This study aimed to develop a visual novel learning object to be used in the alternative learning system (ALS) eSkwela classroom in Barangay Loyola Heights, Quezon City. This study presented four research questions: (1) What are the needs of the learners in the eSkwela classroom to enhance learning? (2) How will the visual novel learning object be designed? (3) Is there a difference in the pre-test and post-test scores of the learners in the eSkwela classroom? and (4) What category in the learning object evaluation of the visual novel learning object contributed to effective learning in the eSkwela context? This study used the Sequential Exploratory Mixed Methods Design. Qualitative data were gathered through class observations and instructors’ interviews while quantitative data were collected from a pre-test and a post-test. The needs of the learners were identified and were used as the foundation of the visual novel learning object (VNLO) to be used by the learners. The researcher discovered that the learners needed the motivation to learn and that the VNLO had no significant effect on the performance of the eSkwela classroom. However, the VNLO received favorable remarks, specifically in the delivery of the content and its understandability. Finally, the researcher concluded that the motivation of the learners affected the dropout rates in the ALS and the used design process was able to determine the needs of the learners.

This study aimed to gather evidence for the effectiveness of peer mentoring in providing personalized support for UP graduate students. The emergent conceptual framework, in line with the four research questions pertained to the needs of graduate students, the significant increase in the wellness levels of the graduate student mentees after participating in peer mentoring and the insights from the participants about the elements of an effective peer mentoring program.
The research method was both quantitative and qualitative in nature. Quantitative data was collected using (1) the Needs Assessment Questionnaire (NAQ) which was administered to 367 UP graduate students from six colleges and schools in the university; (2) the Five Factors of Wellness Inventory (5F-Wel) that gathered pretest and posttest wellness scores of the 38 mentees, from the UP College of Education; and (3) the Assessment of Peer Mentoring Relationship (APMR) that measured the levels of perceived psychosocial and career-related support by the 22 peer mentors, who were all Guidance Majors, and their mentees. Qualitative data came from transcribed Focus Group Discussions (FGD) with groups of peer mentors and groups of mentees. Within one semester, mentor-mentee pairs interacted conveniently through personal meetings combined with text messaging and asynchronous online communications through email and social networking sites. Descriptive analysis of the NAQ responses showed that more than half of the graduate student respondents have concerns related to academics, career and personal issues. Majority (67%) identified peer mentors as a possible source of support who could provide advice and guidance. Paired samples # test of the pretest and posttest wellness scores showed a significant increase in the wellness levels among the mentees by the end of the semester-long implementation of the Peer Mentoring Program. Finally, descriptive analysis of the APMR scores and through the thematic analysis of the FGD transcripts revealed that psychosocial support was given through the mentoring relationship. The APMR results showed that (1) listening skills, (2) sharing of personal experiences and (3) giving of encouragement are ways by which psychosocial support was experienced in the mentoring relationship. In terms of career-related support, mentees received assistance to (1) reduce risks that threatened them from advancing through their programs of study, (2) gain opportunities to learn new skills and (3) accomplish academic objectives. The FGD sessions revealed a rich narrative about the mentoring experience. - In conclusion, the study revealed five essential elements involved in developing and evaluating a Peer Mentoring Program, beginning with (1) needs assessment and followed by (2) invitation of program participants, (3) training and orienting a pool of peer mentors and mentees, (4) putting up a monitoring system and finally, (5) using appropriate outcome measures to evaluate the effectiveness of the program. Hence, this study contributed to fill-in the research gaps with regard to the design, implementation, and evaluation of a peer mentoring program for graduate students using an evidence-based approach. The benefits of having peer mentoring program such as this, enables the university to make use of the resources of its own student body in a collective effort to promote personal wellness among students and to build supportive interpersonal relationships within the academic community.

The present research investigated the mathematical thinking, self-regulated learning, and communication ability of Filipino and Japanese students. Specifically, this research sought to answer the following questions: (1) Do Filipino and Japanese students differ in terms of mathematical thinking, self-regulated learning, and communication ability; (2) Does mathematics self-regulated learning predict mathematical thinking; and (3) Does mathematical thinking predict mathematical communication ability? The study followed a combination of comparative and non-experimental correlational research designs. To execute the design, a combination of quantitative and qualitative research approaches was done. Three researcher-made tests and scales — Mathematical Thinking Skills Test (MTST), Mathematics Self-regulated Learning Skills Scale (MSRLS), and Mathematical Communication Ability Test (MCAT) — were utilized after being subjected to content validation and reliability testing. One standardized test — Culture-Fair Intelligence Test Scale 2 (CFIT2) — was also used to ensure the comparability of the sample groups. In the end, 70 Filipino and 70 Japanese Grade 7 students comprised the sample of the study. Descriptive statistics, t-test for dependent samples, and simple linear regression were applied to the tests and scale results. The solutions in MTST and the explanations in MCAT were scrutinized to supplement the statistical findings. Moreover, to grasp a better understanding of the test results, triangulation through analysis of textbooks, sample tests, and classroom observations was done. Findings revealed that the mathematical thinking skills, self-regulated learning skills, and communication ability of the Japanese students were significantly higher than those of the Filipino students. Inspection of the students’ solutions and explanations conveyed that Filipino and Japanese students differ in the mode they represent knowledge, their flexibility in solving problems, and the way they describe mathematical processes. Furthermore, it was concluded that self-regulated learning does not predict mathematical thinking while mathematical thinking significantly positively predicts mathematical communication. Analyses of the textbooks, sample tests, and classroom observations, as well as literature support for the results, were discussed as is their usefulness for improving mathematics teaching and learning.

This study investigated the effects of Mind mapping with proofblocks approach on student geometric level of thinking and mathematics self-efficacy. It also examined the relationship between student geometric level of thinking and mathematics self-efficacy as well as the interaction between visual-spatial intelligence and teaching approach in terms of geometric level of thinking. The research utilized a quasi-experimental pretest-posttest control group design. Two heterogeneous third year sections from different public high schools were randomly assigned to experimental and control group. Experimental group was exposed to Mind mapping with proofblocks approach while control group was taught using conventional approach. This study was conducted for four weeks during second quarter of Academic Year 2012- 2013 and the researcher handled both classes. The significant level was set at .05 for all statistical tests used. Pretests results showed that the 33 students from experimental group and 41 students from control group were initially comparable in terms of geometric level of thinking, mathematics self-efficacy, and visual spatial intelligence. After groups were subjected to their respective teaching approach, posttests results revealed that experimental group had significantly higher geometric level of thinking and mathematics self-efficacy than control group. Analysis on the effects of visual-spatial intelligence on the treatment implied that regardless of student level of visual-spatial intelligence, treatment was not influenced. Results also showed a positive significant correlation between geometric level of thinking and mathematics self-efficacy. Based on these results, it can be concluded that the use of mind mapping with proofblocks in teaching and learning geometry results to a higher student geometric level of thinking and mathematics self-efficacy.

This study aimed to investigate how students form environmental education concepts leading to planned action. Moreover, it sought to find out the factors affecting student concept formation leading to action planning and the hierarchy of factors as perceived by the participants.
Six (6) fourth-year high school students of an all-girls sectarian school in Manila, enrolled in the Environmental Education IV elective program during the School Year 2010-2011, were selected as research participants. The researcher was in close association with these research participants within the duration of the study in order to obtain first-hand data. The data were gathered primarily through the use of probing questions within the interviews or focus group discussions with the research participants during and after each classroom encounter. The proceedings of all classroom interactions were documented in audio-video recordings to facilitate verbatim transcription of information for analysis purposes.
The research participants were exposed to varied teaching techniques in the presentation of the different Environmental Education topics but the prime strategy in the extraction of the content of concept formation was through concept mapping. The concept maps were prepared by the participants in class under the guidance of the task sheets made by the researcher.
The procedure utilized in the study was descriptive. The different EE IV lessons utilized in the study were primarily focused on various aspects of Global Warming.
From the findings and within the limitations of the study, the common factors affecting concept formation that led to planned actions among the research participants were previous experiences and information obtained from exposure to various teaching methods, attendance and participation to lectures, symposiums, and fora, educational media like television, radio and online resources, print materials like books and periodicals, campaign materials like posters and bulletins and academic papers like case studies, film and book reviews. The factors identified in the study that led to the concept development enabled the participants to formulate a suitable set of action plans for EE
topics they were exposed to during the data collection period. Some of the action plans identified by the research participants to address the various issues of climate change included: reducing the use of fossil-fuel-dependent technologies; encouraging individuals to conserve energy; maximizing mass transportation, planting trees, and supporting and promoting local and global initiatives on environmental preservation.
The hierarchy of factors that influenced concept formation and action planning exhibited variation among the members of the focus group. Direct observation, exposure to television, web online resources, and classroom encounters were ranked as highly influential factors while on-air medium, film, and book reviews, and advertising materials like posters were considered least influential.
Based on the conclusions of the study, the researcher highly recommends that future researchers may determine if sufficient knowledge of teachers on factors affecting concept formation among students can be utilized in a strategy that can develop higher—order thinking skills, utilize other methods aside from concept mapping to determine how students form concepts and compare which among them 1s most effective.