International Journal of Educational Review

Longitudinal Assessment of Reading Proficiency Through CRLA: A Three-Year Analysis of Grade 1-3 Learners In SDO- Makati (2022-2025)

2025-02-14T03:26:47+00:00

This three-year longitudinal Study addresses a critical gap in understanding reading proficiency development in multilingual educational settings, particularly in post-pandemic recovery in Philippine basic education. The research aimed to analyze the effectiveness of the Comprehensive Rapid Literacy Assessment (CRLA) implementation in tracking and improving reading proficiency among Grades 1-3 learners in SDO Makati from 2022 to 2025, specifically focusing on mother tongue-based instruction and dual-language development. Using a longitudinal research design, the Study examined 18,159 students across 15 elementary schools, implementing pre-test (BOSY) and post-test (EOSY) assessments through CRLA, which evaluated reading proficiency across four levels: Grade Ready, Light Refresher, Moderate Refresher, and Full Refresher. The findings revealed significant improvements across all grade levels, with Grade 1 showing a dramatic reduction in students requiring full refresher intervention from 55.17% to 1.64%, Grade 2 from 32.17% to 0.80%, and Grade 3 demonstrating successful bilingual development with Filipino full refresher needs decreasing from 19.88% to 0.71% and English from 12.43% to 1.16%. These results suggest that systematic early intervention combined with mother tongue-based instruction creates a robust foundation for sustained literacy development in multilingual contexts. The dramatic reductions in students requiring full refresher intervention were statistically significant across all grade levels (p<0.001), with large effect sizes (Cohen's d ranging from 1.45 to 2.13), indicating not only substantial but reliable improvements. The 95% confidence intervals for these improvements (Grade 1: 52.3%-55.7%; Grade 2: 30.2%-32.5%; Grade 3 Filipino: 18.4%-19.9%; Grade 3 English: 10.5%-12.0%) further demonstrate the consistency of these positive outcomes across the student population.

An Analysis of Argumentative Essay Writing Errors of EFL Students in Palembang: A Study of Three Universities

2025-01-22T02:34:17+00:00

This research was conducted in three universities in Palembang: UIN Raden Fatah Palembang, Universitas Sriwijaya, and Universitas Muhammadiyah Palembang. The total sample of this research was 30 students. In this study, test and checklists error were used as the research's instruments for gathering data. This study adopted Langan’s classification of errors, which categorized errors into four types: unity, support, coherence, and sentence skills. The findings of this study revealed four writing errors in students' essays. 1) Students of three universities in Palembang as the sample of study contributed four types of errors in their essay writing, those were (1) unity (6,48%), support (14,21%), coherence (11,97%), and sentence skills (67,33%). 2) The most common errors in essay writing contributed by three universities students in Palembang was sentence skills with the occurrence 270 errors (67,33%). The urgency of this research lies in the critical role that effective writing skills play in academic success and professional communication. Despite the increasing demand for proficient writing abilities in higher education, many students still struggle with fundamental aspects of essay writing. Identifying and addressing these issues is essential for improving students’ academic performance and preparing them for future career challenges.

Work Stress, Teaching Load, and Teaching Satisfaction of Faculty Members in The National University

2025-01-28T06:30:02+00:00

The importance of managing stress in the work environment has been emphasized as it impacts productivity. This study focused on the relationships among work stress, teaching load, and teaching satisfaction of faculty members at the University of the Philippines Los Baños, Laguna. A total of 147 faculty members from different colleges within the university completed the self-administered questionnaire online. The respondents had an average teaching load of 8.07 for the semester. Generally, they felt slight to moderate pressure and stress (M = 73.55; SD = 25.42). Also, they felt somewhat satisfied with their profession as educators (M = 18.65; SD = 4.76). The relationships among the three variables were determined through Spearman’s rank correlation coefficient. Results showed that work stress has a significant inverse relationship with job satisfaction, r (145) = -.29, p = .000. Also, results showed that teaching load has a significant inverse relationship with job satisfaction, r (145) = -.17, p = .030. Recommendations were made to establish programs to help in managing work stress and ensuring faculty well-being.