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All Journal International Journal of Evaluation and Research in Education (IJERE)
Salvador P. Bacio Jr.
West Visayas State University
Education

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Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence Charmaigne A. Eslabra; Roberto G. Sagge Jr.; Dolly Rose F. Temelo; Danilo M. Parreño; Tedric Dave E. Senosa; Peter Ernie D. Paris; Garry C. Cachuela; Sybel Joy F. Labis; Salvador P. Bacio Jr.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37651

Abstract

Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
Video explainer, e-module, or both: which is better to improve statistics performance of graduate students? Roberto G. Sagge Jr.; Salvador P. Bacio Jr.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28945

Abstract

Technology is an essential component of modern education, and teachers use various types of technology to improve classroom performance. Meanwhile, statistics is one of the seemingly difficult courses according to students across levels. This study experimental aimed to determine if video explainer and e-module improve students’ performance in statistics. There were 78 graduate school students participated and used video explainer, e-module, or both as an intervention. A 100-item performance test in statistics was used. The statistical techniques employed were mean, standard deviation and analysis of covariance (ANCOVA). Results revealed that students’ pre-test performance was “average”. Additionally, their posttest performance was “high”, regardless of the intervention utilized. Significant differences emerged between groups who utilized both video explainer and e-module and those who used simply video explainer or e-module. Video explainer and e-modules should be integrated carefully into the instruction, helping graduate students develop a solid understanding of statistics. The results of the study suggest that studying statistics is more successful when one uses these interventions because it integrates visuals, audio, real-world applications, accessibility and flexibility towards various learning styles. Learning stakeholders should cooperate to ensure seamless integration of these materials into the curriculum and provide ample support to educators in generating and managing content.Technology is an essential component of modern education, and teachers use various types of technology to improve classroom performance. Meanwhile, statistics is one of the seemingly difficult courses according to students across levels. This study experimental aimed to determine if video explainer and e-module improve students’ performance in statistics. There were 78 graduate school students participated and used video explainer, e-module, or both as an intervention. A 100-item performance test in statistics was used. The statistical techniques employed were mean, standard deviation and analysis of covariance (ANCOVA). Results revealed that students’ pre-test performance was “average”. Additionally, their posttest performance was “high”, regardless of the intervention utilized. Significant differences emerged between groups who utilized both video explainer and e-module and those who used simply video explainer or e-module. Video explainer and e-modules should be integrated carefully into the instruction, helping graduate students develop a solid understanding of statistics. The results of the study suggest that studying statistics is more successful when one uses these interventions because it integrates visuals, audio, real-world applications, accessibility and flexibility towards various learning styles. Learning stakeholders should cooperate to ensure seamless integration of these materials into the curriculum and provide ample support to educators in generating and managing content.
Co-Authors Charmaigne A. Eslabra Danilo M. Parreño Dolly Rose F. Temelo Garry C. Cachuela Peter Ernie D. Paris Roberto G. Sagge Jr. Sybel Joy F. Labis Tedric Dave E. Senosa