Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Reynald M. Cacho
Philippine Normal University South Luzon
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Employability of technology and livelihood education graduates Reynald M. Cacho; Rodrigo D. Abenes; Ryan R. Dejapa; Hannah Rose D. Mapula
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23207

Abstract

This paper examines the job-seeking experiences of the 2019 Bachelor of Technology and Livelihood Education (BTLE) graduates from a teacher education university. Identifying these graduates’ employability is vital to the field of educational research, particularly in determining the impact of a higher education institution’s BTLE program. Employing quantitative research design through a survey of 50 graduates, this research revealed that great majority of them have been employed, with majority securing education-related jobs within a year after graduation, while some having chosen careers unrelated to their pre-service education. Strategies for job search and reasons for job offer acceptance vary from traditional, economic concerns, to complexities of work opportunities and requirements. They have also reported that the pre-service courseworks they undertaken have, to a great extent, relevance to the improvement of their skills in problem-solving, communication, critical thinking, human relations, knowledge/technical, leadership, research, and information technology thus making it aligned with current employment and/or self-employment demands. Apart from presenting the reasons of their employment acceptance and post-college education undertakings, this paper also outlines the challenges in securing employment. Thus, such issues forwarded by the paper, arising from academic training vis-à-vis actual industry works, are strong points for pre-service BTLE program enhancements.
Mathematics anxiety and self-efficacy in pre-service teachers: implications for intervention Ysmael V. Caballas; Reynald M. Cacho
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39782

Abstract

This study examined the relationship between mathematics anxiety and self-efficacy among pre-service teachers at a Philippine college of education and generated evidence to inform institutional intervention design. Addressing the limited mixed-methods evidence in the local teacher education context, the study used a convergent parallel mixed-methods design. Quantitative data were collected from 131 first- and second-year pre-service teachers using validated measures of mathematics anxiety and self-efficacy, while qualitative data were gathered through an open-ended prompt on students’ mathematics learning experiences. Findings showed moderate to high mathematics anxiety, particularly in test and individual performance situations, alongside generally high self-efficacy in collaborative and familiar contexts. Pearson’s correlation revealed a significant moderate negative relationship between mathematics anxiety and self-efficacy (r=-0.349, p=0.001). Through joint interpretation of the quantitative and qualitative findings, the study showed that supportive relationships, enjoyment of mathematics, real-life relevance, passion for the subject, and strong foundations supported self-efficacy, whereas fear of failure, perceived difficulty, skill gaps, and negative past experiences heightened anxiety. The study contributes context-sensitive evidence on the integration of affective factors in Philippine teacher education and informed the development of the empowering anxiety support and yearnings in mathematics (EASY-MATH) program, a proposed intervention grounded in the identified emotional, academic, and social support needs of pre-service teachers.
Co-Authors Hannah Rose D. Mapula Rodrigo D. Abenes Ryan R. Dejapa Ysmael V. Caballas