https://repository.cpu.edu.ph:443 The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. 2026-07-20T00:57:45Z https://hdl.handle.net/20.500.12852/3891 Paggamit ng visual aids sa paglinang ng binasang tula Albada, Donavel; Lagos, Marielle A.; Sibuan, Rod Jay S. Ang pag-aaral na ito ay may layuning alamin ang epekto ng paggamit ng visual aids sa paglinang ng binasang tula ng 30 mag-aaral sa Ikatlong Baitang, Lungsod ng Iloilo, Taong-Panuruan 2023- 2024 na ginamitan ng purposive sampling. Ang ginamit sa kwantitatibong disenyo ng pananaliksik ay pre-experimental. Nagkaroon ng pretest at posttest sa pagtukoy ng antas ng pag-unawa ng mga mag-aaral sa pagbasa ng tula bago at pagkatapos gamitan ng visual aids. Gamit ang Wilcoxon Signed Rank Test ay natukoy ang makabuluhang pagkakaiba sa antas ng pag-unawa ng mga mag-aaral bago at pagkatapos gamitan ng visual aids sa pagbasa ng tula. Mula sa dating may katamtamang (M=28.43) antas ng pag-unawa ng mga mag-aaral bago gamitan ng visual aids ay tumaas at naging mahusay (M=38.55) ang resulta nito pagkatapos gamitan ng visual aids. Ito’y nangangahulugang epektibo ang paggamit ng visual aids sa paglinang ng pagbasa ng mga mag-aaral sa tula. Ang resulta ng pag-aaral ay nagpapatunay na may makabuluhang pagkakaiba sa antas ng literal, inperensyal, at kritikal na pag-unawa bago at pagkatapos ginamit ang visual aids sa pag-unawa sa binasang mga tula. Iminumungkahi ng pag-aaral na ito na patuloy na gamitin ang visual aids sa pagtuturo upang lalong malinang ang kasanayan sa pagbasa ng mga mag-aaral sa asignaturang Filipino sa elementarya. Abstract only 2024-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3890 Listening comprehension skills of intermediate learners in a public elementary school Eusebio, Jermelyn C.; Gange, Glorie Anne T.; IIi, James Martin C.; Saracanlao, Francis Ylej N. This study aimed to evaluate the listening comprehension skills of Grade 6 learners in a public school, specifically their ability to analyze literary and sound devices and assess the speaker’s tone, mood, and purpose, in alignment with the DEPED MELCs. Using descriptive methodology, the researchers employed a 40-item listening test verified by three experts to gauge students’ comprehension skills. The study’s respondents comprised 30 Grade 6 elementary students from a public school in Capiz, enrolled during the SY 2023-2024 which were selected through purposive sampling. The test was conducted in April 2024 under the class adviser’s supervision. Data were analyzed using measures of central tendency, with mode results converted into percentages. The results showed that 67 percent of learners scored poorly in analyzing sound and literary devices, with 27 percent performing below average, and only 6 percent achieving an average score. When evaluating the speaker’s tone, mood, and purpose, 80 percent of the students scored poorly, while 20 percent scored below average, with none meeting the passing criteria. These outcomes highlight a widespread lack of mastery in the listening comprehension skills outlined by DEPED MELCs among the learners. The findings point to an urgent need for remedial activities and tailored materials to support students’ comprehension development and emphasize the significance of targeted interventions to enhance students' understanding, which is essential for their overall academic success, growth, and eligibility to rank up to high school education. Abstract only 2024-09-01T00:00:00Z https://hdl.handle.net/20.500.12852/3889 The use of pictologics as a sentence enhancer in the writing skill competencies Calinog, Leyzelle Ann M.; Fabricante, Jassy Mae C.; Geollegue, Sorielle Kate G.; Norico, Jeldame Mae D. The purpose of this study was to investigate the use of Pictologics as a sentence enhancer to enhance students' writing skill competencies. The study utilized a quantitative methodology, employing a pre-experimental approach where one group was tested before and after the Pictologics intervention to evaluate enhancements in students' writing skill competencies. The respondents included 33 grade 7 students from a private institution in Iloilo City during the academic year 2023-2024, selected through purposive sampling. The data collection instruments comprised three action pictures using the 5 Ws and H framework (who, what, where, when, why, and how), a rubric for scoring students' sentence writing, and activity sheets for pretest and posttest. During March 2024, a pretest was conducted using traditional lecture-discussion methods. After a one-week break, Pictologics was introduced, followed by a posttest incorporating Pictologics and the 5 Ws and H framework. The data were analyzed using the Wilcoxon test and Statistical Package Social Sciences (SPSS), with a one-tailed test applied and a significance level set at p = .025. Before the Pictologics intervention, in pretest most students achieved a "standard" level, with a mean score of 21.20, indicating basic sentence construction abilities with room for improvement. In the posttest, the majority of students reached an "outstanding" level, with a mean score of 28.39, showing enhanced sentence length and complexity with a significant value of p= .000. Therefore, the results suggest that the use of Pictologics significantly enhanced the students' understanding and execution of sentence construction, thus positively impacting their writing competencies. Abstract only 2024-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3888 Integrating Christian values in teaching English for primary learners Antinopo, Jessy Mae P.; Botaquia, Rea P.; Gofredo, Judea Jade C.; Macitas, Arnel Z.; Suaverde, Lianne Kyme G. The research paper "Integrating Christian Values in Teaching English for Primary Learners" examined the integration of Christian values in the classroom. Specifically, the study sought to determine what Christian values were used in teaching English in Grades 1 and 2 and identify the strategies utilized in teaching Christian values in teaching English in Grades 1 and 2. Moreover, it sought to determine how the integrated values match the university's Christian core values. The study utilized the qualitative research design. The data was analyzed through content analysis using the lesson plans from teachers in Grades 1 and 2. The major findings of the study revealed that only two core values from the private Christian school were demonstrated in teaching English namely "faith" which is integrated through trustworthiness, attentiveness, and cooperation as seen from the lesson plan and observed during class observation. Next is "character," which was exhibited through honesty, friendliness, and acceptance. In the private Christian university, the teachers integrated Christian values through these strategies namely: direct teaching, cooperative teaching, questioning, and gamification. Furthermore, the strategies employed by the teachers were limited since the activities in the lesson plans were used repeatedly for the whole week. In conclusion, all the values presented in the lesson plan matched with the core values contained in the school handbook; however, during the teaching process, values such as collaboration and obedience were also taught in class aside from those that were stated in the lesson plan. The research paper highlighted the importance of integrating Christian values in the classroom and the need for teachers to prioritize their teaching strategies to integrate and explore core values for the future development of both the learners and the school. Abstract only 2024-08-01T00:00:00Z