Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) International Journal of Education and Teaching Zone
Quileste, Ronald
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring the ASPIRE Framework: Enhancing Assessment Literacy through Inquiry-Based Teacher Education Quileste, Ronald; Estacio, Maria Leah Paola; Pagara, Charity Rose
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.447

Abstract

Assessment literacy remains underdeveloped in many teacher education programs, with limited use of inquiry-based approaches. No empirical studies have applied the 5Es model specifically to assessment education, particularly in resource-constrained contexts. This mixed-methods study introduces the ASPIRE Framework (Assessment through Structured Pedagogy, Inquiry, and Reflective Engagement), an adaptation of the 5Es model integrating constructivist principles and the Filipino value of bayanihan. Implemented in a Philippine teacher education course (n = 29 pre-service teachers), ASPIRE was evaluated through surveys, a validated pretest-posttest, interviews, and assignment analysis. Engagement remained consistently high across phases (M = 3.64–3.75/4), and learning scores improved significantly by 9.22 points (Z = –3.96, p < 0.001, r = 0.73), indicating a substantial impact. Qualitative findings highlighted clarity, practicality, and strong collaborative learning, though time constraints limited group activities during the Explore phase. The framework’s low-resource design suggests adaptability in similar Southeast Asian settings. While results provide preliminary evidence that culturally responsive, inquiry-driven pedagogy can enhance assessment literacy, the small sample and single-course context limit generalizability. Future research should examine scalability across disciplines, compare ASPIRE with traditional approaches, and explore adaptations for diverse educational and cultural contexts.
Enhancing Verbal Engagement in Diverse Classrooms: The Peer-Supported Verbal Engagement Model (PSVEM) Quileste, Ronald; Ogoy, Djevonah; Roble, Christhie Jean; Gonzalez, Alexandria Yzzabelle; Golez, Michaela Grace; Caberoy, Wayne Mark
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 9 No. 6 (2025): November
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v9i6.332

Abstract

Low verbal participation remains a barrier to active learning, particularly in hybrid classrooms. This mixed-methods action research evaluated the Student-Selected Buddy System (SSBS), a peer-support intervention promoting verbal engagement through student autonomy and collaboration. Implemented in a Grade 12 STEM hybrid class, the SSBS significantly increased verbal participation (pre-test M = 2.92 to post-test M = 3.10, p < .05), with 63% of students improving. Qualitative data revealed enhanced confidence, collaboration, and the critical role of relatable topics and teacher facilitation. Addressing a gap in student-centered verbal engagement strategies, this study introduces the Peer-Supported Verbal Engagement Model (PSVEM)-a novel, theory-grounded framework integrating autonomy, peer scaffolding, and teacher support. Designed for replicability across K-12, higher education, and online/in-person modalities, PSVEM provides educators with practical, adaptable guidelines to promote inclusive dialogue. Scalable and context-flexible, PSVEM empowers teachers worldwide to boost student voice and transform classroom dynamics through peer-driven interaction.
Co-Authors Caberoy, Wayne Mark Estacio, Maria Leah Paola Golez, Michaela Grace Gonzalez, Alexandria Yzzabelle Ogoy, Djevonah Pagara, Charity Rose Roble, Christhie Jean