The three-phase study involved ethnography, the development of the Cognitive Bridges - Approach (CBA), and an experiment using the two-group pretest-postest design. The ethnography revealed the different mathematical concepts found in the construction of the bale (native house) and in the local woodcraft, ET Stick Bulul. The first construction involves the application of the different kinds of systems of linear equations in two unknowns. The latter construction involves a linear relationship among the body parts of the Bululs. The golden ratio was also observed in some of the samples of the woodcraft. The development of the CBA was a fusion of the school-based and Ifugao concepts, processes, and values in mathematics. It was anchored on ethnomathematics, constructivism, brain-based learning, and culturally responsive pedagogy. The mathematical processes considered in the development of the CBA were: problem-solving, connecting, reflecting, reasoning and proving, selecting tools and computational strategies, communicating, and visualizing/representing/modeling. On the other hand, the following mathematical value clusters were used in designing the CBA: Rationalism-Objectivism, Control-Progress, and Openness- Mystery (Bishop, 2000). The CBA also took into consideration the characteristics of the target learners. In the final phase of the study, an experiment was done to determine the effects of the CBA on the mathematics achievement of students. Two comparable, first-year high school classes in a public school in Banawe, Ifugao were chosen. They were randomly assigned as the experimental and control groups. The experimental group was taught using the CBA and the
other group was taught the Conventional Approach (CA) for three weeks. Results showed that there was no significant difference between the post-test scores between the students who were taught using the CBA and those using the CA. However, an item-by-item analysis using a t-test revealed that those in the CBA group scored significantly higher in items requiring higher cognitive levels of thinking. The CA class had an edge over the CBA class on three items only and all of which were at the lowest level (knowledge level).

Values education has been reintroduced in the Philippine basic education curriculum as a separate and stand-alone learning area for it was recently institutionalized in the country as the GMRC and Values Education Act. It is argued that if we expand our understanding through research of values education beyond familiar structures, the country may be more equipped to teach crucial and fundamental subjects to the Filipino youth. In support of this endeavor, my study delved into values integration in the senior high school of a Catholic school in lieu of it being taught as a subject on its own. In this study’s participating Catholic private school, values formation is part of the curriculum planning and teaching of the subjects. Value integration is the incorporation of moral values in the process of learning in the various learning areas in the Senior High School of the participating Catholic school. The analysis of values integration’s evidence in the senior high school through the lenses of the participating students and teachers is the heart of the study. The participants consist of 15 students and 15 teachers of the Catholic School. The data collection was conducted by answering the open-ended focus group discussion questions through the researcher’s facilitation with the participants and was analyzed by the researcher using the grounded theory approach. The academic pursuit of properly integrating values appears to have found considerable support from student and teacher participants. The researcher concluded that the problem lies not in whether the participants are aware of values and their integration but in how the institution integrates and or teaches it. Based on evidence, values integration is present in the Catholic School’s academic endeavors through the teachers’ manners of discussion and as well as with the learning materials and school activities.

This study investigated teacher Organizational Citizenship Behavior (OCB) and teacher Sense of Efficacy (TSE) in three public elementary schools in the city of Sorsogon. Using sequential explanatory research design to measure OCB and TSE, surveys were administered to 79 teacher participants using the OCB Scale developed by DiPaola and Hoy (2005) and TSE Scale created by Woolfolk-Hoy and Tschannen-Moran (2001). Afterwards, three separate teacher focus group discussions (FGDs) ensued together with multiple interviews with parents, students and principals to explore factors of OCB and TSE that affects school performance. Findings shows that public elementary school teachers have high OCB and TSE scores despite the differences in school settings. Correlational analysis reveals a moderately positive correlation (r = .419) between teacher OCB and TSE. The constructs of OCB that influences teacher retention are altruism, conscientiousness, and sportsmanship with mastery experiences, affective states and social persuasion as its TSE sources. The teacher OCB and TSE constructs that impact students’ school participation are the interplay of teachers’ altruism and sportsmanship behaviors with mastery experiences. Among the OCB construct that affects home-school partnership are altruism, civic virtue and sportsmanship, with mastery experiences, affective states, and social persuasion as its TSE sources.

The main aim of this study is to identify the degree of effect of personal-work values,
organizational values and culture in the school performance. In order to achieve to the objectives of the study, the models of Cervera, Jocano, Quinn and Cameron were used in the framework of this study. The researcher utilized mixed method research design to overcome the limitations of a single design. This research has 79 respondents from schools in Pangasinan. The results showed that personal-work values and organizational values have a significant relationship. Also, it is found that leadership has an important role to play in shaping organizational values and organizational culture in schools. Lastly, empirical evidences showed that organizational culture do not have significant relationship to teacher retention; while it has significant relationship to student achievement. This research is relevant to the field of education and could greatly contribute to the practitioners in the field of educational administration.

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.