https://hdl.handle.net/20.500.12852/3805 Sun, 31 May 2026 07:57:48 GMT 2026-05-31T07:57:48Z https://hdl.handle.net/20.500.12852/3824 The use of puzzle in teaching geography for kindergarten pupils Argao, Rhea Mae F.; Bernas, Jonna Mae M.; Caligidan, Aiza T.; Gabitanan, Richel B. The research study titled "The Use of Puzzle in Teaching Geography for Kindergarten Pupils" aimed to investigate the impact of incorporating puzzle maps in teaching geography to Kindergarten 2 pupils. The study aimed to identify the level of engagement of the kindergarten pupils before and after the intervention. It also sought to determine if there was a significant difference in pupils' engagement before and after using a puzzle map. A mixed method approach was used, with pupils’ engagement checklists administered before and after the intervention to measure how pupils engaged in the class. A puzzle map was developed by the researchers, which consisted of the seven (7) administrative districts of Iloilo City: City Proper, Jaro, Lapaz, Lapuz, Mandurriao, Molo, and Villa Arevalo. The intervention incorporated a combination of conventional teaching techniques and puzzle-based instruction. Data collection involved observing pupils' engagement levels by the use of a checklist and analyzing test scores statistically. Overall, the research study focused on determining the level of pupil engagement in geography class, both before and after the intervention. Before the intervention, students showed low engagement, with a mean score of 20.88, indicating ritual compliance. In post-intervention, the average engagement score rose to 31.71, reflecting a shift to strategic compliance. The findings of the study indicated that the intervention had a significant difference in students' engagement. The pupils’ engagement shifted from ritual compliance to strategic compliance, resulting in a notable improvement in their overall engagement levels. Analysis of themes revealed three themes, namely: (1) Positive pupils’ engagement, (2) positive attitude towards learning, and (3) collaboration and peer learning. The study concluded that incorporating puzzle-based learning in geography education significantly enhanced students' engagement, interest, and participation in class. Abstract only Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3824 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/3442 Development of an English comic book for the enhancement of Grade 2 learner's reading fluency Onag, Arian Rosme D.; Amigleo, Niela Jean D.; Castroverde, Joelyn Zybee A.; Toquillo, Symae A.; Yap, Andrea Marie E. This research was conducted to develop an English Comic Book for the Enhancement of Grade 2 learners’ Reading Fluency. Key Informant Interviews (KII) were conducted among twelve (12) expert Grade 2 teachers who had three to five years of teaching experience in English to gather the data needed in developing the comic book. The data collected from the KII were coded and transcribed using thematic analysis, according to Braun and Clarke (2006). Thematic analysis results included six themes: Theme 1: Minor values, Theme 1: Fundamental story elements, Theme 1: Diverse genres, Theme 1: Visual Design, Theme 1: Platform media, Theme 1: Age appropriate for Grade 2 Learners. Based on the result, the comic book was rated as appropriate to be used for reading fluency for Grade 2 learners. An English comic book for Grade 2 learners aimed for reading fluency, aligning with the DepEd curriculum and based on teacher suggestions. The comic book context consists of the following elements: objectives, subject matter, clarity of exploration, and design characteristics, which were all found appropriate. The themes are values, story elements, genres, visual design, platform media, legibility and graphics. Abstract only Mon, 01 May 2023 00:00:00 GMT https://hdl.handle.net/20.500.12852/3442 2023-05-01T00:00:00Z