Author: admin_irjstem

Volume 4 | No. 4 | December 2024 Issue

admin_irjstem Issue

December 2024

Seismic vulnerability assessment of Palacio del Gobernador using fragility curve
Reden Brendan R. Anorico1, Nicolle Shane P. Cutin1, Aldean Gem P. De Guzman1, Jorge B. Gigante1, Prince Sherif M. Suapero1, Michael B. Baylon1,2
1Polytechnic University of the Philippines, Philippines
2USHER Technologies, Inc., Philippines
Full Paper PDF Abstract 1-9

Revolutionizing education: An extensive analysis of large language models integration
Nguyen Van Viet1, Luong Thi Minh Hue2, Nguyen The Vinh3, Mong Quoc Tuan4, Bui Anh Tu5, Le Anh Tu6, Phan Thi Cuc7 and Nguyen Huu Khanh8
1,2,3,4,5,6,7Thai Nguyen University of Information and Communication Technology, Vietnam
8Thai Nguyen University, Vietnam
Full Paper PDF Abstract 10-21

A Phenomenological study on the experiences of stop-out students input for the reintegration in state university and colleges in the Philippines
Rod Jasper G. Antonio1, Darwin C. Rungduin2, Aurora Buenaventura-Fulgengio3
Philippine Normal University-Manila, Philippines
Full Paper PDF Abstract 22-35

Exploring Chinese international high school students’ motivations for pursuing degrees in the UK: An empirical investigation based on push-pull model
Ran Jiao
Doctoral Candidate/Graduate School of International Relations/Ritsumeikan University, Japan
Full Paper PDF Abstract 36-51

AI in education: Unlocking college student engagement in the digital learning era
Joefrey B. Geroche1, Farra Jean G. Guay2
1Faculty of Business Administration, Kasetsart University, Thailand
2West Visayas State University, Iloilo City Philippines
Full Paper PDF Abstract 52-64

Translanguaging as a strategy in English-medium instruction: A retrospective and prospective view
Purna Bahadur Kadel
Central Department of Education, Tribhuvan University, Nepal
Full Paper PDF Abstract 65-75

Lived experiences of student mothers in one public secondary school
Samson M. Lausa1, Emelda V. Britania2, Debster M. Bacomo3
1,3State University of Northern Negros, PHILIPPINES
2Sicaba National High School, PHILIPPINES
Full Paper PDF Abstract 76-85

Potentials and challenges of technology-based Algebra learning: A classroom experience using Wizer.me
Titi Solfitri1, Hesty Marwani Siregar2, Talisadika Serrisanti Maifa3, Yusa Putra4
1Universitas Riau, Indonesia
2Universitas Riau, Indonesia
3Universitas Timor, Indonesia
4Universitas Riau, Indonesia
Full Paper PDF Abstract 86-98

Exploring college students’ awareness and use of AI-enhanced flipped classroom models: Impacts on learning outcomes and skills development
Ramil D. Villarosa Jr.
University of Makati, Philippines
Full Paper PDF Abstract 99-113

Empowering Filipino teachers in Bahrain: The role of cognitive flexibility and teaching leadership in shaping students’ 21st-century skills
Mary Jean Dureza1, Rodalin Asenas2, Jose Dennis Dureza3
1Arabian Pearl Gulf School
2University of Technology Bahrain
3Nasser Centre for Science and Technology
Full Paper PDF Abstract 99-113

An investigation to students’ satisfaction with a university’s web portal
Oluwaseun Timilehin Ojomo1, Olufemi Timothy Adigun2
1,2Institute for Open Distance Learning, College of Education, University of South Africa, South Africa
Full Paper PDF Abstract 99-113

An investigation to students’ satisfaction with a university’s web portal

admin_irjstem Abstract , , , ,

An investigation to students’ satisfaction with a university’s web portal
Corresponding email: [email protected]

A B S T R A C T

This study examined the factors related to system and users that affect satisfaction with the web portal of the University of Ibadan undergraduates. Out of 14,384 undergraduate students, the study used the proportionate to size sampling technique to choose 388 as the sample size. Participants were chosen by convenience selection from each faculty. A validated instrument was used to collect the data, and a significance level of 0.05 was applied to the analysis. The results revealed that computer anxiety, computer literacy skills, faculties, information literacy skills, service quality, sex, student level, and system quality were significant predictors of students’ satisfaction. Conversely, information quality and age were not significant predictors. Given the results, it is advised that the University of Ibadan’s web development unit should prioritize improvements to the undergraduate web portal, focusing on ease of use, fast loading speed, easy navigation, and flexibility. Computer literacy skills should be integrated into the student curriculum to improve computer usage skills and reduce anxiety.

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Empowering Filipino teachers in Bahrain: The role of cognitive flexibility and teaching leadership in shaping students’ 21st-century skills

admin_irjstem Abstract , ,

Empowering Filipino teachers in Bahrain: The role of cognitive flexibility and teaching leadership in shaping students’ 21st-century skills
Corresponding email: [email protected]

A B S T R A C T

Educational institutions demand teachers to be cognitively flexible and highly skilled in leading their students to success. As 21st-century skills become increasingly essential, educators must assess how their approaches influence student development. This study explores the relationship between cognitive flexibility (CF), teaching leadership (TL), and the improvement of 21st-century skills among Filipino teachers in Bahrain. Specifically, it examines how these factors interact to shape student outcomes. Using a quantitative approach, data were collected from 65 Filipino teachers across various institutions through surveys assessing CF, TL, and students’ 21st-century skills attainment. The analysis revealed a significant impact of teaching experience on students’ skill acquisition (F=2.463, p=.055), indicating that seasoned educators are better equipped to promote these critical skills. Furthermore, teaching leadership demonstrated a significant positive effect on students’ development of 21stcentury skills (t=2.475, p=.016) at the 5% significance level, underscoring the pivotal role of effective leadership in education. Interestingly, no significant correlation was found between cognitive flexibility and students’ 21st-century skills, suggesting that while adaptability remains essential for teachers, leadership qualities may play a more direct role in student success. These results highlight the need for competency improvement programs that prioritize cultivating teaching leadership skills, particularly in contexts where 21st-century competencies are a key focus. Overall, this study ephasizes the significance of teaching leadership and experience in equipping students with the essential skills for success in a rapidly evolving world.

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Exploring college students’ awareness and use of AI-enhanced flipped classroom models: Impacts on learning outcomes and skills development

admin_irjstem Abstract , , , ,

Exploring college students’ awareness and use of AI-enhanced flipped classroom models: Impacts on learning outcomes and skills development
Email: [email protected]

A B S T R A C T

This study examines college students’ awareness of and use of artificial intelligence (AI) in flipped classroom activities that involve Mathematics in the Modern World. The flipped classroom promotes self-paced learning and collaboration by having students work on learning materials outside of class and participate in interactive exercises in class. AI tools, increasingly prevalent in education, offer personalized support for college students through tutoring systems, problem-solving platforms, and chatbots, complementing the flipped classroom model. Furthermore, this assesses college students’ awareness of AI regarding the flipped classroom model, emphasizing advantages like participation, engagement, problem-solving skills, study habits, and academic achievement. It also looks into the AI tools that college students use to improve their education. The methodology involves 65 volunteer college students from the University of Makati who participate in a descriptive approach using a Likert scale questionnaire to assess student awareness across multiple aspects. Preliminary results show that college students are highly aware of the flipped classroom model, recognizing its impact on participation, problem-solving, and time management. They also demonstrate a strong awareness of AI’s potential to provide personalized feedback and improve academic performance, although practical usage of AI tools like chatbots and tutoring systems remains moderate. Although students understand the function AI plays in flipped classrooms, more integration and training are required to realize the potential advantages of these tools fully. The study highlights how crucial it is to promote digital literacy and individualized learning through AI-driven educational advancements.

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Potentials and challenges of technology-based Algebra learning: A classroom experience using Wizer.me

admin_irjstem Abstract , , ,

Potentials and challenges of technology-based Algebra learning: A classroom experience using Wizer.me
Corresponding email: [email protected]

A B S T R A C T

The study seeks to explore the potentials and challenges associated with implementing Wizer.me in the context of algebra learning. Information was gathered through surveys and interviews involving 31 participants, including students and lecturers, employing a mixed-methodology to assess the platform’s engagement, understanding, and ease of use. The results show that Wizer.me enhances student engagement and understanding of abstract algebraic concepts through its interactive and visual features. However, some challenges were identified, including difficulties with the platform’s math symbol editor, which often required users to upload images as a workaround, and technical issues such as unstable internet connections that disrupted learning. Despite these challenges, lecturers appreciated features like immediate feedback and integration with Google Classroom, which streamlined task management and improved student interaction. This study underscores Wizer.me’s potential in supporting algebra learning while highlighting the need for technical improvements and training for both students and lecturers. Enhancing platform usability and addressing infrastructure barriers are recommended to optimize its effectiveness, particularly for teaching complex mathematical topics.

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Lived experiences of student mothers in one public secondary school

admin_irjstem Abstract , , , ,

Lived experiences of student mothers in one public secondary school
Corresponding email: [email protected]

A B S T R A C T

This phenomenological study explored the lived experiences of ten student mothers enrolled on modular distance learning in one public secondary school. The study revealed five themes focusing on the difficulties, coping mechanisms, and motivations of student mothers. The findings of the study drive a pervasive approach, strategies, and actions from the educational sector or educational leaders to redesign curricular or instructional framework, learning delivery modes, initiatives, and innovations that is inclusive, relevant, and responsive to the needs and situation of student mothers. Likewise, the study calls for the government agencies (Local Government Units, Barangay, women groups) unified actions towards empowering student mothers as productive citizens.

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Translanguaging as a strategy in English-medium instruction: A retrospective and prospective view

admin_irjstem Abstract , , , ,

Translanguaging as a strategy in English-medium instruction: A retrospective and prospective view
Corresponding email: [email protected]

A B S T R A C T

This study is very relevant and useful for the school teachers to make EMI policy successful with the help of the techniques of translanguaging at school level in Nepal. The research objectives of this study attempted to explore retrospective and prospective views of teachers and to find out lived experiences of teachers on the use of translanguaging strategies while implementing EMI in Science, Mathematics and Social Studies Classes. Hermeneutic phenomenological research design was used to explore the lived reflections of secondary level non-English teachers on the use translanguaging strategies in EMI classes. Six teachers of Science, Social Studies and Mathematics subjects were selected as a sample from 3 community schools through judgmental non-random sampling method in this study. The results of this study revealed that teachers and learners have been using different translanguaging strategies in EMI classes such as L1 as a source of learning strategy, dual modes of medium of instruction, translation, code mixing, and code switching in EMI classes, and ICT as a strategy in EMI classes. Furthermore, it was found that there was lakh of instructional materials to support EMI policies in community schools. Translanguaging has been adopted by the Science, Social Studies and Mathematics teachers to make EMI policy of Government of Nepal successful and effective in community schools. The educational authorities of Local Government should organize workshop, seminar and short-term workshop and training on the techniques of translanguaging to implement the decision of English as a Medium of instruction in community schools in Nepal.

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AI in education: Unlocking college student engagement in the digital learning era

admin_irjstem Abstract , , , , , ,

AI in education: Unlocking college student engagement in the digital learning era
Corresponding email: [email protected]

A B S T R A C T

This study investigated the relationships between independent variables Instructor Knowledge, Instructor Support, Ease of Access, Availability of AI Resources, Perceived Value, and Institutional Response and their impact on college student engagement in AI-driven educational contexts. Using a quantitative design, the study gathered data from 572 college students at universities in the Philippines through a structured Likert scale questionnaire on their perceptions and experiences of AI in education. Analysis through multiple regression revealed that Instructor Knowledge did not significantly influence engagement, suggesting that mere expertise may not suffice without strong interpersonal relationships. In contrast, strong Instructor Support positively correlated with student engagement, emphasizing the critical role that encouragement and guidance play in fostering student involvement. Although Ease of Access to AI tools approached significance, the availability of resources negatively correlated with engagement, indicating that an abundance of choices may overwhelm students and lead to disengagement. The Perceived Value of student feedback is positively related to engagement, underscoring the importance of institutions acknowledging and acting on student input to enhance their educational experiences. Furthermore, timely Institutional Response significantly promoted engagement by fostering transparent communication between students and institutions. These results imply that to enhance student engagement effectively, educational institutions should focus on strengthening instructor support, simplifying access to AI tools, curating resources thoughtfully, and actively responding to student feedback. This study offers important insights into AI-enhanced education, highlighting factors that can boost engagement, inform teaching practices, and influence future learning environments. By addressing these elements, institutions can create a more interactive and supportive educational experience for students in a digital learning landscape.

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Exploring Chinese international high school students’ motivations for pursuing degrees in the UK: An empirical investigation based on push-pull model

admin_irjstem Abstract , , , ,

Exploring Chinese international high school students’ motivations for pursuing degrees in the UK: An empirical investigation based on push-pull model
Email: [email protected]

A B S T R A C T

This study fills a gap in the existing research on the motivations of young Chinese students studying abroad, particularly focusing on those choosing to pursue education in the UK. This study interviewed 15 Chinese international high school students and 6 Chinese parents to explore the motivations of Chinese students to pursue university degrees abroad. This study applied a narrative inquiry approach and the classic push-pull model as the theoretical framework. The study identifies three micro-level push factors: parental expectations, the ability to pay tuition fees, and students’ academic performance. It also identifies three micro-level pull factors from the host country: opportunities to improve English skills, previous travel experience, and friends’ recommendations. At the macro-level, two push factors from the home country are identified: application supplements and differences in school curricula. Two macro-level pull factors from the host country include immigration opportunities and the natural environment. These findings provide fresh insights into the differences in motivations between Chinese students pursuing undergraduate versus postgraduage degrees abroad, enriching the theoretical framework of international student mobility research and offering practical references for educational policymakers and study abroad service providers.

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A Phenomenological study on the experiences of stop-out students input for the reintegration in state university and colleges in the Philippines

admin_irjstem Abstract , ,

A Phenomenological study on the experiences of stop-out students input for the reintegration in state university and colleges in the Philippines
Corresponding email: [email protected]

A B S T R A C T

Dropout rates in recent years in the Philippines have reached alarming levels in higher education. This reflects one of the problems in the education system in the country. Among this population, there are students known as stop-outs, who temporarily pause their studies and eventually return to school within five academic years. This study explores the experiences of stop-out students at State Universities and Colleges (SUCs) in the Philippines, focusing on their reasons for pausing their studies, motivations for returning, and the challenges they face upon re-enrollment. The research aims to enhance understanding of the factors influencing this marginalized population and advocate for effective strategies to support stop-outs. A qualitative phenomenological approach was used, entailing in-depth semi-structured interviews with six participants (one male and five females) who had taken a break from classes for at least one semester and returned within the last five academic years. The data collection process adhered to ethical standards, including informed consent and confidentiality measures. Thematic analysis was utilized to evaluate interview transcripts, research memos, and observation notes, revealing significant insights into the participants’ lived experiences. The findings indicate that financial difficulties and personal circumstances were primary reasons for students becoming stop-outs. Motivation for returning to school is their personal aspirations that includes social environment, support, helping others, finishing academics and career progression. Upon returning, participants faced challenges adjusting to the school environment and expressed a need for support, including orientation programs, counseling services, and peer support groups to facilitate their reintegration. The insights gained from this research can inform policies and practices within SUCs aimed at enhancing student retention and success. By understanding the specific needs of stop-out students, educational institutions can develop targeted interventions that promote a smoother transition back to academic life, ultimately improving academic success and retention rates in higher education.

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