Papers by Avelino Ignacio Jr.
Problems of Education in the 21st Century, 2024
This research explores the educational beliefs of select fourth-year preservice Filipino mathemat... more This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022-2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imperative conduct of the dispensation of knowledge; the second theme, the teacher as a reliable improver belief, highlights the formation of space for student participation after dispensing knowledge; the third theme, teacher as an equity promoter belief, highlights the significance of addressing the needs of the students while dispensing knowledge; and the last theme, teacher as a strategic scaffolder belief, highlights combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives. The teacher-as-knowledge dispenser belief is more teacher-centered, the teacher-as-reliable improver and teacher-as-equity promoter beliefs are mixed teacher-centered and student-centered, and the teacher-as-strategic scaffolder belief is more student-centered.
International Journal of Multidisciplinary Educational Research and Innovation, 2024
The Adopt-A-Daycare Program, designed to address daycare center assessed needs prioritizing those... more The Adopt-A-Daycare Program, designed to address daycare center assessed needs prioritizing those of teachers, children and parents, underwent a three-year impact analysis to evaluate its effectiveness. Utilizing an explanatory sequential research design, the study found a positive impact on beneficiaries and stakeholders. Results indicated increased support for daycare services and professional development opportunities for teachers, as well as enhanced well-being for children and parents. Overall, the program has demonstrated success in meeting its objectives over the initial three-year period, showcasing its efficacy in addressing daycare center needs for all involved.
IGI Global, 2024
This chapter presents critical insights into the epistemological and ontological assumptions in c... more This chapter presents critical insights into the epistemological and ontological assumptions in constructivism in education contexts. This diverges from the epistemological and ontological notions of the philosophical concept of realism. Constructivism discards the traditional epistemology that operates on mind-independent reality. In examining this area, two distinct constructivisms are apparent to straddle an epistemological divide. For social constructivists, constructivism emphasizes students' role in being collaboratively involved in the situation or methodology to generate a conceptual change with genuine peripheral to full social participation using static scaffolds. Hence, being socially mitigated with minimal probing of epistemic authorities. For radical constructivists, constructivism stresses students' role to be individually engaged in epistemic discussions by means of the provision of dynamic scaffolds. So, be able to actively and personally build reality as well as substantiate knowledge assertions with the maximal probing of epistemic authorities.
Problems of Education in the 21st Century, 2024
Having been shifted from traditional to online learning due to the community quarantine implement... more Having been shifted from traditional to online learning due to the community quarantine implementation, it is valuable to determine students' views about taking courses online. This research aimed to explore the teacher education mathematics major students' experiences with taking undergraduate mathematics courses online, precisely the benefits and challenges they encountered, and in what way they dealt with these challenges. The design used in this study is qualitative exploratory research by distributing openended questions to selected Bachelor of Secondary Education in mathematics students (N = 76) from a state university in the province of Bulacan, Philippines. Data were explored through thematic coding. The results indicated that among the gains of taking mathematics courses online, the students mostly gained from a convenient study time to access applicable web-based references and resources. In spite of unpredictable internet networks, limited teacher and peer interaction, vague learning content and discussions, some distractions, and a lack of satisfactory learning resources, independent and self-paced study paired and fired with enough self-motivation are suggested.
Migration Letters, 2024
This research examines the Zoom video conferencing platform and using the Technology Acceptance M... more This research examines the Zoom video conferencing platform and using the Technology Acceptance Model (TAM) to elucidate the effects of adopting new technology on educational results. The study used structural equation modeling to examine the associations between the components of the Technology Acceptance Model (TAM) and the Zoom lessons conducted during the COVID-19 epidemic. A cross-sectional research design was employed to interview 323 Asian university students who were in their 10th week of an English as a foreign language (EFL) conversational English class. The interview included measures of perceived ease of use (PeU), perceived usefulness (P.US.), behavioral intentions, and P.uS. attitude scales (Scheper et al., 2019). Out of the 10 hypotheses tested, 7 were supported by path coefficients that varied in attitude. One significant impact of PeU was its effect on both intended and actual use of Zoom. Furthermore, the students' self-assessments of their learning remained untouched by the perceived usefulness of Zoom. However, it did have a significant impact on their plans to use Zoom in the future. Although P.US. was helpful in predicting students' future behavior, it did not impact their evaluations of their current accomplishment in their video conference class. Video conferencing technology had a significant influence on students' perceptions of their own development, P.uS. attitudes, and the applicability of the information they acquired via collaborative learning. P.US. mediated two significant occurrences, thereby resolving the problem. Upon careful examination of the results, it is evident that students must get thorough guidance on the use of video conference software prior to integrating it into their video conference classes.
International Journal of Education, 2022
Students, by just listening to and being observant of mathematical procedures to gain conceptual ... more Students, by just listening to and being observant of mathematical procedures to gain conceptual knowledge in mathematics, do not often lead valuable performance. Students need to participate. Learning is initiated and enhanced via continuing legitimate participation in a community of practice. Hence, this study explores students' legitimate peripheral participation in a college mathematics course, explicitly to describe the (1) activities students do to refine practice, (2) barriers students face to advance to full participation, and (3) participation support structures that allow students' legitimate peripheral participation. This study used qualitative-exploratory research design via the qualitative tool—reflective journal—comprising second-year teacher education students (N = 42) from a state university in Bulacan, Philippines, taking the Logic and Set Theory course as study participants, obtained purposively. Data were analyzed through thematic coding. This study showed that the activities of students that refine their practice could be thematized as individual engagement or collaborative involvement. Students faced both intrinsic and extrinsic barriers in progressing to full participation. The participation support structures facilitating students' legitimate peripheral participation were the manifestation of a welcoming environment that offered students additional practice activities to work into supplemented with constructive feedback, joined with the convenience of peer groups where they could go when needed. Inspirational life quotes, fascinating lessons that stir interest, and closed knowledge gaps equally enable student participation. A legitimate peripheral participation activity cycle may still arise when faced with difficulties as participants gradually try to work independently. A friendship-based collaborative group is suggested for Filipino learners.
Insights Foresights: International Multidisciplinary Monthly Magazine, 2023
Insights Foresights: International Multidisciplinary Monthly Magazine, 2023
Insights Foresights International Multidisciplinary Monthly Magazine, 2023
The Exigency: ETCOR's International Multidisciplinary Monthly Magazine, 2023
Learning begins from what we already know and continues to where we desire to be, extending and m... more Learning begins from what we already know and continues to where we desire to be, extending and modifying a particular discourse, whether written or oral, along with its shared repertoire and routines (Ignacio & Sison, 2022; Sfard, 2007). From a learner-centered perspective, education conveys itself by bringing out people's abilities in and through appropriate tasks and environments (Biggs & Tang, 2007). As per Jones (2007), this is where the teacher thinks about students' needs, individually or in groups, and encourages them to take part in the learning process all the time. In this lens, students do not always rest on their school teacher, awaiting directions, expressions of praise, or advice (Ignacio, 2021). Learnercentered teaching is about optimizing students' learning opportunities in various ways (Doyle, 2008). Likewise, if students are introduced to subject matter that interests them, they are more likely to be stimulated. But interest and enthusiasm are not produced via a topic per se, they are made by the learners themselves while they realize more concerning the topic and their understanding of as well as ideas on the topic. Personal experiences of a subject matter are always more pulling than general knowledge itself.
Interdisciplinary Research Review, 2022
The purpose of this research paper is to decompose effect patterns comprising achievement goals, ... more The purpose of this research paper is to decompose effect patterns comprising achievement goals, emotions, and academic failure tolerance in a single path model from a mathematics perspective. Teacher-education undergraduates from the College of Education of Bulacan State University, Philippines (N = 261) got via multistage sampling accomplished the self-report measures online: Achievement Goal Questionnaire, Achievement Emotions Questionnaire, and School Failure Tolerance Scale. Structural equation modeling was used to assess the research model. Results showed that the modified structural model indicators have good construct reliability, convergent validity, and discriminant validity, having an adequate fit, supporting several hypotheses. Findings showed that approach goals positively impact positive emotional pride, and negatively impact negative outcome emotions. Negative outcome emotions impact fear and discouragement after making errors on tasks they are trying to learn. Interpersonally defined avoidance goals yield low negative activity emotions. The path model offered a cleaner picture of the results.
International Journal of Learning and Teaching, 2022
This paper describes the mathematical learning of purposively sampled second-year Bachelor of Sec... more This paper describes the mathematical learning of purposively sampled second-year Bachelor of Secondary Education Mathematics majors from a state university in Bulacan province on the propositional equivalence concept within the Logic and Set Theory course via the commognitive lens. This small-scale study employed exploratory qualitative research with one class recording, one focus group and select activity outputs. Four participants in the focus group were sampled based on commognitive conflict occurrences. The teacher-researcher operated as a co-participant in the mathematical discourse. The dean's approval and participants' informed consent were observed, explaining the research objectives and confidentiality scope. The findings present accounts and descriptions of participants' mathematical discourses through the commognitive lens: word use, visual mediators, endorsed narratives and routine practices that describe the Logic and Set Theory discourses on the propositional equivalence concept from a participationist's learning standpoint.
Asian Journal of Research in Education and Social Sciences, 2022
This paper is not curriculum vitae; neither it is a vision statement. It is a sincere expression ... more This paper is not curriculum vitae; neither it is a vision statement. It is a sincere expression of my values and practices within the contextual reality in which I teach. In my early teaching years, I taught mathematics and improved myself while, unfortunately, blaming the students for almost all their failure occurrences to achieve learning. For the following years, this will serve as my personal teaching stance-to encourage thinking and learning among the students via communication. By conceptualizing mathematics as a discourse form, learning is equivalent to extending and modifying one's discourse, having no breach in the conversation.
Asian Journal of Research in Education and Social Sciences, 2022
This case study analysis focused on the student-centered discipline strategy of one of the three ... more This case study analysis focused on the student-centered discipline strategy of one of the three elementary teacher-participants named Bethany in Tracey Garett's case study. Specifically, it focused on the warnings and time-outs strategy implementation by Bethany. The present scholar revisited and analyzed the time-out implementation and its ambiguities to provide and propose feasible recommendations. It is essential always to remember that discipline is teaching the child of the desired behavior and not just about exerting the will over the child, although it may seem necessary for the moment.
International Journal of Science Annals, 2021
International Review of Social Sciences, 2019
This research work is an explanatory cross-sectional analysis on achievement emotions in mathemat... more This research work is an explanatory cross-sectional analysis on achievement emotions in mathematics. The main objectives of the study are as follows: (1) to test whether there is a significant interaction effect between the approach-avoidance dimension of achievement goals and Kolb's learning styles on achievement emotions in mathematics, (2) to test whether there is a significant difference in the means of achievement emotions in mathematics when grouped according to approach-avoidance dimension of achievement goals, and (3) when grouped according to Kolb's learning styles, and (4) to provide effect-size estimates for each significance test. Three instruments were utilized in the study, namely, Achievement Goal Questionnaire , Kolb's Learning Style Inventory 3.1 , and Achievement Emotions Questionnaire for Mathematics. The study utilized cluster sampling , two-way ANOVA interpreted through p-values (p), and partial eta-squared for effect-size estimates. Results show that there is a small interaction effect attributed to chance on all achievement emotions which can only be seen through careful study. Similarly, there is an average effect on enjoyment , and pride carried by achievement goals, and an average effect on boredom , and anger carried by Kolb's learning styles; which implies that both effects are somewhat visible in naked eye, and evidently, not attributed to chance. Consequently, mediation and moderation analysis linking achievement goals to positive achievement-related outcome emotions, and Kolb's learning styles to negative achievement-related activity emotions, respectively, are recommended.
Asia Pacific Journal of Multidisciplinary Research, 2017
This research work is an exploration of causality connection of learning styles to mathematics ac... more This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1) to identify the mathematics achievement goal of students when grouped according to preferred learning style (2) to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3) to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb's Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.
Asia Pacific Journal of Multidisciplinary Research, 2016
This research is about the Adamson University's third year regular engineering students' viewpoin... more This research is about the Adamson University's third year regular engineering students' viewpoints on mathematics courses in engineering as basis for improvement. The objectives of the study are as follows: (1) to identify the engineering students' views on the content of the mathematics courses taught in engineering education; (2) to identify the engineering students' views on the teaching style used in the mathematics courses; (3) to identify the engineering students' views concerning the faculty teaching the mathematics courses for the engineering departments; (4) to determine how do students' viewpoints on mathematics courses in engineering serve as basis for improvements. The researcher used qualitative research method. The respondents consisted of 12 regular third year engineering students of Adamson University. To improve the interview questions, a pilot study has been conducted with 5 sophomore engineering students of Adamson University to make sure that the words used in the interview questions can be grasped by students; and can provide answers and explanations to the problem posed in the present study with the aid of 2 experts. Based on data obtained from the research findings, students' viewpoints on mathematics courses to engineering are categorized under five (5) main themes and thirty (30) subthemes including one hundred forty two (142) codes. The main themes are as follows: the content of the mathematics courses, perception on relevance, lecturer's focus, teaching styles, and the assessment process.
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Papers by Avelino Ignacio Jr.