https://hdl.handle.net/20.500.12852/3805 Thu, 12 Nov 2026 11:52:33 GMT 2026-11-12T11:52:33Z https://hdl.handle.net/20.500.12852/3961 Gadget usage and academic disposition of Grade VI pupils in a public elementary school: Basis for the development of a responsible gadget user campaign material Ycoy, Regine Anne; Tradiccion, Faith; Planco, Bengie; Jucaban, Diadem Pearl This study determined the correlation between gadget usage and the academic disposition of the pupils among the Grade VI pupils. The result of the study is a determining factor in the content of the campaign materials that were produced. The subjects were 101 Grade VI pupils of Ungka II Elementary School during the school year 2019-2020. A researcher-made questionnaire validated by three experts and tested for its reliability was used as a research instrument. Frequency, Percentage, Mean, Correlation and Cramer’s V were used as statistical tools. The Statistical Package for the Social Sciences (SPSS) Software version 22.0 was used for data analysis. Results revealed that there is no significant relationship between the gadget usage of the Grade VI pupils and their academic disposition. Specifically, in terms of utilizing gadget use for gaming purposes and for study proved to have the highest correlation among the variables, resulting to only a fairly satisfactory grade. It was concluded that learners should avoid spending time on online gaming and video streaming sites and should they choose to study using the Internet, using the Internet for 30 minutes is highly recommended. Abstract only Tue, 01 Jun 2021 00:00:00 GMT https://hdl.handle.net/20.500.12852/3961 2021-06-01T00:00:00Z https://hdl.handle.net/20.500.12852/3903 Development of the diorama teaching material for Grade 6 science learners Pineda, Camela B.; Bonifacio, Rasheil C.; Gallo, Ma. Sofia Andrea L.; Gonzales, Deniece Natassja P.; Maquiling, Jesrell Mae D.; Sirilan, Frances Danielle This developmental research aimed to develop a diorama about the ecosystem in Grade 6 Science. The DepEd curriculum guide for Elementary Science 6 served as basis for this research topic. The Input-Process-Output developmental design was used to attain the given objectives. Three (3) schools were used as the participants in this study. Data were collected through one-on-one interview. The researchers worked on the diorama using the responses of the participants as basis. The rubric was used by the participants to rate the diorama that was developed. Pupils can use the developed Diorama to enhance their understanding about the food web and how it works in the ecosystem. The diorama was made with realistic scenarios that happens within the locality, specifically in the Philippines. Animals used can also be found within the area. The diorama was attractive and big enough to strengthen the interest of the children in Food Web, Ecosystem, and Science. Evaluators agreed that the content of the diorama is exemplary and noted that pupils have discovered the most important ideas related to the topic. Therefore, most of their scores were given four points using the Likert Scale. The result indicated that the diorama developed by the researchers can help the learners in their understanding about Food Web in the Ecosystem. The diorama is age-appropriate; hence, learners can easily and better understand essential concepts. The diorama was created for the improvement of the Grade 6 learners‘ memorization skills. Abstract only Tue, 01 Aug 2023 00:00:00 GMT https://hdl.handle.net/20.500.12852/3903 2023-08-01T00:00:00Z 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 Thu, 01 Aug 2024 00:00:00 GMT https://hdl.handle.net/20.500.12852/3888 2024-08-01T00:00:00Z 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