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Master's Theses

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4

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2024 - 20256

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Degree: search.filters.degree.Master of Arts in EducationDiscipline: search.filters.discipline.Educational Management

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Now showing 1 - 6 of 6
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    Students' capability, attitudes and performance in research: Basis for capacity-enhancement program
    Dayon, Elmer A. (Davao del Sur State College, 2025-05)
    This study aimed to assess the research capabilities, attitudes, and performance of students in public secondary senior high schools within the Division of Davao del Sur. Specifically, it explored the relationship between students' research knowledge and skills, as well as their attitudes toward research, which included dimensions such as anxiety, perceived usefulness for professional growth, relevance to life, perceived difficulties, and overall positivity. Employing a descriptive-correlational research design, data were gathered using survey questionnaires administered to a sample of students. The data were analyzed using statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis. Findings revealed that neither research capabilities nor students' attitudes had a statistically significant influence on their research performance. This indicates that, despite possessing adequate knowledge and maintaining generally positive attitudes, students may still underperform in research activities. The results suggest that internal factors alone are insufficient to predict or influence research performance. Therefore, further investigation into external or unexamined variables is warranted. In particular, the school's research culture, students' language proficiency, and access to research-related resources may play crucial roles in shaping students' research experiences and outcomes. A lack of a supportive environment, limited English proficiency, and inadequate access to relevant materials or technology could hinder students from effectively applying their skills or maintaining motivation. Addressing these contextual factors may provide deeper insights into enhancing student engagement and performance in research. Future studies and intervention programs should take these external influences into account to create more holistic and effective strategies for improving research education.
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    Beneath the veil of pedagogy: Exploring the lived experiences of Muslim women teaching Arabic language and Islamic Values Education (ALIVE)
    Esquivel, Mary Ann C. (Davao del Sur State College, 2025-06)
    The purpose of this study was to describe and examine the lived experiences of ten female teachers teaching Arabic Language and Islamic Values Education (ALIVE) in Sarangani. The experiences of these teachers were discovered through the utilization of phenomenological study methods, including focus groups and in-depth interviews, with an emphasis on the difficulties, solutions, and inspirations they encountered while teaching. The findings identified four main general themes: (1) Journeying faith-based teaching and leadership adaptable to Muslim societal expectations as an Ustazah (Female Muslim teacher), which highlights the dual role of educators as both teachers and moral guides within the context of Muslim societal values; (2) Complexity of Delivering ALIVE Education Amid Resource Limitations, Logistical Barriers, and Diverse Muslim Students' Needs, which discusses the challenges faced due to limited resources, long commutes, and the varied academic needs of students; (3) Addressing the gap for Resource Limitations, Student Engagements, and Culturally Responsive Teaching, focusing on how teachers creatively engage students and employ culturally relevant teaching strategies to bridge these gaps; and (4) ALIVE education upholds cultural values and fosters growth through resilient Muslim women teachers, emphasizing the resilience and perseverance of these teachers in maintaining cultural integrity and academic standards despite the challenges. The study concludes by underscoring the importance of resourcefulness, community support, and ongoing professional development for these teachers to effectively nurture both the academic and moral growth of their students.
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    Competence of teachers and readiness in the implementation of education 4.0
    Roble, Zenaida A. (Davao del Sur State College, 2024-06)
    This descriptive correlational study determined the relationship between the competence of teachers and workplace readiness in the implementation of Education 4.0 in Hagonoy II District, Division of Davao del Sur for the School Year 2023 - 2024. There were 130 elementary teachers who served as respondents and answered the survey questionnaire administered from January 2024 to June 2024. Data gathered were analyzed using mean and Pearson r. Results revealed that the level of competence of teachers in the implementation of Education 4.0 was moderate. Likewise, the level of readiness of the teachers in the implementation of Education 4.0 was moderate. There is no significant relationship between teachers' competence and readiness in the implementation of Education 4.0. An intervention program was developed based on the findings of the study and recommended for its implementation.
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    Marungko approach as a tool in developing reading proficiency: Vantage point of primary school teachers
    Aguiling, Celder E. (Davao del Sur State College, 2025-06)
    This study explored the vantage point of primary school teachers in utilizing the Marungko Approach as a tool to develop pupils' reading proficiency. Employing a phenomenological qualitative design, data were gathered from twelve Marungko teachers in Bansalan West District Elementary Schools through in-depth interviews. Findings revealed a balance of positive and negative experiences in implementing the approach. Teachers experienced on fostering engagement and effectiveness through multi-sensory and digital tools, and inclusive approach to support diverse learners needs in implementing the Marungko approach. Also, challenges arose from unavailability of resource and classroom diversity management. To address these, teachers used different strategies by adapting interactive Marungko approach in instruction with creative resources for diverse learners, optimizing classroom dynamics and continuous improvement for effective learning, and collaborating and engaging the community to sustain learning. Insights highlighted the value of adaptive and learners-centered strategies, enhancing motivation and engagement and performance, and addressing challenges and promoting support systems. Teachers emphasized the need for continuous government support, adequate materials, and community involvement to fully implement and sustain the Marungko Approach. Overall, the study underscores the critical role of teacher adaptability and support systems in enhancing early reading instruction through the Marungko framework.
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    Sustaining small non-sectarian high schools: Innovative teaching strategies, resource management, and community involvement
    Alsado, Mechel C. (Davao del Sur State College, 2025-06)
    This study aimed to find out how innovative teaching methods can be used in small, non-sectarian high schools to improve academic performance and teachers involvement. Traditional teaching methods might not be enough to fulfill the varied demands of teachers in educational environment that is changing quickly. The study looks at methods like project-based learning, integrating educational technology, and differentiated instruction in an effort to find teaching strategies that improve learning while also improving the school's overall sustainability and competitiveness. This qualitative phenomenological study explored the sustainability of small non-sectarian high schools through the integration of innovative teaching strategies, efficient resource management, and active community involvement. Due to their frequent financial and administrative constraints, small non-sectarian high schools must make the most of their resources. This study will investigate how school administrators oversee finances, assign teaching responsibilities, maintain facilities, and fund professional development without sacrificing the standard of instruction. Gaining knowledge of these tactics will help you understand how effective resource management may support long-term school operations. To evaluate how involvement with businesses, local government agencies, parents, alumni, and other stakeholders enhances the schools' support networks and relevance. Additionally, it will look at community connections might result in more resources, volunteer assistance, and better learning opportunities for students.
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    Assessing school success through the 2020 global education framework
    Salasain, Lyca Fea P. (Davao del Sur State College, 2025-06)
    In light of the OECD's "A Framework to Guiding and Education Response to the COVID-19 Pandemic of 2020", this research aims to investigate various stakeholders' views on academic achievement. A mixed-method research design was adapted from Ivankova and Creswell (2009) and in quantitative data used mean and standard deviation to know the level of school success. The results showed that school heads, teachers' leagues, SPTA officers, and SPG officers achieved a very level of success in 2020 Global Education in terms of the following areas: technical infrastructure availability; student emotional health; finding a balance between screen-free and digital activities; parental support for learning at home; effective communication with parents to coordinate learning-based curricula; and teachers' ability or willingness to adapt to situational changes. The themes that emerged were the following: mental awareness, technology, and instructional aid devices, curriculum assessment, and community engagement for the school heads. Themes on adaptive teachers and community collaboration, technology, managing technology, digital expertise, curriculum development and evaluation and assessment, and community involvement for the teachers. Physical resources, technology and parents' intervention, lesson planning and teachers' professional growth, assessment results, full support from parents to learners for the SPTA Officers and sustainable learning resources, safe physical learning environment, parental involvement, and students' engagement, reading assessment results and support system for the SPGs Officers.