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Volume 16 (1); March 2026

Research Paper

Refining instructional materials evaluation: adoption of a rating scale in the institutional evaluation tool

Santillan J.P., and Volante D.C.

J. Educ. Manage. Stud.,16(1): 01-09, 2026; pii:S232247702600001-16

DOI: https://dx.doi.org/10.54203/jems.2026.1

Abstract
Effective evaluation of instructional materials (IM) is essential for ensuring educational quality in higher education. This institutional case study examines the refinement of Camarines Norte State College’s existing policy (BOT Res. No. 60, s. 2022), which previously lacked a defined rating scale, resulting in inconsistencies and subjectivity in IM assessment. The study aimed to develop a transferable policy refinement model by introducing a structured rating score evaluation scale that enhances clarity, standardization, transparency, and usability while preserving policy integrity. Data were collected through focus group discussions with faculty and evaluators and document analysis, and analyzed using thematic analysis. Key themes identified include policy alignment, standardization, accountability, efficiency, and participatory governance. The resulting framework offers a scalable mechanism for higher education institutions to bridge qualitative evaluation with quantitative accountability, supporting evidence-based decision-making and continuous improvement in instructional material assessment.
Keywords: Instructional Materials Evaluation, Rating Score Scale, Higher Education Policy

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Research Paper

Tanzania social action fund (TASAF) conditional cash support and secondary school attendance in Mkuranga district, Tanzania

Kioza AJ and Mwila PM.

J. Educ. Manage. Stud., 16(1): 10-16, 2026; pii:S232247702600002-16

DOI: https://dx.doi.org/10.54203/jems.2026.2

Abstract
This study evaluates the influence of the Tanzania Social Action Fund (TASAF) education support program on school attendance among secondary school students in Mkuranga District. Using a mixed-methods approach, the study combined qualitative insights with quantitative analysis to examine the relevance of TASAF’s financial assistance, socio-cultural barriers to attendance, and systemic challenges. A multiple regression analysis was conducted to measure the statistical influence of TASAF on attendance, revealing a positive and significant effect (R² = 0.68, p < 0.01). The findings highlight that while TASAF significantly increases attendance by reducing financial burdens, its effectiveness is constrained by socio-cultural factors such as early marriages and child labor, as well as infrastructural deficits like overcrowded classrooms. The study concludes that integrating financial support with systemic and cultural interventions is essential for sustainable educational improvements. Recommendations include increasing investment in infrastructure, conducting regular program evaluations, and intensifying community engagement efforts.
Keywords: TASAF, school attendance, regression analysis, socio-cultural barriers, education policy, Tanzania

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