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Master's Theses

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

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2024 - 20253

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Department: search.filters.department.Institute of Graduate and Professional EducationDiscipline: search.filters.discipline.Educational Management

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Now showing 1 - 3 of 3
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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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    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.