Master's Theses
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4
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Item Experiences of teachers engaging in research activitiesBlanco, 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.Item Competence of teachers and readiness in the implementation of education 4.0Roble, 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.Item Marungko approach as a tool in developing reading proficiency: Vantage point of primary school teachersAguiling, 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.Item Lived experiences of reading coordinators in public secondary schoolsAlao, Felicitas L. (Davao del Sur State College, 2025-06)Teaching reading to learners is crucial, as literacy skills are fundamental to academic success, personal development, and lifelong learning. This phenomenological study explores the lived experiences of reading coordinators in public secondary schools, focusing on the operation of the school-based literacy programme in the Matanao I and II districts. The research addresses the challenges faced by reading coordinators, their instructional activities, emotions, perceptions, and enabling conditions. Four key questions guide the study that centers on investigating the coordinators' experiences, challenges, initiatives to improve reading proficiency, and learning insights. The findings reveal a cyclic process in the implementation, involving pretests, differentiated support, progress tracking, post-tests, and feedback. The challenges include time management, students' negative attitudes, insufficient technical assistance, and a lack of parental support. Meanwhile, initiatives to enhance proficiency include a collarbone reading approach. Learning insights emphasize collaboration among stakeholders, mastery of reading development processes, and teachers' commitment. The study concludes with recommendations for restructuring the school-based reading program, addressing factors affecting low proficiency levels, benefiting students through creative interventions, and offering valuable insights for future researches exploring related variables.Item Collaborative game-based approach: Exploring practices and methodologiesGallopin, Maehara D. (Davao del Sur State College, 2025-06)The major purpose of this mixed method study is to explore the different collaborative game-based activities in the elementary schools in Digos City Division that focused on identifying the various forms of collaborative game-based activities used by English teachers, analyzing their implementation, gauging the effectiveness of these activities in the classroom, and identifying any notable differences in effectiveness between the various game-based approaches. The study revealed that Kahoot, Scavenger Hunt, Vocabulary Charades, Pictionary/Picture Analysis, Role Play, Gallery, Crossword Puzzle, Quizizz, Bingo and Simon Says were the collaborative game-based used by selected English teachers utilizing the different teaching approach such as online-based approach, multimedia and differentiated activities. The complete enumeration method was employed to get the number of Grade 4 to 6 teachers in the selected elementary schools. The results offer a critical view of how different game-based approaches impact various facets of the learning experience. Notably, it indicates that while there are significant differences in effects on perceived feelings and perceived motivation, other areas such as classroom atmosphere, classroom engagement, and perceived comprehension show comparable effectiveness across different approaches.