College of Education

Theses and dissertations submitted to the College of Education

Items in this Collection

This study examines how engaging students in the close reading of academic texts affect their performance in reading comprehension and their attitude towards reading. Two sections of Grade 11 all female senior high school students taking up English for Academic and Professional Purposes participated in this embedded study. As a pre-test, a pen-and-paper writing task was given to all students before the intervention to determine each student’s reading comprehension level. A pre-intervention survey was also conducted to determine student’s attitude towards reading. During the intervention, all participants were exposed to the same academic texts and were taught by the same teacher. Section A engaged in the close reading of academic texts for the duration of the intervention while Section B engaged in the close reading of academic texts only in the first four weeks of intervention. A pen-and-paper posttest and survey were given to all participants after the first four weeks of intervention and at the end of the intervention. The findings of the the two posttests revealed that all the students could significantly improve their performance in reading comprehension. Most importantly, struggling readers showed remarkable improvements in reading comprehension. However, no significant change was observed in students’ attitude towards reading. The findings of this study confirmed two issues: first, the significant efficacy of integrating reading instruction for learners to better understand academic texts was verified at the end of the intervention. Second, teaching adolescents reading strategies could not automatically prompt a change in their attitude towards reading.

This study, examined the relationships among epistemological beliefs on mathematics, mathematical beliefs on problem-solving, achievement goal orientation on mathematics, and non-routine problem-solving skills of Filipino students, using mixed-methods research design. Researcher-made self-report surveys and problem sets were administered to 464 seventh graders enrolled in public high schools in an urban area. Descriptive statistics, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), correlation analysis, and multiple regression analysis (i.e. stepwise) were used to analyze the data collected. A researcher-made interview schedule was also used to conduct interviews to 60 selected students to substantiate findings.
The results obtained indicate that the structure of epistemological beliefs in mathematics is multi-dimensional. Five dimensions of epistemological beliefs on mathematics emerged in this study: learning effort-perseverance, speed and source, innate/fixed ability, learning process, and learning effort-diligence. The means and standard deviations of the composite scores indicate that while students hold naive epistemological beliefs on mathematics in speed and source aside from innate/fixed ability, they hold sophisticated epistemological beliefs on mathematics in learning effort and process. Moreover, three classifications of mathematical beliefs on problem-solving were derived in this study: motivation, algorithm, and correct answer. The means and standard deviations of the composite scores reveal that students hold non-availing mathematical beliefs in algorithm and correct answers while holding availing mathematical beliefs in motivation. Further, the results show that students hold multiple achievement goal orientations on mathematics, namely performance-approach, mastery-approach, and mastery-avoidance. In terms of non-routine problem-solving skills, the results indicate that students lack (or at least insufficiently master) the necessary skills to solve mathematical problems (i.e. non-routine problems).
The results of the CFA conducted on the hypothesized measurement model of relationships among epistemological beliefs on mathematics, mathematical beliefs on problem-solving, achievement goal orientation on mathematics, and non-routine problem-solving skills reveal that significant correlations only existed among epistemological beliefs on mathematics, mathematical beliefs on problem-solving, and achievement goal orientation on mathematics but not in non-routine problem-solving skills. The results of the SEM conducted on the structural model indicate that epistemological beliefs on mathematics and mathematical beliefs on problem-solving are significantly related. The results of the SEM also reveal that epistemological beliefs on mathematics and mathematical beliefs on problem-solving taken singly, predict achievement goal orientation on mathematics.

The study examined the issues and concerns of selected Filipino counselors on how they perceived adversities; and evaluated the effectiveness of Rational Emotive Behavior Therapy (REBT) as an intervention to improving their Adversity Quotient. An explanatory sequential research design through one group pretest-posttest method and case study were employed among five counselor participants. Scale scores and case notes were documented to examine how participants responded to the intervention. Findings revealed that the perceived adversities of the counselor participants were mostly about the things that they can control and facilitate. Due to irrational thoughts and beliefs, their thinking, feeling and behaving were negatively affected. The REBT significantly improved the Endurance dimension and the overall Adversity Quotient of selected Filipino Counselors. In support, counselor participants were able to address not only on their personal issues but as well as on the challenges that they faced on their profession. Finally, the results of the study might be used by helping professionals and educators in guiding their clients to improve their Adversity Quotient through psychoeducation, enrichment programs and counseling.

This research study sought to determine the status of development of Teachers’ Quality Circles (TQC) in Marikina District 2 public high schools based on the perceptions of teachers. The study is timely in that after two years of implementation of the TQCs, it provides a seminal work on which to build further research. The TQC is based on the professional learning communities (PLC), which have been used in other countries with some success. The research study used a mixed methods convergent parallel model design with survey and group interviews as data collection methods. The survey questionnaire used the five dimensions of a professional learning community as rated by teachers, employing the standard PLCA-R modeled on the conceptual construct of PLCs developed by Hord (1997) as refined by Hipp and Huffman (2010). Data analyses were done using descriptive statistics and analysis of variance tests. The findings of the study are that the attributes under the five dimensions of TQCs are mostly at the initiating stage of development in the six public high schools, the subject of the research. Physical structures—important in creating a culture of collaboration and teamwork— exist in varying degrees, as do collaborative teams. However, the study found that there is an implementation gap between the current practices of TQCs in the public high schools and the kind of collaborative work envisioned in principle and in practice by the Department of Education.

This study investigated how teachers enacted enterprise education (EE) in their community of practice for K-3 learners (aged 5 to 9) in an urban poor community school in Quezon City, Philippines. It asked four research questions: (1)What did the teachers learn in EE practice? (2) What meanings of “being enterprising” did the teachers evolve in their EE practice? (3) How was the evolved framework integrated into the DepEd curriculum? (4) What processes took place that were supportive and not supportive of EE as it evolved? The inquiry was grounded on Communities of Practice and Social Practice theories. Following a discursive approach from social psychology, the study examined teachers’ journals, interviews, field notes, and project documents. It augmented the data and analysis from an action research on the ongoing practice and was informed by social constructivism, where meanings are central and meaning-making is viewed as both constitutive and constructive of knowledge. From the findings, a teaching model was derived from the practice. Teachers built EE on Filipino values around spirituality, social solidarity and enterprise, blending philosophical and practical beliefs about the meaning and purpose of everyday life in school. EE was enacted as a tripartite concept that represents an “enterprising disposition” consisting of (a) maka-Diyos (godliness), (b) makabayan (good citizenship), and (c) maparaan (being enterprising), with godliness being the core construct. Maparaan was a composite of nine attributes that were constructed as a way to work, a way to face obstacles, and a way to use resources. Teachers learned how to do EE in three areas: developing a shared repertoire, evolving the EE teaching domain, and mutual engagement in a community of practice. The model is a contribution to Educational Psychology, having implications on how teachers connect meanings to curricular content. As a worldview, the model contributes to an individual’s ‘battles’ against academic challenges in the near term, and poverty in the long term. The report ends with conclusions and recommendations for stakeholders and future researchers.