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Master's Theses

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

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Degree: search.filters.degree.Master of Arts in EducationSDG: search.filters.sdg.SDG 17 - Partnerships for the goals

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    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.
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    Leadership complexities of school heads in multigrade education
    Bojos, Windel M. (Davao del Sur State College, 2025-05)
    This study explored the experiences of multigrade school heads on the dilemmas of their responsibilities of managing teaching and administration despite being burdened of inadequate staffing and resources was examined in this paper. Phenomelogical qualitative approach was utilized in this study with the eight-multigrade school leaders of Sulop, Davao del Sur as participants, who were attending to a class at the same time managing multigrade, and data from interviews were transcribed, coded and analyzed; treated with thematic analysis while ensuring confidentiality. The major themes identified were: thriving through innovation, resilience, and effective management, as focus to the challenges experienced by multigrade school heads in multigrade education balance their dual responsibilities to ensure learning and school improvement; strategies of multigrade school heads implied in multigrade education addressing the challenges experienced emphasizing adaptability, support, and managing diverse needs while integrating curricula; and the need for well-designed policies, support, and collaboration to strengthen multigrade education. The research highlighted major challenges experienced face by the school heads, including scarce resources, inadequate training and a failure to provide clear policy support. It suggested strengthening incentives for teachers, offering professional development, better policy enforcement, increasing community relations, adequate learning materials, and more advocacy for school heads in multigrade education.
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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.