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Master's Theses

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

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Geographic name: search.filters.geographicname.SaranganiSDG: search.filters.sdg.SDG 4 - Quality education

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    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.
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    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.