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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Julie Gay B. Quidato
West Visayas State University
Humanities Education Library & Information Science Social Sciences Other

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From stories to numbers: development of folktale-based instructional materials in mathematics Cherry Joy B. Demingoy; Roberto G. Sagge Jr.; Tedric Dave E. Senosa; Renato V. Herrera Jr.; Salvador P. Bacio, Jr.; Julynn J. Rico; Julie Gay B. Quidato; Rosemarie G. Felimon; Franz Ian D. Solomon
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.v15i2.37629

Abstract

Persistent learning gaps and the scarcity of culturally anchored resources continue to challenge Grade 7 mathematics instruction in rural public schools in the Philippines, particularly under the MATATAG curriculum. This study developed and evaluated a folktale-based instructional material that integrates local Panay folktales with target Grade 7 competencies in measurement and geometry and number and algebra to support meaningful, context-rich learning. Using a Type I developmental research design guided by analysis, design, development, implementation, and evaluation (ADDIE) model and anchored on social constructivism and attention, relevance, confidence, and satisfaction (ARCS) motivational framework, the material was produced through competency mapping, story-task scripting, iterative expert review, and pilot implementation. Participants included 25 Grade 7 mathematics teachers who identified suitable competencies, 10 content and pedagogy experts who validated the material, and 66 Grade 7 learners from four public secondary schools who evaluated usability and learning support. Acceptability was measured using adapted expert and learner evaluation forms with a 5-point scale and summarized using descriptive statistics. Results indicated an overall rating of highly acceptable. Format and design received the highest evaluation, followed by organization and presentation and learning objectives; content and assessment were rated acceptable, highlighting specific areas for refinement. These findings suggest that embedding mathematical concepts in culturally familiar narratives can improve perceived clarity, engagement, and task coherence while maintaining alignment with curriculum standards. The study contributes a replicable, culturally responsive development process and a ready-to-adapt set of story-based math tasks for teachers in similar contexts. Future work may examine learning gains through quasi-experimental implementation and explore digital adaptations to broaden access and interactivity.
Printed, digital, or blended modules: which best enhances learners’ academic performance in Filipino subject? Salvador P. Bacio, Jr.; Ma. Ernalyn B. Cepeda; Julie Gay B. Quidato; Jonalyn L. Denusta; Pearly Jade E. Samilo; Neña Vanessa A. Cabiles; Roberto G. Sagge, Jr.; Antoniette D. Cortez; Evelyn M. Cordero; Mariane Grace C. Barbo
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.26450

Abstract

The Philippine education sector increasingly relies on printed, digital, and blended modules to sustain and personalize learning. This quantitative experimental study compared these delivery formats in the subject language and communication in Filipino academic contex among 108 randomly selected grade 11 learners assigned to printed-only, digital-only, or blended (print+digital) conditions. A validated researcher-made 50-item achievement test was administered before and after a six-week intervention in which groups studied the same competencies and completed parallel tasks, differing only in delivery format. Using analysis of covariance (ANCOVA) to control baseline performance, posttest scores differed significantly by modality, F(2, 104)=18.91, p0.001, partial η²=0.27. The blended group obtained the highest mean score (M=42.78) and significantly outperformed both single-format groups, while printed-only and digital-only outcomes were comparable. Open-ended feedback suggested that print resources supported organization and annotation, whereas digital activities enabled practice and timely feedback; combining both helped clarify steps and correct errors. Consistent with constructivism and the cognitive theory of multimedia learning, intentionally integrated print and digital components appear to enhance interactivity and manage cognitive load. Schools are encouraged to adopt accessible blended module designs and provide implementation support in low-connectivity contexts; future studies should replicate the comparison in other settings and examine longer-term retention.
Co-Authors Antoniette D. Cortez Cherry Joy B. Demingoy Evelyn M. Cordero Franz Ian D. Solomon Jonalyn L. Denusta Julynn J. Rico Ma. Ernalyn B. Cepeda Mariane Grace C. Barbo Neña Vanessa A. Cabiles Pearly Jade E. Samilo Renato V. Herrera Jr. Roberto G. Sagge Jr. Roberto G. Sagge, Jr. Rosemarie G. Felimon Salvador P. Bacio, Jr. Tedric Dave E. Senosa