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All Journal Indonesian Journal of Education Research (IJoER)
Salazar, Douglas A
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrated Language Strategies for Teaching Sets to Grade 7 Learners in a Philippine Public School: A One-Group Pretest-Posttest Study Ortiz, Ashley Coleen S; Salazar, Douglas A
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2399

Abstract

Purpose of the study: This study examined whether language strategies improve Grade 7 learners’ conceptual understanding of sets. It also explored how the learners perceived the use of these strategies in learning mathematics. Methodology: A one-group pre-test–post-test design was conducted with 27 low-performing Grade 7 learners from a public school in North Cotabato. The intervention usedocabulary building, composing with keywords, metacognitive prompts, defining formats for mathematical clarity, and a profile-and-frame approach in lessons on sets, subsets, union, and intersection. Quantitative data came from a researcher-made 40-item test, while qualitative data on learner perceptions were gathered through guided interviews. Main Findings: Learners’ mean scores increased from 12.93 (pre-test) to 20.04 (post-test), and the Wilcoxon Signed Rank Test indicated a statistically significant improvement in conceptual understanding (p = .001). Thematic analysis showed that language strategies supported clarity, retention, and engagement, though some learners experienced cognitive overload and language-related difficulties. Novelty/Originality of this study: This study demonstrates how the use of specific language strategies in teaching sets can enhance conceptual understanding of low-performing group of Grade 7 students. It also highlights the need to manage cognitive load and language demands, underscoring the importance of differentiated support when using language-rich approaches in mathematics instruction.
Evaluating Photomath as a Classroom Formative Assessment Intervention: Effects on Grade 9 Learners’ Achievement in Radicals Basa, Roziel Anne; Salazar, Douglas A
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2400

Abstract

Purpose of the study: This study aims to evaluate Photomath application as a formative assessment intervention integrated into the classroom cycle to determine if it can improve Grade 9 learners’ achievement levels in solving radicals and to explore learners’ perceptions of the application as a formative assessment intervention. Methodology: The study used a one-group pretest–posttest design with qualitative support. Tools included a researcher-made 30-item achievement test, Photomath mobile application, and open-ended perception survey. The Wilcoxon Signed Ranks Test was applied for statistical analysis. Qualitative responses were examined through thematic analysis. Main Findings: Learners’ mean scores increased from 9.8 to 23.5, with all participants improving in the posttest. Most reached proficient or advanced levels. The Wilcoxon Signed Ranks Test showed a significant difference (p < 0.0001). Learners reported that the intervention helped in correcting errors and misconceptions, step-by-step understanding, and confidence in solving radicals. Novelty/Originality of this study: This study contributed to the classroom assessment policy by using Photomath specifically as a formative assessment mechanism, requiring learners to attempt solutions independently before checking the steps through the application. Findings imply that such use of Photomath helps improve learners’ achievement in radicals and enhances their understanding and confidence in solving mathematical problems.
Integrating Khan Academy as Video-Based Instruction: A Pre Experimental Action Research on Grade 7 Learners’ Achievement and Engagement Lascoña, Eric; Salazar, Douglas A
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2402

Abstract

Purpose of the study: This action research examined whether integrating Khan Academy video lessons into Grade 7 mathematics classes would improve learners’ achievement and engagement levels, and documented students’ perceptions of the videos after a two-week classroom intervention. Methodology: A pre-experimental one-group pretest–posttest design was employed. Research instruments included a researcher-made 30-item Mathematics achievement test validated by three in-service teachers (reliability = 0.7742), a Mathematics Engagement Level Questionnaire using a 5-point Likert scale (Cronbach’s α = 0.857), and purposively selected Khan Academy video lessons. Data were analyzed using the Wilcoxon Signed-Rank Test, Spearman’s rho, and thematic analysis. Main Findings: Post-intervention achievement increased significantly, rising from a mean of 10.42 to 17.62, although most learners remained at the “Beginning” level. Engagement levels also improved after the intervention. The relationship between post-intervention achievement and engagement was weak and not statistically significant. Learners reported clearer understanding, increased enjoyment, and greater motivation, alongside some issues related to audio clarity and retention. Novelty/Originality of this study: This study contributes to educational research by demonstrating how short, teacher-guided integration of video-based instruction can simultaneously influence mathematics achievement and multidimensional learner engagement in secondary classrooms. By combining validated pre–post quantitative measures with learners’ thematic feedback, the study extends existing evidence on video-based learning by identifying both instructional benefits and implementation constraints (e.g., audio clarity, retention), thereby informing more effective and context-sensitive blending of video resources in mathematics instruction.
Co-Authors Basa, Roziel Anne Lascoña, Eric Ortiz, Ashley Coleen S