Animo Repository - De La Salle University Research
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Multisensory learning approach: A study on preschool teachers’ perceptions and practices
No full textThis action research, while employing qualitative research design, examines preschool teachers\u27 understanding, perceptions, implementation, and experiences with multisensory learning approach. Through individual interviews and thematic analysis, it was found that teachers possess fundamental yet practical understanding of multisensory learning, characterized by engaging various sensory activities in their teaching practice. Although there is a gap in formal training, their knowledge was strengthened by their teaching experience while positive outcomes were observed in students. Teachers naturally incorporate multisensory activities, using materials like clay, sand, paint, and multimedia tools. They recognize the approach\u27s value in enhancing student engagement, retention, and overall development. However, challenges such as limited access to materials, under utilized learning spaces, the constraints of a traditional curriculum, and inadequate professional development opportunities hinder effective implementation. This study highlights the need for curriculum review to integrate non-traditional learning methods while aligning it with the learning needs of students and to maximize resources, such as learning spaces and materials, which may be reinforced through enhanced training programs and professional development activities, ultimately delivering a more engaging and inclusive educational environment for preschool students
“I Think I Failed Them Again”: Exploring Perceived Signs of Parental Disappointment and Its Impact on Adolescents’ Emotional Well-Being
No full textParental expectations significantly shape adolescents\u27 emotional well-being and self-perception, especially in Philippine culture, where family honor and obligations are expected. Perceived parental disappointment can lead to emotional distress, anxiety, and self-doubt, affecting self-esteem and personal development. While much of the existing research focuses on parental perspectives, there is little research and understanding of how adolescents internalize these experiences. This study examines the narratives of Filipino adolescents on perceived parental disappointment, highlighting its emotional and psychological effects. This study utilized interviews in order to collect the lived experiences of Filipino adolescents aged 18-19, residing in Binan and Sta. Rosa, Laguna. Through a narrative analysis approach, key themes, phrases, and recurring patterns were identified, then compared with existing literature. Results show that adolescents believe their parents express their disappointment through indirect cues (e.g., silent treatment, tone, facial expressions) rather than direct communication, with academic performance being the most common reason for perceiving parental disappointment. Adolescents interpret these cues as indirect expressions of disappointment through observations of patterns, leading to varied emotional responses, ranging from guilt, anxiety, and doubt to motivation for self-improvement. Many adolescents adopt unique coping mechanisms, namely using perceived disappointment to fuel goal-directed behavior and growth. It is recommended that future studies consider key aspects such as economic/social status, “utang na loob” culture, birth order, and look into the narratives of adolescents in other parts of the Philippines. It should also investigate why the findings align predominantly with Western theories, despite being based on data from Filipino adolescents
A Taste of Insight: Exploring the Perspectives of DLSU Student-Athletes on the Mediterranean Diet
No full textThe Mediterranean diet, its health benefits, and in the context of sports have been commonly studied within European and North African countries. However, there are limited studies that present the perceptions of student-athletes on the diet from Asian countries, particularly in the Philippines. Guided by the Health Belief Model (HBM), the study aimed to explore and understand the perceptions of student-athletes about their awareness, insights, or experiences on the Mediterranean diet, along with its perceived threats and benefits. Through a descriptive qualitative approach, a semi-structured interview with seven DLSU student-athletes was employed to determine the perspectives of DLSU student-athletes. Eleven sub themes emerged from the data gathered from various sport disciplines. Participants recognized the benefits of healthy eating, which include enhanced performance, and openness to the Mediterranean diet. However, widespread barriers, such as cost, availability, and unfamiliarity, limit actual adherence, thus, highlighting the need for more accessible ways to better and structured dietary practices such as the Mediterranean diets. However, cues to action, such as strong peer and coach support, and proper governmental and educational support, suggest that the Mediterranean diet could be gradually, realistically, and sustainably integrated into student-athletes’ dietary practices. Ultimately, the Mediterranean should be contextually relevant and progressive in the Philippines. It should provide practical and accessible ways for Filipinos and taking small and gradual implementations would be the first step to making it inclusive and progressive
Development of gamified learning e-module to enhance language acquisition and problem-solving skills in general physics 2
No full textA gamified e-module is a digitally-centered learning instrument that integrates gamification aspects like points, levels, obstacles, and interactive components, to engage students and promote learning. The purpose of this action research study was to investigate the effectiveness of a researcher-developed gamified e-module intervention to improve language acquisition, specifically subject-specific vocabulary and conceptual understanding, as well as students\u27 problem-solving with respect to Kirchhoff\u27s Rules, Magnetism, and Polarization. The students in General Physics 2 have faced similar challenges, primarily due to limited language acquisition, technical language in play, and issues with conceptual reasoning, for a significant period. The research used a mixed-methods action research design that was counterbalanced and merged quantitative and qualitative methodologies to gain a deeper understanding of the effects of the intervention. Survey questionnaires, concept and problem-solving assessments, and semi-structured interviews were conducted among 99 Grade 12 STEM learners. Descriptive statistical analysis, Wilcoxon signed-rank test, Kruskal-Wallis test with DSCF pairwise comparison, and Spearman and rank biserial correlations were used to examine the quantitative data, as well as calculation of effect sizes. Qualitative data underwent reflexive thematic analysis. The quantitative statistical analysis of the intervention showed gains in learner\u27s vocabulary acquisition, conceptual understanding and problem solving. The qualitative responses provided evidence that the gamified e-module used in this study supported learner motivation, engagement to a deeper level and retention of concepts. Overall, the study provided some insight regarding considerations for future development of a gamified e-module, including enhancing gamification features, experimenting with interface usability, diversifying instructional obstacles, and adding guided examples to close learning gaps and to sustain motivation in academics
Student-crafted digital storytelling (DST) for enhancing STEM students’ conceptual understanding of evolution and the origin of biodiversity
No full textThere is a growing need for innovative strategies to improve biology learning in the Philippine basic education system, particularly in teaching evolution, one of the most misunderstood topics in the K–12 science curriculum. Digital storytelling (DST), a student-centered approach that blends narrative construction with multimedia elements, offers a creative and engaging way to address these challenges. This study investigated the impact of DST on the conceptual understanding of evolution among 40 Grade 11 STEM students in a private senior high school in Metro Manila. A sequential explanatory mixed-method action research design was employed, with quantitative data gathered from pre-tests and post-tests, and qualitative data from student reflection journals and focus group discussions. Statistical analyses revealed significant improvements in post-test scores, indicating notable gains in mastery and conceptual understanding. Reflexive thematic analysis of qualitative data yielded four key themes: (1) contextualizing abstract ideas and correcting misconceptions, (2) fostering collaboration and social learning, (3) developing digital skills while overcoming project challenges, and (4) encouraging creativity and personal expression. These findings show that DST not only enhances students’ understanding of complex biological concepts but also cultivates 21st-century skills such as critical thinking, collaboration, and digital fluency. The study positions DST as an effective, scalable instructional strategy that can transform science classrooms into spaces of active, creative, and meaningful learning.
Keywords: Digital Storytelling (DST), Conceptual Understanding, Science Education, Educational Technology, 21st Century Skill