Author: admin_irjstem

Viewing secondary school students’ behaviour through the lens of teachers’ characteristics and classroom environment in Ibadan, Oyo State, Nigeria

admin_irjstem Abstract , , , ,

Viewing secondary school students’ behaviour through the lens of teachers’ characteristics and classroom environment in Ibadan, Oyo State, Nigeria
Corresponding email: [email protected]

A B S T R A C T

This research explored how secondary school students in Ibadan, Oyo State, exhibit learning behaviors in relation to their teachers’ characteristics or attributes and the classroom environment or setting. A descriptive survey approach was adopted, targeting all students and teachers in Ibadan, Oyo State. Using a multistage sampling method, 440 participants were selected, including 400 students and 40 teachers. Data collection was carried out with two structured questionnaires. The analysis incorporated both descriptive statistics (such as frequency, percentage, and mean) and inferential statistics (including t tests and multiple regression analysis). The results indicated that 60% of the teachers were female and 40% were male, with 55% falling within the 35–44 age range and most having 6–10 years of teaching experience. The majority of teachers held either a Postgraduate Diploma in Education (PGDE) or a Master’s degree. Among the students, 55% were female, and 48% were aged between 13 and 15. Furthermore, 62% of fathers and 70% of mothers had completed tertiary education, with most parents being self-employed (48% of fathers and 54% of mothers). The students generally demonstrated positive learning behaviours (weighted average = 3.04). There were no notable differences in learning behaviors when comparing students by gender or age group. Teacher characteristics and the classroom environment together explained 92.4% of the variation in students’ learning behaviours (Adjusted R² = 0.924, p < 0.05). Notably, the classroom environment was a significant predictor of learning behaviour (β = 1.052, p < 0.05), while teacher characteristics did not have a significant individual impact (β = -0.120, p > 0.05). These findings highlight the critical influence of the classroom environment on student learning behaviours, irrespective of teacher qualifications or experience. Based on these insights, it is recommended that school administrators focus on enhancing classroom conditions to promote student engagement and positive learning behaviours, regardless of students’ gender or age.

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Revolutionizing waste management system through the development of an i-smart trash bin solid waste sorter

admin_irjstem Abstract , , ,

Revolutionizing waste management system through the development of an i-smart trash bin solid waste sorter
Corresponding email: [email protected]

A B S T R A C T

This study presents a structured approach to creating an efficient waste management solution capable of segregating papers, plastic bottles, and metal cans. Following a developmental research design, the study progresses through three main phases: design and construction, development and programming, and performance evaluation. In the design phase, this study integrates electronic components such as inductive proximity sensors, ultrasonic sensors, servo motors, LEDs, LCD, a buck converter with an Arduino ATMEGA 2560 microcontroller, and a backup power source from solar energy to operate each bin with an 11-gallon capacity. The development and programming phase implements a sophisticated waste management system using Arduino IDE, incorporating sensor inputs to classify and sort waste items accurately. Results showed an overall accuracy rate of 97% in waste segregation with a minimal error of 6%, where paper waste achieved 100% accuracy, while a 97% accuracy rate was seen in both plastic bottle and metal waste. These findings underscore the prototype’s potential as a reliable waste management solution, contributing to more effective and sustainable waste segregation practices. Further enhancements can be explored to optimize functionality and usability, ensuring continued innovation in waste management technology.

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Volume 5 | No. 1 | March 2025 Issue

admin_irjstem Issue

March 2025

The use of engineering design process-oriented activities with GRASPS model integration in grade 11 Genetics
Jereme Ll. Astaño1, Ma. Lourdes M. Macasinag2
1Bicol University Graduate School, Philippines
2Bicol University College of Education, Philippines
Full Paper PDF Abstract 1-22

Community-Driven GIS – Based landslide hazard mapping for Kias, Baguio City, Philippines
Florence Leslie Campolet1, Blanche Rosaida Mallare2, Yuriko Lynn Suba3, Joana Marie Obfan4, Jeorge Antonio5
1-5Saint Louis University, Bonifacio St., Baguio City, Philippines
Full Paper PDF Abstract 23-43

Development of digital handouts based on critical thinking skills as teaching material for pre-service science teachers
Erviyenni, Fitri Aldresti, Sri Haryati
Universitas Riau, Indonesia
Full Paper PDF Abstract 44-56

Determinants of out-of-school youth dropout: Pathways to educational re-engagement
Khalid D. Daud
Faculty, Rufo de la Cruz Integrated School, Tubod, Lanao del Norte, Philippines
Graduate student, Mindanao State University, Marawi, Lanao del Sur, Philippines
Full Paper PDF Abstract 57-66

A case study on organizing a workspace using 5S Technique and LIFO Principle
Tshegofatso Lesiba Seema1, Kapil Gupta2
1Department of Mechanical and Industrial Engineering Technology, University of Johannesburg, Johannesburg-
2028, Republic of South Africa
2Department of Mechanical and Industrial Engineering Technology, University of Johannesburg, Johannesburg-
2028, Republic of South Africa
Full Paper PDF Abstract 67-81

Interplay of organizational change and trust on the organizational effectiveness in the College of Engineering of the Nueva Vizcaya State University Bambang Campus: Perspective of generation XYZ faculty members
Jeanelyn R. Tominez1, Jerry F. Tominez2, Salvador A. Loria Jr.2, Noel T. Florencondia2
1Department of Mechanical Engineering, Nueva Vizcaya State University, Bambang Nueva Vizcaya, Philippines
2College of Engineering, Nueva Ecija University of Science and Technology, Nueva Ecija, Philippines
Full Paper PDF Abstract 82-99

Moral and social development analysis of sixth-grade students: Insights from an Indonesian Islamic primary school
Indri Khairunnisa Erwinsyah1, Muhammad Ikhlas2, Selvi Simanjuntak3, Trisna Natalia Br Parapat4, Rendi Prilandi5, Asiah Ramadhani6
1,3,4,5Undergradute student of Primary School Teacher Education Program, Universitas Negeri Medan, Indonesia
2,6Lecturer at Primary School Teacher Education Program, Universitas Negeri Medan, Indonesia
Full Paper PDF Abstract 100-112

A narrative literature review of ‘Women Teach, Men Lead’ in Tanzanian schools 
Joyce Nemes
The University of Dodoma, United Republic of Tanzania
Full Paper PDF Abstract 113-125

Peer tutoring day: Perceptions and its effectiveness on the academic performance of students in learning high school physics 
Febeto Jr. L. Potutan1, Samuel Macagba III2 
The University of Dodoma, United Republic of Tanzania
1Santiago National High School, DepEd Iligan City, Philippines
2Xavier University- Ateneo de Cagayan Junior High School, Philippines
Full Paper PDF Abstract 126-136

The integration of augmented reality tools in South African schools: Selected preservice teachers’ views 
Olika Moila
Department of Mathematics, Science and Technology Education, Walter Sisulu University, Mthatha, Souths Africa
Full Paper PDF Abstract 137-149

The integration of augmented reality tools in South African schools: Selected preservice teachers’ views

admin_irjstem Abstract , , , ,

The integration of augmented reality tools in South African schools: Selected preservice teachers’ views 
Corresponding email: [email protected]

A B S T R A C T

This study examines selected pre-service teachers’ views on the application of Augmented Reality (AR) tools in South African schools where they were deployed for School-Based education (SBE). Mixed methods were used to collect quantitative data from 80 purposively selected pre-service teachers. A survey questionnaire with a Likert scale with 5 points was used to gather the quantitative data from the 80 participants. Out of 80 participants, face-to-face interviews with 10 randomly selected pre-service teachers were conducted. The results demonstrated that more than 70% of the 80 pre-service teachers disagreed and strongly disagreed that the teachers had a good awareness of and understanding of AR innovation; were ready to adopt AR tools, were competent with these tools, and that their attitudes towards AR were positive. As these participants indicated that difficulties with implementing AR existed at the schools, more than 60% of them agreed that interventions were desperately needed. The study suggests that the schools collaborate with the Department of Basic Education in South Africa and other key stakeholders to ensure that the 4IR resources, in this case AR are adequately funded to enable all teachers, including student-teachers to effectively incorporate them into their teaching and learning activities whilst on School Based Education (SBE). There is need to engage further research at a large scale to alleviate similar challenges at many other schools, thus closing the digital divide that could be existing between south Africa and other countries.

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Peer tutoring day: Perceptions and its effectiveness on the academic performance of students in learning high school physics

admin_irjstem Abstract , , , ,

Peer tutoring day: Perceptions and its effectiveness on the academic performance of students in learning high school physics
Corresponding email: [email protected]

A B S T R A C T

This study looked at how well high school students performed academically in physics when using the Peer Tutoring Day (PTD) approach. Specifically, it assessed students’ perceptions of PTD in terms of helpfulness, confidence, and motivation, as well as its implications on achievement scores. A mixed-methods, one-group pretest-posttest quasiexperimental design was used. High-performing students served as tutors, while lower-performing students were tutees. Data were collected through a 15-item achievement test, a Likert-scale survey, and focus group discussions (FGDs). Results showed that students rated PTD as very helpful (mean = 3.58), very empowering (mean = 3.38), and very motivating (mean = 3.44). The favorable contribution of PTD to the learning outcomes was confirmed by the Wilcoxon signed-rank test, which showed a substantial improvement in posttest results (p=0.000). Qualitative findings revealed that PTD fostered collaborative learning, deepened conceptual understanding, and strengthened interpersonal relationships. However, challenges such as limited tutor preparation time and initial discomfort in tutor-tutee interactions were mentioned. The study concludes that PTD is a helpful, motivating, and confidence building strategy, which enhances students’ understanding of physics. It recommends allocating sufficient preparation time for tutors and fostering a supportive classroom environment to optimize the intervention’s benefits.

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A narrative literature review of ‘Women Teach, Men Lead’ in Tanzanian schools 

admin_irjstem Abstract , , , ,

A narrative literature review of ‘Women Teach, Men Lead’ in Tanzanian schools 
[email protected]/[email protected]

A B S T R A C T

This narrative literature review, explores the factors constraining women’s advancement to leadership roles within Tanzania’s educational system, despite their numerical dominance in the teaching profession. Analyzing 15 studies published between 2014 and 2024, this review employs the Glass Ceiling Theory and Intersectionality Theory to explore the barriers women encounter in achieving supervisory roles. The findings reveal a complex interplay of barriers: First, organizational barriers which include, male-dominance in the appointment process coupled with demand for sexual favors, reflecting the Glass Ceiling Theory’s insights on structural obstacles. Second, societal barriers, rooted in persistent patriarchal norms and gender power structures which align with the Intersectionality Theory, highlighting how various identities intersect to create unique challenges. Third, individual barriers such as perceived lack of qualifications and confidence, which further contribute to women’s underrepresentation in leadership positions. On similar note, this study concludes that, women encounter multifaceted challenges that require comprehensive reforms to set up an inclusive and equitable education system. By providing a cohesive understanding of the “women teach, men lead” phenomenon, this review advocates for policy decisions and interventions aimed at promoting gender equity in leadership. Subsequent studies should concentrate on assessing the effectiveness of specific reforms and on exploring the experiences of women wishing to be or who are currently on leadership roles in educational settings.

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Moral and social development analysis of sixth-grade students: Insights from an Indonesian Islamic primary school

admin_irjstem Abstract , , , ,

Moral and social development analysis of sixth-grade students: Insights from an Indonesian Islamic primary school
Corresponding email: [email protected]

A B S T R A C T

This study investigates the moral and social development of 6th-grade students at Al-Quba Islamic Primary School using a mixed-methods approach, integrating qualitative and quantitative data. The purpose of this research is to examine how students internalize and apply moral values in their daily interactions within an Islamic educational setting. The qualitative data were derived from semi-structured interviews with a Grade 6 teacher, while the quantitative data were gathered through a structured questionnaire administered to 28 students. The questionnaire was designed to assess students’ adherence to values such as honesty, responsibility, altruism, discipline, humility, tolerance, inclusion, friendship, empathy and mediation. The results indicate that empathy (M = 2.96) and friendship (M = 2.89) were the most strongly upheld values, whereas humility received the lowest mean score (M = 2.43). This suggests that students exhibit strong social connections and compassion but may struggle with self-reflection and conflict resolution. The qualitative findings further reveal that teachers primarily assess students’ moral and social behavior through classroom activities, emphasizing honesty and empathy, while values such as respect for differing opinions and cooperation were less emphasized. Feedback mechanisms, including classroom discussions and parent-teacher meetings, were instrumental in guiding students’ moral development. However, challenges such as inconsistent adherence to school rules and varying levels of environmental awareness were noted. These insights contribute to the growing body of research on character education and its critical role in fostering students’ overall development.

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Interplay of organizational change and trust on the organizational effectiveness in the College of Engineering of the Nueva Vizcaya State University Bambang Campus: Perspective of generation XYZ faculty members

admin_irjstem Abstract , ,

Interplay of organizational change and trust on the organizational effectiveness in the College of Engineering of the Nueva Vizcaya State University Bambang Campus: Perspective of generation XYZ faculty members
Corresponding email: [email protected] ; [email protected]

A B S T R A C T

The complex interconnections between organizational change, organizational trust, and organizational effectiveness among the College of Engineering faculty members of the Nueva Vizcaya State University have been investigated. This research employed a descriptivecorrelational method, utilizing a structured questionnaire with a four-point Likert scale as the principal data-gathering instrument. The data that have been gathered from the questionnaire are analyzed using statistical tools such as the mean, which is used in determining the respondents’ assessment level on organizational change, trust, and effectiveness while the Pearson-r correlation is used to determine the significant relationship between the respondents’ perceived level of organizational change, trust, and effectiveness. Findings showed a very high positive correlation between organizational change and organizational trust, as well as between organizational change and effectiveness, and between organizational trust change and effectiveness, based on Pearson rcoefficients of 0.69, 0.62, and 0.54, respectively. Dealing with the level of organizational change in terms of the climate of change and factor analysis of change-specific process factors; level of organizational trust in supervisor, peers, and upper management; and lastly level of organizational effectiveness in terms of goal attainment, efficiency, employee satisfaction and engagement, communication and information flow, human resources, innovation and adaptability and stakeholder satisfaction have an overall high mean of 3.20, 3.19 and 3.09 respectively. In response to these insights, organizational development interventions and training designs were designed to bolster or sustain trust levels during organizational changes and to enhance the rapport between administrators and faculty.

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A case study on organizing a workspace using 5S Technique and LIFO Principle

admin_irjstem Abstract , , , , ,

A case study on organizing a workspace using 5S Technique and LIFO Principle
Corresponding email: [email protected]

A B S T R A C T

5S Technique is an important tool of Lean manufacturing being utilized worldwide in industrial and service sectors for workspace organization and management. This study successfully applied the 5S methodology alongside the Last-In-First-Out (LIFO) principle to organize a workspace in one of the storerooms of the engineering department of a university. The 5S approach (Sort, Set in Order, Shine, Standardize, and Sustain) was utilized to improve space utilization, reduce clutter, and enhance operational efficiency. The LIFO principle was implemented to manage inventory by ensuring the most recently added items were accessed first, preventing obsolescence. Root cause analysis and time study are the other tools utilized in this work. Notable improvements included a 37.4% reduction in retrieval time for frequently used materials and increased consistency in material handling, evidenced by a significant decrease in the coefficient of variation (CV) for retrieval times. The study contributes to practical demonstration of integrating 5S and LIFO in an academic setting, an area often looked in Lean Manufacturing studies. The findings highlight the importance of systematic workplace organisation in reducing waste, enhancing accessibility and fostering a culture of continuous improvement, offering actionable awareness for organisations seeking to optimize operation through lean tools.

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Determinants of out-of-school youth dropout: Pathways to educational re-engagement

admin_irjstem Issue , , , ,

Determinants of out-of-school youth dropout: Pathways to educational re-engagement
Corresponding email: [email protected] [email protected]

A B S T R A C T

This study aims to explore the factors contributing to educational disengagement among out-of-school youth in Tubod, Lanao del Norte, and to identify strategies for their re-engagement in education. Participants were chosen from a variety of barangays using a convenience sample technique in this quantitative study. A self-made survey that focused on family dynamics, academic difficulties, socioeconomic circumstances, and peer and teacher support was used to collect data. For data analysis, statistical tools including the mean, standard deviation, frequency and percentage distribution, and others were used. The findings showed that 65% of the young who are not in school are male, mostly between the ages of 19 and 21, and they originate from low-income households. The majority of parents worked in business and had just finished senior high school; their salaries were insufficient to cover their basic medical and educational expenses. Academic difficulties such as low comprehension skills and learning disabilities were reported by 72% of respondents. While 55% indicated that open family communication positively influenced their aspirations, 60% found institutional support lacking. Based on the findings, key strategies for re-engagement include the establishment of community-based learning hubs, expansion of flexible education programs like the Alternative Learning System (ALS), provision of financial assistance and transportation support, and access to skills training and livelihood programs. The creation of successful, focused programs that encourage the reintegration of out-of-school adolescents into the formal education system is based on these insights.

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