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

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Evaluation of the Developed and Produced Computer Generated Instructional Materials (CGIM) for College Geometry Bacio, Jr., Salvador P.; Sagge, Jr, Roberto G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 11 (2022): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.11.19

Abstract

The tripartite function of faculty members in higher education includes instruction, research, and extension. Built-in into this function was to produce of instructional materials for students’ and teachers’ consumption. The objective of this study was to evaluate computer-generated instructional materials (CGIMs) used in college geometry courses. To attain this, the researchers used descriptive-evaluative design. The respondents were the twenty (20) teachers teaching Geometry and Curriculum Development. The instruments used were the worktext and multimedia efficiency rating scale, usefulness, accuracy, completeness, and appropriateness rating scale. The result shows that in terms of physical attributes, objectives, content, exercises, and evaluation, the worktext has a “very high” efficiency level while in terms of content, physical attributes, and visual clarity the multimedia presentation achieved a “very high” efficiency level. It was also found that in terms of usefulness, accuracy, completeness, and appropriateness, the developed CGIM has attained a “very high” level. This means that the developed CGIM achieved an excellent level of instructional material development. CGIM is recommended as a way to improve the achievement, mental habits, and problem-solving skills of Geometry students.
Exploring error patterns in English writing: a pathway to innovative multimodal instructional material Tupas, Joshua B.; Bacio, Jr., Salvador P.
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.v14i5.33677

Abstract

Considered as a crucial element that leads to better academic performance, Filipino learners always aim to master English language skills. Among various factors that affect the learning of English language skills, the availability of resources that cater to a diverse set of learners is important. Using semiotic or multimodal resources may help teachers assist students in enhancing their macro skills in the English language. This developmental research aimed to design, develop and evaluate a multimodal instructional material (IM) based on students identified common errors in writing. English major education students were selected as participants as they are important role-players in enhancing the future generation of learners in the English language. There were 39 freshman bachelor of secondary education (BSEd) English major students, three English teachers, two curriculum experts, and one information technology expert participated in the study. A panel of experts validated the instruments, which included the questionnaire to gauge the respondents’ writing skills, the adapted rubric for writing proficiency, and the adapted evaluation form for printed IM exclusively used by the university. Results of the study revealed that the respondents’ writing skills were poor. The evaluation conclusively showed that the IM was very acceptable for classroom use and teaching. It was recommended that the developed multimodal IM be used as a supplementary workbook to facilitate the need for primary English textbooks for the freshman BSEd English major students.
From stories to numbers: development of folktale-based instructional materials in mathematics Demingoy, Cherry Joy B.; Sagge Jr., Roberto G.; Senosa, Tedric Dave E.; Herrera Jr., Renato V.; Bacio, Jr., Salvador P.; Rico, Julynn J.; Quidato, Julie Gay B.; Felimon, Rosemarie G.; Solomon, Franz Ian D.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37629

Abstract

Persistent learning gaps and the scarcity of culturally anchored resources continue to challenge Grade 7 mathematics instruction in rural public schools in the Philippines, particularly under the MATATAG curriculum. This study developed and evaluated a folktale-based instructional material that integrates local Panay folktales with target Grade 7 competencies in measurement and geometry and number and algebra to support meaningful, context-rich learning. Using a Type I developmental research design guided by analysis, design, development, implementation, and evaluation (ADDIE) model and anchored on social constructivism and attention, relevance, confidence, and satisfaction (ARCS) motivational framework, the material was produced through competency mapping, story-task scripting, iterative expert review, and pilot implementation. Participants included 25 Grade 7 mathematics teachers who identified suitable competencies, 10 content and pedagogy experts who validated the material, and 66 Grade 7 learners from four public secondary schools who evaluated usability and learning support. Acceptability was measured using adapted expert and learner evaluation forms with a 5-point scale and summarized using descriptive statistics. Results indicated an overall rating of highly acceptable. Format and design received the highest evaluation, followed by organization and presentation and learning objectives; content and assessment were rated acceptable, highlighting specific areas for refinement. These findings suggest that embedding mathematical concepts in culturally familiar narratives can improve perceived clarity, engagement, and task coherence while maintaining alignment with curriculum standards. The study contributes a replicable, culturally responsive development process and a ready-to-adapt set of story-based math tasks for teachers in similar contexts. Future work may examine learning gains through quasi-experimental implementation and explore digital adaptations to broaden access and interactivity.
Co-Authors Demingoy, Cherry Joy B. Felimon, Rosemarie G. Herrera Jr., Renato V. Quidato, Julie Gay B. Rico, Julynn J. Sagge Jr., Roberto G. Sagge, Jr, Roberto G. Senosa, Tedric Dave E. Solomon, Franz Ian D. Tupas, Joshua B.