Theses/Dissertations from 2024
Socio-cultural context-based inquiry learning in a mathematics flipped classroom, Carlo P. Cortez
Incorporating metacognitive design thinking process in STEM students' science investigatory projects (SIP), Melet B. Mariano
Artificial intelligence-integrated engineering design stem modules towards enhancing students’ scientific creativity, Albert Andry E. Panergayo
Theses/Dissertations from 2023
Model for Hexad player type-based gamified physics course for enhancing student engagement and performance, Coleen M. Amado
Using the 4C/ID model in e-physics modules (e-PMs) towards meaningful learning among PMA cadets, Russel L. Arnaldo
Towards a framework for web-based eLearning module about polygons using differentiated instruction for geometric understanding, Kenedy M. Cayabyab
Effects of online gamified laboratory course in college students' motivation, self-regulation, and performance in physics during the COVID-19 pandemic, Ma. Kristina B. Dela Cruz
Teaching an online science course during the pandemic: A multiple case study on teaching presence, Marissa R. Fearnley
I-STEM-PBL: Framework on biology education for sustainable development, Aaron A. Funa
Assessing and promoting self-regulation in blended learning environments, Jerrie-Marie Q. Quimson
Self-regulated interactive learning modules in physics: Improving students' problem-solving skills, Jhoanne E. Rafon
Design, development, and implementation of the VLAFC model: Improving student's cognition, engagement, and self-regulation, Jack Robert B. Sablan
Just-in-Time Teaching (JiTT-M) of mechanics: Integration of PhET simulations, Feynman approach to problem solving and metacognition through reflection, Jorge Victor M. Sales
Utilizing jigsaw cooperative virtual laboratory modules in teaching topics in General Chemistry, Marc Lancer J. Santos
Theses/Dissertations from 2022
Promoting self-regulated learning using Google workspace in learning calculus with analytic geometry, Gelyn R. Acar
Teaching presence in an online Science, Technology, and Society (STS) course: A mixed methods study, Jose Noel V. Fabia
Contextualized self-regulated learning materials in life science anchored on students' funds of knowledge, Aris A. Lapada
Examining teacher assessment identity and its extent on linking formative assessment to student performance, Jeaneth R. Licaros
Integrating parental involvement in a blended distance learning module in Biology: Stakeholaders experiences, Frosyl F. Miguel
Mathematical creativity among secondary mathematics teachers and grade 10 students, Alexis Michael B. Oledan
Home-based biology experiments for teachers (HBE4T) towards self-efficacy, resiliency, and professional development, Dave Arthur R. Robledo
Improving online physics classes using Gamified and Mastery-based Online Physics (GMOP) instruction, Analyn N. Tolentino
Theses/Dissertations from 2021
Teachers' knowledge and practice in assessing students' 21st century skills in mathematics, Clemente M. Aguinaldo Jr.
Adaptive e-Learning System (AeLS) Through Socioemotional Skills: The Learning Pathways on Genetics, Ivan Joseph Arevalo
The effects of G12 students’ NOS beliefs on their metacognition and self-regulation, Mylha H. Baltazar
Investigating citical thinking skills in synchronous online discussion forums: A case study, Evelyn Roque Camara
Junior high school teachers lived experiences in teaching science: A transition to Philippines' K to 12 spiral progression approach, Monell John Fernandez Canizares
Development and utilization of a problem-based learning module for promoting mathematical investigation proficiency, Ellenita G. Manalaysay
Development, implementation and evaluation of technology reflective inquiry-based Physics instructional model: Towards students' learning, Sunshine Cassandra C. Merciales
Theses/Dissertations from 2014
Towards development of a framework on pedagogical content knowledge among physics teachers in tertiary education, Nelson M. Abana
