CNU - JOURNAL OF HIGHER EDUCATION

The SM r-Stirling Numbers: An Algebraic Approach

Roberto Corcino, Vernard Dechosa, Romeo Coronel, Vienna Mae Deveraturda — Fri, 23 Jun 2023 00:00:00 +0000

The SM r-Stirling numbers by Broder were initially defined through their combinatorial interpretation, and all essential properties and identities were obtained using a combinatorial approach. This paper introduces a slightly modified version of the -Stirling numbers through their exponential generating functions and derives all necessary properties and identities using an algebraic approach.

Implementation of Blended Learning Modality:An Evaluation Based on ABCD Model

Edgermi Gingoyon — Fri, 23 Jun 2023 00:00:00 +0000

In the integration of both online and face-to-face interactions, blended learning has become a significant educational approach. To examine its implementation, this study uses a descriptive-evaluation mixed-methods research design (quantitative and qualitative) to evaluate the implementation of the Blended Learning Modality based on ABCD Model. Using primary and secondary sources of data, adopted tools to measure learners’ satisfaction and engagement levels, and interview questions to validate participants’ responses, this study thoroughly evaluated the participants, programs, effects, and impact. Results show that the implementation of the program was effective in its effect on the satisfaction and engagement levels and academic performance of students and its impact on parents. These findings indicate that effective implementation of blended learning is a factor in students' success. The researcher postulate recommendations to address a few gaps.

Metasynthesis on the Impact of Game-Based Digital Applications on the Reading Proficiency of Dyslexic Students

Fri, 23 Jun 2023 00:00:00 +0000

Developmental Dyslexia (DD) is the most common and serious reading disability that hinders the student’s capability to read. This meta-synthesis study aims to know the effects of game-based digital applications on developmental dyslexic students’ reading proficiency. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement flowchart, the researcher initially registered six hundred twenty-seven (627) studies from Google Scholar, Core.ac.uk, and Eric.edu.gov databases using the Boolean search strategies. Handsearching the reference lists of the eligible papers yielded forty-seven (47) related papers. After subjecting the papers to the inclusion and exclusion criteria, fifteen studies were selected and included in the final review. Clarke et al.’s thematic analysis of the data extracted from the papers yielded the four themes: 1) benefits of game-based digital applications for dyslexic students; 2) challenges and distractions; 3) usability and effectiveness of instructional applications; and 4) motivation and academic achievements. Overall, game-based digital applications have the potential to positively impact the reading proficiency of dyslexic students. However, it is essential to address the challenges and distractions that students may face while using these applications. By integrating the recommendations of this study into educational practices, educators can create inclusive learning environments that promote the academic success of dyslexic students.

Cebu Normal University MS Mathematics Graduates:A Tracer Study

Roberto Corcino, Cristina Corcino, Edward Kiunisala — Fri, 23 Jun 2023 00:00:00 +0000

This paper unveils the outcomes of a tracer study conducted on graduates who completed the Master of Science in Mathematics (MS Math) program at Cebu Normal University between 2015 and 2021. The primary objective of this tracer study is to discern the evolution in the career trajectories of these graduates, serving as a foundational element for evaluating the effectiveness of the MS Mathematics program at Cebu Normal University.