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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) International Journal of Multidisciplinary: Applied Business and Education Research
Roberto G. Sagge, Jr.
West Visayas State University
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Library & Information Science Medicine & Pharmacology Social Sciences Other

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Equations of the heart and mind: a path analysis of psychological factors influencing mathematics performance Nestor L. Gicaraya; Tedric Dave E. Senosa; Dolly Rose F. Temelo; Roberto G. Sagge, Jr.; Salvador P. Bacio, Jr.; Sybel Joy Farillon-Labis; Cheryl Lyn C. Delgado; Peter Ernie D. Paris
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37353

Abstract

Mathematics performance remains a significant concern in higher education, as learners’ affective and motivational factors critically shape their achievement outcomes. In this context, the present study explored how anxiety, attitude, motivation, and academic well-being influence students’ performance in mathematics using a quantitative descriptive-correlational design with path analysis. Using a validated researcher-made questionnaire, data were gathered from 369 undergraduate students. The instrument demonstrated sound reliability and validity. Statistical analyses comprising descriptive measures and structural equation modeling (SEM) were conducted to identify both direct and mediated relationships among variables. Findings showed that students generally experienced moderate levels of mathematics anxiety and favorable levels of motivation and academic well-being. Correlation results revealed that anxiety was negatively linked to all other factors, whereas attitude, motivation, and academic well-being were positively associated with mathematics performance. Path analyses further indicated that motivation and academic well-being directly enhanced performance, while anxiety negatively affected achievement indirectly by lowering students’ attitudes and motivation. The final model demonstrated an excellent fit, suggesting that emotional and motivational mechanisms play a vital role in determining mathematics success. These results underscore the need for educational strategies that help students manage anxiety and strengthen their motivation and well-being to support sustained academic achievement.
Enhancing Numeracy Skills of Remedial Class Learners Through Multisensory Learning Strategies: An Action Research Julie Ann C. Dela Cruz; Ralph Michael B. Condino; James Paul M. Sombilon; Jushua Tabasa; Roberto G. Sagge, Jr.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.04.05

Abstract

This action research aimed to enhance the numeracy skills of Grade 9 remedial learners at a high school in Iloilo Province through multisensory learning strategies. Recognizing the persistent struggles in mathematics among the remedial learners, the researchers implemented a three-week intervention using three distinct approaches: tactile learning through manipulatives, audiovisual learning through educational videos, and kinesthetic learning through movement-based games. Sixteen identified remedial learners participated in activities that engaged multiple senses to make abstract concepts more concrete and accessible. Assessment results showed a clear before-and-after improvement in numeracy performance, from a Week 1 baseline mean score of 14.44/40 (36.10%) to a Week 3 post-intervention mean score of 32.88/40 (82.20%), with kinesthetic activities yielding the highest impact—100% of learners scoring 50% and above by the end of the intervention (compared with 18.75% in Week 1 and 56.25% in Week 2). Student interviews confirmed that games, visual presentations, and active participation improved engagement, comprehension, and enjoyment. Simple incentives like snacks and sticker-based attendance cards further boosted motivation and consistent attendance. The data analysis highlighted that engaging multiple senses supports differentiated instruction, improves learning outcomes, and fosters a more inclusive and interactive environment for struggling learners. The study recommends regular integration of multisensory learning strategies, particularly kinesthetic learning strategy through movement-based games, in remedial instruction, along with incentives that sustain student interest. This research provides practical and evidence-based insights for educators seeking to transform traditional math instruction and support diverse learning needs in remedial settings.
Printed, digital, or blended modules: which best enhances learners’ academic performance in Filipino subject? Salvador P. Bacio, Jr.; Ma. Ernalyn B. Cepeda; Julie Gay B. Quidato; Jonalyn L. Denusta; Pearly Jade E. Samilo; Neña Vanessa A. Cabiles; Roberto G. Sagge, Jr.; Antoniette D. Cortez; Evelyn M. Cordero; Mariane Grace C. Barbo
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.26450

Abstract

The Philippine education sector increasingly relies on printed, digital, and blended modules to sustain and personalize learning. This quantitative experimental study compared these delivery formats in the subject language and communication in Filipino academic contex among 108 randomly selected grade 11 learners assigned to printed-only, digital-only, or blended (print+digital) conditions. A validated researcher-made 50-item achievement test was administered before and after a six-week intervention in which groups studied the same competencies and completed parallel tasks, differing only in delivery format. Using analysis of covariance (ANCOVA) to control baseline performance, posttest scores differed significantly by modality, F(2, 104)=18.91, p0.001, partial η²=0.27. The blended group obtained the highest mean score (M=42.78) and significantly outperformed both single-format groups, while printed-only and digital-only outcomes were comparable. Open-ended feedback suggested that print resources supported organization and annotation, whereas digital activities enabled practice and timely feedback; combining both helped clarify steps and correct errors. Consistent with constructivism and the cognitive theory of multimedia learning, intentionally integrated print and digital components appear to enhance interactivity and manage cognitive load. Schools are encouraged to adopt accessible blended module designs and provide implementation support in low-connectivity contexts; future studies should replicate the comparison in other settings and examine longer-term retention.
Co-Authors Antoniette D. Cortez Cheryl Lyn C. Delgado Dolly Rose F. Temelo Evelyn M. Cordero James Paul M. Sombilon Jonalyn L. Denusta Julie Ann C. Dela Cruz Julie Gay B. Quidato Jushua Tabasa Ma. Ernalyn B. Cepeda Mariane Grace C. Barbo Neña Vanessa A. Cabiles Nestor L. Gicaraya Pearly Jade E. Samilo Peter Ernie D. Paris Ralph Michael B. Condino Salvador P. Bacio, Jr. Sybel Joy Farillon-Labis Tedric Dave E. Senosa