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All Journal International Journal of Evaluation and Research in Education (IJERE)
Barcelona, Alvin
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Education

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Reimagining the future of a business education program using appreciative inquiry Barcelona, Alvin; Caminong, Joliber; dela Cruz, Sam Rhoy B.
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25192

Abstract

Rethinking the future of education has fueled momentum for large-scale change after the significant effects of the global pandemic. This momentum for change may require large amounts of positive affect by affirming and appreciating what works well during difficult times rather than identifying and understanding problematic areas. This study made use of appreciative inquiry in reimagining the future of a Business Education program in a private tertiary institution in the Philippines. Using naturalistic approach, 35 business education students and three teachers were interviewed using positive questions that amplify the positive core of the college. The participants unleashed the strengths of the college such as the implemented flexible modular setup, availability of the repository of educational resources, efficient communication during online learning, empowered student council, and group collaborations. Through inquiry and dialogue, participants co-created the reimagined future of the College of Business Administration which is a more flexible and inclusive means of delivering the Business Education Curriculum and upgraded and holistic learning experiences for the learners. Through the use of appreciative inquiry, the participants collectively leveraged the best practices of the college and their envisioned future to design high-impact strategies that can move the college decisively to its reimagined future.
Development and validation of a scale measuring students’ use of generative artificial intelligence tools Barcelona, Alvin; Dela Cruz, Sam Rhoy
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.v14i5.34809

Abstract

The emergence of artificial intelligence (AI) in education, such as students’ use of generative artificial intelligence (GAI) tools in academic work, has profoundly transformed the learning ecosystem, offering both promising opportunities and potential challenges. Considering that such tools are still a developing area of study in education, this paper aimed to develop a scale that can assess and describe students’ practices and perspectives towards using GAI tools. Through an exploratory-sequential mixed methods design, an interview of 20 higher education students and a scoping literature review were used to generate scale items in the first phase of the study. In the second phase of the study, two pilot tests of the scale participated by 793 students were implemented. Exploratory and confirmatory factor analysis (CFA), internal consistency, and convergent validity tests were also carried out. The developed scale consists of 26 statements covering the following factors: i) research tool; ii) communication tool; iii) reliance; and iv) ethical use. The CFA model confirmed these factors, and all fit indices show that the overall structure of the scale has acceptable to good fit. The scale’s psychometric properties reveal that it is valid and reliable. This scale development study implicates schools to use a structured way of assessing how students engage with GAI tools in academic settings and rethink ways to support students’ learning through the responsible use of AI tools.
Co-Authors Caminong, Joliber Dela Cruz, Sam Rhoy dela Cruz, Sam Rhoy B.