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p-Index From 2021 - 2026
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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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Selected Hiligayon Novels: Translation and Evaluation Bacio Jr., Salvador P.; Cabiles, Neña Vanessa A; Cepeda, Ma. Ernalyn B.; Cordero, Evelyn M.; Denusta, Jonalyn L.; Embajador, Pearly Jade N.; Espedion Jr., Romeo T.; Quidato, Julie Gay B.; Diamante, Alexis L.; Ecube, Ma. Elfleda R.; Morga, Cynthia L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 4 (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.04.04.20

Abstract

This descriptive-evaluative study aimed to translate and evaluate selected Hiligaynon novels. In the translation, the following steps were followed: reading and understanding the work to fully capture the general thought, essence, and message; translation and development of the first manuscript; validation and improvement of the first manuscript based on the suggestions of experts/consultants; revising, refining, and developing the final form and evaluating the appropriateness of the translated Hiligaynon novels. Three teachers of Hiligaynon literature and language evaluated the appropriateness of the translation. The result of the evaluation showed that the translated novels were appropriate as a whole, and also appropriate according to various criteria. It was concluded that the translators possess the characteristics and knowledge of the translated works, and also have proficiency in the two languages ​​involved in the translation. It is suggested to further polish the translation of selected Hiligaynon novels. Moreover, it is proposed to include the translated novels as teaching and reference materials for teachers, students, and researchers in schools and libraries and to carry out further translation of other Hiligaynon novels towards the development of local Ilonggo literature.
Teaching style and student well-being: regression analysis in Filipino language learning Cepeda, Ma. Ernalyn B.; Denusta, Jonalyn L.; Bacio Jr., Salvador P.
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.v15i2.37176

Abstract

Teaching style is widely theorized to shape learners’ affective experiences in language classrooms, yet empirical evidence remains limited in Filipino language settings, an underexplored context compared with the extensive English-focused literature. This study examined the extent to which teaching-style dimensions influence students’ anxiety, motivation, and attitudes toward Filipino. Using a descriptive-correlational design with multiple regression analysis, data were collected from 120 Grades 7–10 students enrolled in the Integrated Laboratory School (ILS) of a state university. Three validated instruments were employed: a Filipino-adapted foreign language classroom anxiety scale (FLCAS), the attitude and motivation test battery, and a teaching-style inventory assessing authority, managerial, delegator, facilitator, and hybrid dimensions. Findings showed high levels of anxiety, motivation, and attitudes toward Filipino. Teaching style dimensions were positively associated with motivation and attitudes, but not with anxiety. Regression results further indicated that only the hybrid teaching style significantly predicted students’ attitudes, whereas no teaching-style dimension significantly predicted anxiety or motivation. These results provide context-sensitive evidence for Philippine multilingual classrooms, highlighting the practical value of hybrid teaching in strengthening positive attitudes while indicating that anxiety likely requires targeted interventions beyond teaching style alone.
Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence Eslabra, Charmaigne A.; Sagge Jr., Roberto G.; Temelo, Dolly Rose F.; Parreño, Danilo M.; Senosa, Tedric Dave E.; Paris, Peter Ernie D.; Cachuela, Garry C.; Labis, Sybel Joy F.; Bacio Jr., Salvador P.
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.v15i2.37651

Abstract

Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
Co-Authors Cabiles, Neña Vanessa A Cachuela, Garry C. Cepeda, Ma. Ernalyn B. Cordero, Evelyn M. Denusta, Jonalyn L. Diamante, Alexis L. Ecube, Ma. Elfleda R. Embajador, Pearly Jade N. Eslabra, Charmaigne A. Espedion Jr., Romeo T. Labis, Sybel Joy F. Morga, Cynthia L. Paris, Peter Ernie D. Parreño, Danilo M. Quidato, Julie Gay B. Sagge Jr., Roberto G. Senosa, Tedric Dave E. Temelo, Dolly Rose F.