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All Journal International Journal of Evaluation and Research in Education (IJERE)
A. Salic-Hairulla, Monera
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Education

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Designing and implementing teachers’ professional development program on crafting brain-based lessons A. Madale, Vanjoreeh; A. Casidar, Jamaliah; B. Barquilla, Manuel; A. Salic-Hairulla, Monera; Jr G. Adil, John; R. Alcopra, Arlyn
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.v14i4.32642

Abstract

The increasing emphasis on brain-based learning (BBL) underscores its potential to enhance educational practices by integrating the biological foundations of learning. This study, conducted at Mat-I National High School, sought to address the gap between theoretical understanding and practical application of BBL among science and mathematics educators. Using a descriptive research design, the study aimed to develop and implement a comprehensive training designed to elevate teachers' proficiency in BBL strategies, ultimately improving their instructional effectiveness in science and mathematics education. A pre-training needs assessment identified a superficial familiarity with BBL among teachers, underscoring the need for more targeted professional development. The training program incorporated lectures, workshops, interactive exercises, and the creation of lesson plans tailored to BBL principles. Post-training assessments demonstrated a marked improvement in participants' understanding and application of BBL, advancing from basic to proficient levels. These findings suggest that the program successfully enhanced teaching practices. The study concludes by recommending continuous professional development, the development of BBL-aligned teaching tools, and the adoption of varied training methodologies to sustain and further improve educational outcomes in mathematics and science education.
Ethnobotanical plant awareness among secondary school students of Malaybalay, Philippines Khrystel P. Gonzales, Doreen; A. Salic-Hairulla, Monera; A. Madale, Vanjoreeh
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36095

Abstract

Plant awareness, encompassing attention, knowledge, and attitudes toward plants, are essential for fostering biodiversity appreciation and environmental stewardship. In Bukidnon, where a rich ethnobotanical heritage exists, limited research has explored students’ awareness of ethnobotanical plants, potentially undermining local conservation efforts. This study assessed ethnobotanical plant awareness among 320 secondary school students from three schools in Malaybalay, Bukidnon, using a quantitative survey design. A structured survey measured three dimensions of awareness: visual attention, knowledge/understanding, and attitudes. Data were analyzed using descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and Spearman’s rho correlations to explore differences and relationships across gender and grade levels. Findings revealed a marked preference for animals over plants, with students demonstrating limited visual attention and knowledge regarding local ethnobotanical species. Significant differences in plant awareness were observed across grade levels, while gender differences were less pronounced. Significant relationships were found between visual perception, knowledge, and attitude which describes the multidimensional nature of plant awareness. The results highlight critical gaps in plant awareness, underscoring the need for integrative educational strategies. Incorporating local ethnobotanical knowledge into science, technology, engineering, and mathematics (STEM) curricula may enhance students’ engagement, species literacy, and environmental responsibility. Addressing plant awareness disparities among students is vital for effective biodiversity conservation and the development of future environmental stewards in Bukidnon.
Co-Authors A. Casidar, Jamaliah A. Madale, Vanjoreeh B. Barquilla, Manuel Jr G. Adil, John Khrystel P. Gonzales, Doreen R. Alcopra, Arlyn