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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal on Mathematics Education
Cerveza, Ryan L.
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Education Mathematics Social Sciences Other

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Course experience as the predictor of career personal efficacy Cerveza, Ryan L.; Laguardia, Jan Kenneth R.; Lapinid, Minie Rose C.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29579

Abstract

Despite the proliferation of the culture of accreditation in the country, accreditation evaluations fail to capture authentic student course experience. This study aimed to assess the students’ course experience as to how it can contribute to increasing their career personal efficacy when employed in the work field. The 70 respondents were the education graduates of the college of education of a certain university in the past 6 years. The hierarchical multiple regression (HMR) was used to determine which of these domains can explain a statistically significant amount of variance to the career personal efficacy of the respondents. Correlation analysis r and the analysis of variance (ANOVA) were also employed to determine the relationships of the domains of course experience to career personal efficacy. Results revealed a high correlation between the six domains of course experience and career personal efficacy with good teaching, and clear goals and standards as the best factors among the domains of course experience which can predict career personal efficacy. It is recommended that administrators and policymakers should look into these two domains of the course experience to plan for the development goals of colleges and universities.
The effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving Cerveza, Ryan L.; Lapinid, Minie Rose C.
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp771-792

Abstract

The 'Gradual Release of Assistance (GRA) instruction' was implemented among pre-service teachers in a problem-solving course designed to reduce students' resistance to independent problem-solving. This approach aimed to enhance students' heuristic skills, confidence, and attitudes toward problem-solving. The GRA instruction encompassed activities with progressively decreasing levels of instructional support across three stages: the maximum assistance stage, the medium assistance stage, and the independent problem-solving stage. Utilizing an embedded multiple-case design and a simple time-series analysis of six individual cases, this research explored how pre-service teachers applied heuristics and their confidence and attitudes toward problem-solving. The study revealed improvements in heuristic application among cases with high and medium mathematical abilities, as well as increased confidence and positive attitudes toward problem-solving within this cohort. However, there were no notable improvements in using different heuristics among cases with low mathematical ability. The findings discussed the observed changes and consistencies, offering plausible explanations that underscore the significance of GRA instruction in alleviating students' reluctance to engage in independent problem-solving.
Co-Authors Laguardia, Jan Kenneth R. Lapinid, Minie Rose C.