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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Pedagogy and Learning Community (IJPLC)
Januard D. Dagdag
Isabela State University
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Predictive ability of problem-solving efficacy sources on mathematics achievement Januard D. Dagdag; Noel A. Palapuz; Nikka A. Calimag
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21416

Abstract

This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a Philippine higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPS-NNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was directly associated with mastery experience while social persuasion and mastery experience were both inversely related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students’ mathematics achievement.
Stakeholders’ awareness and acceptance of the vision, mission, goals, and outcomes statements of a teacher education college Januard D. Dagdag; Noel A. Palapuz; Jane C. Caliboso; Eddie I. Peru; Regina P. Mauro
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25395

Abstract

This study examined the awareness and acceptance of the stakeholders of a teacher education college in the Philippines of their university vision and mission and the college goals, and outcomes statements (VMGOs). Of the 700 target respondents, 406 stakeholders responded to the survey transcribed in Google Form. They were 42 school personnel, 106 parents, and 258 students; 301 females and 105 males. The five-point rating scales asked the respondents to assess their awareness and acceptance of 16 statements including one vision, one mission, five institutional outcomes (IO), two college goals, and seven program outcomes (PO). The respondents as a whole indicated they were very aware of the VMGOs and these were very acceptable for them. However, the school personnel were consistently more aware than the students and the parents/officials; while the parents/officials consistently indicated the lowest awareness and acceptability scores for all the statements. The results further revealed a significant acceptable relationship between awareness and acceptability scores. The variables share a variance ranging from 51% to 61% confirming that as awareness increases, acceptance rate also increases. Various implications of these findings are discussed.
Taglish Code Switching as a Strategy in Teaching Mathematics Quendell E. Asuncion; Januard D. Dagdag
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 2 No. 4 (2025): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v2i4.31

Abstract

Language plays a vital role in understanding mathematical concepts, especially where English is not the learners’ first language. Despite the common use of Tag-lish in classrooms, research on its effectiveness in secondary mathematics under the new normal is limited. This study examined the effect of Tag-lish code switching on students’ mathematics achievement, attitude toward mathematics, and problem-solving efficacy using a pretest-posttest quasi-experimental design. The control group (n = 15) received pure English instruction, while the experimental group (n = 15) received Tag-lish instruction. Paired samples t-test and ANCOVA were used to analyze data. Both groups improved from pretest to posttest, but ANCOVA showed that the experimental group outperformed the control group in mathematics achievement and problem-solving efficacy. While both methods had similar effects on attitude toward mathematics, Tag-lish was more effective overall. The study recommends using Tag-lish code switching in teaching high school mathematics.
Co-Authors Eddie I. Peru Jane C. Caliboso Nikka A. Calimag Noel A. Palapuz Quendell E. Asuncion Regina P. Mauro