inclination towards open communication. These findings bear implications for future works, emphasizing the multifaceted nature of language education and the significance of lifelong language learning in our globalized society. To enrich the language skills of lifelong learners, language teachers and tutors are recommended to incorporate relevant activities.
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    Distance Education Perspectives and Practices of Educators in an Allied Medical Program: A Grounded Theory Approach within the Phenomenological Tradition
    (zenodo, 2022) Carungcong, Maria Freya T.
    Framing the study within the Phenomenological Tradition, it asked the questions why do educators engage in distance education. To discover the meaning and purpose of distance education to educators in the allied medical field the study looked into the perspectives of the educators and their practices in Distance Education. The phenomenological tradition with the methodology of the grounded theory approach was applied in this study to gather data, analyze and understand the accounts of six teachers in an allied medical program at a private university. The phenomenological tradition in research can obtain authentic data by providing open ended questions and flexibility that may allow the participants to narrate salient events and experiences significant to distance education. By applying the strength of the traditional qualitative research approach to a methodical approach in data analysis, theory is built thru the analysis of relationships thru the components revealed within a phenomenon (Brower 1995, in Jeong, 2009). The outcome of the study presented the phenomenological model of distance education in an allied medical field that provides the perspectives, practices in teaching and transitioning to distance education. The study generated the TIE Theory on distance education that explains the essence of distance education. The TIE theory states the following on distance education: a)Transitioning to DE involves planning and provision of accessible learning resources to provide a formal mode of distance education that can promote the quality of life of the educators and the learners, (b) Instructional designing and technology are intertwined in the teaching practices of DE to address transactional distance and secure the integrity and quality of education, and (c) Education that is equivalent to face-to-face mode of education that uses varying modes of communication to address the needs of the learners, achieve learning and program outcomes and expand educational services. The TIE Theory can be the framework of distance education in allied medical education. With this theory, institutions would be able to provide an explanation for practicing DE in allied medical education and be guided when conducting needs assessment and program evaluations to maintain the quality of education.
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    STEM STUDENTS’ DIRECT AND DEFERRED CONCEPTUAL UNDERSTANDING AND SELF- EFFICACY USING THE INVERTED LEARNING APPROACH IN BIOLOGY: AN EXPLANATORY SEQUENTIAL MIXED METHODS STUDY
    (Zenodo, 2023) Cheng, Rolly James Fule
    This study employed an explanatory sequential mixed-methods design. It explored how an inverted learning approach affected the direct and deferred conceptual understanding, as well as self-efficacy of STEM students enrolled in a biology course. It also sought to understand the experiences of students who were taught using the Inverted Learning Approach (ILA). A total of 225 STEM students were involved in the study. Findings revealed that students who were exposed to ILA had higher normalized gains in both posttest and retention test scores than those who were taught using the expository online teaching (EOT). Likewise, there was also a significant difference on the self-efficacy level between ILA and EOT groups. It therefore showed that ILA improved students' direct and deferred conceptual understanding, and self-efficacy levels than their counterparts. Reflexive thematic analysis was applied to elucidate the qualitative information gathered. Four (4) themes emerged from the researcher's engagement with the participants exposed to ILA, which include: 1) Developing into active and reflective learners; 2) Enabling students to engage and collaborate more freely; 3) Establishing a flexible, seamless, and non-pressuring space for learning; and, 4) Becoming disciplined and responsible for one’s own learning. Even though there was a significant increment in the levels of direct and deferred conceptual understanding and self-efficacy among students taught using ILA, it was indicated that conceptual understanding is not highly related or associated with self-efficacy. Given the paucity of research in this area, further study is still needed to elucidate the complex relationships between self-efficacy, and direct and deferred conceptual understanding.
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    Contextualization of Grade 3 Instructional Materials: Basis for a Design of Bulacan Tagalog-Based Science Materials
    ( 2022) Adriano, Ma. Nina I.
    This qualitative research aims to develop a Grade 3 instructional material in science using Bulacan-Tagalog as the medium of instruction. To develop the material, the researcher proposed a framework that will serve as a guide in developing contextualized science instructional materials in the mother tongue. The researcher observed three science classes from three special science public schools in Baliwag and Bustos using the Classroom Observation Rubric (COR) by CREDE, 2011; interviewed the science teachers using a self-made Interview Protocol and conducted document analysis on the instructional materials used in the Grade 3 science lessons using the Level of Contextualization Rubric by Heaslip’s (2013). Using the developed 5Is framework, the researcher was able to develop a Grade 3 contextualized science instructional material that is learner-centered and contextualized through the Iugnay, Isagawa, and Ilapat components of the model. It engages learners in collaborative activities with their classmates, both in online and face-to-face setup under Ibahagi, and provides an avenue for learners to use their learning in various context through Itawid. The study recommends to use the model in developing instructional materials in science or improve the already existing science materials using the 5Is model. It is further recommended that they extend this study in order to find out if the developed instructional material is effective in improving the level of contextualization in the teaching-learning process.