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All Journal International Journal of Multidisciplinary: Applied Business and Education Research Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO)
Baybayan, Jericho Y.
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Other

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Flipped Classroom: Effect on the Academic Performance and Motivation of Grade 8 Students in Mathematics Baybayan, Jericho Y.; Cabanes, Aileen
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 4 (2024): 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.05.04.17

Abstract

Teachers nowadays are being challenged due to continuous decrease in the analytical and numerical ability of the students. Strategies were continuously studied by teachers to address such concern answering also questions such as how students perceived flipped classroom setting as an aid to the teaching learning process. This study utilized descriptive quasi-experimental design through 189 Grade 8 students where it had found out that in terms of the Pre-Assessment results, most of the students are in the “did not meet expectation” category but still are motivated in terms of Performance Task Making, Problem Solving, Classroom Participation and Examination. In terms of the post-assessment results, most of the students are in the “satisfactory” category and are highly motivated in terms of Performance Task Making, and motivated in Problem Solving, Classroom Participation and Examination. There is a significant improvement in the academic performance of the students where post-assessment results showed higher mean score than the pre-assessment results. There is a positive significant relationship between Performance and Level of Motivation. The main issues and concerns of the students in the implementation of flipped classroom is the slow internet connection at school and at home. Thus, concludes that indeed Flipped Classroom Learning is a way to better improve education identifying the effect on the academic performance and motivation of students in mathematics noting also that internet connection plays a crucial role in this type of learning setting.
An Achievement Test in Mathematics in the Modern World Course: The Standardization Process Baybayan, Jericho Y.; Lacia, Michelle R.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 7 (2024): 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.05.07.08

Abstract

This study aimed to construct and standardize an achievement test in Mathematics in the Modern World (MMW) course. Achievement test evaluates a student’s performance after a given period of instruction. Using the instrumentation research design, the data were gathered among 273 tertiary students of Notre Dame University enrolled during the second semester of Academic Year 2020-2021. Among these, 38 pilot tested and 213 tested the reliability of the instrument. This study further utilized the following: a 4-point Likert scale for the validation of the instrument, difficulty value and discrimination index formulas for the analysis of each item, and KR20 reliability for internal consistency. Furthermore, a test manual for the MMW achievement test was also established. The preliminary total number of Items before MMW teachers’ validation was 42 items covering the topics for the first 12 hours of the MMW Syllabus. These items were validated through Aiken’s Item Validity method which resulted in the acceptance of 42 items. After rigorous processes, it resulted in the acceptance of 34 items for the MMW achievement test. The instrument’s average validity is 0.935, and the reliability is 0.701 which means that this tool has high validity and acceptable reliability.
An Evaluation of Mathematics Intervention Program for Struggling Students Using Provus Discrepancy Evaluation Model: Aligning Design, Implementation, and Student Achievement Baybayan, Jericho Y.
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i2.1715

Abstract

In helping academically challenged learners, mathematics intervention is important in targeting specific learning gaps with customized instructional strategies. In response to the learning losses caused by the pandemic, DepEd in the Philippines officially launched the National Learning Recovery Program, under which focused intervention in Mathematics, among others, is mandated based on evidence. This study assessed the Mathematics Intervention Program for struggling students in a Central Mindanao school using Provus’ Discrepancy Model of Evaluation. This was in line with the overall objectives of determining the expected student achievement level as defined by the program, analysis of actual student performance before and after intervention, the recognition of discrepancies worth mentioning, and recommendations for improvement of the program. According to the results, 95.2% of students before the intervention were below standard in relation to the DepEd's Most Essential Learning Competencies (MELCs) and DepEd Order No.8, s. 2015. In contrast to pre-test results, which indicated a considerable gap in student performance, the post-intervention performance showed a drastic increase in the number of students who achieved satisfactory to outstanding levels. The mean score increased from 21.32 (pre-test) to 45.31 (post-test), which means students showed increased understanding and fluency in mathematical concepts and procedures. This implies that the program has effectively dealt with the intervening factor standing between the performance of the students and the desirable level. Some recommendations put forth are institutionalizing the program, regular diagnostics, intensive training for teachers in differentiated instruction and formative assessment, improvement of learning resources, and parental involvement.
Co-Authors Cabanes, Aileen Lacia, Michelle R.