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Master's Theses

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

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Department: search.filters.department.Institute of Graduate and Professional EducationSDG: search.filters.sdg.SDG 17 - Partnerships for the goals

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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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    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.