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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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Journal : Journal of Education and Learning (EduLearn)

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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.
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.