Browsing by Author "Cerveza, Ryan L."

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    Course experience as the predictor of career personal efficacy
    (Institute of Advanced Engineering and Science, 2024) Cerveza, Ryan L.; Laguardia, Jan Kenneth R.; Lapinid, Minie Rose C.
    Despite the proliferation of the culture of accreditation in the country, accreditation evaluations fail to capture authentic student course experience. This study aimed to assess the students’ course experience as to how it can contribute to increasing their career personal efficacy when employed in the work field. The 70 respondents were the education graduates of the college of education of a certain university in the past 6 years. The hierarchical multiple regression (HMR) was used to determine which of these domains can explain a statistically significant amount of variance to the career personal efficacy of the respondents. Correlation analysis r and the analysis of variance (ANOVA) were also employed to determine the relationships of the domains of course experience to career personal efficacy. Results revealed a high correlation between the six domains of course experience and career personal efficacy with good teaching, and clear goals and standards as the best factors among the domains of course experience which can predict career personal efficacy. It is recommended that administrators and policymakers should look into these two domains of the course experience to plan for the development goals of colleges and universities. © 2024, Institute of Advanced Engineering and Science. All rights reserved.
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    Difficulties of third year BSE mathematics students in differential calculus
    (Don Mariano Marcos Memorial State University - South La Union Campus, 2004-03) Cerveza, Ryan L.; Evangelista, Nanette P.; Fernandez, Joel B.
    This study determined the difficulties of the third year BSE Mathematics students in Differential Calculus of DMMMSU-SLUC~ College of Education, Agoo, La Union, during the 1st semester of the school year 2003 - 2004. Specifically, it sought answers the following: (1) What is the profile of the students as to age, civil status, gender and grade in Differential Calculus'i; (2) What is the performance of the third year BSE Mathematics students in the performance test in Differential Calculus"; (3); What topics are found difficult by the third year BSE Mathematics students as to the different topics in differential calculus: Differentiability and continuity, Functions and graphs, Tangent line and derivatives, Derivative of trigonometric functions, Derivative of higher orders, Limit of functions, Derivative of composite functions and the chain rule, Derivative of power function for rational exponents, Implicit differentiation, Derivative of inverse trigonometric function, Normal logarithmic function, Rate of change (4) In what cognitive domain are the third year B SE Mathematics students weak?; (5) Is there a significant relationship between the grade in differential calculus and the grade of the respondents in the Differential Calculus performance test? This study tested the hypothesis that there is no significant relationship between the respondents' grade in Differential Calculus and the scores in the Differential Calculus performance test. This study made use of descriptive method using a questionnaire, which was administered to 15 third year BSE mathematics students of DJvflvIMSU- SLUC, during the second semester of the school year 2003 - 2004. To analyze the data, the Person- Product Moment Coefficient of Correlation, t-test, mean and percentages were used. Based from the data gathered the study came out with the findings. Out of 15 respondents, 12 are females and majority of 7 of respondents are nineteen years old. All of the respondents are single and 13 of the respondents obtained a grade ranging from 81 - 89. As to the grade in performance test in Differential Calculus, majority of 8 respondents obtained a grade ranging from 72 - 80. In the mean of scores in each topic in the test in Differential Calculus, the highest is differentiability and continuity of 2.2 mean score and the lowest is.I3 of derivative of power function for rational exponents. As to the mean scores in the three (3) cognitive domains, in knowledge is 6, application is 2.8 and in problem solving is only 2. Lastly, there is moderately small positive correlation because the computed r is .40 and the null hypothesis is accepted that there is no significant relationship between the respondents' grade in Differential Calculus and in the Differential Calculus performance test because the computed t value is 1.57 which is lesser than the tabulated t value of2.160. From the findings of this study the following conclusions were drawn. As to the profile of the students, majority of them are females and most of them are 19 years old. All of them are single and their grade in Differential Calculus is very satisfactory. Majority of the result of the performance test in Differential Calculus is satisfactory. The most difficult topic in knowledge is on the derivative of higher order, in application it is on finding the derivative of power function for rational exponents and in problem solving it is on the derivative of composite function and the chain rule, and tangent line and derivative. The most difficult among the topics is the derivative power function for rational exponents. The third BSE Mathematics students were found weak in problem solving. Lastly, there is no significant relationship between the respondents' grade in differential calculus and the grade of the third year BSE Mathematics students in the performance test. Basing from the salient findings of this study, the following were highly recommended: (I) Encourage male students to take up education courses; (2) Further studies be undertake and determine other factors like teachers, attitude and others that affect the performance of the students in Mathematics; (3) Teachers should emphasis more on the higher level of thinking by using teaching techniques to hone the skills in problem solving; (4) Students should be encouraged to use their time wisely by going to the library; (5) For better learning, mathematics students are encouraged to study scholarly the basic pre-calculus mathematics subject for the preparation in differential calculus especially analytic geometry.
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    Problem Solving, Mathematical Investigation and Modelling (SEME 109)
    (Don Mariano Marcos Memorial State Univeristy - South La Union Campus, 2025) Cerveza, Ryan L.
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    The effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving
    (Journal on Mathematics Education, 2024-07-30) Cerveza, Ryan L.; Lapinid, Minie Rose C.
    The 'Gradual Release of Assistance (GRA) instruction' was implemented among pre-service teachers in a problem-solving course designed to reduce students' resistance to independent problem-solving. This approach aimed to enhance students' heuristic skills, confidence, and attitudes toward problem-solving. The GRA instruction encompassed activities with progressively decreasing levels of instructional support across three stages: the maximum assistance stage, the medium assistance stage, and the independent problem-solving stage. Utilizing an embedded multiple-case design and a simple time-series analysis of six individual cases, this research explored how pre-service teachers applied heuristics and their confidence and attitudes toward problem-solving. The study revealed improvements in heuristic application among cases with high and medium mathematical abilities, as well as increased confidence and positive attitudes toward problem-solving within this cohort. However, there were no notable improvements in using different heuristics among cases with low mathematical ability. The findings discussed the observed changes and consistencies, offering plausible explanations that underscore the significance of GRA instruction in alleviating students' reluctance to engage in independent problem-solving.
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    The strategies behind the PhD in Mathematics Education Graduates' Professional Growth:
    (City University of New York, 2026) Cerveza, Ryan L.
    This study explored the professional growth of PhD in Mathematics Education graduates from Don Mariano Marcos Memorial State University (2016–2023), focusing on the teaching strategies that contributed to their advancement. Motivated by the limited research linking doctoral training to practical classroom application, the study aims to identify which instructional approaches were most relevant to graduates’ teaching practices and career outcomes. Using a descriptive tracer study design, data were gathered from all 16 program alumni through a structured online survey and analyzed using both quantitative and qualitative methods. Findings revealed that research-based instruction, problem-based learning, and digital tool integration were the most impactful strategies, contributing to improved teaching performance, increased confidence, job promotions, and professional recognition. Graduates reported high alignment between their doctoral training and real-world educational demands, particularly during the pandemic’s transition to remote learning. Framed by Human Capital and Social Systems Theories, the results highlight how doctoral education functions as both a personal investment and an institutional lever for change. The study concludes that embedding flexible, research-informed pedagogies in doctoral programs strengthens instructional leadership and positions graduates as key agents of innovation in mathematics education.