https://repository.capsu.edu.ph/handle/123456789/350 2026-04-04T23:15:09Z 2026-04-04T23:15:09Z Berte, Smiley D. Arce, Aprilyn D. Penequito, Myka A. https://repository.capsu.edu.ph/handle/123456789/606 2024-04-27T00:00:23Z 2023-06-01T00:00:00Z

Online learning innovations: aid to learning Berte, Smiley D.; Arce, Aprilyn D.; Penequito, Myka A. The objective of this study was to explore the pedagogical innovations employed by secondary teachers in secondary high school during the academic year 2022-2023. This qualitative research focused on investigating the new learning strategies utilized by teachers in online education through face-to-face interview with the participants. The study specifically involved English teachers with 5 to 10 years of teaching experience in public schools in Province of Capiz. The data collected revealed that teachers employed various teaching platforms, such as Google Classroom, Google Meet, Edmodo, messaging apps, Flipgrid, and other online applications, to facilitate online classes and enhance the teaching and learning processes. However, due to their location in a rural area within the Municipality of Maayon, the teachers encountered certain challenges while using these platforms. In response to the identified difficulties, the researchers took a hands-on approach and personally developed a portfolio that serves as supplementary material for English teachers. This portfolio was designed to address the specific needs and circumstances face by the teachers from the secondary schools allowing them to overcome the obstacles they faced in delivering effective online instruction. Abstract only

2023-06-01T00:00:00Z Amaraco, John Mark B. Diestro, Jaslyn B. Baticados, Lyca B. https://repository.capsu.edu.ph/handle/123456789/605 2024-04-27T00:00:25Z 2023-07-01T00:00:00Z

Critical discourse analysis of William Blake’s “The Little Black Boy” Amaraco, John Mark B.; Diestro, Jaslyn B.; Baticados, Lyca B. This study aimed to analyze the poem by William Blake, titled “The Little Black Boy” through Critical Discourse Analysis (CDA) of Norman Fairclough’s three-dimensional model. Specifically, this study answered the questions: 1) What textual practice is displayed in the poem in terms of graphological level, and grammatical level? 2) What discursive practice is displayed in the poem in terms of language, culture, and ideology? and 3) What social practices were found in the poem in terms of historical context, and cultural norms and values? This study adopted the descriptive-qualitative research, specifically critical discourse analysis of Norman Fairclough's three dimensions in criticizing a literary text. The qualitative research design involves intercoder, a degree to which two researchers agree on how to code the same piece of content. Based on the findings and interpretations, Norman Fairclough’s three-dimensional model; textual analysis (description), discursive practices (interpretation), and social practices (explanation) is a perfect tool in analyzing William Blake poem’s “The Little Black Boy”. Additionally, the analysis of the poem's graphological and grammatical levels revealed end-stop punctuation, capitalization, declarative mood, and imperative mood, underlining its intended meaning. The results also revealed the textual practices of the poem. Discursive and social patterns in the poem made explicit its underpinning concepts of racial equality and divine love. The poem also demonstrates discursive practices in terms of language, with clear distinctions between African and English; a cultural focus on racism and slavery; and a religious ideology based on the author's understanding of Christian allusion and God's divine love. Finally, the poem's social practices show how a young black boy navigates his identity and divine love. It is set in the 18th century. It was written by a white man and highlights the boy's resiliency and his mother's teachings while stressing cultural values like honesty, courage, and racial equality. Abstract only

2023-07-01T00:00:00Z Apresurado, May Joy J. Ballonado, Limuel B. Camposano, Jian D. https://repository.capsu.edu.ph/handle/123456789/223 2024-04-05T03:01:21Z 2019-04-01T00:00:00Z

Comparative literary analysis of Ramayana and Trojan war Apresurado, May Joy J.; Ballonado, Limuel B.; Camposano, Jian D. This study analysed and compared the epics Ramayana, and Trojan War through literary analysis. It was conducted at Capiz State University, Pontevedra, Capiz during the school year 2018-2019.This literary analysis focused on the elements of both epics such as the setting, characters, plot, conflict, point of view, and theme. It utilized literary analysis, narrative analysis, thematic analysis, pragmatic linguistics, and readers-response criticism in analysing the two epics. Results showed that the two epics possessed distinct characteristics that made one distinct from the other, have commonalities in terms of settings, characters, plot, conflict, point of view, and theme. The epics depicted the culture of their respective country of origins the life they live, their religion, and arts. They shared common characteristics of an epic such as outstanding hero, large setting, great valor, supernatural powers, and dramatic stories. It is recommended that curriculum makers may offer courses/subjects in the BSEd Curriculum that are more relevant, functional, and appropriate as to develop students’ skills in analysing literary text specifically, Afro-Asian Literature which is the focus of the Grade 8 English in the DepEd K-12 curriculum. Abstract only

2019-04-01T00:00:00Z Aurelia, Wilter A. Penalosa, Greg Mari B. Villar, Marvie B. https://repository.capsu.edu.ph/handle/123456789/222 2024-04-05T03:02:03Z 2018-01-01T00:00:00Z

Teacher’s competence towards students learning influenced by teaching styles and mannerisms Aurelia, Wilter A.; Penalosa, Greg Mari B.; Villar, Marvie B. The study’s objective is to determine the teacher’s competence towards student’s learning as influenced by teaching style and mannerism using the descriptive-quantitative survey. A total of 14 secondary English teachers, 42 peers and 42 students of both public and private schools in Municipality of Pontevedra were the respondents of this study using the stratified sampling. The researchers used a modified and standardized questionnaires. Frequency counts, percentage and mean Pearsons r, and Spearman’s rho were used as statistical tools in interpreting and analyzing the data. Findings revealed that there were five most dominant teaching styles; verbal and non-verbal mannerisms of the teacher respondents were less observed; teachers were very competent when they were classified into age, sex, position, number of years in service and type of school attended. There is no significant relationship between teacher’s competence towards student’s learning and mannerism, and between student’s learning and teaching style respectively. On the other hand, teacher’s mannerism and teaching style towards students’ learning were proven to be significantly related. It is therefore recommended in this study that school heads may send their teachers to seminars and/or trainings to further enhance their teaching skills and allow them to pursue their graduate studies for professional growth and development. Abstract only

2018-01-01T00:00:00Z