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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Multidisciplinary: Applied Business and Education Research
Denusta, Jonalyn L.
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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.
Co-Authors Bacio Jr., Salvador P. Cabiles, Neña Vanessa A Cepeda, Ma. Ernalyn B. Cordero, Evelyn M. Diamante, Alexis L. Ecube, Ma. Elfleda R. Embajador, Pearly Jade N. Espedion Jr., Romeo T. Morga, Cynthia L. Quidato, Julie Gay B.