Master's Theses

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

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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.
Mangrove community structure, aboveground biomass, and carbon stock assessment in the coastal area of Santa Cruz, Davao del Sur, Philippines
Sante, Gle Liezl C. (Davao del Sur State College, 2025-05)
Mangrove ecosystems play a crucial role in carbon sequestration and climate change mitigation. However, these functions remain understudied in Sta. Cruz, Davao del Sur. Thus, this study assessed the mangrove community structure, aboveground biomass, and carbon stock in the area. Thirty-six 10 x 10 m transect plots were established for tree inventory and measurement. The mangrove forest consists of five species from three families, exhibiting low species diversity (H'=0.83) and significant species dominance (D=0.53), yet high evenness (J'=0.70). Among sites, Tuban had the highest diversity (H'=1.04), and evenness (J=0.94), with no dominant species (D=0.37). Avicennia marina was the most abundant species (RA=67.80%) and had the highest importance value (IVI= 114.77%). Despite its limited population, Sonneratia alba contributed the most to aboveground biomass (x= 110.11 Mg ha-1) and carbon stock (x=52.85 MgC ha-1). A weak negative correlation (rs= -0.1) was observed between species importance, aboveground biomass, and carbon stock. The mangrove forest's average aboveground biomass (43.87 Mg ha-1) aligned with IPCC default values, while its carbon stock (21.06 MgC ha-1) was comparatively lower. These baseline data suggest that while the area retains considerable biomass, but less carbon stock and low biodiversity, underscoring the need for targeted conservation efforts to enhance the ecosystem's stability and ecological function.
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.
Lived experiences of mathematics teachers in the early transition phase of adapting MATATAG curriculum: A phenomenological study of challenges and opportunities
Rivero, Madelaine D. (Davao del Sur State College, 2025-05)
This phenomenological study aimed to explore the lived experiences and perceptions of Mathematics teachers during the early transition phase of adapting the MATATAG curriculum in Malungon, Sarangani Province. With the focus on four districts in the municipality, the research aimed to understand teachers' perception of the difference between the previous and the MATATAG Mathematics curricula, as well as the changes in their roles and functions. Utilizing Kurt Lewin's Change Management Model as a theoretical framework, the study identifies both challenges and opportunities encountered by teachers during this significant shift. Data were collected through in-depth interviews with ten participants, including seven mathematics teachers and three educational managers, and thematic analysis was applied to interpret their responses. Findings revealed that teachers recognized improvements in curriculum delivery, accessibility of resources, technology integration, and student engagement under MATATAG. However, challenges related to curriculum pacing, skill integration, and concerns over implementation continuity were noted. Teachers experienced significant changes in their teaching practices, including the adoption of student-centered strategies, increased collaboration with colleagues, and continuous professional reflection. Despite obstacles such as insufficient training, resource limitations, and time constraints, teachers demonstrated adaptability by innovating instructional methods and fostering greater student involvement. Ethical considerations, including informed consent and confidentiality, were strictly followed throughout the research. This study contributes valuable insights into the dynamics of curriculum adaptation, fostering a deeper understanding of the experiences of mathematics educators during transformative educational changes.
An analysis of students' learning preference based on Fleming's VAK model, mathematical performance and teachers' pedagogical practices
Cajes, Demosthenes O. (Davao del Sur State College, 2025-06)
This descriptive-correlational study examined the impact of students' learning preferences and teachers' performance-based pedagogical practices on mathematics achievement at Digos City Central Elementary School. Participants included 12 mathematics teachers and 222 students from Grades 4 to 6. Students' learning preferences were assessed using Fleming's VAK model (Visual, Auditory, and Kinesthetic), while teacher practices were evaluated across behavioral, cognitive, and affective domains using a modified adapted questionnaire. Data were collected through surveys and academic performance assessments and analyzed using both descriptive and inferential statistics. A descriptive-comparative research design was employed to determine the relationship between instructional strategies, learning preferences, and students' mathematics performance. Findings revealed that Grade 4 students predominantly preferred kinesthetic learning, while Grades 5 and 6 favored visual modalities. Auditory learning was least preferred across all levels. Mathematics performance showed an upward trend from Grade 4 (approaching proficiency) to Grades 5 and 6 (proficient). Teachers' performance-based practices were rated moderately (M = 3.12) and exhibited a weak positive but statistically insignificant correlation with student achievement. In contrast, learning preferences demonstrated a moderate, statistically significant relationship with mathematics performance (p = 0.03). The study concludes that while learning preferences relate modestly to academic outcomes, performance-based teaching practices alone are not strong predictors of student success in mathematics.
Experiences of teachers engaging in research activities
Blanco, Maria Rhodalyn P. (Davao del Sur State College, 2025-02)
This qualitative phenomenological study aims to tell the story of ten (10) educators' research experiences and practices with the goal of bettering the teaching-learning process through research. The study seeks to uncover the lived experiences, coping mechanisms, and insights of public school teachers through semi-structured interviews and thematic analysis. It is centered around the researcher's focus on teacher-researchers and how they apply research in their teaching-learning process. The underlying topics for study question number one which defined the teachers' lived experiences were as follows: research struggles and research impact, financial constraints, time constraints, difficulties in data gathering and implications in actual classroom. For research question number two, emphasized the coping strategies adopted by teacher-researchers in addressing the challenges they have encountered, despite the hurdles, they were able to efficiently improve their pupils' learning experiences. The following were the underlying themes for research question number two: Employing adaptive strategies and embodying resilient qualities with the subtheme of: Time management, asking support, proactivity, resourcefulness, patience, and persistence. Finally, research question number three discusses teachers' insights. These were the major themes that arise in the process of the results: Exploration and Growth and Mindfulness and Perseverance with the subthemes of: curiosity and effort, professional development, process familiarity, optimism, dedication and cognizance. Educational institutions may offer personalized training programs to meet the specific demands of research education, support pedagogical flexibility by providing teachers with a variety of research methodologies and involve to professional growth by enrolling themselves to research schools and universities.
Laboratory resources, teacher compentencies and students' process skills
Grafia, Mary Joy T. (Davao Del Sur State College, 2025-06)
Laboratory resources and teacher competencies are foundations for students' process skills. This non-experimental quantitative descriptive correlational study examines the relationship between these factors. An adapted survey questionnaire was used to collect data from 350 students, 9 lab in-charges, and 25 science teachers. Results from mean rating show that laboratory resources were moderately utilized (3.32), teaching performance was highly evident (4.15), lesson preparation (4.10) and professional development (3.86) were often demonstrated. These factors may have contributed to the high rating (3.53-3.72) of process skills which with students frequently exhibited and were often observed by teachers. As to the correlation of variables, the findings reveal that while the availability of laboratory resources does not significantly influence students' process skills (p-value of 0.905), the utilization of these resources shows a significant relationship with process skills, as indicated by a p-value of 0.010 and an r-value of 0.259. Additionally, the study reveals a very strong relationship between teacher competencies and students' process skills, with an r-value of 0.995 and a specified p-value of <0.001. The study emphasizes the utilization of laboratory resources and teacher competencies contribute significantly to the development of students' process skills. Future researches may explore other factors.
Exploring idustry 4.0 compentencies for pre-service teachers: An exploratory factor analysis
Sarte, Alberto R., Jr. (Davao del sur State College, 2025-06)
This study looked into what competencies pre-service teachers in Davao del Sur, Philippines, need to effectively respond to the demands of the Fourth Industrial Revolution (4IR) in the classroom. While there has been growing international discussion on 4IR in education, there's still a noticeable gap locally—particularly in the Philippines—where no contextualized framework exists to guide and measure teacher readiness for this evolving landscape. This research aimed to address that gap by identifying the unique set of 4IR-related competencies relevant to Filipino pre-service teachers. Using a quantitative, non-experimental design, the study employed Exploratory Factor Analysis (EFA) to analyze responses from fourth-year education students who were currently in their teaching practicum. Participants came from six teacher education institutions in Davao del Sur. The instrument used in the study was developed through a review of existing literature and was validated by a panel of experts. Results showed a high level of sampling adequacy (KMO = 0.928), and Bartlett's Test confirmed that the data was suitable for factor analysis (p < 0.000). EFA revealed five key factors, which were labeled as: Operational Teaching Readiness in 4IR, 4IR Orientedness, Contextual Relationality, TPACK Grounded, and Instructional Flexibility. These represent various dimensions of readiness—from practical use of digital tools to relational and adaptive teaching strategies. The study suggests that teacher education programs revisit and enhance their curricula to build these core competencies. It also encourages further validation of the instrument through Confirmatory Factor Analysis (CFA) in other regions.
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.
Team synergy and workplace agility of teachers
Aragona, Lelaine P. (Davao del Sur State College, 2025-03)
This study was participated by secondary public schools' teachers in the Municipality of Bansalan. The relationship between demographic profile and team synergy of teachers obtained a very weak positive linear relationship, thus there is a significant relationship between the variables. The relationship between demographic profile and work agility of teachers and the relationship between team synergy and workforce agility of teachers has obtained a very positive linear relationship thus there is a significant relationship between the variables. The model was generated using the stepwise method of multiple regression analysis. There was no significant correlation between the level of team synergy and workforce agility of teachers which means that the engagement in school programs and activities can help improve school performance. As a result of negative association, school performance declined even if administrative performance rose, making this outcome feasible. For the most part, team synergy and workforce agility, this study found a negative correlation between the teachers 'demographic profile of the school as a whole. Weak performance in indicators means that the academic performance of the learners must be the prime priority. It was recommended that the school administrators may sustain the excellent school performance by sustaining teachers' support by providing more School Improvement plan (SIP) to have Outstanding rating in the Individual Performance Commitment (IPCR) ratings and may institute a program to support educators' emotional and psychological aspects while maintaining cordial connections with community members by strengthening the programs of the Human Resource Department. The school heads may foster and promote team synergy and workforce learning agility in schools. PTA and BLGU at the school may do their part to boost morale among faculty, parents, and other community members in order to sustainably increase the beneficial effect of student achievement.

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