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All Journal International Journal of Evaluation and Research in Education (IJERE)
Alia, Leemarc C.
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Education

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Development and validation of a cooperating teacher mentoring scale for student teachers Alia, Leemarc C.; Magday, Ehlrich Ray J.; Palompon, Daisy R.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31565

Abstract

Teaching internship is a crucial component of teacher education to prepare student teachers for their future careers in education. This study developed and validated an instrument to measure and evaluate the performance of cooperating teachers in mentoring student teachers. Items capturing the concept of teacher mentoring were developed through literature review, interviews, and focus group discussions. The 110-item 5-point Likert scale was given to 265 randomly selected student teachers from higher education institutions in the Philippines. Validity and reliability of the cooperating teacher mentoring scale (CTMS) were tested using exploratory factor analysis (EFA) and reliability analyses. Moreover, EFA showed three-factor structure of the instrument regarding the CTMS. The study reported the average variance extracted (AVE), composite reliability, and Cronbach alpha coefficients. These findings confirmed that the extracted constructs possess convergent validity and meet the necessary requirements. The item remained in the factor loadings of less than 0.50 (instructional support and professional development: 20 items; supportive teaching and mentorship: 15 items; and effective mentoring and coaching: 15 items). This study has confirmed three-factor structure of the CTMS. Researchers, educators, administrators, and student teachers can use the CTMS to evaluate cooperating teachers’ mentoring skills and provide feedback on areas that need improvement.
Development and evaluation of a re-sequenced intervention module in learning chemical bonding Asequia, Baby Eve N.; Alia, Leemarc C.; Matutes, Kevin Client B.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.31851

Abstract

In the typical high school chemistry curriculum, chemical bonding precedes the chemical reactions. In this study, the re-sequenced effect of learning chemical bonding when chemical reactions are introduced first among grade 9 learners was investigated. A learning module with re-sequenced intervention in chemical bonding was developed using analysis, design, development, implementation, evaluation (ADDIE) model and validated by eight science education professionals rated as very satisfactory. A quasi-experimental research design was utilized in the implementation phase with 129 respondents selected through cluster random sampling. Pre- and post-tests, formative and summative assessments, and evaluation surveys were administered. Evaluation results revealed that the scores from the re-sequenced intervention group displayed a slightly higher overall satisfaction percentage (99.06%) compared to the control group (94.74%). In addition, the experimental group achieved significantly higher competency levels (M=49.3, SD=19.4) compared to the control group (M=41.4, SD=15.3), with p=0.016 and d=0.37. Furthermore, students reported positive perceptions despite initial misconceptions. These findings highlight that re-sequencing topic order enhances chemistry learning outcomes and student engagement. Hence, the re-sequenced learning module became a valuable tool for enhancing understanding of chemical bonding, independent of baseline competency or attitudes toward the material.
Co-Authors Asequia, Baby Eve N. Magday, Ehlrich Ray J. Matutes, Kevin Client B. Palompon, Daisy R.