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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Cubillas, Trixie E.
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Humanities Education Library & Information Science Social Sciences Other

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Impact assessment of the beginning reading para sa mga tsikiting in Butuan City, Philippines Cubillas, Ariel U.; Cubillas, Trixie E.; Pizon, Marvin G.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22435

Abstract

This study assessed the impacts of the beginning reading para sa mga tsikiting (beginning reading for kids) or BRPT intervention project, an initiative of the College of Education, Caraga State University, Mindanao, Philippines. Using a descriptive research design, it employed the Revised Philippine Informal Reading Inventory (Phil-IRI) Reading Profile as a baseline to assess learners’ reading progress. The intervention involved 125 primary-grade pupils, 12 teachers, and 20 parents (home teachers). The conduct of impact assessment by a third party is required and mandated by the university after project completion. Results reveal significant improvement in reading performance post-project implementation, particularly evident in reducing frustration levels and increasing independent reading achievements. In addition, School A (with intervention) outperformed School B (without intervention). Despite the challenges it faced in its implementation, the project successfully met its target objective of enhancing reading performance. The project demonstrates its efficacy in improving early readers’ literacy skills and fostering positive social and economic influences through community engagement despite issues in its implementation. The findings also highlight the project’s social and economic impacts, such as the enhancement of parental engagement and strengthening of home-school partnerships while providing cost-effective measures and utilizing local expertise. Further, findings provide novel insights into the existing and future literacy programs.
Navigating teaching performance in the new normal: insights from student ratings Matias, Junrie B.; Lagura, Gladys L.; Flores, Grace T.; Cubillas, Trixie E.; Calagui, Laurence B.; Cubillan, Myron T.; Mariscal, Ritchfildjay L.; Rodas, Erlin S.; Herrera, Miraluna L.; Tabudlong, Renante P.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22755

Abstract

The COVID-19 pandemic caused unprecedented disruption worldwide, forcing higher education institutions to adopt blended learning. This sudden shift posed numerous challenges for both students and faculty members, making it essential to accurately evaluate teaching performance and effectiveness. Caraga State University, for instance, assesses teaching performance based on several criteria: communication, instruction, consultation, and assessment, each with varying weights. Concerns have arisen regarding the non-uniform distribution of these weights, and it remains unclear which criterion most significantly impacts overall teaching performance as perceived by students. This study analyzed 22,825 samples from Caraga State University's personnel evaluation system for the first semester of the 2021-2022 academic year using artificial neural networks (ANN). The study sought to uncover patterns in the data and provide insights into faculty performance. The results revealed that in the context of blended learning, assessment and academic integrity (AAI) influence most students' ratings of faculty performance. Engagement and consultation (EC) follow, with communication and instruction having the lowest relative importance. This study contributes to improving teaching strategies and enhancing the student’s learning experience in higher education institutions.
Navigating the practice teaching odyssey: unveiling the well-being dynamics of student teachers Cubillas, Trixie E.; Tabao, Maricel D.; Cabalan, Jascha Kaye S.; Baron, Kristienah Sastha D.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32798

Abstract

Despite the growing emphasis on student well-being in educational policy and practice, there remains a need for more consensus on which domains should be studied, resulting in fragmented research. This study addresses this issue by gauging the well-being of student teachers at Caraga State University-Main Campus, Philippines, focusing on cognitive, psychological, social, and material dimensions based on the Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) framework. The study employed descriptive-correlational research design and data were collected from 62 Bachelor of Elementary Education (BEEd) and 66 Bachelor of Secondary Education (BSEd) major in Science student teachers using stratified random sampling. Analysis methods included frequency counts, percentages, weighted means, independent sample T-test, and Pearson product-moment correlation. Results showed that most participants were female and from the BEEd program. Significant differences in well-being were found based on gender, while no significant differences were observed between the programs. Cognitive well-being was associated with psychological and social well-being, and material well-being was significantly linked to both psychological and social well-being. Proposed interventions include financial support, social network enhancement, and academic engagement promotion. These findings present novel insights into the importance of financial aid and robust social networks in improving student teachers’ well-being and academic success.
Beyond awareness: an assessment of reading program implementation in Butuan City, Philippines Cultura, Jereco F.; Cubillas, Ariel U.; Cubillas, Trixie E.
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.v14i6.33206

Abstract

This study assessed the levels of awareness and implementation of every child a reader program (ECARP) in public elementary schools within South Butuan District-I, Butuan City Division, Philippines. Additionally, it sought to determine the relationship between the awareness levels of teachers and school heads and the program’s implementation. A mixed-method design was used, with survey questionnaires administered to 105 respondents, representing 95% of the district’s teachers and school administrators. Analysis of the collected data revealed that participants exhibited high awareness regarding the components of implementation, monitoring, evaluation, and reading assessment. The implementation of ECARP was rated as very satisfactory. Furthermore, a significant relationship was identified between the levels of awareness and implementation, underscoring the importance of guideline awareness for effective program execution. The study concludes that heightened awareness of ECARP guidelines is crucial for achieving a well-implemented reading program. These findings offer a valuable contribution to the field of education by providing a localized analysis of the reading program, highlighting both its challenges and successes. The study introduces data that can inform future policy adjustments, while offering new insights for enhancing existing reading programs and guiding the development of localized intervention plans.
Co-Authors Baron, Kristienah Sastha D. Cabalan, Jascha Kaye S. Calagui, Laurence B. Cubillan, Myron T. Cubillas, Ariel U. Cultura, Jereco F. Flores, Grace T. Herrera, Miraluna L. Lagura, Gladys L. Mariscal, Ritchfildjay L. Matias, Junrie B. Pizon, Marvin G. Rodas, Erlin S. Tabao, Maricel D. Tabudlong, Renante P.