000 03742nam a22004217a 4500
003 OSt
005 20260521174639.0
007 a
008 260519b |||||||| |||| 00| 0 eng d
040 _aFoundation University
_beng
_cFoundation University
_dFoundation University
050 _aGS (MAED-Eng-Th) LG 221 D35 G73
_bA5 E38 2026 G66
100 _aGomez, Mary Grace P.
_eauthor.
_915022
245 0 0 _aClassroom voices :
_bteachers and educational memes /
_cby Mary Grace P. Gomez.
260 _aDumaguete City, Negros Oriental :
_bFoundation University,
_c2026.
264 _42026.
300 _3thesis
_ax, 181 leaves :
_bill.(some color.,) ;
_c28 cm.
_fleaves
336 _2rdacontent
_atext
_btxt
337 _2rdamedia
_aunmediated
_bn
338 _3GS (MAED-Eng-Th)
_avolume
_bnc
_2rdacarrier
490 _aGS (MAED-Eng-Th)
500 _a A study on the use and significance of educational memes among teachers and within classroom culture.
502 _aGraduate thesis (Master of Arts In Education Major in English) -- Foundation University, 2026.
504 _aIncludes bibliographical references and appendices.
520 _aAbstract This study examined the lived experiences of teachers integrating educational memes into their instructional practices. Employing a descriptive phenomenology research design the researcher conducted semi-structured interviews with seven (7) secondary teachers from the Division of Siquijor, selected through purposive sampling Data were analyyzed using Colaizzi's seven-step method to extract core meanings from the participants' narratives. Eight emergent themes developed: (1) From Scroll to School, (2) Meme-ingful Pedagogy, (3) Memes in Motion, (4) Emotional Imprints, (5) Laughter Meets Accountability, (6) Context Makes It Click, (7) Metamorphosis of the Mind, and (8) The Viral Ceiling. Findings indicated that meme integration meaningfully bridges digital culture and classroom learning by enhancing student engagement retention, and 21st-century skills; however, effective use requires deliberate instructional planning, ethical screening, cultural sensitivity, and activation of prior knowledge to ensure memes serve as scaffolds rather than distractions. The study recommended capacity-building initiatives for teachers on responsible digital content use and strategic alignment of memes with learning competencies, while future research should employ experimental and comparative designs to examine learning outcomes across subjects and grade levels. By capturing teachers lived experiences, this study contributed to a deeper understanding of digtal content integration and informed innovative instructional practices that utilized memes to enhance learning in contemporary classrooms. Keywords: Educational Memes, Lived Experience. Meme Integration, Phenomenology, Teachers Experiences
650 _aTeachers
_xUse of Internet memes in education.
_916372
650 _aEducational technology
_xSocial aspects.
_916373
650 _aSocial media and education.
_916374
650 _aCommunication in teaching.
_916375
650 _aDigital media in education.
_916376
658 _aThesis Writing 2 (Pre/Final Oral Defense) :
_bEnglish, Master of Arts In Education Major in ;
_cMA 101.
690 _aEducational Memes,
_916377
690 _aLived Experience.
_98396
690 _aMeme Integration,
_916378
690 _aPhenomenology,
_914670
690 _aTeachers Experiences
_916379
856 _3Classroom voices : teachers and educational memes
_uhttps://drive.google.com/file/d/1ThvCHm3VdW-68oQaDeyu4VnGT1qkRegQ/view?usp=sharing
942 _2lcc
_cTH
_hLG 221 D35 G73
_iA5 E38 2026 G66
_kGS (MAED-Eng-Th)
_n0
999 _c6056
_d6056