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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Kimberly Christie S. Vergara
De La Salle University
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Assessing Knowledge Transformation Through an Authentic Assessment Ecosystem: Evidence from a First-Cycle Classroom Action Research Study in an Introductory Economics Course Kimberly Christie S. Vergara; Raymond Allan G. Vergara
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 6 (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.07.06.15

Abstract

This first-cycle classroom action research study examines whether students’ perception of their economic knowledge and skills can transform through an authentic assessment ecosystem of an introductory economic course. The authentic assessment ecosystem comprised learning circles organized around real Philippine economic issues, weekly scaffolded individual assignments grounded in the 10 Principles of Economics, group presentations as formative checkpoints, a midterm learning paper, and a final group podcast. Using a convergent mixed-methods design, pre-course and post-course self-assessment surveys measured changes in students' self-perceived economic knowledge and skills across five domains, while thematic analysis of post-course open-ended responses provided qualitative evidence of perspective transformation. Findings indicate a consistent and directionally uniform pattern of upward change across all survey items and all knowledge domains, with the greatest gains concentrated in foundational economic knowledge and the smallest gains observed where students entered with already high levels of competence. Qualitative analysis revealed four themes consistent with Mezirow's (1991) perspective transformation framework: a shift from intuitive to analytical decision-making, from surface to systemic understanding, from personal to social awareness of economic conditions, and from national to global analytical framing. Findings are treated as design inputs for a more methodologically rigorous second cycle and contribute practitioner-generated evidence on the role of authentic assessment ecosystems in fostering knowledge transformation in introductory economics education.
Student Engagement and Learning Success: Evidence from Hybrid and Online Classrooms Kimberly Christie S. Vergara; Raymond Allan Vergara; Loren Aina L. Trinidad
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.07.04.28

Abstract

This inquiry is the second phase of a teacher-led initiative that began in 2020 to examine the relationship between student engagement and learning success in the undergraduate classroom. Whereas the initial phase examined engagement and success in the online classroom, this study extends the inquiry to explore engagement and success in the hybrid classroom. Using a convergent mixed methods approach involving 575 students from different cohorts across 6 years, this study finds that there is a significant and positive relationship between student engagement and learning success. Specifically, engagement and active participation serve as a pathway to learning success through opportunities that enable knowledge development, knowledge application, and skill development.
Co-Authors Loren Aina L. Trinidad Raymond Allan G. Vergara Raymond Allan Vergara