Resources & updates
Published studies, working papers, and research guidance from Chard Aye R. Alova and Iana Menzi C. Alova.
Publication catalog
Explore 24 distinct research works by Chard Aye R. Alova and Iana Menzi C. Alova, including their collaborations. Each entry includes an abstract or a clearly labeled summary. Follow the original publication or ResearchGate link for the source text.
Records checked 5 September 2026. Duplicate uploads are combined. Preprints and conference work are identified separately, and unavailable links or DOIs are marked.
European Journal of Mathematics and Applications · 6, Article 9
We develop the notion of fuzzy structures on g-groups, with emphasis on fuzzy g-subgroups, fuzzy g-ideals, and fuzzy g-filters, and give their characterizations.
Published 1 September 2026. Abstract reproduced from the original journal page.
Journal of Higher Education Research
This study measures the geometric complexity of Negros Island’s coastline using a high-resolution coastal image and a box-counting algorithm implemented in NetLogo. It reports a fractal dimension of 1.018, comparatively lower than several coastal estimates discussed in the paper. The author interprets this as evidence of a relatively smooth coastline and strong structural influences from tectonic fault systems. The work demonstrates a computational approach that can also be applied to other Philippine islands, while acknowledging the increased processing demands of measurements at very small spatial scales.
DOI: 10.70228/JHER2025026
Puissant · 4, 747–763
This descriptive-correlational study examines grammar and academic writing among 90 Grade 10 Special Science Class students selected through stratified sampling. Online assessments indicated that students were approaching mastery in both areas. Grammar scores and academic writing scores did not show a statistically significant association. Competence did not differ significantly by sex, while parents’ educational attainment was associated with differences in academic writing. The findings suggest that grammar knowledge alone does not explain writing performance in this group and that the two competencies should be assessed separately.
DOI: Not listed in the available record
The publisher dates this article 1 January 2023. ResearchGate also carries an earlier 2022 record. No DOI is listed by the publisher.
Academia Letters · Article 5567
Drawing on secondary records for 877 Grade 11 students at a private university’s integrated school in Negros Occidental, this report describes achievement in General Mathematics. The overall mean grade was 86.49, with a standard deviation of 6.53, classified as very satisfactory. Performance differed significantly across sex, academic strand, and school year. Female students had higher average grades than male students, and the ABM strand had the highest mean. The authors recommend review sessions, remediation, peer tutoring, and activities connecting mathematics with future study and careers.
DOI: 10.20935/AL5567
Journal of Mathematics and Science Teacher · 2(2), em016
The study compares localized mathematics lessons with ready-made lesson plans among Grade 6 pupils at Odiong Elementary School during school year 2019–2020. An experimental group received locally adapted instruction, while a control group used the ready-made materials. Pupils expressed strong interest in mathematics before and after both approaches. Performance in the localized group improved from fairly satisfactory to very satisfactory, and the reported comparisons favored localized lessons. The authors recommend contextualizing lesson plans to improve learning and support pupils’ interest in classroom mathematics.
International Journal of Multidisciplinary: Applied Business and Education Research · 3(9), 1742–1748
This action research evaluates tutorial and remediation programs for Grade 8 learners who had not met expected mathematics competencies. Students’ performance was compared before and after the interventions. Both groups recorded higher post-test scores, and the reported pre-test and post-test differences were statistically significant. The authors interpret the improvements as support for sustaining mathematics intervention programs and recommend refining instructional techniques to better meet learners’ needs. The study provides school-based evidence for additional learning support among students struggling with mathematics.
Online International Journal of Vedic Mathematics · Article 56
The paper presents an approach to subtraction using Vedic mathematics and extends it from ordinary arithmetic to integer subtraction. It applies the complement-based rule commonly described as subtracting digits from nine and the final digit from ten, then combines this approach with a transposition rule for the broader integer case. The discussion emphasizes accessible calculation procedures that can offer pupils another way to understand and perform subtraction. It situates these procedures within a connected system of mathematical techniques intended to make calculation more flexible.
Repository DOI: 10.5281/zenodo.5648428
The DOI identifies an archived repository copy of this work.
Journal of Higher Education Research · 9, 172–207
This study examines the relationships between learning management system activity, online engagement, and mathematics performance among 835 college freshmen. Participation counts and page views were analyzed alongside cognitive, behavioral, and psychological engagement using path analysis. Students generally reported high engagement and very good mathematics performance. Psychological engagement partly mediated the association between participation and mathematics achievement, while activity measures also had direct relationships with engagement and performance. The authors recommend meaningful online activities, instructor guidance, and feedback that support students’ psychological engagement in mathematics courses.
DOI: 10.70228/JHER2024020
Academia Letters · Article 4087
Using results from 183 education graduates at a public Philippine higher education institution, this descriptive study examines performance in the 2019 Licensure Examination for Teachers. The overall mean rating was 79.542, with a standard deviation of 5.566, indicating generally passing but comparatively modest performance. Mathematics and English majors performed strongly in the general and professional education components, while mathematics majors recorded the highest results in their specialization. The findings identify differences across programs that can inform review activities and improvements in teacher preparation.
DOI: 10.20935/AL4087
Academia Letters · Article 3685
Drawing on a survey of 313 Grade 11 students at Liceo De La Salle, this paper explores how learners value mathematics relative to enjoyment, self-concept, and motivation. The Attitudes Toward Mathematics Inventory indicated a positive rating for the subject’s value, while the remaining dimensions were neutral. Learners recognized mathematics as useful in everyday life and future work, even when confidence and enthusiasm were less developed. The paper highlights the educational importance of connecting this appreciation of usefulness with teaching approaches that strengthen students’ motivation and engagement.
DOI: 10.20935/AL3685
La Sallianum Ars et Scientia · 1(1), 98–117
This paper connects Vedic mathematics techniques with elementary combinatorics, covering permutations and combinations both with and without repetition. It develops the ideas progressively and applies several sutras to derive general procedures for counting problems. The discussion includes rules based on incremental changes, elimination and retention, and vertical and crosswise calculation. These methods are assembled into formulas that can serve as algorithms for basic combinatorial calculations. The work offers mathematics educators and learners another route for exploring counting concepts and the relationships among familiar formulas.
DOI: 10.70228/CBJ2021014
La Sallianum Ars et Scientia · 1(1), 118–142
Building on formulas for permutations and combinations, this paper develops a proof of Pascal’s identity through methods associated with Vedic mathematics. It derives related corollaries and examines how the identity generates Pascal’s triangle. The discussion also considers properties of the triangle, including its relationship to coefficients in binomial expansions and the rise and fall of coefficients across each row. By relating these familiar combinatorial ideas to Vedic calculation rules, the paper provides an alternative framework for understanding their structure and connections.
DOI: 10.70228/CBJ2022029
Journal of Higher Education Research · 7, 1–27
Using a descriptive-correlational survey, this study relates mathematics attitudes to first-quarter General Mathematics grades among 313 Grade 11 students at Liceo De La Salle in school year 2018–2019. Attitudes were measured using the Attitudes Toward Mathematics Inventory and analyzed alongside grades and academic strands. Overall attitudes were neutral, while average performance was very satisfactory. STEM learners showed positive attitudes and the strongest academic results. The analyses identified associations between attitude and strand, between attitude and achievement, and differences in mathematics performance across strands.
Repository DOI: 10.5281/zenodo.7236086
The DOI identifies an archived repository copy of this work.
La Sallianum Ars et Scientia
This paper applies Vedic mathematics techniques to work-rate problems, beginning with a transposition rule for fractions. It considers how long two people need to complete a task together when their individual working times are known, then extends the procedure to any number of workers. Rules based on elimination, retention, and sums of products support the generalization. The discussion connects fraction manipulation with practical shared-work calculations and highlights the method’s usefulness for common examination problems involving work and time.
Repository DOI: 10.5281/zenodo.5715915
The DOI identifies an archived repository copy of this work.
ResearchGate · Preprint
The available abstract describes a cross-sectional study of compassion fatigue and coping among guidance personnel working in schools in Negros Occidental. Purposive sampling yielded 150 valid responses. The study assessed compassion fatigue through the burnout and secondary traumatic stress components of the Professional Quality of Life Scale. The full abstract was not accessible in the checked public record.
DOI: Not listed in the available record
ResearchGate · Preprint
This study examines whether mathematical literacy and mathematics self-concept predict achievement among 148 Grade 10 learners from a public and a private school in Bacolod City. It uses literacy and performance tests, a self-concept scale, correlations, and multiple regression. Learners showed medium literacy, moderate self-concept, and low performance. Mathematical literacy was positively associated with achievement and was a significant predictor in the regression model. Self-concept was not a significant predictor, suggesting that applying mathematics in context was more closely related to performance in this sample.
DOI: Not listed in the available record
ResearchGate · Preprint
This preprint studies anti-fuzzy JJ-ideals and anti-fuzzy JJ-subalgebras and establishes properties of these structures. It introduces upper and lower level sets together with their strong forms. The resulting characterizations connect the anti-fuzzy conditions to equivalent properties of the associated level sets, extending the study of fuzzy constructions within JJ-algebras.
DOI: Not listed in the available record
ResearchGate · Preprint
This preprint develops N-fuzzy versions of JJ-ideals and JJ-subalgebras. It defines characteristic sets and complements, connects the resulting objects with ordinary ideals and subalgebras, and establishes that every N-fuzzy JJ-ideal is also an N-fuzzy JJ-subalgebra. Upper and lower level sets, including strong variants, are used to formulate equivalent conditions for the corresponding ordinary algebraic structures.
DOI: Not listed in the available record
ResearchGate · Preprint
This preprint determines exact metric dimensions for uniform hairy cycles whose cycle edges and pendant edges carry separate positive weights. Distances are measured using the resulting weighted shortest-path metric. It develops local and global results for these graphs and derives a corollary concerning strongest paths in a corresponding product model.
DOI: Not listed in the available record
The Asian Conference on Education & International Development 2026 (ACEID2026)
Using a logic-model evaluation, this study examined the University of St. La Salle's Faculty Research Program through a survey of 91 permanent faculty members and a focus group of five participants. Awareness of the program's components significantly predicted research engagement, particularly in publication. Participants identified training, incentives, administrative support, and professional development as encouraging factors. Limited research skills, heavy teaching loads, and insufficient staff assistance constrained participation. The study recommends strengthening faculty research competencies and addressing workload concerns.
DOI: Not listed in the available record
ResearchGate · Preprint
This preprint introduces fuzzy JJ-ideals and fuzzy JJ-subalgebras and investigates their structural properties. It defines upper and lower level sets, together with strong versions of each, for these fuzzy objects. Through related results and equivalent conditions, the paper connects the properties of fuzzy structures with those of their associated level sets within JJ-algebras.
DOI: Not listed in the available record
ResearchGate · Preprint
This preprint develops intuitionistic fuzzy JJ-ideals and JJ-subalgebras and studies their properties. It considers upper and lower level sets and their strong variants, using these constructions to characterize the underlying algebraic structures. The work establishes related properties and equivalent conditions that connect intuitionistic fuzzy sets with level-set descriptions in JJ-algebras.
DOI: Not listed in the available record
Faculty Research Colloquium 2021
This presentation reports a survey of 313 Grade 11 learners at Liceo De La Salle during school year 2018–2019. Using the Attitudes Toward Mathematics Inventory, it examines relationships between attitudes, academic strand, sex, and junior high school background. STEM learners and male students showed positive mathematics attitudes. Students recognized the subject’s value, while enjoyment, self-concept, and motivation were less positive. The analyses found associations between attitude and strand and between enjoyment and self-concept.
ResearchGate DOI: 10.13140/RG.2.2.28669.49129/1
Research paper
This paper develops proofs for the metric dimension of wheel graphs and the partition dimension of a graph constructed from Ks and Kt. The wheel-graph analysis is organized into separate size cases and recurring families, yielding formulas for the minimum number of vertices needed to distinguish graph vertices by distance. The partition-dimension result is divided into two cases according to the relative values of s and t. The work contributes explicit resolving constructions and case-based results within graph dimension theory.
Repository DOI: 10.5281/zenodo.5648460
Shared as a project deliverable on Zenodo. A journal publication has not been verified. The DOI identifies the repository record.
Research notes
Start with the inferential goal, anticipated effect, data structure, and expected loss before selecting a calculation.
Read the articleAssumption evidence affects what a model can support, how uncertainty is estimated, and how confidently results can be described.
Read the articleDistinguish the observed result, its uncertainty, plausible interpretations, limitations, and practical meaning.
Read the articleYour research, next
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