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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Multidisciplinary: Applied Business and Education Research
Sagge, Jr., Roberto G.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Medicine & Pharmacology

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An Inquiry-Based Learning Module for General Mathematics: Its’ Development and Evaluation Lumabit, April Mae C.; Sagge, Jr., Roberto G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 8 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.08.08

Abstract

The goal of this developmental research was to develop and evaluate an Inquiry-Based Learning Module for General Mathematics for Grade 11 students. It was conducted at two secondary schools with one hundred forty-one Grade 11 students and four mathematics teachers as respondents. The study used the descriptive-evaluative method to describe and evaluate the developed module using the questionnaire-checklist in gathering data. The development of the module utilized the modified model by Borg and Gall, which includes the inspection of the curriculum guide, planning, product development and designing assessment instrument, development of the instructional materials, validation of mathematics teachers and experts, revisions, limited trial to students and the finalization of the instructional material. The respondents were asked to evaluate the worktext on the following aspects: objectives, contents, activities, style and presentation, organization, creativity, and assessment. The result shows that the developed module with respect to objectives, contents, activities, style and presentation, organization, creativity, and assessment was verbally interpreted as "very good". Generally, the respondents evaluated the developed module as "very good". This means that the developed module very satisfactorily meets the standards with very few revisions. Thus, the researcher recommends the use of the developed inquiry-based learning module for General Mathematics for Grade 11 teachers and students to facilitate teaching and learning.
Route towards certification: a path analysis on licensure performance of new teacher education curriculum graduates E. Senosa, Tedric Dave; Sagge, Jr., Roberto G.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33552

Abstract

The board licensure examination for professional teachers (BLEPT) is a critical assessment for aspiring educators in the Philippines. Despite its vital importance, limited research has explored the comprehensive influence of the education graduates’ demographic background, psychological state, and achievement in the institutional parameters on the BLEPT performance. This study examined these influences on the licensure performance among 101 bachelor of secondary education (BSEd) mathematics and science graduates under the new teacher education curriculum. The researchers collected data using validated researcher-made questionnaires and educational metrics. Using structural equation modeling (SEM), results showed that the path model highlights the multifaceted nature of BLEPT performance, which shows that an intrinsic commitment towards the teaching profession and a supportive network create a cycle of positive experiences that fuels the graduates’ academic performance and self-efficacy, leading to a notable licensure performance. Likewise, the model emphasizes the vital effect of graduates’ education-related employment on their licensure examination performance. Taking these factors into account, teacher education institutions (TEIs) and key educational stakeholder should create targeted interventions, investigate unforeseen factors, and restructure curricula implementation to address the shortage of competent Filipino educators in these critical educational disciplines which are mathematics and science education.
Enhancing Numeracy Skills of Remedial Class Learners Through Multisensory Learning Strategies: An Action Research Dela Cruz, Julie Ann C.; Condino, Ralph Michael B.; Sombilon, James Paul M.; Tabasa, Jushua; Sagge, Jr., Roberto G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.04.05

Abstract

This action research aimed to enhance the numeracy skills of Grade 9 remedial learners at a high school in Iloilo Province through multisensory learning strategies. Recognizing the persistent struggles in mathematics among the remedial learners, the researchers implemented a three-week intervention using three distinct approaches: tactile learning through manipulatives, audiovisual learning through educational videos, and kinesthetic learning through movement-based games. Sixteen identified remedial learners participated in activities that engaged multiple senses to make abstract concepts more concrete and accessible. Assessment results showed a clear before-and-after improvement in numeracy performance, from a Week 1 baseline mean score of 14.44/40 (36.10%) to a Week 3 post-intervention mean score of 32.88/40 (82.20%), with kinesthetic activities yielding the highest impact—100% of learners scoring 50% and above by the end of the intervention (compared with 18.75% in Week 1 and 56.25% in Week 2). Student interviews confirmed that games, visual presentations, and active participation improved engagement, comprehension, and enjoyment. Simple incentives like snacks and sticker-based attendance cards further boosted motivation and consistent attendance. The data analysis highlighted that engaging multiple senses supports differentiated instruction, improves learning outcomes, and fosters a more inclusive and interactive environment for struggling learners. The study recommends regular integration of multisensory learning strategies, particularly kinesthetic learning strategy through movement-based games, in remedial instruction, along with incentives that sustain student interest. This research provides practical and evidence-based insights for educators seeking to transform traditional math instruction and support diverse learning needs in remedial settings.
Co-Authors Condino, Ralph Michael B. Dela Cruz, Julie Ann C. E. Senosa, Tedric Dave Lumabit, April Mae C. Sombilon, James Paul M. Tabasa, Jushua